New Ways in Teaching Speaking. Kathleen M. Bailey and Lance Savage, Editors. TESOL, 1994. 307 pp. [1]

Reviewed by David J. Kramer, Institute for English Language Programs, Harvard and Center for English Language and Orientation Programs (CELOP), Boston University.

New Ways in Teaching Speaking is much more than a conversation topic resource book. It’s a compilation of activities submitted by ESL professionals from all over the world. Most of its entries incorporate a variety of language skills with detailed instructions for their use. The book is divided into four major parts: “Fluency”, “Accuracy”, “Pronunciation”, and “Speaking in Specific Contexts”. Each part consists of several sub-sections: For example, Part II, “Accuracy”, is divided into “Functions”, “Grammar”, and “Vocabulary”. In their introduction the editors state that the primary reason for the book’s organization is ease of access for the user. The book does not adhere to any particular ESL teaching approach.

Ease of access is definitely one of the books’ stronger points. The titles  of many articles automatically give the gist of the exercise: In the Accuracy/Grammar section, for example, self-explanatory titles such as “Get It Done”, “Why Questions”, and “The command Game” are found. On the other hand, “Travel Talk Round Table” leaves one somewhat in the dark; but a simple turn to the indicated page quickly clarifies the nature and purpose of the activity.

Each activity is covered on two or three pages. In the left margin of the entry’s first page the proficiency level(s) appropriate to, and the goals and mechanics of, the activity are outlined. For example, for “Grammar/Travel Talk Round Table”: Levels: Intermediate+; Aims: Review present perfect and time expressions ever/never. Contrast present perfect with simple past and ago. Practice distinction between /b/ and /v/; Class Time 30-70 minutes; Preparation Time: None; Resources: Chalkboard, chalk, paper, and pencils” (p. 163)

The presentation of activities is orderly and comprehensive. Each exercise begins with a short, introductory paragraph followed by step-by-step instructions, listed under “Procedure”. Extra ideas and comments appear under the heading “Caveats and Options”. Many entries are more extensively outlined, often including diagrams, charts, and sample lists of sentences and vocabulary, a definite plus. Several entries include references to related academic readings. All conclude with a blurb about the contributor.

I was eager to browse through the chapters and discover new ideas. As an experienced teacher, I was already familiar with a number of the activities (or some variation thereof), but also I was reminded often of activities which I had used in the past and had let slide into disuse. All too often we rely on our own never-fail bag of tricks. Even if one is already familiar with an exercise, something new can be learned from the many variations and follow-up suggestions.

The book’s final section “Speaking for Specific Contexts”, is of special interest to teachers of upper-intermediate and advanced students who still lack the fluency and the know-how for giving effective class presentations. We all have struggled through students’ oral presentations--some good, others less so and requiring patience from the entire class. The activities in this section require a lot of thought and preparation by the student; they stress that much more than speaking goes into an oral presentation. For such presentations, outlines and visuals are strongly encouraged, as well as feedback forms filled out by the entire class. I have successfully implemented Linda Abe’s contribution, “Speakers and Listeners as Partners”, in which students talked about some aspect of another classmate’s culture or country. This is a project which involves preliminary research and verification through conversation. Interest was high, and in many instances it was not the teacher who took responsibility for re-stating and clarifying, but rather the student-observer who wanted to ensure the accuracy of information about his or her country. This activity is characteristic of the many student-centered ideas in the book.

Both ESL novices and experienced professionals will benefit from reading New Ways in Teaching Speaking. Although the “ways” might not always be so new, they will most certainly help us reflect upon and add to our ever-evolving teaching repertoires.