Nexus: A Journal for Teachers in Development
November 2006 Issue
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EDITOR'S MESSAGE

By Susan L. Schwartz


"Nexus" is a journal that strives to present a broad range of perspectives about training teachers of English to speakers of other languages. In this issue, I am pleased to present three articles that describe programs that address the needs of teachers of learners who span the full range of the field of TESOL—from kindergartners to adults. Also included is a review of a book that should be of interest to everyone who in the field, regardless of their particular professional context.

Teaching kindergartners requires very different skills and strategies from teaching adolescents or adult learners. Carol Goldfus and Michele Horowitz describe their college course in Tel Aviv, Israel, that trains future kindergarten teachers to use authentic literature, in the form of "big books," to develop literacy skills in young learners. They offer techniques to use with the books and stress the role phonemic awareness plays in teaching learners who have not yet fully acquired their first language.

All public school K – 12 teachers in Massachusetts, USA, who have English Language Learners (ELLs) in their classrooms are encouraged to take a series of four courses designed to help them better meet the needs of their ELL students. Jane Sigillo and Susan L. Schwartz explain the need for such courses and describe how they are being implemented in the Methuen School District.

The Center for Applied Linguistics (CAL), based in Washington, D.C. in the USA, is a clearinghouse for information and materials dealing with all levels of English language learning. Kirsten Schaetzel and Lynda Terrill explain how The Center for Adult English Language Acquisition (CAELA), which is part of CAL, supports teachers of adult ELLs. CAELA provides an extensive number of resources on its website that can be freely accessed by teacher trainers around the world and the authors provide descriptions and examples of each type of resource available.

Andrew Finch reviews Handbook of Research in Second Language Teaching and Learning, edited by Eli Hinkel. At 1144 pages, this book offers something for everyone, as it includes articles by well-known authors on a wide variety of topics related to second language learning and teaching. As Finch writes of this book, "[W]e will gain an authentic picture of the state (past, present, and prospective) of ELT research and teaching."

On a completely different note, I would like to inform readers that next year's issue of the journal will be the last one that is published. With the 2007 issue, "Nexus" will have been published for ten years and after a decade, it is time for me to move on to other endeavors. I would like to make it a special issue, and so I invite submissions of articles that deal with how teacher training has evolved and changed between 1998 and 2007, or generally from the mid-1990s to the present. Articles that address best practices for training teachers in elementary, secondary, higher ed, and professional contexts are also solicited. Articles and reviews concerning any aspect of teacher education that deals with these themes are welcome. The submission deadline is April 30, 2007; please see the submission guidelines for further information.

In the meantime, enjoy the journal.

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ARTICLES

Let's Start at the Very Beginning: Phonemic Awareness and the EFL Young Learner; by Carol Goldfus and Michele Horowitz

Training Teachers of English Language Learners in Methuen, Massachusetts, USA; by Jane Sigillo and Susan L. Schwartz

CAELA Provides Professional Development; by Kirsten Schaetzel and Lynda Terrill

Book Review: Handbook of Research in Second Language Teaching and Learning; reviewed by Andrew Finch


Volume 9, Issue 1, November 2006

                                            NEXUS   ISSN 1521-1894
                                            Copyright 2007