Site Search | American English

Building a Class Library Using Local Folktales

In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

In areas of the world such as Nigeria where reading is not a central part of the culture, teachers may face a shortage of reading materials. One way to address this problem is by asking students to create their own reading materials. The activity described in this article focuses on a way students can engage in process learning by writing down oral folktales. Because students work in groups, they must communicate with each other in English to write and prepare their book. Students produce a tangible object from their learning that can be used to build a reading library.

Two Writing Activities for Extensive Reading

In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

These activities promote writing fluency and self-monitoring as well as skills such as getting started with writing and skimming. Students demonstrate understanding of their extensive reading. Timed repeated thinking and writing is similar to free-writing. It includes brief cycles of writing and reflecting. In each cycle, students start their writing over. A similar activity involves cycles of skimming, writing, and thinking. For variation, students can start from where their last writing left off or choose the most important point as a starting place for the next writing turn.

For Life's Sake

In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

In “For Life’s Sake,” author Linda Hogan provides the reader with a view of the cultural influences that have made her into the poet, essayist, and storyteller she is today. She describes how her ancestors and the beliefs she inherited as a Native American have inspired her choice of topics and shaped her writing into its unique style. Her love of trees is woven through the article. Hogan’s essay gives students a chance to understand and appreciate the life of a writer from another America. It includes her poem, “Affinity,” on the topic of horses, as well as a glossary of terms.

Student-Produced Video: Two Approaches

In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text

This article introduces the idea of using video production to engage second language learners in learner-centered, project-based learning activities to motivate them to learn and participate through writing, directing, acting in, and editing a movie. The authors describe two projects. In the first project, four pairs of students each created a three-minute film. In the second project, all eight students worked together to create one long movie. The advantages and disadvantages of both approaches were discussed.

Developing Dynamic Units for EFL

In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

“Developing Dynamic Units for EFL” describes how to develop a thematic unit that integrates skills in context, provides opportunities for learner autonomy, and is project-based and experiential. Planning includes identifying curriculum standards, thinking of a meaningful topic, brainstorming tasks, organizing the activities, and making use of learner choice. The sample unit “Eating Out with Friends” includes the topics of inviting friends; choosing a restaurant and making a reservation; finding and communicating directions; ordering and requesting the bill; and thanking friends and retelling the story.

A Paradigm Shift: From Paper-and-Pencil Tests to Performance-Based Assessment

In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

This article describes how The Language Center at the Espirito Santo Federal University changed from using traditional pencil-and-paper tests to performance testing, based on authentic tasks. The change was prompted because people thought that their testing did not reflect a communicative approach to language teaching. The Assessment Project lasted for two years; the author discusses its participants, goals, stages (including pilot testing), and results. Content and construct validity improved, leading to positive washback. Learning objectives and criteria for passing were clarified.

U.S. National Parks: Protecting Nature and Providing Enjoyment

In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

This feature article on national parks is appropriate for use with higher intermediate or advanced learners. It offers vivid photos and describes the history of national parks, their creation, management, and expansion. The author discusses features of parks from different regions of the country: Acadia National Park (Maine), Denali National Park and Preserve (Alaska), Everglades National Park (Florida), Glacier National Park (Montana), and Grand Canyon National Park (Arizona). Information about the national parks conservation association and the national park foundation is also included.

English Teaching Forum 2012, Volume 50, Number 1

Format(s): Text

First of the 50th anniversary series, this issue leads off with new articles on teaching. A commemorative section called Reflections highlights popular articles from past volumes.

A Case Study of Reflective Journals in a University Level Writing Course in Hungary

In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

This article is about the author’s experience using learning logs and in-class journaling for her college-level ESL writing class in Hungary. Her purpose was to gather information on the students’ writing experiences, both before and during the class, and to address issues raised in the logs and journals. She taught the class with a reflective-teaching, learner-centered style and a process-learning curriculum.

English Teaching Forum 2008, Volume 46, Number 3