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1. Abstracts from Other Journals

   In: English Teaching Forum 2002 (Volume 40, Number 1) Format(s): Text

   Two abstracts are presented from other journals, “Transcending the Nativeness Paradigm” from World Englishes and “Enriching Reality: Language Corpora in Language Pedagogy” from ELT Journal. In the first, the authors argue that the binary classification of native or non-native speakers is based on socially constructed identity. They use four case studies based on four participants to validate their point. The authors of the second abstract argue that using corpora has been overlooked by L2 learners, and provide suggestions on how to incorporate this within a classroom.

2. Near-Peer Tutoring in an ESOL Music Project

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

   This article describes how near-peer tutoring was used to foster a supportive, learner-centered environment in an adult ESOL setting. Students from beginning and advanced classes worked together to learn a song to perform at a year-end ceremony. The task involved vocabulary, pronunciation, intonation, and comprehension. Benefits of the music project included building relationships, breaking the routine, and lowering students’ affective filters. The project allowed the adults to be self-directed, empowered them to critique themselves, and gave them a sense of accomplishment.

3. Practical Tips for Increasing Listening Practice Time

   In: English Teaching Forum 2015, Volume 53, Number 1 Format(s): Text

   This article help teachers of English reconsider how to think about listening tasks. It provides guidance for increasing classroom listening practice through short, dedicated tasks, with an emphasis on the practical business of setting up and “class-managing” listening activities in order to give students more practice.

4. English Teaching Forum 2009, Volume 47, Number 1

   Format(s): Text

   This issue features Hawaii, and a lesson plan guides teachers in exploring Hawaiian culture, and their own cultures, with their students. Other articles discuss integrating indigenous cultures into English language teaching, integrating critical thinking into language teaching, using story boxes in the classroom, and learning to hypothesize through Sudoku game play.

5. A Postcard from America

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   This feature article for learner use is by author Robert Olen Butler. It briefly describes the history and cultural aspects of postcards. The author provides detail about several postcards in his personal collection. He values the images and the glimpses into people’s lives as written on the postcards. A glossary of terms and images of postcards accompany the article. Appropriate for high intermediate to advanced students.

6. English Teaching Forum 2011, Volume 49, Number 2

   Format(s): Text

   Fishing, a hobby for people of all ages, sets the theme for this issue. Contributor articles explore promoting genre awareness in the EFL classroom, establishing textual authority and separating voices in referencing.

7. Using Movie Dubbing to Improve Natural English Pronunciation Skills

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

   The article describes ways that having students dub their own voices into English language movies can improve their pronunciation and intonation; the author presents a dubbing project that helps students focus on pronunciation in a way that is both challenging and enjoyable.

8. Character Press Conference

   In: English Teaching Forum 2021, Volume 59, Number 3 Format(s): Text

   This is a step-by-step guide to helping students conduct a “press conference” in which some students play the role of journalists and others play the roles of characters from a work of fiction in order to give all students a deeper understanding of the characters and the text.

9. Teaching Weak Forms

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes a pronunciation concept referred to as the weak form, a compression of sounds used to keep the rhythm of spoken English. The author uses the word “that” as an example. Stressing or not stressing the word “that” when reading aloud the sentence “John thinks that man is evil” changes the meaning. Reading “that” as unstressed is an example of the weak form. The author provides examples of how to teach the weak form to provide students with better spoken English and better comprehension.

10. Effective Questions

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

    Teachers ask many questions in the classroom, but not all are useful. Questions that the teacher already knows the answer to are known as display questions. These are often asked for the student to display knowledge. Questions where the teacher does not already know the answer are meaning based and known as referential questions. This article explains the problems with relying on display questions in the L2 classroom. This distinction applies to reading comprehension questions as well as oral questions.

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