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Online English-English Learner Dictionaries Boost Word Learning

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

This article suggests that English language learners can benefit greatly from using learner dictionaries that are corpus-based, supply word frequency data, and offer collocation guides, authentic examples, and topical vocabulary. The author discusses teacher applications for each dictionary feature.

English Teaching Forum 2023, Volume 61, Number 3

Format(s): Text

Find suggestions and encouragement for turning your teaching ideas into articles … discover ways to use nonnative speakers as role models for your students … try new dictogloss strategies to improve learners’ literacy … see how to run a MOOC camp … use student-generated videos productively … and explore creative ways to use emojis for speaking practice!

Teaching English for Science and Technology: An Approach for Reading with Engineering English

In: English Teaching Forum 2013, Volume 51, Number 2 Format(s): Text

Recognizing the relevance of English for Specific Purposes, this article outlines an approach for using authentic readings in a course in Engineering English. The article describes the importance of needs analysis, rhetorical focus, and reading for content; it suggests content for 15 lessons and provides a sample worksheet and other suggestions for assessment.

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.

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.

To Teach Standard English or World Englishes? A Balanced Approach to Instruction

In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

What is Standard English? This article talks about the problem in defining this term. Teaching the standard inner-circle varieties of English may devalue students' local English, but the authors note that teaching the local variety may cause problems for students who need to talk with non-local speakers. The solution is a balanced approach that is culturally and contextually sensitive, values learner language, and prepares students for intercultural communication. Example activities are provided.

Using VOA Special English to Improve Advanced English Learners' Productive Use of High Frequency Words

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

This article focuses on advanced ESL learners’ acquisition of the spelling, pronunciation, and comprehension of high-frequency words at the productive skill level rather than at the receptive skill level. It discusses the use of the Voice of America (VOA) Special English program to expose learners to different activities requiring productive skills. The article offers examples of how the VOA program exposes learners to comprehensible input through high-frequency words and helps them produce these words both in writing and speaking.

Teaching the Native Speaker How to Teach English

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

This article offers guidelines for non-native-speaker teachers of English sharing teaching contexts with native speakers of English who have no teaching experience.

Teaching Vocabulary to English Teacher Trainees

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

Non-native English-speaking teachers in a foreign context will sometimes experience difficulty with the words used in their training courses. This article presents a six-step method for helping these teachers learn new, relevant vocabulary. The method is effective but does not require a large amount of class time. Once words have been selected, individual students are each given a word for which to create a word profile. Presentation and review follows.

English Teaching Forum 2019, Volume 57, Number 3