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1. Module 7: Learning Strategies

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video

   This Module of the Shaping the Way we Teach English Series contains a lesson plan and accompanying video that is focused on language learning and communication strategies.

2. Module 10: Alternative Assessment

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video

   This Module of the Shaping the Way we Teach English Series contains a lesson plan and accompanying video that is focused on alternative assessment.

3. Module 11: Individual Learner Differences

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video, Website

   This Module of the Shaping the Way we Teach English Series is focused on facilitating learning for a wide variety of students and student needs.

4. Module 12: Younger Learners (K-5)

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video, Website

   This Module of the Shaping the Way we Teach English Series focuses on using teaching techniques that are most effective with younger learners (ages 5-10 or from Kindergarten to Grade 5).

5. Letters to the Editor

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

   This letter to the editor was written in response to the article, “Language vs. Literature in English Departments in the Arab World” by Marwan M. Obeidat. The letter addresses this controversial topic from a different point of view. Dr. M. N. K. Bose, who writes the letter, argues that courses teaching language skills are valuable to improve the English proficiency of Arab university students. He stresses that English translations of Arabic literature are more valuable than Western literature in Arabic universities.

6. The Children's Response: TPR and Beyond

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

   This article describes a technique called The Children’s Response, which can be used to teach young EFL learners. The technique is based on Total Physical Response (TPR), which actively involves children from kindergarten to beyond third grade. The article offers three lessons that provide practice with the form and function of the present and past tense as well as prepositions and imperative commands.

7. Teaching Young Learners

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

   This author shares her unique approach to teaching young learners. She emphasizes that her approach involves features of communicative styles, the audio lingual approach (AL), and Total Physical Response (TPR), as she believes it is necessary to bring together all three styles of teaching to develop language proficiency. She includes a lesson plan for beginner level students to improve grammar competency.

8. Assessment of Young Learners

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

   This article discusses how the trend towards low-anxiety, communicative-based language teaching and integrated language and content teaching has created a need to change assessment strategies for young learners. The author describes alternative assessment techniques such as nonverbal responses, oral interview, narratives, group assessment, and dialogue journals, and suggests how they can be carried out through regular classroom work.

9. A Process Genre Model for Teaching Writing

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article considers three different approaches to the teaching of writing: the product approach, the process approach, and the genre approach. After explaining the different approaches, the author uses recent research to suggest a combination of the genre/process approaches in the composition classroom. A lesson plan is provided.

10. 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.

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