Duane Roen

Zamel, V., & Spack, R. (Eds.). (2002). Enriching ESOL pedagogy: Readings and activities for engagement, reflection, and inquiry

ENRICHING ESOL PEDAGOGY: READINGS AND ACTIVITIES FOR ENGAGEMENT, REFLECTION, AND INQUIRY. Vivian Zamel and Ruth Spack (Eds.) . Mahwah, NJ: Erlbaum, 2002. Pp. xxiv + 448.

18: A Matrix for Reconsidering, Reassessing, and Shaping E-Learning Pedagogy and Curriculum

37.50 paper. With Enriching ESOL pedagogy , Zamel and Spack add to their impressive record of contributions to the field. This eclectic collection includes 22 readings organized in five coherent units: “Questioning the Nature of Methods,” “Seeing in the Classroom,” “Theories into Practice: Promoting Language Acquisition,” “Theories into Practice: Keeping Language Meaningful,” and “Questioning Assumptions about Language Identity.” Unlike many collections for teacher-scholars, this one offers readings in a wide range of genres—research reports, theoretical explorations, ethnographies, personal essays, and multigenre pieces. With original publication dates spanning 1982 to 1999, the readings were selected from top journals and collections. Without exception, the readings are thoughtful, interesting, and insightful—what one would expect from such notable authors as Rose, Hudelson, Krashen, Widdowson, Zamel, Wells Lindfors, Ortiz, and Tan.