Advanced Search: Resources

1. Raising Cultural Awareness in the English Language Classroom

   In: English Teaching Forum 2013, Volume 51, Number 4 Format(s): Text

   This article discusses how teachers can incorporate cultural knowledge into English language classes, exploring elements of culture, intercultural phenomena, and high-context and low-context cultures.

2. English Teaching Forum 2021, Volume 59, Number 2

   Format(s): Text

   Find strategies for combining authentic materials, task-based learning, and reading stations … finding heterogeneity in cultural homogeneity … using peace education as a basis for writing about a peacemaker … using an asynchronous video app to stimulate oral interaction … starting with “place mats” and progressing to writing essays … and much more.

3. English Teaching Forum 2015, Volume 53, Number 2

   Format(s): Text

   English Teaching Forum supports the teaching of English around the world through the exchange of innovative, practical ideas.

4. Lessons from the Other Side of the Teacher’s Desk: Discovering Insights to Help Language Learners

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   An EFL instructor shares ideas on classroom practice after participating in an intensive language program. The author discusses L1 use in the classroom as well as the importance of pronunciation instruction. The article also includes tips on acquiring vocabulary and reasons why pair and group work are good. Finally, the author considers how to support students who may be experiencing communication anxiety as they learn a new language. The article emphasizes a communicative approach and the importance of a friendly classroom environment.

5. Promoting Genre Awareness in the EFL Classroom

   In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

   The author introduces genre awareness, a concept from ESP (English for Specific Purposes) and EAP (English for Academic Purposes), and relates it to its potential use in the EFL (English as a Foreign Language) classroom. She explains genre awareness as the ability to use the communication tool that is most appropriate for the purpose and audience. She recognizes several challenges to using genre awareness curriculum in the EFL classroom. Finally, she presents several useful genre awareness classroom exercises.

6. Writing for the World: Wikipedia as an Introduction to Academic Writing

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   This article outlines a unit in which students write an article for Wikipedia as a way to learn and practice academic writing. Students learn how to use secondary sources in their writing as well as master a new genre with appropriate conventions and word choice. With this activity, students are encouraged to build academic writing skills in an interesting and public way. The author provides an explanation of Wikipedia as well as a step-by-step lesson plan with sample assignment sheets.

7. Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   While noting the research on the benefits of learner interaction, this article states that more attention needs to be given to strategies for planning successful group work while avoiding the problems that can come with group activities. The author gives guidelines for forming groups, such as how many students to put in each group, whether to use flexible or fixed groupings, and how to divide students (by personal affiliation, oral language ability, personality, L1, and academic interests). Also addressed are guidelines for designing tasks and assigning group roles.

8. 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.

9. Applying Metacognitive Strategies to Skimming Research Articles in an ESP Context

   In: English Teaching Forum 2006, Volume 44, Number 1 Format(s): Text

   The article focuses on explaining to post-secondary teachers how to teach their students to use metacognitive strategies to skim research articles in specialized fields. The author briefly explains metacognitive strategies in reading tasks and discusses the importance of strategy training and having a purpose in reading. The author then describes a lesson plan that includes a presentation and a three-step guided practice. The author concludes by emphasizing reading strategy training in an ESP context.

10. Teaching Prepositions to Very Young Learners: The Case of On

    In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

    The author discusses the benefits of applying cognitive linguistics, L1 acquisition, and neo-Vygotskian (Vygotsky) approaches to the teaching of a second language to young learners, using the example of teaching the preposition “on.” The author briefly reviews how prepositions are taught to adult learners and the challenges of teaching prepositions to young learners. The author then discusses two different meanings of “on” and how Total Physical Response (TPR) activities can be used to help young learners distinguish different meanings of “on.”

Pages