Advanced Search: Resources

1. Plurilingualism and Translanguaging Strategies for Language Teachers and Students

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

   This session, "Plurilingualism and Translanguaging Strategies for Language Teachers and Students," demonstrates how including students’ first language (L1) in the ELT classroom offers the potential for innovative and nuanced communication and understanding in both students’ L1 and L2 and shows activities that can be adapted for students of all ages and levels.

2. Building and Sustaining a Culture of Belonging

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

   This session, "Building and Sustaining a Culture of Belonging," explores activities to build student-student and teacher-student relationships within a language class setting that affirm students’ identities and improve students’ sense of belonging.

3. 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.

4. Strategies for Managing Large Classes

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

   This session, "Strategies for Managing Large Classes," introduces strategies for building community, making it possible to take advantage of big opportunities for learning.

5. A Case Study of Reflective Journals in a University Level Writing Course in Hungary

   In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

   This article is about the author’s experience using learning logs and in-class journaling for her college-level ESL writing class in Hungary. Her purpose was to gather information on the students’ writing experiences, both before and during the class, and to address issues raised in the logs and journals. She taught the class with a reflective-teaching, learner-centered style and a process-learning curriculum.

6. TIRF Resources

   Format(s): Website

   The International Research Foundation for English Language Education has a wide variety of resources for teachers, researchers, parents, graduate students, program administrators, and the general public. Here you will find links to educational websites, lists of professional development opportunities and articles, and information about grants and fellowships for educators.

7. Superpowering Your Lecture: Activities to Engage Learners and Gather Feedback

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

   This session, “Superpowering Your Lecture: Activities to Engage Learners and Gather Feedback,” explores several interactive, ready-to-use activities designed to motivate learners enrolled in lecture-style classes; these approaches also enable the instructor to gather crucial information about their students’ progress and understanding of the material.

8. 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.

9. Building Consensus on Teacher Assessment

   In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

   This article proposes a collaborative workshop for teachers and teacher trainees to identify their preferred methods of Teacher Assessment (TA).TA refers to the evaluation of teachers. Some examples are observation by colleagues or supervisors, videotaping class, and feedback from students. The pros and cons of various TA instruments and formats are discussed, including how threatening they are perceived to be. Participants also consider what should be included in their professional portfolio. It can be rewarding to involve stakeholders in the process.

10. Lesson Planning 101: Mapping Activities for a Clear Path to Learning

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

    This webinar teaches participants to create "road map" classroom activities.

Pages