Archive for May, 2011

good reasons for having your book reviewed

May 18, 2011

As part of my marketing plan for my newly published book: Teaching Language Learners, after presenting the book at the IATEFL Conference  (IATEFL = International Association of Teachers of English as a Foreign Language) I asked people that I thought knew something about the subject and who showed interest in the book to write a review for me.

Having someone else comment on your book, even if it is negatively, is much more helpful than I realized. Not only do you have plenty of scope for improving the book, you get advice on how to approach your next project and you are given greater insight into something you may have thought you knew well already. It is a very humbling, educative experience. I found that several people have expressed completely different ideas.

This review was written recently and I have included it to share with you how interesting someone else’s view can be and how new ideas can be generated from their different perspective.

Review of  the book by Rosemary Westwell: ‘Teaching language Learners’ by Jane Hayter (included with permission from Jane Hayter)

Dear Rosemary,

Thank you so much for sending me your book. I don’t think I am at all qualified to review it, but I enjoyed it very much indeed.

I never trained as a teacher of English as a Foreign Language, but I had English up to degree level, but could not take up my place at university. I was given a whole box of text books for the course for TEFL by a friend in France. I spent over six months going through them in great detail before I had French children wanting to learn English. Over six years I taught about 20 from ages 7 – 16.

I have to say that I think your book is so good. It is the first book I have read of an account by the author, an English specialist, learning another language. I have read many books on English Grammar. Pinker’s ‘The Language Instinct’, several of Chomsky’s and others. I have always been very interested in how we learn our own language as very young children but your book goes further by drawing on your persona; experience of how you learn and the methods you used at different stages of your ability. Your book is very clear about these methods and how to make teaching interesting and enjoyable for both teachers and students. I thought the suggested tasks were excellent, as was the general layout. You gave plenty of scope for teachers to come up with examples of their own and perhaps, most importantly, to recognize what is needed at different stages. When I was learning French I never heard spoken English and so was immersed in the sounds of the language — its rhythms and pauses. This helped me a lot when I took lessons from a 75-year-old ex-Grammar teacher who spoke no English. Unlike some books, the author gave great importance to listening before conjugating verbs and dictations etc.

I’m afraid I don’t really have any negative things to say about the book. I thought it was well set out, with excellent content. I wish I had had it when I was in France! I liked very much your pronunciation conundrums. When I had my French students, I made 5 foolscap-size cards of them. They dreaded them and groaned each week. We did 10 old words and 10 new ones each lesson and always 5 sentences for homework along with other stuff!

I hope this has been useful. It is not very academic I afraid – just a personal view. Good luck with this excellent book Rosemary.

Best wishes      Jane Hayter

For further information about the book contact