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1. Module 8: Authentic Materials

   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 contains a lesson plan and accompanying video focused on how to choose and use printed texts, images, and multimedia in the classroom.

2. 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.

3. Using L1 in the L2 Classroom

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   There may be more to the use of L1 in the L2 classroom than previously thought. Recent findings show that L1 usage values the native culture and language of the students, allowing them to feel comfortable taking risks in English. The author distributed a questionnaire on Spanish usage to English language students and professors at a Puerto Rican university. Results showed that both students and teachers felt there were clear instances where Spanish would help understanding. The author also shares his own personal experiences as a Spanish-speaking English teacher.

4. Abstracts from Other Journals

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   “Abstracts from Other Journals” provides information on articles from CATESOL Journal, Language Testing, RELC Journal, and Prospect: An Australian Journal of TESOL. Topics include the professional development of non-native teachers of English (addressing cultural differences); the impact of the interviewer on the test results of oral interviews (like IELTS); a look at how the field of TEFL/TESL has changed over the past 30 years from the point of view of Jack C. Richards; and implementing standards (reforming curriculum and evaluating teachers).

5. Extra Work or Work Extra: Five Steps for Studying Vocabulary

   In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

   An instructor shares a plan for extra study that helped struggling students learn vocabulary. Students selected five words from each unit of their class text. A sample of words from the text “Raise the Issues” and reasons for choosing them are included. The five steps used to learn the words were learning pronunciation, recognizing other word forms, using the dictionary, reading the word in context, and using the word in context. Scaffolding for writing with the word is provided. This method was more successful and more popular than extra quizzes for low-achieving students.

6. Nurturing Emotional Intelligence through Literature

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article discusses the use of literature in a language class as a way to develop emotional intelligence in children. The author suggests that literature can be motivating and can provide a low-anxiety context for children to learn English. Several response activities are suggested to develop language skills and nurture emotional intelligence. These activities include scripting, detecting feelings in text, a feeling hunt, creating a positive language dictionary, diary entries, and letters to characters.

7. Meeting Learners' Academic Needs

   In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

   This article suggests that language teachers can learn from the ideas of educators who work outside the field of language teaching. The author examines learner needs and discusses how the they can be met in his teaching context. The learner needs addressed in this article are the need to feel secure and important, the need to understand the learning goals, the need for time to integrate learning, the need to understand the learning process, and the need to receive feedback.

8. Share My Lesson

   Format(s): Website

   Developed by teachers for teachers, this free platform gives access to high-quality teaching resources and provides an online community where teachers can collaborate with, encourage and inspire each other.

9. Student-Centered Classroom Management: Addressing Classroom Issues with 5 Adaptable Forms

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

   This webinar examines classroom management and student-centered classrooms before discussing five adaptable forms participants can use to manage activities in their own classrooms. The presenter will explain how and why to use each form and additional classroom management resources will be shared.

10. How to Conduct an ELT Workshop

    In: English Teaching Forum 2016, Volume 54, Number 3 Format(s): Text

    This article serves to give readers a framework for planning, preparing, and delivering a successful workshop, including strategies to keep on pace and anticipate and overcome obstacles.

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