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1. English Prime as an Instructional Tool in Writing Classes

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

   This article discusses a variety of ways to incorporate E-Prime, the idea that all forms of the verb “to be” need to be replaced in writing and speaking. The author shows how this can force ESL and EFL students to improve their writing and make them to spend more time with their essays, to think critically about acceptable grammar and vocabulary, and to search for new vocabulary.

2. The Mediational Role of Language Teachers in Sociocultural Theory

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

   This article describes a sociocultural view of interaction, in which teachers construct knowledge with learners. Language is a mediating factor in cognitive development. The article discusses Vygotsky and the Zone of Proximal Development. According to Vygotsky, students are capable of doing more with guidance and support than they can alone. This principle leads instructors to scaffold material just beyond the leaner’s level. When teachers and students have meaningful interaction, learning is enhanced.

3. Teacher Resources

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

   Two publications are summarized. First, Controversies in Applied Linguistics, edited by Barbara Seidlhofer, clarifies the issues that are at the center of controversies. The book explores and analyzes the arguments and “subcontroversies” in a neutral manner. The book does not require previous knowledge of the arguments. The second book is Linguistic Genocide in Education—or Worldwide Diversity and Human Rights? by Tove Skutnabb-Kangas. It discusses the dying off of minority languages and the importance of language diversity.

4. Methodology in the New Millennium

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

   Rodgers discusses what directions English language teaching might take in the new millennium. His ten paths are: (a) student-teacher matching, (b) combination of popular methods, (c) the reimagining of curricular development, (d) a more basic content-based teaching approach, (e) use of the multiple intelligences model, (f) a return to function and genre, (g) learner strategy training, (h) lexical chunks, (i) the expansion of definitions of language, and (j) adoption of a fuller understanding of communication.

5. Reflective Teaching: The Principles and Practices

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

   Reflective teaching is highly popular within English language programs, but there is some debate over definitions and best practices for reflective teaching. The author explores current approaches to reflective teaching (e.g., reflection-in-action, action research) and provides guides for a teacher development model using reflective teaching. He concludes that teachers who use reflection will gain freedom from impulse and uncertainty and will redefine themselves as educated and experienced human beings.

6. Teacher Supervision: Moving Towards an Interactive Approach

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

   Supervision is a standard part of most language programs. However, teachers often respond negatively to supervision. Adopting a teacher-centered, democratic, clear, and systematic model for supervision will create a positive supervisory experience and result in vital professional development. One model that fits this description is clinical supervision. The author's detailed guidelines for implementation of this model are flexible enough to allow for local adaptation.

7. 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.

8. 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.

9. 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.

10. 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.

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