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1. Individualizing Learning Through Self-Directed Projects

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

   This article discusses the use of self-directed projects to develop learner independence in academic settings. It describes and gives examples of how self-directed projects are integrated into a teaching situation at Arabian Gulf University. The article discusses how getting students involved in doing self-directed projects can lead to a gain in confidence in their ability to manage their own learning and progress in becoming independent language learners.

2. Teaching Young Learners

   In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

   This author shares her unique approach to teaching young learners. She emphasizes that her approach involves features of communicative styles, the audio lingual approach (AL), and Total Physical Response (TPR), as she believes it is necessary to bring together all three styles of teaching to develop language proficiency. She includes a lesson plan for beginner level students to improve grammar competency.

3. Reading Logs: Integrating Extensive Reading with Writing Tasks

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

   This article informs instructors about blending reading logs into writing tasks. Several benefits are discussed, including clarifying objectives of reading and providing opportunities to respond to reading, building critical literacy, and monitoring student progress. The article describes how to develop an extensive reading project for advanced students that includes both comprehension and vocabulary strategies. Details include how to structure and format the reading logs as well as assessment procedures.

4. Classroom Activities

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

   These classrooms activities, which are designed for beginner, intermediate, and advanced students, focus on the issue’s fishing theme. Classroom activities include written and oral work, vocabulary, team work and individual work. Lessons include creating a vocabulary card game, oral story telling based on the “fish story” concept of telling exaggerated stories, and the creation of a persuasive piece. Variations are included to expand and vary the lessons.

5. Building Fluency through the Repeated Reading Method

   In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

   This article discusses the success of Repeated Reading (RR) within EFL classrooms, illustrating three techniques of RR that can be used to develop students’ fluency, comprehension skills, and reading self-esteem. After providing a background on the RR method, the author explains the techniques step by step and suggests activities. The techniques include classic oral repeated reading (ORR), Paired repeated reading (PRR), and Reader’s Theater (RT).

6. Interdisciplinary Collaboration: Two Heads Are Better Than One

   In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text

   This article shares ideas of how English language teaching professionals can collaborate with content-area specialists effectively to create learning opportunities for students. Using nine examples and various metaphors, the authors explain three principles for effective team teaching: initiating an interdisciplinary project, establishing an interdisciplinary team, and working successfully with other disciplines by having good working relationships.

7. Peace Corps World Wise Schools

   In: Peace Corps Teacher Training Resources Format(s): Website

   Educators use these materials to teach subjects as varied as language arts, social studies, geography, environmental education, and international economics.

8. Annenberg Learner

   Format(s): Website

   Annenberg Learner focuses on both the teacher and student as learners. The Annenberg Learner website offers lesson plans and activities for English learners.

9. The Lighter Side: Fishy Fun

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

   There are two games. The first has five tongue twisters, each word missing a letter which the student must complete. The second game is a matching game, but the words are missing letters which the student must fill in before he/she completes the match. The games help with vocabulary and spelling.

10. Applying Current Approaches to the Teaching of Reading

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

    This article discusses different approaches to reading instruction for EFL learners based on theoretical frameworks. The author starts with the bottom-up approach to reading instruction, and briefly explains phonics and behaviorist ideas that inform this instructional approach. The author then explains the top-down approach and the new cognitive perspective. The author also explains schema theory and how to apply it to help students before, during, and after reading. The interactive model is then discussed.

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