OHLT: OXFORD ESOL HANDBOOK

ESOL teachers have to focus not just on teaching students English, but also on why and how they need to use English in real life. Because of this, The Oxford ESOL Handbook promotes the use of teaching activities that reflect situations in which learners have to use English in their everyday lives. This might range from saying hello to neighbours or writing a note to their children's teacher, to finding a job or attending a course of study. The book is organized in eight chapters: Chapter 1: reviews the history of teaching English to migrants and refugees; Chapter 2: provides information on learners' backgrounds and how these might affect classroom learning Chapter 3: describes the characteristics of teaching English to speakers of other languages, contrasting it with how we teach literacy to people whose first language is English. Chapters 4 and 5 look at ways of analysing English. They cover grammar, tenses, word order, and vocabulary learnin

ESOL teachers have to focus not just on teaching students English, but also on why and how they need to use English in real life. Because of this, The Oxford ESOL Handbook promotes the use of teaching activities that reflect situations in which learners have to use English in their everyday lives. This might range from saying hello to neighbours or writing a note to their children's teacher, to finding a job or attending a course of study. The book is organized in eight chapters: Chapter 1: reviews the history of teaching English to migrants and refugees; Chapter 2: provides information on learners' backgrounds and how these might affect classroom learning Chapter 3: describes the characteristics of teaching English to speakers of other languages, contrasting it with how we teach literacy to people whose first language is English. Chapters 4 and 5 look at ways of analysing English. They cover grammar, tenses, word order, and vocabulary learnin