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1. 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.

2. 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).

3. 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.

4. Teacher Resources

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This section offers brief reviews of two commercial publications. The first is Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers, a collection of suggestions appropriate for ESL, EFL and mainstream teachers edited by Patricia A. Richard-Amato and Marguerite Ann Snow. The other publication is Making It Happen: From Interactive to Participatory Language Teaching, a book by Patricia A. Richard-Amato with practical ideas for getting students to participate more in the classroom.

5. 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.”

6. Purposeful Language Assessment: Selecting the Right Alternative Test

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

   This article, originally published in 2000, looks at various instruments, procedures, and practices for language testing and offers strategies for determining which assessment options are most appropriate in various contexts.

7. Beyond the Plagiarism Checker: Helping Nonnative English Speakers (NNESs) Avoid Plagiarism

   In: English Teaching Forum 2018, Volume 56, Number 2 Format(s): Text

   This article gives detailed practical suggestions for helping students recognize and avoid plagiarism, use paraphrasing and summarizing effectively, incorporate direct quotes into their writing, and cite sources. 

8. Workshops: An Alternative to Student Writing Conferences

   In: English Teaching Forum 2018, Volume 56, Number 2 Format(s): Text

   This Teaching Technique describes how teachers can use mini-workshops in place of student writing conferences and explains potential benefits of doing so.

9. L1 and L2 Writing Differences: From Understanding to Practice

   In: English Teaching Forum 2020, Volume 58, Number 3 Format(s): Text

   This article presents L1 and L2 writing differences in three categories (word-level, sentence-level, and global-level) and provides tips and activities designed to transfer that information into practice.

10. A Systematic Process for Assessing Assessment

    In: English Teaching Forum 2020, Volume 58, Number 4 Format(s): Text

    “How to assess assessments is often a dilemma for teachers and English language programs,” the author writes, and then goes on to offer a number of suggestions, charts, and guiding questions designed to help solve that dilemma.

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