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Harmonious Learning: Yoga in the English Language Classroom

In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

The author discusses the connection between yoga and language learning. Body position as well as visualization and guided imagery can introduce language in an enjoyable way. The lessons are modeled after a Total Physical Response (TPR) approach. The benefits of yoga in the classroom include reducing anxiety, helping students focus through silence, and embedding language in tasks. The author answers frequently asked questions and provides sample activities and suggested resources.

Mary Had a Little Lamb

In: Sing Out Loud Children's Songs Format(s): MP3, Text, Image / Poster / Maps

This song in the Sing Out Loud Children's Songs collection is a classic story of a little girl and her lamb.

Chapter 10: Waste Management

In: Language and Civil Society E-Journal: Environmental Education Format(s): Text

This chapter in the Environmental Education volume of the Language and Civil Society e-journal focuses on waste management.

Real-Life Problem Solving: A Collaborative Learning Activity

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

This article emphasizes the importance of classroom activities that promote interaction and real-life problem-solving skills. The author describes a real-life problem-solving activity that she implements within her own classroom, consisting of multiple groups of students following a seven-step process. The steps she emphasizes include: state the problem, analyze, brainstorm, decide, think though, identify, and follow up. The author suggests how the activity can be used in a variety of classrooms and age levels.

"Imported" Communicative Language Teaching: Implications for Local Teachers

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

This article criticizes the rejection of Communicative Language Teaching (CLT) in non-Western contexts. Teachers sometimes avoid CLT because it includes ideas (such as autonomy and choice) that do not always fit with the educational, social, and cultural perspectives of their areas. The author defines CLT, considers the issues that come with importing this teaching method, and offers suggestions to help EFL teachers adapt CLT to their contexts to create genuine communication.

Creating a Learner-Centred Teacher Education Program

In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

This article describes the creation of a learner-centered classroom environment, with students who came from a teacher-centered background. A teacher-dominated classroom is one where the teacher talks most of the time, leads activities, and constantly passes judgment on student performance. The authors describe a learner-centered classroom as one where students work on distinct tasks and projects individually or in small groups, developing learner autonomy and control. The authors share steps in their process of creating a learner-centered classroom.

Smithsonian for Educators

Format(s): Website

Links to educator pages from the Smithsonian museums such as the American Art Museum and the Portrait Gallery.

Module 11: Individual Learner Differences

In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video, Website

This Module of the Shaping the Way we Teach English Series is focused on facilitating learning for a wide variety of students and student needs.

Passion for Life!

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

In “Passion for Life,” the author promotes the use of drawing to make the classroom a positive and pleasant place. This technique can help even shy students become active. After reading the poem “Life” by Mother Teresa, students choose their favorite line from the poem and draw a picture to represent it. Secondary students are asked to learn the poem by heart.

The Happy Song