Advanced Search: Resources

1. Center for Applied Linguistics

   Format(s): Text, Website, Image / Poster / Maps

   The Center for Applied Linguistics offers everything from information on immersion programs to the newest research and guidance on best practices for teachers. Visit regularly to keep up to date on research-based strategies and practical hands-on tools to help develop effective classroom activities.

2. English Teaching Forum 2007, Volume 45, Number 3

   Format(s): Text

   State and county fairs, the topic of this issue’s feature article, are an American tradition that highlight everything from livestock to rollercoaster rides. A corresponding lesson plan simulates “A Day at the Fair.” Other articles discuss storytelling, student-centered teaching in large classes, students as textbook authors, and using practice posters in EFL programs.

3. Livening Up College English Classes with Games

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

   This article discusses the use of games in teaching college-level English as a second language (ESL) classes. It describes how teachers can use games such as Taboo to change the direction of teaching from being teacher-centered to student-centered. The article addresses problems such as classroom management and the time spent adapting or creating games and presents useful tips for teachers to consider related to the use of games as a teaching tool.

4. Teaching ESL Versus EFL

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

   The author argues for different teaching approaches in EFL vs. ESL settings. He points out the differences in student motivation and suggests how to select different activities for the two contexts (with examples of relevant activities). He gives guidelines for the appropriate role of L1 in each classroom, and explains how the two classroom cultures differ (for example, in term of the learning styles of the students). He argues that keeping in mind these differences will help educators make more effective decisions for their students.

5. Student Storytelling through Sequential Art

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cultural knowledge to the creation of their own sequential art projects. The author addresses managing project groups, researching the topic, developing the story, structuring the story, adding artwork, and sharing the story. The creations can be used as reading material for future classes.

6. Student-Centered Teaching in Large Classes with Limited Resources

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   The authors shares suggestions for instructors who teach large classes (from 50-80 students) with minimal resources. The challenges of managing the classroom, using pair and group work effectively, and working with limited resources are addressed. The authors suggests ways to take attendance quickly, to reduce written work to grade, to start and stop communicative activities, and to keep motivation high when students work at different speeds. Suggestions were tested by action research. Two classrooms are described.

7. Using Practice Posters to Address EFL Challenges

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   Practice posters, with pictures and captions, are useful for controlled practice of vocabulary and structures in an EFL context. The author has found many advantages of using posters with beginners in a high school setting. Student led review gets students active, increases autonomy and improves confidence. The use of small groups is effective with multi-language classes and frees the teacher to monitor interactions. Other benefits include increasing English use, limiting mistakes, decreasing discipline issues, helping with pronunciation and appealing to a variety of learning styles.

8. Shall We Dance: Team Teaching as Supervision in the English Language Classroom

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

   This article compares team teaching to a dance in which leadership shifts from partner to partner. It argues for the use of team teaching as an effective and motivating means of professional development. The author shares his experience in team teaching and offers a list of steps that can be used to establish and maintain team teaching that is effective for both the professionals and their students, such as when to involve students and when to trade roles.

9. Classroom Management Idea Book

   Format(s): Text, Website

   A manual and idea book on how to manage classrooms, produced by the Peace Corps (PDF).

10. 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.

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