TELL (Teaching English Language Learners) the good news

TELL Manual Chapter 3 (Placement) © North American Mission Board 27
CHAPTER 3
Student Placement Interviews
______________________________________________________________________________
What are student placement interviews and why conduct them?
• How do you know an ESL student is at a beginner, intermediate, or advanced level?
• How many levels of classes should you have in your ESL ministry?
• When and where should you conduct placement interviews?
• Who should conduct the placement interviews?
• How do you conduct the placement interview?
• What do you do after the placement interview?
• Placement interview material

What are student placement interviews and why conduct them?
Student placement interviews are one-on-one interviews that determine the student’s English language fluency level.
A casual chat with a student is not sufficient for proper placement.
It is important to conduct student placement interviews for two reasons:
• Students placed in classes that are too difficult or too easy will drop out.
• It will let you know which ESL text and resource materials you should use to help your students improve their
English skills.
How do you know an ESL student is at a beginner, intermediate, or
advanced level?
These are broad descriptions of basic English language fluency levels.
Beginners
• Know fewer than 100 words.
• Rarely use complete sentences.
• Cannot carry on a conversation in English.
High Beginners and Intermediates
• Have a moderate oral and written vocabulary.
• Can carry on limited conversation in English.
• May use complete sentences, but uses poor grammar.
• Have difficulty with prepositions and verb tenses.
• Know few idioms or slang words.
Advanced level students
• Can converse freely in English.
• Have a problem with sentence structure.
• Need help with pronunciation, expanding vocabulary, idioms and slang.
Literate or Non-literate
A student’s speaking fluency level does not always indicate whether they are literate or non-literate in English.
• Literate students
- can read the Roman alphabet
- may read some English
• Non-Literate students
- do not read the Roman alphabet
- may be illiterate in own language
It is important to determine if the student is literate or non-literate in English. You may need to offer classes to help your
students learn to read English as well as speak English.
How many levels of classes should you have in your ESL ministry?
The fact that there are three general fluency levels does not mean that you will have all three levels in your ESL ministry.
Two factors determine the class levels for your specific ministry.
The first factor is the number of volunteer teachers that you have in your ESL ministry.
The number of volunteer teachers limits the number of classes that you can offer.
If you have three volunteers available to teach once a week, you can not have three different classes. One person should be
the director and deal with weekly administrative details.
Some large ministries have classes divided into four or more fluency levels.
The second factor is the result of the student placement interviews.
You are not required to have a beginner level class, an intermediate level class and an advanced level class. You will not
know which class levels you should have until you have finished the initial placement interviews. While you may have
enough volunteers to have classes for three fluency levels, your placement interviews may show that the students God has
sent to your ministry require two beginner level classes and one higher level.

30 TELL Manual Chapter 3 (Placement) © North American Mission Board
The fluency level designations you give to your classes are not limited by a fixed scale. They are broad descriptions of
fluency levels. The terms beginner, intermediate and advanced will reflect the individual ministries mix of volunteers and
students. The language skill level of students in a class designated advanced in one ministry may be equal to an intermediate
class in another ministry. Do not be concerned about that. The designations are for the convenience of your individual
ministry. They give you an opportunity to place your students with others who have approximately the same fluency level.
You may have two teachers and ten students. Six of the students scored as beginners on the placement interview, two scored
as intermediates, and two as advanced level. So there will be one class of beginners and one class of intermediate/advanced
students. Every class you have will really be a multi-level class.
When and where should you conduct placement interviews?
Conduct placement interviews at the first class of each semester, or the first time a student visits.
The first day of classes should be devoted to a general overview about the ministry and placement interviews.
As students arrive at the first class meeting, give them registration forms to complete. Some students may need help.
Enlisting helpers who are bilingual is beneficial. Remember, though, that some students may speak languages your helpers do
not know.
After registration forms are complete, tell the students you would like to talk to them individually for a few minutes to
determine which class will be best for them. Never say you are going to test their English fluency.
Students who come to your ESL ministry after the first day of classes should be interviewed for placement in the proper class.
Conduct the interviews in a quiet place, away from the group as a whole.
It may be a separate room or the corner of the large room in which you meet. Only the student and the interviewer should be
present for the interview. Spouses and friends should wait elsewhere.
Who should conduct the placement interviews?
On registration day, trained volunteers should be designated to conduct placement interviews.
Ideally, for consistency of evaluation, the same person should interview all students. However, in ministries with a large
number of students this is not practical. Several volunteers should be involved in the process.
In existing ministries, experienced teachers should conduct the interviews.
After the first day of class, the director or assistant director should do this task.
New students arrive through the semester, sometimes weekly. This means someone should be available to do the placement
interviews. This is one of the reasons that ministry directors, if at all possible, should not teach a class.
How do you conduct the placement interview?
There is a student placement interview provided in this chapter.
Many graded ESL text series have their own placement instruments. If your existing ministry uses such a text, you may want
to use their instrument.
The placement instrument you use is not important. Conducting a placement interview is.
Overview of Placement Interview Material
The placement interview in this book consists of a set of questions to help evaluate the student’s:
Comprehension: the student’s ability to understand English
Speaking: the student’s ability to generate English language sentences
Reading: can he or she read the alphabet and read and understand a few English language sentences
Writing: can he or she legibly write his or her name, the alphabet and one simple English language sentence
The placement interview has one page with questions and directions for the interviewer, two pages with pictures to be used
during the interview, and one page with reading material for student use in the interview.
Preparing for the Interview
Make several copies of the page with the interview questions. You will need one page for each student. You can copy the
pages on the back of your registration form so you will have fewer papers to keep up with.
Make one copy of the two pages of pictures and the reading section for each interviewer. Put them in sheet protectors in a
notebook to use for the interviews. Also include lined paper in the notebook and have a pen available for the writing portion.

Conducting the interview
The interviewer sits across from the student. He will show the student the pictures and the reading page and ask the questions.
He will ask the student to write his name, four words, and one sentence. The interviewer will mark on the interview form
how the student responds either with a check mark or an X. Later he will count the number of check marks and circle the
appropriate fluency level on the bottom of the interview form.
General Information
The top of the Placement Interview Form provides a place for the student’s name, the interviewer’s name, and the date
of the interview.
When conducting the placement interview
• Do not ask questions more than two times.
• Do not explain or try to teach vocabulary. This is not a time of instruction.
• If the student can not respond, simply smile and move on.
Evaluating Fluency Level
There are two boxes on the interview form. Box one outlines the directions and questions for evaluating the student’s ability
to understand and speak English. This box contains two sections: Comprehension and Speaking.
Comprehension
There are two parts to this section: Greetings, and Questions related to the Comprehension Pictures.
Greetings Process
You are evaluating the student’s English fluency from the very beginning of the interview.
• Introduce yourself
• Ask the student’s name
- There is a place on the form to mark whether the student responded.
- Mark ✔ for responded or X for did not respond.
• Ask the student, “What country are you from?”
- There is a place on the form to record his or her answer. You must also mark whether he or she responded.
- Mark ✔ for responded or X for did not respond.
• Ask the student, “How long have you have lived in the USA/Canada?”
- There is a place on the form to record his or her answer.
- Mark whether the student responded.
• Ask the student, “Have you studied English before?”
- If the answer is yes, ask “Where?” and “How long?” Record the answers.
- Mark whether student responded ✔ for yes or X for no.
Questions for Comprehension Pictures
• Show the student the Comprehension Picture page.
• On the placement interview form, below the heading Comprehension: Pictures, there are four numbered lines. Each line
has three columns.
Process for lines one through three:
• In the left hand column you are asking the student to point to a picture.
• In the center column you are asking the student to tell you the number of a picture.
• In the right hand column you are asking the student a question related to the picture.
• In each blank, mark ✔ for responded correctly, or X for responded incorrectly.
Process for line 4:
Line number four is slightly different. Since there is only one picture that has not been used, the questions will differ.
• In the left column you are asking the student to point to a specific person in the picture.
• In the center column you are asking how many children are in the picture.
• In the right column you are asking the student to tell you about his or her family.
• In each blank, mark ✔ for responded correctly, or X for responded incorrectly.
Note the ALERT shown after line 1. If the student DOES NOT respond to the questions in the Greetings section or to
the directions and question in line 1, skip to the Reading Section. There is no need to ask the questions remaining in the
Comprehension section or in the Speaking Section. You do need to check, though, whether the student can read the
Roman alphabet.

Speaking
This part of the interview will help you determine the student’s ability to generate English language sentences on his
or her own.
• Show the student the Speaking Pictures.
• Ask the student: In Picture A, What is happening? What will happen next?
• Evaluate whether the student:
- Responded accurately about what is happening in the picture.
Mark two ✔ ✔ for yes or X for no.
Note: there is no “correct” answer for each picture. If what the student says can be a possible interpretation,
the response is accurate.
- Used a few basic words, phrases.
Mark two ✔ ✔ for yes or X for no. Do not mark this column if the student uses complete sentences.
- Used correct grammar.
- Used complete sentences.
Mark four ✔ ✔ ✔ ✔ for yes or X for no. Using four ✔ ✔ ✔ ✔ increases the weight of using complete sentences
in communication and helps in correctly placing students.
There are two questions for Picture A but only one set of blanks on the interview form for Picture A. Make your evaluation
based on the student’s overall response to the picture, not his or her response to each individual question.
• Ask the student: In picture B, what is each person doing? What will happen?
• Evaluate whether the student:
- Responded accurately about what is happening in the picture.
Note: there is no “correct” answer for each picture. If what the student says can be a possible interpretation,
the response is accurate.
- Used a few basic words, phrases.
Mark two ✔ ✔ for yes or X for no. Do not mark this column if the student uses complete sentences.
- Used correct grammar.
- Used complete sentences.
Mark four ✔ ✔ ✔ ✔ for yes or X for no. Using four ✔ ✔ ✔ ✔ increases the weight of using complete sentences
in communication and helps in correctly placing students.
There are two questions for Picture B but only one set of blanks on the interview form for Picture B. Make your evaluation
based on the student’s overall response to the picture, not his or her response to each individual question.
Evaluating whether the student is literate
The second box on the interview form outlines the directions and questions for determining whether the student is literate
or non-literate. This box contains two sections: Reading and Writing.
Reading
This portion of the interview is to determine if the student can read the Roman alphabet and read and understand a few
English language sentences.
• Show the student the Reading page.
• Ask the student to read the letters of the alphabet. The letters are not in alphabetical order.
• Circle on the placement interview form any letters the student missed.
• Indicate whether the student read the letters accurately and smoothly. Mark ✔ for yes or X for no.
Note the ALERT shown after the list of letters. If the student fails to respond or incorrectly identifies three letters, stop.
Conclude the interview.
• If the student makes fewer than three errors in reading the alphabet, ask him or her to read aloud the three sentences
on the Reading page.
• Indicate if the student read the sentences accurately and smoothly. Mark ✔ for yes or X for no.
• Ask the student the two questions to determine if he or she understood what he or she read.
• Indicate if the student answered the questions accurately. Mark ✔ for yes or X for no.

Writing
The writing portion will tell you whether the student can print legibly and write a few words.
• Give the student a pencil or pen and a piece of lined paper.
• Ask the student to print his or her name.
• Indicate if the student wrote legibly and correctly. Mark ✔ for yes or X for no.
Note the ALERT shown after the direction to print your name. If the student CAN NOT legibly print his or her name,
conclude the interview.
If the student CAN write his or her name legibly:
• Ask the student to write boy, thank, hers, and wind. Mark ✔ for accurate and legible or X for not accurate or legible.
• Ask the student to write one sentence about his or her family.
• Indicate if the sentence was legible and understandable. Mark ✔ for yes or X for no.
- Do not evaluate grammar or sentence structure unless it interferes with meaning.
- Evaluate if the sentence makes sense.
Conclude the Interview
• Thank the student.
• Ask if he or she has any questions.
What do you do after the placement interview?
Determine Fluency Level
Find the first box on the interview page. Count the number of checkmarks in the Greetings and Comprehension sections.
Record this number in the column on the right side of the box.
Between the two boxes on the interview form are three fluency level designations.
Beginner: 0-16 ✔ marks Intermediate: 17-25 ✔ marks Advanced: 26-32 ✔ marks
Circle the appropriate fluency level.
Determine if the student is non-literate or literate
The student’s performance in the Reading Section and Writing Section indicates whether the student is non-literate or literate.
You will not have to count the marks to make that evaluation. Remember, you are only evaluating whether the student can
read and print the Roman alphabet and legibly print a few words. You are not evaluating how literate the student is.
Some ministries have a separate class or additional class time before or after the regular class for non-literate students to
work on basic literacy skills.
Assign students to classes
Place students of similar fluency levels together. Your class levels will not be precise. The number of teachers available will
impact how you structure and divide your classes. In many instances, a broad range of fluency levels exist within one class.
If you are not sure which fluency level to assign a student, always place in the lower level. When a student is not in the right
class level, offer to move him or her. If he or she wants to stay in the class to which he or she was originally assigned, allow
it. If the student wants to go to a different class to be with a friend, allow it. Your students come to class because they want
to. Sometimes being in a specific class, even if it is different than the one you think is best for them, encourages students to
come. Make it easier for your students to improve their English by encouraging them to attend the class in which they are
comfortable.

Student Placement
Interview Material

Student Placement Interview Material
Student’s Name:_______________________________________________________________________________________
Interviewer: ___________________________________________________________ Date: _________________________
Comprehension: Greetings Mark ✔ for responded or X for did not respond.
• My name is _________________________What is your name? Responded_____
• What country are you from?______________________________________________ Responded_____
• How long have you lived in the United States/Canada? ________________________ Responded_____
• Have you studied English before? (If yes) Where? ____________ How long?_______ Responded_____
Comprehension: Pictures In each blank, mark ✔ for responded correctly, or X for responded incorrectly.
Ask the student to point to the item named after the number then ask the questions:
1. A man running_________ What number is it? (No.2) ______ Why is he running? (He’s in a race.)
ALERT: If the student does not respond to the Greetings questions and item 1questions, move on to Reading.
2. A house ______________ What number is it? (No. 4) ______ What is your address? ____________________
3. A clock ______________ What number is it? (No. 1) ______ What time is it? _________________________
4. The mother ___________ How many children are in the picture? (1) _____ Tell me about your family. ______
Speaking: Ask the student: In picture A, what is happening? What will happen next
In picture B, what is each person doing? What will happen?
Record 2 ✔✔ for yes or X for no for each picture. Note that complete sentences are marked with 4 ✔✔✔✔
accurately a few basic words, phrases correct grammar complete sentences (✔✔✔✔)
A. ________ __________ ________ ________
B. ________ __________ ________ ________
Total number
of marks for
Comprehension
and Speaking
__________
Circle one: Beginner 0-16 ✔ marks Intermediate 17-25 ✔ marks Advanced 26-32 ✔ marks
Reading Section: Ask the student to read the letters of the alphabet aloud.
In each blank, mark ✔ for yes or X for no. Read accurately Read smoothly
_____________ ___________
ALERT: If the student misses three letters STOP. Conclude the interview.
Circle letters that are missed.
A N V B O F Q C K P W D M X E L S G Y R H Z T I J U
Read accurately Read smoothly
Say: Read the sentences aloud. _____________ ___________
Ask the student: Where did Peter Smith live? (Chicago) Answered accurately _____
How many children does he have? (7) Answered accurately _____
Writing Section: Give the student a pen and blank piece of lined paper.
In each blank, mark ✔ for wrote legibly or X for wrote illegibly (or for the dictated words,
incorrectly)
1. Please print your name. Wrote legibly _____
ALERT: If the student can not, STOP. Conclude the interview.
2. Please print the word: boy ___ thank ____ hers ____ wind ____
3. Write one sentence about your family. Legible and understandable _____
Circle one
Non-literate
Literate

Comprehension Pictures
1.

2.

3.
4.

Speaking Pictures
A.

B.

Reading Section
1. A N V B O F Q C K P W D M
X E L S G Y R H Z T I J U
2. My name is Peter Smith.
My family lives in Chicago, Illinois.
My wife Martha and I have seven children.

TELL Manual Chapter 12 Resources © North American Mission Board 199
CHAPTER 12
Recommended Resources
______________________________________________________________________________

English as a Second Language Resources
Please note: Publishers of ESL resources update their curriculum and change prices frequently. Check availability and prices
from a variety of sources before choosing a resource.
Basic texts
Low Beginning Level
Word by Word Basic Picture Dictionary
Steven J. Molinsky and Bill Bliss
Pearson
ISBN-13: 978-013207874
Picture dictionary for beginning level students; more than 2,500 words focused on using language to meet survival needs;
includes dialogue practice and questions to promote discussion and communication skills. WordSongs music CD included.
Word by Word Basic Teacher’s Guide with Multilevel Activities and Lesson Planner CD-ROM
ISBN-13: 978-0-13-159585-9
Foundations
Steven J. Molinsky and Bill Bliss
Pearson
Student Book ISBN -13: 978-0131731448
Teacher’s Guide ISBN-13: 978-0132275545
For low beginning level students, this structured text focuses on essential vocabulary and relevant life-skill topics. It features
listening, speaking, reading, and writing activities. The text employs active learning with interaction and physical activity.
Literate Beginners
Oxford Picture Dictionary: A complete vocabulary development program
Jayme Adelson-Goldstein and Norma Shapiro
Oxford University Press
ISBN-13: 978-0194369763
This picture dictionary includes 4,000 words and phrases, along with practice activities to help the student increase reading,
thinking, and speaking skills. Additional material is available to help the teacher extend the application of this item.
Basic Oxford Picture Dictionary Literacy Program, Second Edition
Garnet Templin-Imel
ISBN 978-0194345736
This is a comprehensive whole-language, competency-based program. The program emphasizes literacy skills. Curriculum
includes thinking, reading, and writing exercises.
Multilevel Basic ESL Text Series
Side by Side, Third Edition
Steven J. Molinsky, Bill Bliss
Pearson Education
This series is a four-level series, from high beginning through low advanced, that integrates life-skill topics, language
functions, and grammar. Student books have full color illustrations and photos. There are a variety of materials available for
each level.
Foundations of Language Learning and Teaching
Practical Techniques for Language Teaching
Michael Lewis and Jimmie Hill
Language Teaching Publications
ISBN 0-906717-55-8
Resources for Teaching Pronunciation
Pronunciation Contrasts in English
Don L.F. Nilsen and Alleen Pace Nilsen
Waveland Press, Inc.
ISBN-13: 978-1577666417
The focus is on individual sounds and minimal pair contrasts.

202 TELL Manual Chapter 12 Resources © North American Mission Board
Clear Speech From the Start
Judy Gilbert
Cambridge University Press
This is designed for beginner students to help master crucial elements of English pronunciation and comprehension.
Audio CD available.
Student Book ISBN-13: 978-052161905
Teacher Book ISBN-13: 978-0521637350
Clear Speech, 3rd Edition
Judy Gilbert
This is designed for intermediate to high-intermediate students.
Student Book ISBN-13: 978-0521543545
Teacher Book ISBN-13: 978-0521543552
Small Talk, More Jazz Chats
Carolyn Graham
This set uses music and jazz rhythms to teach rhythm, stress, and intonation.
Book ISBN-13: 978-0194342209
CD ISBN-13: 978-0194386098
Communication Practice Activities
It’s Time to Talk! 101 Pages of Questions for Communication and Fluency
Elisa Doyle
Available from Canadian Resources for ESL
www.eslresources.com
Reproducible pages of discussion/interview questions.
ISBN-13: 978-09686858-53
It’s Time to Talk Again! 101 More Pages of Questions for Communication and Fluency
Elisa Doyle
Reproducible pages of discussion/interview questions.
ISBN-13: 978-09686858-60
Something to Talk About, A Reproducible Conversation Resource for Teachers and Tutors
Kathleen Olson
University of Michigan Press
Reproducible discussion starters and directions, divided into 13 topic areas.
ISBN-13: 978-0472087600
Purple Cows and Potato Chips: Multi-Sensory Language Acquisition Activities
Mary Ann Christison and Sharron Bassano
Alta Book Center
Fifty-six activities, teacher’s notes, and reproducible exercise sheets.
ISBN-13: 978-1882483310
Look Who’s Talking, Strategies for Developing Group Interaction
Mary Ann Christison and Sharron Bassano
Alta Book Center
Seventy-eight activities and reproducible exercise sheets.
ISBN-13: 978-1882483310
The Great Big Bingo Book: Bingo Games for ESL Learners
Nina Ito and Anne Berry
Pro Lingua Associates
Reproducible bingo boards with pictures and vocabulary.
ISBN-13: 978-0866471404

The Card Book: Interactive Games and Activities for Language Learners
Abigail H. Tom and Heather McKay
Alta Book Center
Contains 243 reproducible cards on a nine general topics; directions for teaching activities.
ISBN-13: 978-1882483792
101 Illustrated Crossword Puzzles eBook
John F. Chabot
Full Blast Productions
Ten reproducible units, 9 of which are thematic.
ISBN-13: 978-1895451115
Fifty Speaking and Listening Activities, 3rd edition
Deb Scott
Canadian Resources for ESL
Beginner to advanced level reproducible activities for children to advanced students.
ISBN-13: 978-1894799140
The Idiom Book
Hal Niergarth with Elizabeth Niergarth
High-intermediate to advanced; 1,010 idioms in 101 two-page lessons.
ISBN-13: 978-0866472593
Oxford Picture Dictionary Classic Classroom Activities
Included 168 partner and small-group activities; teacher notes.
ISBN-13: 978-019-474023-4
Look Again Pictures for Language Development and Lifeskills
Judy Winn-Bell Olsen
Alta Book Center
Twenty-two reproducible picture pairs containing eight differences each. Teaching suggestions included.
ISBN-13: 978-1882483709
Pictures for Language Learning
Andrew Wright
Describes over 200 ideas for picture-generated language work with visuals easily available to the teacher.
ISBN-13: 978-0521358002
Action English Pictures: Activities for Total Physical Response
Noriko Takahashi and Maxine Frauman-Prickel
Alta Book Center
Sixty-six reproducible picture sequences with exercises, verb lists, teacher’s notes, and suggestions; not limited to Total
Physical Response use.
ISBN-13: 9781-882483716
Real Stories: Real Heroes, Real Animals, Real People
Pat Dyck
Reproducible, comic-book format of 16 stories with exercises; use with high beginners or adapt for higher-level students.
ISBN-13: 978-1894799034
Communicating on Campus: Skills for Academic Speaking
Amy Hemmert and Ged O’Connell
Alta Book Center
Focus on oral communication skills need in the classroom and other places on campus.
Student Book ISBN-13: 978-1-882483679
Teacher Guide ISBN-13: 978-1-882483686
Audio CD ISBN-13: 978-1-932383201

Idioms
A Fine Kettle of Fish
Kristin Pedersen
Sixteen themed units with reproducible student materials.
ISBN-13: 978-1-894799027
Idioms Delight
John Arena
Academic Therapy Publications
Covers 75 common idioms, six lessons with reproducible activities
ISBN-13: 978-0878798896
The Slangman Guide to Street Speak
David Burke
Slangman Publishing
A three-part course in American slang and idioms; available in eBook, mp3, and audio CD; note that other topics such as biz
speak is also available.
Street Speak 1 ISBN-13: 978-1891888083
Cross-Cultural Communication Resources
The American Ways: An Introduction to American Culture, 3rd edition
Kearny-Datesman, Crandall, and Kearney
Pearson Education ESL
A cultural reader designed to help understand the cultural values of the United States; provides readings and cross-cultural
activities for small group and class discussions.
ISBN-13: 978-0131500860
American Ways: A Cultural Guide to the United States
Gary Althen and Janet Bennett
Nicholas Brealey Publishing
Designed for non-Americans who want to understand cultural values and customs of U.S. Americans.
ISBN-13: 978-1877864995
Learning About Other Cultures
Reaching the World in Our Own Backyard: A Guide to Building Relationships with People of Other Faiths and Cultures
Rajendra K. Pillai
WaterBrook Multnomah Publishing Group
Wonderful basic introduction to cross-cultural ministry and specific do’s and don’ts in dealing with culturally sensitive issues
with people from more than 50 countries; also available as an eBook.
ISBN-13: 9781578566013
Culture Grams
ProQuest LLC
Individual four-page overviews of the culture of over 200 cultures; also available online
Culturegram.stores.yahoo.net.
Multicultural Manners: Essential Rules of Etiquette for the 21st Century (Revised Edition)
Norine Dresser
Wiley
Gives readers an understanding of the do’s and don’ts of interacting with those from other cultures.
ISBN-13: 978-0471684282

Books on the Cultures of Individual Countries
Gestures: the Do’s and Taboos of Body Language Around the World
Roger E. Axtell
Wiley
Covers the world of gestures and what they mean, how to use them, and when to avoid them.
ISBN: 978-0471183426
Do’s and Taboos Around the World, 3rd Edition
Roger E. Axtell, editor
Wiley
Information on protocol, customs, and etiquette around the world.
ISBN: 978-0471595281
A Beginner’s Guide to Crossing Cultures: Making Friends in a Multi-cultural World
Patty Lane
InterVarsity Press
Written from a Christian perspective, this book is a wonderful help to understanding different cultural perspectives with
practical suggestions about building relationships across cultures and dealing with cultural conflict.
ISBN-13: 978-0830823468
Books to Teach Culture
Culturally Speaking, Third Edition
Rhona B. Genzel and Martha Graves Cumming
Heinle ELT
Designed to build useful, comfortable communication skills through exploration of common experiences.
ISBN-13: 978-1424004041
New Ways in Teaching Culture
Alvino Fantini, editor
TESOL Publications
Introduction to teaching culture and activities to use while teaching culture.
ISBN-13: 978-0939791705
Bible-Based Materials
Bibles and Biblical Material in Basic English
Contemporary English Version of the Bible (CEV), 5.4 reading level
American Bible Society
1865 Broadway
New York, NY 10023-7505
1-800-322-4253
www.bibles.com
The New Life Version Bible - uses only 850 English words
Christian Literature International
22449 S. Penman Rd.
Oregon City, OR 97045
www.christianliteratureinternational.org
New International Readers Version (NIrV), third grade reading level
Biblica (formerly International Bible Society)
1820 Jet Stream Drive
Colorado Springs, CO 80921
1-800-524-1588
www.biblicadirect.com

Bibles, Tracts, and Materials in Other Languages
American Bible Society
1865 Broadway
New York, NY 10023-7505
1-800-322-4253
www.bibles.com
Biblica (formerly International Bible Society)
1820 Jet Stream Drive
800-524-1588
www.biblicadirect.com
Multi-Language Media
P.O. Box 301
Ephrate, PA 17522
717-738-0582
The Jesus Film Project in more than 690 languages
www.jesusfilm.org
Bible Studies
Beacon Hill Press of Kansas City
P.O. Box 419527
Kansas City, MO 64141
1-800-931-1900 (order line)
www.nph.com
Basic Bible Studies in Everyday English, ISBN-13: 9780834120587
How Christians Grow, ISBN-13: 9780834120594
What Christians Believe, ISBN-13: 9780834120617
The Life of Jesus Christ: The Gospel of Mark, ISBN-13: 9780834120600
Christian Literature International
22449 S. Penman Rd.
Oregon City, OR 97045
www.christianliteratureinternational.org
Topical Study Outlines, teacher’s manual and workbooks.
Texts that Use Biblical Material to Teach ESL
English Lessons from the Bible: Book of Mark, Books 1 and 2
North American Mission Board
To order: http://www.nambstore.com
Multi-Language Media
P.O. Box 301
Ephrate, PA 17522
717-738-0582
http://multilanguage.com/esl/ESL.htm
English in Action
The Navigators
Communication Department
P.O. Box 35003
800-366-7788
www.navpress.com

ESL Resources for Children
Types of General Children’s Books that You Can Use with ESL children
Books that illustrate concepts
Use books with limited text and clear illustrations—opposites, shapes prepositions (on, under, around, through).
Books with illustrations that support and extend meaning
Use picture books with no words, and picture books with bright clear illustrations of the action in the story.
Books with predictable features
Use books with predictable language and rhyming.
Books that support the academic curriculum
Use simplified, illustrated explanations of academic subject matter.
Books linked to the child’s culture
Use stories about people from the child’s culture—in the United States, Canada, and in their own countries—and folktales
from the child’s culture.
Structured children’s ESL series
Let’s Go, 4th edition
Ritsuko Nakata, Karen Frazier, Barbara Hoskins, and Steve Wilkinson and Carolyn Graham
Includes student books, teacher guides and other resources.
Order: (800) 542-2442 or (919) 677-0977
http://elt.oup.com
Other Resources
The Oxford Picture Dictionary for Kids
Presents over 700 words with 60 colorful illustration; shows children and their families in everyday situations at home,
school, around town, and out in the world.
Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com
ISBN-13: 978-0194349963
The Oxford Picture Dictionary for Kids, Teacher’s Book
Teaching techniques and strategies for each of the pictures in the dictionary; can be used without the workbook and
reproducible collection that are other components of this resource.
Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com
ISBN-13: 978-0194349987
Children’s Games: Teacher’s Resource Book
Maria Toth
Macmillan Education Book Store
Games and activities to help bring fun to young learners of English.
Available in .pdf and eBook formats
www.macmillaneducationbookstore.com
Very Young Learners
Vanessa Reilly and Sheila M. Ward
More than 80 activities, games, and songs for working with pre-school children.
Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com
ISBN-13: 978-0-19-437209-1

Creating Stories with Children
Andrew Wright
Contains a variety of ideas for using stories to teach English.
Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com
ISBN-13: 978-0194372046
ESL Teacher’s Activities Kit
Elizabeth Claire
Order from the author: http://elizabethclaire.com/store/
ISBN-13: 978-0130804785
Games for Children
Gordon Lewis and Gunther Bedson
This book shows how to use games in the classroom to strengthen language learning.
Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com
ISBN-13: 978-0194372244
Out of Your Chairs! 40 Active Games for ESL
Dani MacArthur and Thane Ladner
Reproducible activities that help students experience language learning kinesthetically.
ISBN-13: 978-1896039015
Jazz Chants for Children: Teacher’s Edition
Songs, chants, and poems to teach basic language structure; contains reduced copy of student book pages and teaching
suggestions.
Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com
ISBN: 978-0195024975
Jazz Chants for Children
Order: (800) 542-2442 or (919) 677-0977
http://elt.oup.com
ISBN: 978-0195024968
Let’s Chant, Let’s Sing by Carolyn Graham
Each song or chant is based on a frequently used language function or grammar structure; student book includes additional
teaching suggestions; six levels available.
Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com
Publishers of ESL Materials
Clearinghouse for multiple publishers
Delta Publishing Company
1400 Miller Parkway
McHenry, IL 60050-7030
1-800-323-8270
www.deltapublishing.com
Alta Book Center Publishers
P.O. Box 1736
Provo, UT 84603
1-800 ALTA-ESL
www.altaesl.com

Individual publishers
Pearson ELT
Longman, Prentice Hall Regents, Scott Foresman ESL,
Addison Wesley
Order Department
200 Old Tappan Road
Old Tappan, NJ 07675
(201) 767-5021
wwwpearsonelt.com
Order Fullfillment
32 Avenue of the Americas
New York, NY 10013-2473
(212) 337-5000
www.cambridge.org
TESOL (Teachers of English to Speakers of Other
Languages) Publications
1925 Ballenger Ave., Suite 550
Alexandria, VA 22314-6820
Toll Free: 1-888-891-0041
www.tesol.org
Order Department
2001 Evans Road
Cary, NC 27513
1-800-451-7556
www.oup.com
University of Michigan Press
839 Green Street
Ann Arbor, MI 48106-1104
1-877-364-2942
www.press.umich.edu/esl
Heinle & Heinle
ITP Distribution Center
Cengage Learning
10650 Toebben Dr.
Independence, KY 41051
1-800-487-8488
www.heinle.com
Nicholas Brealey Publishing
20 Park Plaza, Suite 610
Boston, MA 02216
(617) 523-3801
www.nicholasbrealey.com
P.O. Box 1348
Brattleboro, VT 05302-1348
1-800-366-4775
www.prolinguassociates.com
Sky Oaks Productions, Inc.
P.O. box 1102
Los Gatos, CA 95031
(408) 395-7600
www.tpr-world.com
New Readers Press
104 Marcellus St.
Syracuse, NY 13204
1-800-449-8878
www.newreaderspress.com
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016-1859
(202) 362-0700
www.cal.org

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