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1. Boost English Language Learning through a Camp Experience

   In: English Teaching Forum 2024, Volume 62, Number 2 Format(s): Text

   Authors Juanita Blackton and Alla McCaughey provide everything you need to plan and conduct a successful English Camp. Their how-to approach offers guidance for selecting a theme and language focus, getting started, setting a positive and inclusive tone, finishing on a high note, and more. You will find plenty of examples and tips, along with QR codes that lead to additional, ready-to-go materials you can use for a camp of your own.

2. Accommodating Learning Disabilities in the English Language Classroom

   In: English Teaching Forum 2021, Volume 59, Number 1 Format(s): Text

   The authors discuss the complexity of identifying learning disabilities in the English language classroom, then offer four methods of instruction to support students with learning disabilities, with clear descriptions of effective strategies, and provide an extensive list of useful resources.

3. SAD PEACH: The Steps for Giving Effective Instructions in English

   In: English Teaching Forum 2024, Volume 62, Number 3 Format(s): Text

   Author Claire Lee explains the steps in the acronym SAD PEACH, which can be used as a guide for giving instructions effectively with learners at various skill levels. The author presents a sample vocabulary game to illustrate how the steps can be applied.

4. A Writing Picnic

   In: English Teaching Forum 2023, Volume 61, Number 2 Format(s): Text

   Author J. Perry Christensen suggests ways to turn an end-of-semester or end-of-year picnic (or other class activity) into an opportunity to let students demonstrate the writing skills they have developed throughout the semester or school year.

5. A Mindful Gratitude Exercise for the English Classroom

   In: English Teaching Forum 2023, Volume 61, Number 1 Format(s): Text

   Monica Flores Rojas describes a technique based on mindfulness—and more specifically on gratitude practice. The practice can have a positive impact on learners’ well-being while also providing opportunities for them to express their gratitude in English. The technique is recommended for learners at the intermediate level and above.

6. Tools for Activating Materials and Tasks in the English Language Classroom

   In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

   This article presents techniques to make classroom materials and tasks more interactive and student-centered and thus motivate learners to take more control over their own learning. It demonstrates these techniques through elicitation, gapping, and adaptation/extension strategies. The article offers examples of classroom activities with detailed instructions to show how teachers can use materials and tasks in the English language classroom to address students’ interests, needs, and goals.

7. Harmonious Learning: Yoga in the English Language Classroom

   In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

   The author discusses the connection between yoga and language learning. Body position as well as visualization and guided imagery can introduce language in an enjoyable way. The lessons are modeled after a Total Physical Response (TPR) approach. The benefits of yoga in the classroom include reducing anxiety, helping students focus through silence, and embedding language in tasks. The author answers frequently asked questions and provides sample activities and suggested resources.

8. Pairing in EFL Classes

   In: English Teaching Forum 2019, Volume 57, Number 3 Format(s): Text

   This article presents a number of language-based suggestions for pairing students so that over time they get to work with a variety of classmates and build relationships with peers.

9. Ten Characteristics of a Good Teacher

   In: English Teaching Forum 2012, Volume 50, Number 1 Format(s): Text

   The author, an experienced English teacher, combines her professional experience with her language learner experience to identify her ideal language teacher. Her top ten characteristics focus on four areas: affective characteristics including humor and enthusiasm; skills such as the use of creative tools; classroom management styles and academic knowledge. The author claims motivation thrives on success, and by adopting these characteristics, students will react positively.

10. The Future is Now: Preparing a New Generation of CBI Teachers

    In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

    This article discusses the use of Content Based Instruction (CBI) and provides ways that language-teacher education programs can better prepare CBI teachers. The author argues that CBI is particularly relevant now, in the 21st century. The article explains what specific skills are needed to successfully teach using a CBI approach, including Language Proficiency, Academic Skills, Pedagogical Knowledge, and content-language interface skills.

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