Advanced Search: Resources

1. Module 13: Peer Observation

   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 focuses on peer observation.

2. Module 14: Reflective Teaching

   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 focuses on reflective teaching.

3. Letters to the Editor

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

   The letters to the editor include a note from Stephen Krashen on the use of L1 in the classroom as well as a letter praising the forum for providing pre-service teachers in Cuba the opportunity to discuss ideas before entering the classroom.

4. Strategic Corrective Feedback in the EFL Classroom

   In: American English Webinars Format(s): Text, Video

   This session, “Strategic Corrective Feedback in the EFL Classroom,” examines how teachers can thoughtfully select and apply corrective feedback techniques that can help students produce more accurate language output.

5. 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.

6. Noun Compounds and Compressed Definitions

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

   This article discusses the difficulty of understanding noun compounds in professional texts in science and technology, business, medicine, law, and other areas of English for Specific Purposes (ESP). It provides techniques and activities to teach students how to decode noun compounds to see the link between definitions, which are usually familiar, and noun compounds, which are usually not familiar. These strategies can help students overcome this difficulty in reading advanced and specialized texts.

7. From Page to Stage: Lord of the Flies

   In: English Teaching Forum 2002 (Volume 40, Number 1) Format(s): Text

   This article shares the importance of promoting drama activities within classrooms in a way that will develop language. The authors share a project they implemented in a tenth grade English classroom with the novel “Lord of the Flies.” They present the details of their preparation strategies as well as a step-by-step process. The article discusses how successful the project turned out to be as well as how drama can enhance English classrooms.

8. English Teaching Forum 2002, Volume 40, Number 4

   Format(s): Text

   In the October 2002 issue of the ET Forum, the lead article is an interview with Mark Warschauer on the challenges and opportunities of education. The feature article is on renewable energy; other articles cover the areas of teacher development, what works in the language classroom, giving feedback for learner training, and phonetic symbols as a stepping stone.

9. Language & Literature in Tertiary Education: The Case for Stylistics

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article discusses the lack of quality in students’ literary criticism in degree English courses, suggesting that students have difficulty understanding literary texts in English. It recommends stylistic analysis, the analysis of structures and vocabulary, as a way that learners of English as a second or foreign language can develop a more active and independent approach to understanding and critiquing literary works.

10. Testing Writing in the EFL Classroom: Student Expectations

    In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

    This article reports on the inconsistency between the expected and actual grades of learners of English as foreign language in freshman English writing classes. It discusses the differences between students’ and instructors’ perceptions of acceptable essay writing. It suggests that teachers develop valid and reliable testing procedures and help students to increase their awareness and understanding of the proficiency levels required to write essays.

Pages