Advanced Search: Resources

1. Between the ESP Classroom and the Workplace: Bridging the Gap

   In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

   This article discusses the need to bridge the gap between ESP classroom content and activities, and workplace needs. It suggests using observation, interviews, and questionnaires from the workplace to make teaching methods in ESP classrooms match employment needs. The article offers an example of this from Morocco, where the ESP textbook was supplemented with data gathered from employers and employees in the local hospitality industry.

2. Department of Education Literacy Information and Communication System

   Format(s): Website

   Teachers, are you looking for more online professional development opportunities? Then check out the English Language Learner University from LINCS.

3. Foundations of TESOL Methodology

   In: American English Webinars Format(s): Text, Video

   This session, "Foundations of TESOL Methodology," introduces key theories and practices in language teaching, and participants will improve their understanding of language teaching methods and principles.

4. MY CLASSROOM Cambodia

   In: English Teaching Forum 2018, Volume 56, Number 1 Format(s): Text

   Learn how teacher Sarina Monh works through challenges to create opportunities for student success.

5. Finding New Messages in Television Commercials

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article discusses the use of television commercials to help build English vocabulary and cultural awareness for students who are preparing for the Test of English as a Foreign Language (TOEFL) in an English as a foreign language (EFL) environment. It presents activities as well as a general outline for teachers to show how these activities can be used.

6. Abstracts from Other Journals

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   "Abstracts from Other Journals” discusses three articles on different issues related to second or foreign language teaching. The first is Diane Slaouti’s “The World Wide Web for Academic Purposes: Old Study Skills for New” (English for Specific Purposes). The second is Jasone Cenoz’s “Age Differences in Foreign Language Learning” ( I.T.L. Review of Applied Linguistics). The third is Deborah Schaffer’s “The Story of e-“ (English Today: The International Review of the English Language).

7. Letters to the Editor

   In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text

   This letter to the editor was written in response to the article, “Language vs. Literature in English Departments in the Arab World” by Marwan M. Obeidat. The letter addresses this controversial topic from a different point of view. Dr. M. N. K. Bose, who writes the letter, argues that courses teaching language skills are valuable to improve the English proficiency of Arab university students. He stresses that English translations of Arabic literature are more valuable than Western literature in Arabic universities.

8. Wordplay Runway: Fun with Phonology and Music

   In: English Teaching Forum 2025, Volume 63, Number 3 Format(s): Text

   Brittany Gnau uses the lyrics from a popular, traditional song, “Down by the Bay,” as the basis for a variety of activities that give students chances to think, rhyme, sing, dance, have fun ... and practice using English!

9. Interdisciplinary Collaboration: Two Heads Are Better Than One

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

   This article shares ideas of how English language teaching professionals can collaborate with content-area specialists effectively to create learning opportunities for students. Using nine examples and various metaphors, the authors explain three principles for effective team teaching: initiating an interdisciplinary project, establishing an interdisciplinary team, and working successfully with other disciplines by having good working relationships.

10. Observation Web: A Reflection Technique for Observation

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

    The author shows how an observation web can be used to track the nature of activities during a lesson so they can be reflected on later. The observer uses a circular chart to mark if action in the classroom is linguistic, pragmatic, informative, teacher-centered, student-centered, individual, and/or interactive. This marking is done every five minutes. The author provides examples of traditionalist, innovative, and balanced teacher observations webs from real observations of Russian teachers. The best lessons came from teachers with more balanced webs.

Pages