Page 38 - ELG2005 May Issue 470

REVIEWS . REVIEWS & RESOURCES

DEVELOPING EXPERTISE BOOK OF THE MONTH
THROUGH EXPERIENCE
Edited by Alan Maley KZENON/SHUTTERSTOCK ETPEDIA™ especially useful for them, useful framework material to
British Council, 2019 MANAGEMENT: 500 providing advice in several help managers implement
ISBN: 978-0-86355-950-1 ideas for managing an key areas including appraisals, assess employee
English Language school
performance and identify
marketing, personnel,
Fiona Dunlop, Keith Harding finance and continuous which skills are transferable
n the inside cover of this title is a and Robert McLarty Pavilion professional development from teaching to
poem, ‘Events’ by editor Alan Publishing and Media Ltd (CPD). Many tips, acronyms management. I enjoyed
Maley, the opening verse of ISBN: 9781912755271 and models will already be reading about ‘blind’ lesson
Owhich I think sheds a good deal familiar to experienced observation, where the
of light on the contents: Language teachers moving managers, like the time observer is not actually
into management positions management tool which present. Adding section
Nothing circumvents often find themselves helps distinguish important, headings would help users
The Power of events. learning ‘on the job’. This unimportant, urgent and not navigate the content. Draws
But we are not without defence. 200-page, spiral-bound urgent tasks. The extensive on the expert experience of
For we are active agents reference guide will be Appendix is packed with the author team.
Not passive patients.

This continues with five more verses, and reviewsinbrief.
the book is worth getting hold of just to read
the poem in its entirety. LANGUAGE COURSE PLANNING PERSPECTIVES - UPPER INTERMEDIATE STUDENT’S BOOK
Developing Expertise Through Experience is Brian North, Mila Angelova, Elƶbieta Jarosz Hugh Dellar and Andrew Walkley (Series authors also include
an exploration and extension of the belief of and Richard Rossner Daniel Barber, Amanda Jeffries and Lewis Lansford)
one of the most widely regarded writers on OUP National Geographic Learning
ELT, NS Prabhu, that whatever forms of ISBN: 9780194403283 ISBN: 9781337277181
training and development teachers may meet This 216-page book, in the In a world of fake news,
relation to their evolving beliefs and sense of Personal narratives ‘Language Education developing our students’
throughout their career, they will ultimately
make sense of it all in their own ways and in
Management’ series, draws
critical thinking skills is more
appropriacy. Central to this book is Prabhu’s on the cumulative expertise important than ever.
‘Perspectives’ sets out to do
of Eaquals, the organisation
introduction, but may be summarised here as of teaching standards. It seeks to units exploring one idea from
concerned with quality
notion of ‘plausability’, which he
just this, with each of the ten
characterises in much more detail in his
describe good practice in
different perspectives. Each
one’s subjective perception. course planning, explaining unit covers grammar,
vocabulary, and all four
how to base planning on the
link their personal histories in ELT and the epiphanies ‘can-do’ descriptors of the language skills and includes
The editor, also regarded as a giant in ELT,
invited twenty experienced professionals to
a TED talk with the
Common European
description: ‘Ideas worth
Framework of Reference
places they worked, along with colleagues (CEFR). The twelve chapters sharing’. These talks cover
encountered along the way, to evolving ideas are arranged into four some interesting topics,
sections, systematically
including Airbnb, spam email
at the time, and to critical moments in their Wayne Trotman reviews a new edited moving from needs analysis, through four layers of planning and making up new words. I
own professional development. volume from Alan Maley (curriculum level, syllabus, scheme of work and lesson plan) to especially enjoyed the unit
Maley is aware that the heuristic assessment. The section on ‘backward design’ is particularly on creativity. This timely input on critical thinking includes
conceptualisation of teacher development useful; sound advice is given on triangulating course objectives, assessing information, detecting bias and distinguishing fact
presented here, with its emphasis on the Thomas Farrell describes his earliest selected the following three as particularly so materials and learners’ goals. Solid; authoritative. and opinion. Aimed at B2-level learners. Worth investigation.
personal and anecdotal, runs counter to the experiences of language learning and in my own opinion: we need to be aware of
current broadly algorithmic paradigm of education that affected his current views and the total context of our teaching – REVIEWS COMING UP IN THE NEXT ISSUE:
filling empty vessels with practices; apart from the geographical, political, sociological and Feature: Teacher Wellbeing (Oxford University Press) by Sarah Mercer and Tammy Gregerson.
competencies. He links work of Stephen material, not just the linguistic context; the Book of the month: ETpedia™ Teacher Training: 500 ideas for teacher training in English language teaching (Pavilion Publishing and
the personal narrative Krashen, other key importance of learning from our peers is as Media Ltd) by Beth Melia-Leigh and Nicholas Northall
approach provided by I suggest you carry people who left important as formal instruction; we need to
each contributor to the book around with enduring marks on him teach the person(s) in front of us, not just the Reviews in brief: Our World 3, Second Edition (National Geographic Learning) by Rob Sved; Business Vocabulary in Use Advanced, Third
Oliver Sack’s medical include John Fanselow, language as a subject. Edition (Cambridge University Press) by Bill Mascull
work, Awakenings you and read the Donald Freeman and If, in the daily rush of ELT, you have only
(2012), and its focus on themes from time to David Nunan. ten minutes a week for your own personal Reviews by Pete Sharma for Bournemouth English Book Centre: www.bebc.co.uk
treating individual References for all professional development, I suggest you carry
patients rather than the time. titles and authors the book around with you and read the
disease. mentioned are listed at themes from time to time. In that way, you’ll ! !
Space permits only the end of each fairly perhaps realise how you can move from being ! %&$'()*+,-.$&/0$ :0;(3()/.8/(+3$
brief summaries of several of the twenty brief chapter, while biographies for all a passive patient to an active agent. @4/5!#;!$!I6/1:.3,<)!J5! /493>*.<6W*55*=:37!
epiphanies outlined in this book. Robert contributors, including those of other ELT !""#$$"#$%&'$'%$ C34234!B"!"KL;!@A! !
Bellarmine writes of his own understanding heavyweights such as Adrian Underhill, Tessa Wayne Trotman 12+3-4!MNN!OPQ'P#!RS"!%#PT! '(.-*/+.$+6$"8<-)4!Y64!?615*1;!U*2/6!J)*2!C52!
of TSOP – teacher’s sense of plausability – in Woodward and Andrew Wright, appear at is a teacher ()*!+,-./0)*1!23*0!435!600,7*! ! K)34*Z!MNN!OPQ!'PS!"%#!"%"T!
terms of two guiding lights in his career, most the end of the book. educator at Izmir 1*0+340/-/./58!931!,403./:/5*2!764,0:1/+50;! %0(/+.5(35*2(-64!U*.64/*!V,5.*1! /64:>7*2/6&0)*2=:3=,[!
notably Prabhu, but also critical incidents Alan Maley, on pages 9-11, summarises Katip Çelebi +)353<16+)0!31!/..,05165/340=!>!?3+81/<)5! 7*.64/*>*.<6W*55*=:37! !
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concerning the work of Michael West. Before more than thirty common recurring themes University, Izmir, )*.2!-8!BC!D/0:3E*1!C52=!F*+132,:5/34;!/4! ! "=>)*.(?/(+3)4!L*-0:1/-*!!
providing an overview of the key elements of throughout this book, upon which he Turkey. G)3.*!31!/4!+615;!/0!931-/22*4!06E*!G/5)! 78389(39$%0(/+.4!F34!F6<026.*;!X16456!J3.,5/340! K)34*Z!!MNN!OPQ!"NN'!%SRPRS!
his TSOP, Bellarmine describes the impact suggests future teacher development might *H+1*00!+*17/00/34!39!5)*!:3+81/<)5!)3.2*1=! 134=16<026.*><1645603.,5/340=:37! 0,-0>G*-0:1/-*=:3=,[
upon his own teaching of two radical books. work. All are thought-provoking, but I have !
38 May 2020 editorial@elgazette.com 39