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1. Community-Based English Clubs: English Practice and Social Change Outside the Classroom

   In: English Teaching Forum 2016, Volume 54, Number 3 Format(s): Text

   This article defines and provides a rationale for the creation of community-based English clubs.

2. English Clubs: Introducing English to Young Learners

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   This article introduces an approach taken in Tunisia to introduce English as a foreign language to children in primary school classrooms. The author states that in Tunisia, children in primary schools are first taught Arabic and then French. The government does not want to overburden the students with English learning. Then, the author describes in detail the approach of an English club, including the materials and staff members and their training. The article concludes with a list of recommendations based on the Tunisian approach.

3. Avoiding the Blank Stare: Teacher Training with the Gradual Release of Responsibility in Mind

   In: English Teaching Forum 2014, Volume 52, Number 2 Format(s): Text

   This author asserts that the Gradual Release of Responsibility (GRR) model will improve teaching abilities in any setting.

4. Digital Age Pedagogy: Easily Enhance Your Teaching Practice with Technology

   In: English Teaching Forum 2020, Volume 58, Number 3 Format(s): Text

   The author describes a wide range of technology tools that language teachers and learners can use and offers tips on getting started and making the most productive use of the tools. Tech tools are becoming more plentiful and essential, and the article is a useful resource for teachers, whether they teach in person or virtually.

5. Applied Theatre, Adolescent English Learners, and the Performance of Literacy

   In: English Teaching Forum 2015, Volume 53, Number 2 Format(s): Text

   Youth in middle and secondary grades, between childhood and the adult world, sometimes struggle with their identities as readers and learners. Too many describe themselves or are described by their teachers and parents as “reluctant, disengaged, and/or unmotivated” by classroom texts or by the rows of books in school libraries.

6. Literature Circles as Support for Language Development

   In: English Teaching Forum 2015, Volume 53, Number 3 Format(s): Text

   There are many instructional approaches for helping English language learners improve both reading comprehension and overall language proficiency.

7. "Teaching in Emergencies: Building Resilient Practices as Language-Learning Teachers"

   In: English Teaching Forum, Volume 60, Number 2 Format(s): Text

   The authors present specific steps and suggest sources that teachers can use to support students’ socio-emotional and language learning, with a particular focus on teaching in emergencies and responding to student crises.

8. The Teaching Toolbox: Reconciling Theory, Practice, and Language in a Teacher Training Course

   In: English Teaching Forum 2012, Volume 50, Number 4 Format(s): Text

   Noting the challenge teachers in English as a Medium of Instruction contexts face in balancing content and language instruction, the author explains a teaching toolbox technique and outlines toolbox activities that include jigsaw reading, word bank, jigsaw vocabulary, and graphic organizers.

9. Language Teacher Preparation in Developing Countries: Structuring Preservice Teacher Training Programmes

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

   The author notes that relying on the training of unqualified teachers during service can be costly and inefficient. He underscores the importance of highly structured, comprehensive, pre-service teacher training as a more prudent alternative. Trainees should be preselected based on their general education background, competence in English, competence in teaching, and attitude. The training program should carefully consider topics to be included in the curricula. The author suggests several areas of instruction and explains the different modes of training necessary for success.

10. Teaching Pre-service Teachers How to “See”: The Importance of Guided Observations

    In: English Teaching Forum 2021, Volume 59, Number 4 Format(s): Text

    The author presents the “Guided Observation Model,” designed to help pre-service teachers link what they see and hear as they observe other teachers with the methodology they have learned, getting maximum benefit from observations they conduct and “develop their understanding of language-teaching pedagogy.”

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