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1. 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.

2. Microteaching

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

   This brief article introduces the reader to the microteaching procedure. Teachers in training will prepare a short microlesson of five to ten minutes in length for normally fewer than ten students. Students may be real or trainees. The lesson is videotaped and discussed with colleagues and/or supervisors. The teacher then reteaches the lesson. This help teacher reflect and grow as well as consult with peers. Suggestions for preparation and teaching of microlessons are provided.

3. Teaching Vocabulary to English Teacher Trainees

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

   Non-native English-speaking teachers in a foreign context will sometimes experience difficulty with the words used in their training courses. This article presents a six-step method for helping these teachers learn new, relevant vocabulary. The method is effective but does not require a large amount of class time. Once words have been selected, individual students are each given a word for which to create a word profile. Presentation and review follows.

4. 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.

5. Changing Homework Habits: Rethinking Attitudes

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

   There are a number of reasons why students forget, ignore, or reject homework, but what can a teacher do to encourage students to complete homework? The author argues that students' habits are a reflection of the teacher's attitudes about homework. The article introduces eight points that can help create a more homework-positive classroom. They include assigning the right amount of homework, always remembering to correct homework, accepting late submissions, and changing the time during the lesson you assign homework.

6. Using English Teaching Forum in Teacher Development

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

   This collection of three small articles on how English Teaching Forum has been used in teacher training was created for this issue's anthology. Writers describe training sessions in Poland, Peru, Congo, and Togo. Teachers and teacher trainers all around the world have found innovative ways to take advantage of the availability, accessibility, and immediate applicability of Forum articles.

7. A Thought Provoking Warm Up Activity for Teacher Training

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

   The author provides a simple warm-up procedure for jumpstarting a teacher training session. Her activity requires teachers to think about and physically align themselves with their teaching philosophy. Once decided, teachers communicate how their past experiences have helped shape their philosophy. The focus is on sharing ideas and opinions through thoughtful discussion. A suggested extension is also provided for teacher trainers who prioritize group decision-making.

8. Teacher Resources

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

   In this special section of Forum, four commercial publications are presented. Topics include techniques to help middle school students with reading, student involvement and choice; an introduction to the concept of genre (of interest to ESL teachers, writing teachers, etc., including genre-based assessment and the importance of audience in writing); the use of literature circles with elementary learners to foster discussion and love of literature; and a book of EFL methodology.

9. Abstracts from Other Journals

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

   “Abstracts from Other Journals” provides information on articles from CATESOL Journal, Language Testing, RELC Journal, and Prospect: An Australian Journal of TESOL. Topics include the professional development of non-native teachers of English (addressing cultural differences); the impact of the interviewer on the test results of oral interviews (like IELTS); a look at how the field of TEFL/TESL has changed over the past 30 years from the point of view of Jack C. Richards; and implementing standards (reforming curriculum and evaluating teachers).

10. The Lighter Side

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

    These are two vocabulary activities. “J-Words Crossword Puzzle” invites students to use clues to fill in a crossword with words that start with the letter “J.” "Postcards Word Search" uses vocabulary from the feature article, "A Postcard from America."

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