Abstract
Linguistics remains ubiquitous in almost any English language teacher education programme as content knowledge in Teaching English to Speakers of Other Languages (TESOL) includes, among other areas, knowledge of English as a system (Banegas, 2020; Mahboob and Knight, 2010).
While recent volumes describe language from different (applied) linguistics lens (e.g. Schmitt and Rodgers, 2020; Yule, 2017), in this book, Valenzuela combines linguistics and TESOL at an introductory, practice-oriented level for pre-service and in-service teachers. The volume conflates content knowledge of linguistics and pedagogical knowledge as a result of the author’s journey in teaching linguistics in a TESOL programme.
The book consists of nine chapters that look at the main branches of linguistics such as sociolinguistics, grammar, or discourse analysis. In line with current TESOL perspectives, each chapter describes diverse aspects of discrete elements of the language (e.g. structure, sounds, use) by focussing on both meaning and form. Each chapter includes reflective questions and classroom activities (with suggested answers) that teachers can employ with their own learners, regardless of their proficiency in English, to raise language awareness. In addition, each chapter contains a list of suggested readings which prompt readers to deepen their understanding of linguistics for and beyond the remit of TESOL.
Chapter 1 introduces the concepts of language and linguistics by presenting four views which show the development of linguistics as a science. Thus, language is approached as (1) a rule-bound system, (2) a determining factor in human thinking, (3) a tool for social interaction, and (4) a set of brain impulses. These four perspectives are presented in a concise and clear manner and illustrated with examples that encourage reflection about teachers’ own identity as language users.
Chapter 2 takes a sociolinguist view on linguistics for TESOL by concentrating on variation. In my identity as a teacher educator and teacher, I celebrate that topics such as dialects, accents, and the role and development of English as an international language are discussed early in the volume. Even today, parents, learners, and some teachers sometimes wonder whether, for example, British English is ‘pure’ English and other varieties are a ‘deformation’ of it; therefore, there is a need for teachers to be prepared to respond to such questions. These issues are also cogently described when the author refers to hierarchy and power across dialects and language standards.
Chapters 3 and 4 deal with phonetics and phonology, paying particular attention to English pronunciation. While Chapter 3 describes sound production in isolation, Chapter 4 addresses connected speech, and therefore processes such as assimilation, intrusion or liaison are included. Both chapters are coherent with the Chapter 2 on variation since they include examples taken from different varieties of English and also refer to English as a lingua franca (ELF). In addition, the chapters discuss the relationship between pronunciation and spelling and how these have changed due to online language use. The author has successfully included hyperlinks and examples that illustrate authentic uses of English across a wide range of speech situations.
Chapters 5 and 6 describe English linguistics regarding the structure of words, phrases and clauses. In Chapter 5, the author introduces morphology through a fascinating topic: word creation. By describing different processes such as borrowing or compounding, the author illustrates the socio-historical dimension of languages in contact. Furthermore, Chapter 5 introduces readers to published wordlists which are helpful for developing learners’ academic English. In turn, Chapter 6 deals with syntax, even though it is called ‘Grammar’. Apart from describing word classes, the author pays particular attention to systemic functional grammar as a supporting tool for developing communicative competence and discusses pedagogical perspectives on grammar teaching.
Meaning is the object of Chapters 7 (Semantics) and 8 (Pragmatics). Chapter 7 discusses the pedagogical potential of semantic relations. One highlight of this chapter is that topics such as collocation or semantic preference are described by including activities based on the use of open-access spoken and written corpora. Another highlight in the chapter is the suggested reading: a practitioner-oriented blog which shows how graded readers make use of semantic devices. Chapter 8 discusses pragmatic constructs such as politeness theory and intercultural communication, and, quite innovatively, engages readers in reflecting on the pedagogical value of teaching pragmatics in TESOL. In both chapters, ELF is positioned as a conducive perspective to encourage inclusion and awareness regarding language use and cultural practices.
The last chapter of the book focusses on discourse and discourse analysis. Aligned with a systemic functional perspective, the author discusses coherence and cohesion, spoken and written language in ways which are pedagogically relevant. Through the activities and reflection boxes included, teachers are provided with tools that can help them maximize teacher talk as well as feedback strategies.
The volume succeeds in building bridges between linguistics and TESOL so that teachers can make linguistics-informed decisions concerning their teaching practice. That said, two shortcomings may be mentioned. The volume could have included a brief description of the common features of human languages. These could have informed the rest of the chapters and could have helped to develop teacher awareness beyond specific languages. Another minor shortcoming is that the suggested activities could have been framed under a clearer language teaching approach.
Overall, the reader-friendly style, examples, activities, and suggested readings incorporated in every chapter show that the author is a practitioner reaching out to fellow practitioners who, despite contextual circumstances, are united by their drive to improve English language teaching and learning processes. I highly recommend this book to novice and experienced teachers as well as tutors in TESOL programmes who teach linguistics-oriented modules.
