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Scaffolding Linguistics and Intercultural Goals in EFL with Simplified Novels and their Film Adaptations

In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text

This article argues that exposure to culture will help students develop complex linguistic and cultural skills. The authors discuss the use of graded literary readers, audio resources, and films. They present a detailed description of the implementation and results of two simplified novel modules in an EFL program.

Beyond Film: Exploring the Content of Movies

In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

This article looks at the use of movies in the language-learning classroom. The author promotes the use of the movie “To Kill a Mockingbird” due to its content, which involves poverty, racial inequality and mental illness, and to the availability of websites related to its use in English classrooms. The author highlights six scenes for understanding the movie, pre-viewing, while viewing, and post-viewing activities, as well as suggestions for Internet follow-up. An example WebQuest is included.

Introduction to Teaching Pragmatics (Reprinted from the online book Teaching Pragmatics, published by the Office of English Language Programs)

In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

Second and foreign language learners use English differently than native speakers do, especially in regard to greetings, closings, and managing conversations. Pragmatics does not receive the attention it should even though mistakes can be interpreted on a social and personal level. This article introduces a rationale for teaching pragmatics and discusses the goals. Teaching materials should include authentic language, and input should precede interpretation or production. Instructors may decide to use the L1 for raising awareness since these types of lessons are useful even for beginners.

Intercultural Training with Films

In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text

This article discusses the use of film in the classroom to promote a better understanding of cross-cultural interaction. Examples are provided of films that feature issues in intercultural communication, such as nonverbal communication, cultural traditions, stereotypes, and individualism vs. collectivism. The article also includes guidelines for using films in the classroom as well as pre-, during, and post-viewing activities.

Classroom Techniques: Using Radio Programs in the EFL Classroom

In: English Teaching Forum 2006, Volume 44, Number 1 Format(s): Text

The article describes how to use Voice of America (VOA) radio programs to teach English to students studying in EFL contexts. A major reason why the author believes VOA programs are a good source for English learning is because they allow the teacher to teach English through content. At the same time, VOA programs provide authentic language-learning materials. The author describes four listening activities (before listening, while listening, and after listening) using VOA radio programs.

Authentic Video in the Beginning ESOL Classroom: Using a Full-Length Feature Film for Listening and Speaking Strategy Practice

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

Using film in the classroom can be effective with beginning English learners. A full-length film offers continuous context to discuss humor, culture, and language functions, real-life communication with images and non-verbal cues, increased retention due to activating the right hemisphere of the brain, and the lowering of students’ affective filters. The authors include a lesson based on their experience teaching listening and speaking skills using the movie “What about Bob.” Assessment techniques and potential problems are considered.

Film Circles: Scaffolding Speaking for EFL Students

In: English Teaching Forum 2012, Volume 50, Number 2 Format(s): Text

This article describes action research that pre-service teachers conducted regarding successful communicative activities.

A Reading Programme for Elementary Schools

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

This article provides ways to create a positive attitude toward reading through a structured reading program. The article argues that reading programs should include increased reading materials via libraries, fund-raising, and other various collection ideas. The author emphasizes the importance of motivating and structured activities, parental involvement, and various teaching techniques, followed by promises and rewards. This helps young learners create a positive attitude towards reading.

Weaving the Web into an EAP Reading Program

In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

The authors share their experiences developing Internet reading activities for their students in an English for Academic Purposes (EAP) program. The authors chose reading material found on the Internet that was authentic, up-to-date, and would increase student interest and motivation to learn English. The authors share practical considerations as well as their experience adapting laboratory activities to increase student autonomy along with other lessons learned in the process of using Internet reading materials.

Language Teacher Preparation in Developing Countries: Structuring Preservice Teacher Training Programmes

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

The author notes that relying on the training of unqualified teachers during service can be costly and inefficient. He underscores the importance of highly structured, comprehensive, pre-service teacher training as a more prudent alternative. Trainees should be preselected based on their general education background, competence in English, competence in teaching, and attitude. The training program should carefully consider topics to be included in the curricula. The author suggests several areas of instruction and explains the different modes of training necessary for success.

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