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Mostly, in all the streams of higher education, English is taught as a compulsory subject. So, it becomes very much necessary to know the reason behind it.  Many students are found to be unemployable even after completing their higher education or many are working in a very low salary. This paper is an attempt to understand the reality in English classrooms. Many professors fail to understand the demands in real job market or what actually the employers are looking for and they forget that their primary job is to make students employable. Today, English language plays a vital role in getting a good job so the ever growing need for good communication skills in English has created a huge demand for teaching and learning quality English around the world. This study is primarily aimed at exploring the interface between the teaching of English as a second language and employability skills in the context of India.

This paper describes the experience of two children, native-speakers of Hebrew, in a language center in England. The language center provides a total immersion program in English for a multi-lingual population of children aged 5 to 12 years. The small-group and individualized instruction, the instructional materials and facilities, and the close attention of the teachers contribute to a favorable learning atmosphere. Another advantage of the center is the elimination of feelings of inferiority. The older child, aged 10, spent one year in the center; the other, aged 8, spent a year and a half there before going into a regular school program. The following aspects of their language study are briefly discussed: (1) the center's method of teaching the English sound system, grammar and vocabulary; (2) the children's progress in learning the language; and (3) three tests given to the children to check their linguistic competence one year after they left the center. One conclusion drawn is that the favorable learning atmosphere at the center and "full immersion" in the environment contributed to the rapid learning of English by the two children. (AMH)

In this article, the author describes her experience teaching English as a second language to kindergarten children of varied language backgrounds. Teaching activities, classroom procedures, and materials are discussed. The basic objective of the program is to increase the children's English vocabulary and to provide cultural education. Ideas for neighborhood field trips are included. (VM)

Given the series of activities included in this module on the importance of cultural context in the teaching of second languages, the participant should be able to: (a) prepare a culturally relevant grammatical exercise for a specific group of Puerto Rican Spanish-speakers, (b) list several possible activities for using the learner's cultural background in the English as a Second Language (ESL) classroom, and (c) evaluates the relevance of the cultural context in existing materials available for Spanish/English bilingual programs. The module includes short-essay pre- and post-assessment of the participant and learning alternatives, which are presented in outline form. Specific readings are assigned for each activity. A bibliography ends the module. (JA)

Designed to help local public educational agencies serve Spanish speaking adults, this adult basic education curriculum and teaching guide for English as a second language provides vocabulary, sentence pattern drills, question and answer practice, and other specific suggestions. Included are sessions for getting acquainted, followed by units on the school setting (with days of the week, colors, and other appropriate vocabulary), home and family, employment and job seeking, community helpers and community resources, government and voting, parts of the body, personal cleanliness and family health needs, numbers, telling time, and legal rights. Uses of tape recordings with sentence pattern drill and comprehension and conversation exercises are illustrated. The document includes eight suggested professional books and a bibliography of classroom materials. (ly)

The ESEA Title I sponsored program "Improving the Teaching of English as a Second Language, K-12" (in the School District of the City of New York) was in its third and final year during the school year 1969-70. The programs under consideration in this evaluation are the Linguistic Reader Projects (Merrill and Miami) and the Implementation of the English as a Second Language Program in Poverty-Area Schools in New York City. The focus of the Miami and Merrill Reader Projects was to be on a linguistic approach to the teaching of beginning reading. Instruction was to be provided by the regular classroom teacher in part of the time regularly scheduled for language arts. Workshops for all classroom teachers in the project were to be provided to focus on principles and methods of the respective series and an oral language program using the methods and materials of English as a second language to reinforce the materials and methods of the reading series. The focus for the second component was to include for early elementary, late elementary, and secondary schools, a central English Second Language Staff, assignment of 35 specially trained teachers to those poverty area schools with the most serious needs, and a special administrator specializing in the problems involved in implementing these activities and responsible for all personnel. (Author/JM)

This collection of papers directed toward the teacher of English as a second language (ESL) and the teacher of standard English as a second dialect (ESD) is divided into three sections. The first focuses on the nature of language and second language learning with such essays as "Teaching English as a Foreign Language: An Overview,""Language and Acculturation," and "The Nature of Language and Language Learning." The second section on critical issues in teaching ESL and ESD contains "Bilingualism and Bidialectalism,""Teaching Standard English as a Second Language or Dialect: The Unanswered Questions, the Successes, and the Promise,""On the Conditions of Bilingualism," and "The Future of ESOL: Continuity or Generation Gap?" The final section on principles and strategies for teaching ESL and ESD contains "Attitudes of the ESL and the SESD Teacher,""Some Strategies for Teaching Standard English as a Second Dialect,""TESOL: Methods and Materials in Early Childhood Education," and "Some Principles of Bilingual and Bidialectal Education." Contributing authors include Robert M. Willis, William Mackey, Albert H. Marckwardt, Robert DiPietro, James Alatis, Robert Kaplan, David Harris, Harold B. Allen, Virginia Allen, Muriel Saville-Troike, and Beryl Loftman Bailey. (HOD)

This paper reports on results of a questionnaire survey of 84 schools representing 25,928 Afrikaans-speaking pupils in the Cape Province of South Africa. The survey revealed that only 13 of the teachers were English-speaking; the rest were Afrikaans-speaking. Most of the children never hear English out of school, or hear it under conditions requiring only a fairly limited understanding. The majority of the principals maintained that the most important skill the primary school child had to master was to speak English. In addition to being the medium of instruction, it was needed in offices, at work and in commerce (because "most businesses are in English"), in the professions, as qualification for employment in the S.A.R. and civil service, and for a variety of other reasons. Of the most troublesome language problems, verbs and tense seem far more difficult even than prepositions, word order, and vocabulary, both to learn and to teach. Other conclusions reached were (1) many young teachers in these schools are not competent to teach English; (2) the methods of teacher training need revision; (3) the teaching materials used lack systematic planning, do not have enough drills and exercises, and have too much emphasis on formal grammar. Also commented on in this report are results of a questionnaire sent to 240 post-graduate and post-diploma students entering the faculty of education for one year's training. (AMM)

The author plays the role of "devil's advocate," stating that present language teaching methods and techniques are not based on "linguistic theories." Transformation exercises, including conversations, transpositions, reductions, and expansions, were part of the language teachers' stock-in-trade fifty or a hundred years before a theory of transformational grammar was developed. It is dangerous to accept the imposition of linguistic theory as the basis of effective teaching methodology. The goal of the linguist, who works in a framework of ex-post facto analysis of data, is the description of language; the goal of the language teacher who works in a framework of experimentation where outcomes are not predictable, is the development of language skills in the learner. Those teachers who have inherited students who have passed proficiency tests in English and are unable to cope with communication in an English-speaking environment can testify to the inadequacy of the assumption that the ability of a student to reproduce the symbols of the English language is both necessary and sufficient to effective communication in English. Suggested as a focus of attention is not improvement within the present view of language teaching and learning, but the restructuring of the present view, to accomplish the goal of communication. Prime areas of research are discussed. (AMM)

THE TEACHING OF ENGLISH AS A SECOND LANGUAGE MATERIALS DEVELOPMENT CENTER WAS CREATED TO INITIATE AND EXPERIMENT WITH THE DEVELOPMENT OF TEACHING MATERIALS THAT WOULD MAKE USE OF UNTRIED, BUT SIGNIFICANT, LANGUAGE TEACHING CONCEPTS. THESE CONCEPTS WERE APPLIED IN A PROJECT FOR PRODUCING AND TRYING OUT INSTRUCTIONAL MATERIALS DESIGNED FOR THE FIRST 3 YEEARS OF SCHOOL AND INTENDED AS A COMMON CORE OF MATERIALS FOR A WIDE RANGE OF LANGUAGE BACKGROUNDS. THE UNDERLYING ASSUMPTION USED FOR THE DEVELOPMENT OF THESE MATERIALS WAS THAT NONPREDICTABLE, PURPOSEFUL COMMUNICATION CAN BE INCORPORATED INTO INSTRUCTIONAL MATERIALS FOR THE EARLY STAGES OF SECOND OR FOREIGN LANGUAGE LEARNING, WHICH IS A DEPARTURE FROM THE USUAL PATTERN-PRACTICE FORM OF INSTRUCTION. THE NONPREDICTABLE, PURPOSEFUL COMMUNICATION WAS TO BE ACCOMPLISHED BY HAVING HE STUDENT PARTICIPATE IN A SITUATION THAT HAS A MORE DEMANDING PURPOSE THAN LANGUAGE PRACTICE AND THAT CAN BE ACCOMPLISHED ONLY BY THE APPLICATION OF NEWLY LEARNED LANGUAGE FORMS IN WAYS THAT ARE NOT PREDICTABLE BY HIS HEARERS. THE HEARERS ARE REQUIRED TO RESPOND OVERTLY TO THE SPEAKER'S LINGUISTIC SIGNALS BY SELECTING ONE OF A RANGE OF POTENTIAL RESPONSES. THE FOUR APPENDIXES TO THE REPORT CONTAIN 150 COMMUNICATION ACTIVITIES, PLAYLETS AND IMPROVISATIONS, SONGS, AND PHYSICAL EDUCATION ACTIVITIES. AS A RESULT OF INTERNAL APPRAISAL OF THE DEVELOPED MATERIALS AND TRYOUTS IN THE UNITED STATES AND IN OTHER COUNTRIES, IT WAS DETERMINED THAT NONPREDICTABLE, PURPOSEFUL COMMUNICATION CAN BE INCORPORATED INTO INSTRUCTIONAL MATERIALS AT PRIMARY GRADE LEVELS AND THAT TAKING CHILDREN INTO EARLY FUNCTIONAL USE OF THE LANGUAGE CAN BE PEDAGOGICALLY USEFUL. THE REPORT, INCLUDING THE FOUR APPENDIXES, WAS PREVIOUSLY CITED AS ED 012 362. (AL)

Twelve workpapers on the teaching of English as a second language presented during the 1971-72 school year on the University of California at Los Angeles campus are compiled in this booklet. They include: (1) "The Designs for Intermediate and Advanced Second-Language Classes, " (2) "The Universalist Hypothesis: Some Implications for Contrastive Syntax and Language Teaching," (3) "British and American Intelligibility for Non-Native Students of English," (4) "Language Allocation and Language Planning in a Developing Nation," (5) "Some Studies in Language LEARNING,- (6) "Produced by People: An Experiment in Film Making," (7) "Controversies in Linguistics and Language Teaching," (8) "Walter Mitty: The All-American Hero," (9) "Objectives in TELF/TESL," (10) "Integrative and Discrete-Point Tests at UCLA," (11) "A Schema for Pedagogical Insights," and (12) "Bilingual Education in Culver City." The final section contains abstracts of 39 degree theses focusing on the teaching of English as a second language. (RL)

During the academic year 1968-69, the ESEA Title I sponsored "Teaching English as a Second Language in the Public Schools" (in the New York City Board of Education) was in its second of a projected three year program. The programs under this grant which are being considered in this evaluation are the Pilot Projects Using Linguistically-Oriented Materials and the Reception Class Project (Non-English). The focus for the former is on a linguistic approach to the teaching of beginning reading and, for the latter, on teaching English to non-English speaking pupils (especially new arrivals from Puterto Rico) on helping them adjust to school life, and on teaching the basic skills. The purpose of the evaluation was to determine the effectivness of the teaching and learning situation as it involved the cited programs and to determine the effectiveness of the materials themselves with reference to the particular group of students with whom they were being used, namely students of English as a Second Language. Since such standardized tests as the Metropolitan Reading Tests are of doubtful validity when used with non-native speakers of English because of the linguistic problems involved, it was decided that no normalized instruments would be used during the second year of the evaluation. The basic data was provided by interviewing program personnel, questionnaires for the teachers, and an intensive analysis of the text materials used in the programs. (Author/JM)

Appropriate teaching approaches in teaching reading comprehension in English as a second language are vital to ensure maximum instructional delivery and understanding of the text that is being read. This study sought to establish teachers’ views on teaching approaches used in teaching reading comprehension in English as a second language in the Shiselweni region of Eswatini. The study was located in the interpretivist research paradigm and followed a qualitative research approach which applied a case study design. Individual interviews and observations were used to collect data. A purposive sample of seven 7 teachers was used. Data were analyzed for content and conclusions were drawn. The findings of the study revealed that reading comprehension was best taught using an integrated approach towards the teaching of language arts skills. Another finding was that teachers encountered a number of constraints in the teaching of reading for comprehension in English. These include lack of time and adequate resources. The study further disclosed that learners shared English text books which made it challenging for them to read considering their differences in their reading speed. This was also found to be challenging to teachers as they have to refer to these text books. The study also revealed that there is a disconnection between the English taught in teacher education programs and that taught in the primary school curriculum. The study recommended that updating and diversifying the teaching approaches can help maximize instruction delivery. Nxumalo Zodwa G. | Bhebhe Sithulisiwe | Mamba Lungile, P. "Teachers’ Views on Approaches used for Teaching Reading Comprehension in English as a Second Language in Primary Schools in the Shiselweni Region of Eswatini" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50521.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50521/teachers’-views-on-approaches-used-for-teaching-reading-comprehension-in-english-as-a-second-language-in-primary-schools-in-the-shiselweni-region-of-eswatini/nxumalo-zodwa-g

Appropriate teaching approaches in teaching reading comprehension in English as a second language are vital to ensure maximum instructional delivery and understanding of the text that is being read. This study sought to establish teachers’ views on teaching approaches used in teaching reading comprehension in English as a second language in the Shiselweni region of Eswatini. The study was located in the interpretivist research paradigm and followed a qualitative research approach which applied a case study design. Individual interviews and observations were used to collect data. A purposive sample of seven 7 teachers was used. Data were analyzed for content and conclusions were drawn. The findings of the study revealed that reading comprehension was best taught using an integrated approach towards the teaching of language arts skills. Another finding was that teachers encountered a number of constraints in the teaching of reading for comprehension in English. These include lack of time and adequate resources. The study further disclosed that learners shared English text books which made it challenging for them to read considering their differences in their reading speed. This was also found to be challenging to teachers as they have to refer to these text books. The study also revealed that there is a disconnection between the English taught in teacher education programs and that taught in the primary school curriculum. The study recommended that updating and diversifying the teaching approaches can help maximize instruction delivery. Nxumalo Zodwa G. | Bhebhe Sithulisiwe | Mamba Lungile, P. "Teachers’ Views on Approaches used for Teaching Reading Comprehension in English as a Second Language in Primary Schools in the Shiselweni Region of Eswatini" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50521.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50521/teachers’-views-on-approaches-used-for-teaching-reading-comprehension-in-english-as-a-second-language-in-primary-schools-in-the-shiselweni-region-of-eswatini/nxumalo-zodwa-g

The guides have been written to help teachers provide effective instruction for children who do not speak English as their native language. The guides have been planned for use in the primary grades and have been written on two levels of difficulty. The first level contains 128 lessons, the second 115, and each provides instruction for approximately one year. Each lesson in the First Level series is presented in the following format: I Objectives. A. Content and Teaching Points, B. Test and Likely Errors (at end of lesson). II Materials. III Procedures. A. Review, B. Presentation, and C. Pronunciation. For the Level II Guides see ED 018 801, ED 018 802, and ED 018 803. For Part II of Level I see ED 025 680. (JL)

In the first two chapters of this study, the author provides an overview of the role of television in education, and reviews some of the research carried out in the field. Following chapters deal with foreign language teaching, the teaching of English as a second language, teacher training, the teaching of English in Israel, a contrastive analysis of the use of the indefinite determiner in English and modern Hebrew, a lesson plan utilizing ETV, and a projected view of the field. Concluding the study are a bibliography and a brief listing of video-tape programs in English-as-a-second-language programs used by the United States Information Services, the British Council, the Centre for Educational Television Overseas (London), the Swedish Schools Broadcasts, the St. Cloud-CREDIF (France), and the Canadian Broadcasting Corporation. (AMM)

Foreign language teaching is held up and mirrored against current social realities and the "contemporary scene" and found to be lacking in both content and appeal. To combat certain negative trends in the teaching profession, the author discusses five characteristics of education now considered to be vital to successful teaching. They include the concepts that language instruction should be oriented toward: (1) a student-centered curriculum, (2) linguistically developed programs, (3) new media and technology, (4) development of proficiency, and (5) concern for basic moral values. Integration of these principles is suggested as a means of improving the teaching of English as a second language or dialect to speakers of non-standard English. (RL)

For years language teachers have conducted error analysis for remedial purposes. More recently error analysis has assumed a developmental purpose, namely as a clue to the process of acquiring a second language. Causes of learner errors, such as interference from the first language, confusing aspects of the second language, or learners fostering their own errors, are discussed; and teacher responses appropriate for the error type are suggested. Factors influencing the teacher's decision as to whether and when to correct are examined, i.e., the available information about the error, the importance of correction, the ease of correction, and the characteristics of the students. Then the teacher's options as to specific treatment for correcting errors are considered. Finally, some reservations about error analysis are entertained. (Author)

This bibliography includes textbooks useful for the teaching of written skills in English as a second language to college and university students. The major emphasis of the texts listed is the teaching of writing but some contain material on reading as well. The first section contains only texts designed specifically for second language use. The second section contains texts prepared for native speakers of English but which have been used or seem useful for non-natives. The list has been prepared from materials known to the compilers, published reviews and listings in the ERIC system. Detailed information is provided for each text listed to give the reader an idea of its contents, purpose, level, and approach. Both sections of the bibliography are arranged alphabetically and no attempt has been made to recommend certain texts over others. (Author)

The sequence in which sounds, structures, and vocabulary are presented is important in teaching a second language efficiently. The guidelines given here for the teaching English pronunciation and grammar in the kindergarten are based on that premise. The guidelines are given in four sections: (1) general, for all direct language instruction; (2) how to teach the sounds of English, including suggestions for drills; (3) various structured activities for teaching the sentence patterns of English; and (4) language drills and games for the teaching of pronunciation difficulties specific to Vietnamese students. (TL)

This study is one of a series of documents resulting from the Survey of Second Language Teaching, which investigated second language learning as a factor in national development in Asia, Africa and Latin America. The aspect discussed here concerns professional evaluations, opinions and recommendations of individuals and organizations involved in teaching English as a second language. This report is divided into four sections. (1) The American role in ESL programs here and overseas is fragmented among several government agencies, private foundations and professional associations. The U.S. must reassess its world role and cooperate with other English-speaking nations in training foreigners to produce their own English teachers. (2) The major factor in program planning is the state of the individual nation - educational atmosphere, degree of linguistic unity, position of English, geographical conditions, institutional rivalries, traditional attitudes and living conditions. Thorough country surveys and coordinated educational efforts are necessary. (3) Manpower needs for such programs are considerable: teachers, teacher trainers, linguists, audio technicians and administrators. (4) ESL materials and research are urgently needed, especially textbooks for schools and universities and technical texts at reasonable cost. Research is needed on linguistic and area studies, instructional materials, methodology and the psychology of learning. (CHK)

DESCRIPTIONS WERE GIVEN OF TWO OPERATIONAL FRAMEWORKS FOR THE INSTRUCTION OF EDUCATIONALLY DISADVANTAGED, SPANISH-SPEAKING CHILDREN BETWEEN THE AGES OF 6 AND 9 IN THE FIRST AND SECOND GRADES OF AN ENGLISH-SPEAKING, MIDDLE-CLASS, SCHOOL ENVIRONMENT. THESE FRAMEWORKS, DESIGNATED AS "THE SCIENCE-BASED MODEL" AND "THE SELF-CONCEPT MODEL," WERE DESIGNED TO PROMOTE THE DEVELOPMENT OF ORAL LANGUAGE AND THE ACQUISITION OF BASIC COGNITIVE PATTERNS. THE PROGRAMS WERE DEVELOPED TO ASSIST THESE CHILDREN OVERCOME THE LANGUAGE BARRIER AND THE BARRIER OF DISADVANTAGEDNESS THAT BLOCK MANY OF THEM FROM ACHIEVING SUCCESS IN SCHOOL. FOR THE SCIENCE-BASED MODEL SELECTED SCIENTIFIC CONCEPTS WERE ANALYZED AND ARRANGED ACCORDING TO CONCEPT DEVELOPMENT. PATTERNS OF THINKING AND REASONING WERE USED TO STRUCTURE SCIENTIFIC LEARNING INTO A PROGRAM OF SEQUENTIALLY ORGANIZED LEARNING EXPERIENCES. THE PRIMARY PURPOSE OF THE SELF-CONCEPT MODEL WAS THE DEVELOPMENT OF A POSITIVE AND STABLE SELF-CONCEPT, OR SENSE OF PERSONAL IDENTITY, WHICH LIES AT THE HEART OF PERSONALITY DEVELOPMENT. A SUPPORTING PROGRAM WAS DEVELOPED FROM EACH OF THESE MODELS. AT THE TIME OF REPORTING, THE PROGRAMS WERE BEING TAUGHT IN THE SAN ANTONIO INDEPENDENT SCHOOL DISTRICT, SAN ANTONIO, TEXAS. (AL)

LESSON PLANS WERE DEVELOPED FOR THE 1964-65 SCHOOL YEAR UNDER A PILOT PROJECT THROUGH THE COOPERATIVE EFFORT OF THE CALEXICO BOARD OF TRUSTEES, IMPERIAL COUNTY SUPERINTENDENT'S OFFICE, CALIFORNIA STATE DEPARTMENT OF EDUCATION, AND THE STATE BOARD OF EDUCATION. THE PLANS PROVIDED GENERAL SUGGESTIONS AND SUGGESTED DAILY LESSON PLANS FOR 21 WEEKS. THE SPECIAL PILOT PROJECT CLASSES MET AT LEAST ONE-HALF HOUR DAILY AND CLASS ENROLLMENT WAS LIMITED TO 15 PUPILS. THE AUDIO-LINGUAL APPROACH TO LEARNING WAS TO BE USED WITH EMPHASIS ON INCREASING FACILITY IN THE USE OF ORAL ENGLISH. (SF)

As a model for development of instructional materials, this thesis is suggested for teachers of English-as-a-second-language who are finding difficulty in relating their students'"subcultural" background to the more dominant society. The methods described are based on nearly a decade of experience with rural schoolboys in Thessaloniki, Greece. Discussion of the nature of the local populace and the educational program at the American Farm School reflects educational problems in rural Greece. Present methods of instruction, a brief historical survey, and future educational needs are discussed. An English program is outlined and underlying linguistic theory examined. A bibliography concludes the study. (RL)

The emerging field of literacy education for speakers of English as a Second Language (ESL) is examined. First, four general goals of ESL literacy education are outlined: practical reading/writing skills; reading skills for building further learning; second language training when needed; and orientation to print as a source of meaning. Four kinds of ESL literacy learners are distinguished: pre-literate; non-literate or illiterate; semi-literate; and non-roman alphabetic. Seven functions served by literacy are noted, reflecting the culture of the United States and the uses to which literacy is put by a less educated, non-scholarly segment of society, and useful for organizing appropriate instruction. These functions include: instrumental; social-interactional; news-related; memory-supportive; substitute for oral messages; provision of a permanent record; and confirmation of attitudes or ideas. The relationship between orality and literacy is then discussed, and progress toward a theoretical foundation for ESL literacy education is reviewed. It is concluded that while the problem of illiteracy appears to be increasing and programs to remedy that situation are still inadequate, circumstances and current efforts hold promise. Appended materials include immigration and world literacy statistics, a proposed progression of literacy skills, references and selected bibliography, and a brief list of relevant commercial instructional materials. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)

MATERIALS IN THIS ANNOTATED BIBLIOGRAPHY HAVE PUBLICATION DATES 1954-66, AND WERE COLLECTED FOR A (CALIFORNIA) STATEWIDE PLAN FOR THE DEVELOPMENT AND IMPLEMENTATION OF CURRICULA RESEARCH PROGRAMS INVOLVING ADULT STUDENTS WITH SPANISH SURNAMES, FUNDED IN MAY 1965 UNDER TITLE V OF THE ELEMENTARY AND SECONDARY EDUCATION ACT. MATERIALS OF INTEREST TO TEACHERS OF ENGLISH AS A SECOND LANGUAGE ARE DIVIDED INTO GROUPS--APPLICATION, LINGUISTICS, LANGUAGE AND RELATED DISCIPLINES, PERIODICALS, AND TEXTBOOKS AND MATERIALS. SOURCES FOR THE BIBLIOGRAPHY ARE GIVEN. (AJ)

THIS REPORT HAS BEEN COMPILED FROM VARIOUS SOURCES BY THE ENGLISH-TEACHING INFORMATION CENTRE OF THE BRITISH COUNCIL FOR THE NINTH INTERNATIONAL CONFERENCE ON SECOND LANGUAGE PROBLEMS, HELD IN TUNIS, APRIL 1968. (SEE "TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES, UNITED STATES ACTIVITIES--1967," PUBLISHED BY THE CENTER FOR APPLIED LINGUISTICS.) WHILE NOT INTENDED AS A COMPREHENSIVE SURVEY, IT COVERS THE MOST IMPORTANT NEW DEVELOPMENTS AND THE SIGNIFICANT EXPANSION OF EXISTING PROJECTS IN TESOL. ITEMS ARE LISTED UNDER THE FOLLOWING--(1) RECENT RESEARCH PROJECTS IN BRITAIN, (2) ENGLISH AS A SECOND LANGUAGE COURSES, (3) ORGANIZATIONS AND ASSOCIATIONS, (4) OVERSEAS PROJECTS BASED IN BRITAIN, (5) INTERNATIONAL CONFERENCES, (6) TEACHING MATERIALS, RESOURCES, AND PROGRAMS, AND (7) EXAMINATIONS IN ENGLISH. DETAILS OF ACTIVITIES IN THE MAGHREB (MOROCCO, ALGERIA, TUNISIA, AND LIBYA) AND SENEGAL ARE APPENDED. FURTHER INFORMATION ON THE PROJECTS AND THIS DOCUMENT MAY BE OBTAINED FROM THE ENGLISH-TEACHING INFORMATION CENTRE (ETIC), STATE HOUSE, 63 HIGH HOLBORN, LONDON, W.C.1, ENGLAND. (AMM)

The purpose of this manual, which contains 183 lessons, is to present a method for teaching English to all non-English-speaking students entering school for the first time. Each lesson is divided into four major sections: "Review,""Teach,""Suggested Procedures," and "Enrichment Activities." Patterns, vocabulary, and sounds to be introduced, reviewed, or re-emphasized are listed in the "Teach" section. Pattern sentences needed for comprehension of the materials taught and for day-to-day living in the school community are listed. The review patterns are those which have been presented in previous lessons and which can be used with the new patterns presented in the lesson. Basic instructions for using the manual are included in the preface; appendixes present information on vocabulary and a sequential list of sentence patterns. (Author/SK)

This study guide for teaching English as a second language is intended to be used as an individualized in-service training unit for teachers and prospective teachers in bilingual education programs. It contains 12 lesson plans which deal with consonants, vowels, intonation, morphology, syntax, sound systems, self-evaluation, and lexicon. Included is a discussion of additional methods for teaching English as a second language. (SK)

Plenary selections include reports on the difficulties facing non-native English speakers who choose ESL as a profession, the strengths and weaknesses of university-based teacher-training programs, the language situation in the United States with concentration on TESOL and language in American life, the need for communication among the major professional organizations concerned with linguistic and cultural factors in education, English for Special Purposes, and the interrelatedness of TESOL research and training. Insights into research are provided in discussions of the role of ESL programs in hastening the extinction of indigenous languages in foreign coutries, the relationship between bilingualism and cognitive function, intake control in second language learning, the role of prefabricated utterances in learners' progression toward native-like control of English, language proficiency of newly placed students compared with that of continuing students, and the attitudes of American undergraduates toward the language of foreign teaching assistants. Papers focusing on practice and application include reviews of university training programs for the rural ESL teacher, teaching in non-instructional settings, communicative disorders in the ESL classroom, problems in ESL programs, language learning via drama, ESL teacher intercultural awareness training, and vocabulary preparation for reading in the content area. (Author/JK)

The author's purpose in this paper is to survey what has been done in 1969 in the field of TESL as it shows itself in published and unpublished literature, research activities and other information sources, and to identify educationally significant trends, topics and needs. Not intended to be bibliographical (although it concludes with an 86-item reference listing), it is intended to serve as an outline of important present activities and developments and major gaps in knowledge. The first part of the paper outlines and evaluates current trends in the field of English for speakers of other languages; the second part discusses in some detail current topics in TESL research and development. (AMM)

This is the 1970 volume of working papers related to the field of teaching English as a second language (TESL). Several articles concern topics on language instruction: the art of language teaching, bilingual education, literature study, composition writing, testing by dictation, problems of elementary school teachers, English curriculums for non-English speakers, computer applications and second language learning. Other articles concern language-teacher preparation: suggested areas of research by Masters-Degree students, programs for specializing in teaching English to the disadvantaged in American schools, and staffing schools in developing countries. Papers on linguistic theory include diacritics in modern English graphology and the pragmatics of communication. Abstracts of masters theses approved during the year are also included. (VM)

This is the 1970 volume of working papers related to the field of teaching English as a second language (TESL). Several articles concern topics on language instruction: the art of language teaching, bilingual education, literature study, composition writing, testing by dictation, problems of elementary school teachers, English curriculums for non-English speakers, computer applications and second language learning. Other articles concern language-teacher preparation: suggested areas of research by Masters-Degree students, programs for specializing in teaching English to the disadvantaged in American schools, and staffing schools in developing countries. Papers on linguistic theory include diacritics in modern English graphology and the pragmatics of communication. Abstracts of masters theses approved during the year are also included. (VM)

Before independence English was the language of the rulers and it enjoyed a very important and prestigious place in the life of the Indians. During this period it became the official language and the court language. English opened the doors of employment. The knowledge of English was must to climb the social ladder. After independence the demand for the knowledge of English is increasing day by day. English serves the work of a link language. English with its rich literature may give us pleasure and relive us from tension. So English is a very useful language. We need to know English for our own sake. Therefore English is given the status of Second Language in India. Use of English words in our daily conversation shows the growing importance of English language. But teaching and learning English as a second language is not an easy task. This paper aims to investigate into some of the relevant issues of teaching English as a second language in West Bengal

Before independence English was the language of the rulers and it enjoyed a very important and prestigious place in the life of the Indians. During this period it became the official language and the court language. English opened the doors of employment. The knowledge of English was must to climb the social ladder. After independence the demand for the knowledge of English is increasing day by day. English serves the work of a link language. English with its rich literature may give us pleasure and relive us from tension. So English is a very useful language. We need to know English for our own sake. Therefore English is given the status of Second Language in India. Use of English words in our daily conversation shows the growing importance of English language. But teaching and learning English as a second language is not an easy task. This paper aims to investigate into some of the relevant issues of teaching English as a second language in West Bengal

In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques of language learning opportunities. Rather, it is exercised in limited form in an academic, technical and public affairs in the nation. The professional educators of English in Nepal mostly rely on traditional approaches of teaching English-lectured method and grammar translation method--owing to large number of students in postsecondary educational institutions. Besides, teaching English depends on several educational factors e.g. classroom, course, teachers, curriculum, need of the society, and cultures in Nepal. Instructors of English as a second or foreign language (ESL/EFL) find it difficult to implement necessary lesson plans in the classroom. From high school to university English classes, educators face a similar challenge both affected by physical and technical facilities. The educational institutions may not have language learning labs, the computers and the Internet use may be limited, enough audio and visuals aids may not be in the class, text books and resources materials may be difficult to find. These situations, furthermore, push instructors to adopt translation method in English language teaching. Students at public and private learning institutions of Nepal may not get an opportunity to learn English from any native English instructors.

This study examined the results of promoting Palestinian students' engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014-2015. The researcher videotaped a number of classes, collected and discussed teachers' and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to exert because it was their first experience in implementing such routines. Teachers sometimes found it difficult to decide which thinking routine is appropriate to the activities they wanted to implement. However, teachers asserted that positive changes occurred in English language classrooms and in students' learning and interaction. Teachers expressed their admiration of how students were more engaged to explore, connect ideas, and delve deeper for better understanding of topics discussed. Classroom activities became more enjoyable, more learning directed and more learners centered. In the light of the research results, Palestinian teachers were recommended to use thinking routines to promote students' engagement and foster their understanding.

This paper describes one teacher's experiences teaching English to Mexican university students at the Instituto Technologico y de Estudios Superiores de Mexico (ITESM), which is considered Mexico's top private university. The author taught two levels of English as a Second Language: English 2 and advanced English. The entire ITESM system used the same textbook, so there was consistency regardless of which campus students attended. The classes followed a format that included reading, listening to, repeating, and writing English. Students also wrote letters to students in a Spanish class at a U.S. university. During laboratory sessions, students played charades and picture acting games, and did scavenger hunts. English language movies were incorporated into all classes. Students viewed the movies then wrote reviews about them. They also learned English idioms. They were given 10 vocabulary words per week. Toward the end of the semester, students learned the words to American rock and roll songs. In the advanced class, discussion groups on a wide variety of topics were very successful. Students also gave speeches on topics of their choice. Grades were based on tests, homework, class participation, and speeches. (SM)

Although there is a substantial research knowledge base in the field of teaching English as a Second Language (ESL), this topical bibliography and commentary suggests that much misinformation still persists. The articles that form the basis for this topical bibliography and commentary agree on the approach that is most effective for ESL acquisition: child relevant materials and conversation that focus on content and concepts. Another important aspect is peer collaboration and the fostering of an environment in which real conversation can take place. The articles summarized in this topical bibliography and commentary also agree that student language acquisition is a social and cultural as well as a cognitive process. Conversation is more than vocabulary and grammar; it involves learning the social and cultural aspects of communication. Contains 14 references and annotated links to 2 Internet resources. (RS)

This handbook was created to prepare teachers who will work in non-credit English-as-a-Second-Language (ESL) programs that are typically offered as a part of a larger Adult Basic Education (ABE) program. The handbook is designed to help these teachers to know which skills are included in language learning, the relative importance of these skills, the order in which to present them, and workable methods for teaching them. The following subjects are covered: (1) communication skills in ESL; (2) theory and methodology in second language instruction; and (3) the ESL curriculum. Additional information provided includes a materials list (such as textbooks and placement tests), professional resource lists (31 items), and several supplemental teaching aids (e.g., a communications competency checklist and games and songs). (GLR)

Book Source: Digital Library of India Item 2015.531708 dc.contributor.author: Morris I. dc.date.accessioned: 2015-10-02T16:36:27Z dc.date.available: 2015-10-02T16:36:27Z dc.date.copyright: 1945 dc.date.digitalpublicationdate: 2011 dc.date.citation: 1945 dc.identifier.other: 7177 dc.identifier.barcode: 99999990857059 dc.identifier.origpath: /data55/upload/0058/776 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/531708 dc.description.scannerno: 3 dc.description.scanningcentre: Allama Iqbal Library, University of Kashmir dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 150 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Macmillan And Company Ltd, London. dc.rights: In Public Domain dc.source.library: Amar Singh College, Srinagar dc.subject.classification: Social Sciences dc.subject.classification: Education dc.title: The Teaching Of English As A Second Language dc.type: Print - Paper dc.type: Book

Book Source: Digital Library of India Item 2015.531708 dc.contributor.author: Morris I. dc.date.accessioned: 2015-10-02T16:36:27Z dc.date.available: 2015-10-02T16:36:27Z dc.date.copyright: 1945 dc.date.digitalpublicationdate: 2011 dc.date.citation: 1945 dc.identifier.other: 7177 dc.identifier.barcode: 99999990857059 dc.identifier.origpath: /data55/upload/0058/776 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/531708 dc.description.scannerno: 3 dc.description.scanningcentre: Allama Iqbal Library, University of Kashmir dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 150 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Macmillan And Company Ltd, London. dc.rights: In Public Domain dc.source.library: Amar Singh College, Srinagar dc.subject.classification: Social Sciences dc.subject.classification: Education dc.title: The Teaching Of English As A Second Language dc.type: Print - Paper dc.type: Book

In this paper, an attempt is made to explicate the notion "equivalence" in contrastive analysis. It has been suggested that a learner formulates successive hypotheses about the nature of the target language at least partially on the basis of his knowledge of the native language. A deep contrastive study of the two language systems will reveal the areas which need to be focused on in a teaching situation in order to discourage the learner from setting up "false" equivalences between the two systems, or rather, to lead him to set up valid equivalences. The paper advocates a view of contrastive analysis which is based on meaning rather than structure, and also takes into account areas such as pragmatics and conversational implicature in establishing equivalences. The method of such an analysis is illustrated by a detailed discussion of some of the properties of the causative constructions in English and selected South Asian languages. (Author)

This training module provides participants with a theoretical overview of both process and skills of second-language reading, as well as practical classroom applications. Upon completion of the module, participants should be able to (a) differentiate between three categories of second-language readers, (b) explain developmental reading stages, (c) design a teaching activity to combat native-language interference, (d) design a teaching activity for a specific group of Puerto Rican Spanish-speakers based on one or more of six specific approaches to reading instruction, and (e) design a teaching activity for advanced-level reading. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)

This learning module is designed to provide the prospective second-language teacher with an overview of the social and psychological factors affecting second-language learning and practical classroom application of this knowledge. The specific objectives of the module are to: (a) enable the student to explain the roles of attitude, age, aptitude, and teaching method, in the success of second-language acquisition; (b) define bilingual balance, linguistic dominance, and compound bilingualism; (c) explain second-language learning motivation of the Puerto Rican on the mainland in terms of cultural pluralism, integrative orientation, and instrumental orientation; and (d) design a teaching activity based on the major points considered in the module. Optional and required enabling activities are listed and pre- and post-assessment instruments are included. (HMD)

"If I had an hour to solve a problem Id spend 55 minutes thinking about the problem and 5 minutes thinking about solutions," says the great Scientist Albert Einstein. Everybody has their own understanding and perspectives towards teaching and learning English Language. In this new techno savvy era, there are number of educational options available for the ESL learners.  The newer trends have shown a revolutionary change and brought an optimistic whirlpool in the traditional system of education. But whatever the teaching methodology is, learners and trainers are still facing problems in some or the other ways. This paper observes the obstacles hindering the process of English Language Teaching as well as English Language Learning and tries to explore effective solutions in order to reach to a positive and valuable conclusion.  by Dr. Pragya Mishra "Observing the Problems and Exploring the Solutions in the Process of English as a Second Language Teaching & Learning"  Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-6 , October 2018,  URL: http://www.ijtsrd.com/papers/ijtsrd18183.pdf Direct Link: http://www.ijtsrd.com/humanities-and-the-arts/english/18183/observing-the-problems-and-exploring-the-solutions-in-the-process-of-english-as-a-second-language-teaching-and-learning/dr-pragya-mishra

English language teaching is becoming more popular throughout the world since English language got the place of a global language. Teaching English as a second language would be more interesting and easy if it is taught through the local colors of understanding. Literature is the best source to make language learning easy and fascinating. For the beginners of English language learner, there are large numbers of stories which can be taught in classrooms. Short stories, specifically children stories, short poems and novellas can be good source to arise interest among learners. Literary texts provide chance to come across different type of emotions, expressions and sentence structures. Literary language enables learners to differentiate between formal and informal language. Literary text can be taught through audios or by showing movies based on literary work with English subtitles which not only will improve their pronunciation and but also will help to improve their listening for English language. Reading literary text during language learning builds a rich vocabulary for a new learner.Learning language through literature also help the learner to know other cultures very closely, because literature of different languages provide with the platform of various cultural values, rules and regulations, and prepare the mind of readers to accept the differences between cultures and respect the values of others.This research will help the teachers and students as well which would be mainly focused over the students of English department only. This is an objective research a survey among the students would be done by the researcher itself, in which short text of different genres of literature would be given to be taught during language learning classes. The data of the research would be calculated by SPSS. Dr. Gulnaz Fatma | Shama Al Ajam ""Using Literature in Teaching English as a Second Language: A Case Study of Arda College"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30244.pdf Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30244/using-literature-in-teaching-english-as-a-second-language-a-case-study-of-arda-college/dr-gulnaz-fatma

THE DOCUMENT CONTAINS TWO SPEECHES--ONE ON TEACHING ENGLISH TO INDIAN STUDENTS AND THE OTHER ON A TECHNIQUE FOR TEACHING SCIENCE. THE FIRST DISCUSSES THE PHONOLOGY OF THE ENGLISH LANGUAGE, LEARNING THEORIES, VOCABULARY DEVELOPMENT, AND INDIAN STUDENTS' LANGUAGE FLUENCY. THE SECOND DISCUSSES VOCABULARY PROBLEMS INVOLVED WITH TEACHING SCIENCE TO INDIAN STUDENTS, AND SUGGESTS AN UNTESTED METHOD FOR TEACHING THEM SCIENCE. THIS PRESENTATION WAS DELIVERED TO THE ANNUAL SEMINAR "PROBLEMS IN INDIAN EDUCATION" (2ND, UNIVERSITY OF NEVADA, JULY 16-17, 1964). (CL)

Following two years of probing into reasons for local failure in teaching Latin-American students, the author began an intensive teacher-training program, with changes in teacher attitude as its first goal. The phases of language theory and methods covered in the training included developing an understanding of the intimate relationship between a culture and its language; a limited contrastive analysis of the sound, structure, and vocabulary systems of English and Spanish; oral drill techniques with practice and suggestions for classroom use; suggestions for adapting texts provided by the State, with emphasis on sound and structure drills from the text selections; and sequencing of the introduction of new structural elements. The author considers the most obvious affirmative result to be the disappearance of many of the attitudes of complacency and defeatism on the part of the teachers, and stresses the fact that second-language teaching has been carried on effectively overseas for many years. (AMM)

This learning module is designed to provide the student with an introduction to the relevance of psychology for second-language teaching and its practical classroom applications and to enable him to: (a) define concisely cognitive and behaviorist theories, (b) identify the effects of the cognitive and behaviorist theories in a series of educational materials, and (c) list possible uses of these theories by the second-language teacher. The module includes both required and optional learning activities and pre- and post-assessment instruments. (HMD)

James Allen’s most famous work, As A Man Thinketh, has gained almost cult status among those studying spiritual mysticism. He wrote all of his works without copyright for the benefit of man, and this work, The Heavenly Life, one of his more obscure writings, contains the wisdom of the meaning of spiritual oneness with God.

2As a Man Thinketh

By James Allen

Allen's books illustrate the use of the power of thought to increase personal capabilities. Although he never achieved great fame or wealth, his works continue to influence people around the world, including the New Thought movement.<br><br> Allen's most famous book, As a Man Thinketh, was published in 1902. It is now considered a classic self-help book. Its underlying premise is that noble thoughts make a noble person, while lowly thoughts make a miserable person. (Summary by Wikipedia)

3Way of Peace

By James Allen

The Way of Peace is your guide to the power of meditation; self and truth; the acquirement of spiritual power; the realization of selfless love; entering into the infinite; saints, sages, and saviors; the law of service; and the realization of perfect peace. (Summary by Andrea Fiore)

The turmoil of the world we cannot avoid, but the disturbances of mind we can overcome. The duties and difficulties of life claim our attention, but we can rise above all anxiety concerning them. Surrounded by noise, we can yet have a quiet mind; involved in responsibilities, the heart can be at rest; in the midst of strife, we can know the abiding peace. The twenty pieces which comprise this book, unrelated as some of them are in the letter, will be found to be harmonious in the spirit, in that they point the reader towards those heights of self-knowledge and self-conquest which, rising above the turbulence of the world, lift their peaks where the Heavenly Silence reigns. (Summary from the book)

Summary from <em>The Path of Prosperity</em>: I looked around upon the world, and saw that it was shadowed by sorrow and scorched by the fierce fires of suffering. And I looked for the cause. I looked around, but could not find it; I looked in books, but could not find it; I looked within, and found there both the cause and the self-made nature of that cause. I looked again, and deeper, and found the remedy.<br /><br /> I found one Law, the Law of Love; one Life, the Life of adjustment to that Law; one Truth, the truth of a conquered mind and a quiet and obedient heart. And I dreamed of writing a book which should help men and women, whether rich or poor, learned or unlearned, worldly or unworldly, to find within themselves the source of all success, all happiness, all accomplishment, all truth. And the dream remained with me, and at last became substantial; and now I send it forth into the world on its mission of healing and blessedness, knowing that it cannot fail to reach the homes and hearts of those who are waiting and ready to receive it.

James Allen's inspirational and thought-provoking books have inspired millions. In <i>The Mastery of Destiny</i>, he instructs readers on developing self-control, willpower, concentration, and motivation. Through discipline and mindfulness, we can create a life of unending happiness, prosperity, and, most importantly, self-mastery. (Summary by Andrea Fiore)

7Woman Who Did

By Grant Allen

Most times, especially in the time when this book was written (1895), it is just as nature and society would wish: a man and woman "fall in love" and get married. But it is not so for Herminia Barton and Alan Merrick. They do indeed fall in love, but Herminia has a deeply held belief in freedom for women, and she holds immutable views against what she perceives as the slavery of marriage. <br /><br />Alan unwillingly agrees to her strong wish to remain unmarried and to live together as "close and dear friends". When the birth of their child is imminent, they go to his beloved Italy to avoid the condemnation of English society.<br /><br /> From this point on, many questions are raised: is marriage indeed so important? Is strong will always good? Is it right to go against society? And if it is, when should we stop and consider the effects on other people? What should a child do when she is raised to be what her mother dreams and develops her own dreams in the process? And, finally, how much should parents sacrifice for their children? (Summary by Stav Nisser and Ruth Golding)

Fun stories of Miss Lois Cayley, independent young woman, as she, beginning with only twopence in her pocket, travels the world. (Summary by kristin)<BR> Miss Lois Cayley, a smart, strong and independent woman, is traveling around the world. However, her beloved is in trouble. He is accused of a crime which he didn't commit. But who did? And would she be able to save him from 14 years in prison? And would an independent woman let herself, finally, fall in love and live quietly? (Summary by Stav Nisser).

(under the pseudonym Olive Pratt Rayner)<br /><br /> "There is no more pathetic figure in our world to-day than the common figure of the poor young lady, crushed between classes above and below, and left with scarce a chance of earning her bread with decency." So says Juliet Appleton’s boss, encouraging her to put her story into print. How will this college-educated 23-year-old survive the Darwinian Battle of Life in late Victorian England? She’s fundless in London but armed, by way of adaptive structures, with those two high-tech devices of the day: a bicycle for mobility and a typewriter for utility. (Summary by Grant Hurlock)

10British Barbarians

By Grant Allen

After Civil Servant Philip Christy crosses paths with the mysterious Bertram Ingledew in the respectable suburb of Brackenhurst, Philip and his sister Frida, married to the wealthy Scot Robert Monteith, become friends with the stranger. Bertram has some unconventional concepts about society, and as the story unfolds, his beliefs and actions cause much disruption in the family and the neighbourhood.<BR><BR>Who is Bertram? Where does he come from? Allen explores some interesting ideas about society, some of which are curiously relevant today.<BR><BR>The story is preceded by an introduction which, although it may appear to have no connection with the story itself, the reader is earnestly besought by the author to read. The introduction begins as a diatribe against publishers, and develops into a philosophical justification of Allen's writing, and may, if desired, be omitted by the listener who is only interested in the story. (Summary by Ruth Golding)

11Hilda Wade, A Woman With Tenacity of Purpose

By Grant Allen

"In this early detective novel, the detective is Hilda Wade. She is a very capable nurse, but there is something mysterious about her from the moment she arrives at the hospital. Upon meeting her, Dr. Hubert Cumberledge greatly admires her and becomes a devoted friend. It turns out that Hilda has one purpose in life, and in pursuit of that purpose she will travel across the world, from London to South Africa, Rhodesia, India, Nepaul, Tibet and back. With Cumberledge's support, her extraordinary logic and clear thinking lead her on through deadly perils. But will that be enough to accomplish the secret purpose which has driven her so long and so far?" (Summary by Mary Ann Spiegel).<br /><br /> Coordinated by Stav Nisser and MaryAnn Spiegel

12As a Man Thinketh (version 2)

By James Allen

As a Man Thinketh is a literary essay of James Allen, published in 1902. The title is influenced by a verse in the Bible from the Book of Proverbs chapter 23 verse 7, “As a man thinketh in his heart, so is he.” The main concepts of this book as as follows:<br><br> * Men do not attract what they want, but what they are.<br> * A man is literally what he thinks, his character being the complete sum of all his thoughts.<br> * Cherish your visions. Cherish your ideals. Cherish the music that stirs in your heart, the beauty that forms in your mind, the loveliness that drapes your purest thoughts, for out of them will grow all delightful conditions, all heavenly environment, of these, if you but remain true to them your world will at last be built.<br> * The soul attracts that which it secretly harbors, that which it loves, and also that which it fears. It reaches the height of its cherished aspirations. It falls to the level of its unchastened desires - and circumstances are the means by which the soul receives its own.<br> * Men are anxious to improve their circumstances, but are unwilling to improve themselves, they therefore remain bound.<br> * Every action and feeling is preceded by a thought.<br> * Right thinking begins with the words we say to ourselves.<br> * Circumstance does not make the man, it reveals him to himself.<br> * You cannot travel within and stand still without.<br> * As the physically weak man can make himself strong by careful and patient training, so the man of weak thoughts, can make them strong by exercising himself in right thinking.<br> (Introduction by Wikipedia)

James Allen was a British philosophical writer known for his inspirational books and poetry and as a pioneer of the self-help movement. <br /><br /> In the introduction Lily Allen writes: "It cannot be said of this book that James Allen wrote it at any particular time or in any one year, for he was engaged in it over many years and those who have eyes to see and hearts to understand will find in its pages the spiritual history of his life. It was his own wish that The Divine Companion should be the last manuscript of his to be published. 'It is the story of my soul,' he said, 'and should be read last of all my books, so that the student may understand and find my message in its pages.'" (Summary by Wikipedia and Lily Allen)

14Carolina Chansons: Legends of the Low Country

By Hervey Allen and DuBose Heyward

This is a collection of poems about Charleston and the South Carolina Lowcountry. DuBose Heyward was a Charleston native best known for his novel <i>Porgy</i>, which was the basis for the Gershwin opera <i>Porgy and Bess</i>. Hervey Allen, who later wrote <i>Anthony Adverse</i>, met Heyward after moving to Charleston to teach. Together they founded the Poetry Society of South Carolina, which is still active today. (Summary by Laurie Anne Walden)

15Outdoor Chums in the Big Woods

By Captain Quincy Allen

“That looks like a challenge, Frank.” “It was well fired, at any rate, Bluff!” “I should say yes, because it knocked my hat clear off my head. Do we stand for that sort of thing, or shall we accept the dare?” “There are half a dozen and more of the enemy against four Outdoor Chums, but what of that? This is the first snow of the fall, with a real tang in the air. Say yes, Frank, and let’s get busy!” “Here are Bluff and Jerry ready to eat up that crowd in a snowball fight. What do you say, Will?” “Oh, count me in, because I can see they’re just spoiling for it!” exclaimed the fourth boy in the party, who did not look quite so hardy as his comrades, although no weakling. “Well, I should think it’d be a shame to miss it, when the snow is just soft enough to handle easily,” and Jerry Wellington held up a big round ball he had quickly manipulated in his practiced hands. “That settles it. Everybody get busy making a supply of ammunition. Then we’ll charge their line, and give them as good as they send!” (Summary by Author in Chapter 1 - The Snowball Battle)

16Doctor's Christmas Eve

By James Lane Allen

A gentle reminiscence of a fictional country doctor as the year is drawing to a close. Unlike city doctors, the personal and professional life of a country doctor are closely intertwined. - Summary by Lynne Thompson

James Allen instructs us on how to improve our life and spiritual well-being through the power of positive thinking. He teaches us to live in the present and appreciate the moment. Allen asserts that the power of each person to form his own character and create his own happiness is within. "Life is full of beginnings. They are presented every day and every hour to every person. Most beginnings are small, and appear trivial and insignificant, but in reality they are the most important things in life." --James Allen - Summary by Andrea Fiore

18As a Man Thinketh (version 3)

By James Allen

The burgeoning conflict between science and organized religion in the Nineteenth Century had many cultural offshoots, one of the most significant of which was the New Thought movement. New Thought exponents sought to reconcile the principles of science and general spirituality in a synthetic practical philosophy which explored the universality of the human experience. The literature which developed as a consequence has provided the basic material used by most of today's self-help practitioners, and has won enduring popularity because of the simplicity of its concepts and the practical methods it espouses.<p> Among the earliest and most celebrated of these authors was James Allen (1864 - 1912). A reclusive man, he spent the last ten years of his life in rural seclusion in the village of Ilfracombe in Devon, during which period he wrote most of his twenty books. The most famous of these is As A Man Thinketh, a short treatise of the power of thought. This short work is one of the first great classics of self-help literature, and has never been out of print since it was first published in 1902. Allen's main thesis is that thought is not just a vehicle for comprehending and explaining the world, but is also the prime mechanism for creating and changing human experience. While Allen's views may remain controversial, a vast audience of readers has found his work greatly inspiring. (Algy Pug)