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Curriculum Revisions in Teacher Education during COVID-19: The Critical Reflections of Two Professors

In: English Teaching Forum 2023, Volume 61, Number 1 Format(s): Text

Elena King and Molly Riddle narrate the decision-making processes they applied as they revised their curricula for in-service and licensure-candidate teachers during the pandemic. The authors offer examples of how to use the Technological Pedagogical Content Knowledge (TPCK) framework and provide key takeaways from their experience that can be applied productively in a variety of contexts.

Looking for the Big Picture: Macrostrategies for L2 Teacher Observation and Feedback

In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

The authors describe the typical type of teacher observation and assessment used today -- top down, one-way communication from supervisor to teacher that looks at the weaknesses in the teaching. The authors believe that observation and feedback can be something more. They present six strategies for supervisors (e.g., recognizing subjectiveness, talking across the data, providing alternatives and resources). Additional suggestions include structured intervention and supervisor portfolios.

Video Recording as a Stimulus for Reflection in Pre-Service EFL Teacher Training

In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

All teachers should reflect on their teaching. In this article, the author argues for using video recording as a tool for critical reflection. She states that recording and review should be used even at the early stages of pre-service teacher training in microteaching sessions. She suggests that after the teaching is completed, teachers view the tape multiple times by themselves, then with a peer, and finally with a supervisor. Outcomes for this training include increased self-awareness, role shift from actor to director, and increased continuity.

The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom

In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

This article presents a review of six approaches to teaching literature based on the author's and his colleagues' experience. It looks at the theoretical bases of these six approaches and discusses the pros and cons of using literature in the English as a Foreign Language (EFL) classroom. The six approaches are evaluated based on the core principles of Communicative Language Teaching (CLT). This article discusses the benefits of combining literary works with communicative activities and student motivation.

Teaching English for and with Communities

In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text

This article is a reflection of English teaching in Chiclayo, Peru, at a not-for-profit cultural center. It starts with a brief explanation of the authors’ desire to help transform the community through English teaching. The article then explains the concept of civic education and offers a three-tiered approach that has been designed to help the community: Chiclayo reads, summer institute for k-12 English teachers, and the advanced curriculum. The implementation and results of the projects are discussed.

Reflective Teacher Observation Model for In-Service Teacher Trainees

In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

This article proposes the Teacher Observation Programme for in-service teacher trainees. The program is reflective, collaborative, and builds confidence. It enables teachers to grow in their ability to self-evaluate. Trainees who have made decisions about their own observation, who have created and used their own observational tools, and who have used reflective lesson plans will be better equipped to do action research. Some of the key components of the program are needs assessment, building rapport, summative assessment and post-observational feedback.

Reflection as a Necessary Condition for Action Research

In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

This article explores the idea that teachers can improve their practice through reflection and action research. The author discusses the constructivist and socio-constructivist roots of action research. The case study explores the use of a project to improve learner autonomy and cooperation. Students made key decisions about the project content, the size of the groups, and the roles that each member would play. To evaluate the experience, the instructor asked students open-ended questions. A colleague-observer filled out rating scales about instructor and student behaviors.

The Psychic Rewards of Teaching: An Interview with James E. Alatis

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

Dr. James Alatis answers questions about teaching English as a profession, establishing the international association TESOL, and his strong belief that linguistics and language teaching will change the world. The son of Greek immigrants, Alatis shares how his early interest in languages led him to study linguistics. Regarded as "the father of TESOL," Alatis believes the best linguistics is interdisciplinary. According to Alatis, the future of TESOL will involve more audiovisual and online material, all subjects taught by ESL teachers, and more concern for cultures of other countries.

Creating a Positive Classroom Community

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

This session, "Creating a Positive Classroom Community," explains how to successfully foster relationships among learners to create a sense of purpose and belonging in the classroom, resulting in greater student participation and rapport.

Superpowering Your Lecture: Activities to Engage Learners and Gather Feedback