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1. Elements of the Blues

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

   This is the third in a four-part series of essays on the American musical style called “Blues.” The music grew out of the musical traditions of African slaves in the United States between 1619 and 1863, blended with the musical styles of Europe. It is closely related to Jazz. Blues and Jazz are the only two completely unique musical styles created in the United States. This article covers the verse structure, the instruments, and other musical elements of the Blues.

2. Communicative Curriculum Design for the 21st Century

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

   This piece looks at Communicative Language Teaching, or CLT, for teaching EFL. The author discusses the history, the focus, and the future of CLT. The article describes how to shape a communicative curriculum and the five components that it is composed of: language arts, language for a purpose, personal English use, theater arts, and beyond the classroom. The article emphasizes the variation of CLT within each classroom.

3. The Red Hot Blues

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

   This is the first in a four-part series of essays on the American musical style called “Blues.” This music grew out of the musical traditions of African slaves in the United States between 1619 and 1863, blended with the musical styles of Europe. It is closely related to Jazz. Blues and Jazz are the only two completely unique musical styles created in the United States. This article covers the history of the Blues, its influence on other musical styles, and the current state of this uniquely American music.

4. Using L1 in the L2 Classroom

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

   There may be more to the use of L1 in the L2 classroom than previously thought. Recent findings show that L1 usage values the native culture and language of the students, allowing them to feel comfortable taking risks in English. The author distributed a questionnaire on Spanish usage to English language students and professors at a Puerto Rican university. Results showed that both students and teachers felt there were clear instances where Spanish would help understanding. The author also shares his own personal experiences as a Spanish-speaking English teacher.

5. Teacher Development - What Works in the ELT Classroom? Using Robust Reasoning to Find Out

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   This article focuses on the usefulness of “robust reasoning” or reflection on one’s own teaching to discover what “works,” or what is effective and appropriate in the classroom. The author describes what “robust reasoning” is and explains how it can be used. The author states that going through such a reflection will lead teachers to definitions of effective teaching that are context appropriate and applicable to their classrooms.

6. Going Beyond “The Lighter Side” Puzzles for English Language Practice

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

   Author Tom Glass describes multiple ways that teachers can use and adapt “The Lighter Side” puzzles, found in all issues of English Teaching Forum, to give students extended language practice by solving puzzles and creating new puzzles of their own. The article includes examples from puzzles that teachers can find and download (for free) on the American English website.

7. Online Reading Strategies for the Classroom

   In: English Teaching Forum 2019, Volume 57, Number 4 Format(s): Text

   This article presents three clear strategies for reading online content effectively and productively, with examples and a helpful discussion of differences between reading content online and reading printed texts.

8. The Roles of Assessment in Language Teaching

   In: English Teaching Forum 2012, Volume 50, Number 3 Format(s): Text

   This piece makes a case for using assessment to understand and identify the needs of learners and introduces the three reprints that follow: “Twenty Common Testing Mistakes for EFL Teachers to Avoid,” Coming to Grips with Progress Testing: Some Guidelines for Its Design,” and “Purposeful Language Assessment: Selecting the Right Alternative Test.”

9. Language & Literature in Tertiary Education: The Case for Stylistics

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article discusses the lack of quality in students’ literary criticism in degree English courses, suggesting that students have difficulty understanding literary texts in English. It recommends stylistic analysis, the analysis of structures and vocabulary, as a way that learners of English as a second or foreign language can develop a more active and independent approach to understanding and critiquing literary works.

10. 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.

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