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Shall We Dance: Team Teaching as Supervision in the English Language Classroom

In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

This article compares team teaching to a dance in which leadership shifts from partner to partner. It argues for the use of team teaching as an effective and motivating means of professional development. The author shares his experience in team teaching and offers a list of steps that can be used to establish and maintain team teaching that is effective for both the professionals and their students, such as when to involve students and when to trade roles.

Center for Applied Linguistics

Format(s): Text, Website, Image / Poster / Maps

The Center for Applied Linguistics offers everything from information on immersion programs to the newest research and guidance on best practices for teachers. Visit regularly to keep up to date on research-based strategies and practical hands-on tools to help develop effective classroom activities.

Dynamic Ways to Check Answers and Share Responses in the EFL Classroom

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

This session, "Dynamic Ways to Check Answers and Share Responses in the EFL Classroom," reviews ways to check answers and share responses in a variety of ways to keep students focused and engaged in their learning.

Classroom Activities

In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

These classrooms activities, which are designed for beginner, intermediate, and advanced students, focus on the issue’s fishing theme. Classroom activities include written and oral work, vocabulary, team work and individual work. Lessons include creating a vocabulary card game, oral story telling based on the “fish story” concept of telling exaggerated stories, and the creation of a persuasive piece. Variations are included to expand and vary the lessons.

Tutorials: A Way of Building Community in the Classroom

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

These authors from Singapore and Macao discuss the benefits of developing a sense of community in the classroom, which they say can build an environment of trust and mutual confidence with Chinese students. The authors recommend using individual and group tutorials. Although some teachers think tutorials are too much work, the authors claim it is worthwhile. These tutorials are developed with an informal structure and encourage a free flow of conversation. The article gives examples of how tutorials are used in the ESL classroom.

The Lighter Side: Fishy Fun

In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

There are two games. The first has five tongue twisters, each word missing a letter which the student must complete. The second game is a matching game, but the words are missing letters which the student must fill in before he/she completes the match. The games help with vocabulary and spelling.

Using Progressive I-Can Statements to Promote Learner Confidence in Writing

In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

Language learners may sometimes feel shy and unsure of their abilities and may not be able to see what they are able to do. The authors found that writing I-can statements (e.g., I can write the names of foods in English) can be a good way to build confidence. Students use their I-can records to assess their own progress. The authors offer a starting point for teachers by presenting ideas for tasks such as copying words, writing signs, and writing about the weekend.

Teaching the World's Children: ESL for Ages Three to Seven

In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

This article discusses teaching English as a second language to very young learners. The authors talks about how important it is for children to have a wide variety of experiences when building language and literacy. The authors explain how the use of various environments, including learning centers, block centers, art or sand tables, writing areas, science and technology centers, and even libraries, can help shape the way a child learns language as well as improve other skills.

Teaching ESL Versus EFL

In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

The author argues for different teaching approaches in EFL vs. ESL settings. He points out the differences in student motivation and suggests how to select different activities for the two contexts (with examples of relevant activities). He gives guidelines for the appropriate role of L1 in each classroom, and explains how the two classroom cultures differ (for example, in term of the learning styles of the students). He argues that keeping in mind these differences will help educators make more effective decisions for their students.

"Imported" Communicative Language Teaching: Implications for Local Teachers