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1. 50 Years of English Teaching Forum: Teachers Collaborating Worldwide

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

   This webinar "50 Years of English Teaching Forum: Teachers Collaborating Worldwide" discusses the history, features, and submission guidelines for the well-known journal, English Teaching Forum.

2. The Future is Now: Preparing a New Generation of CBI Teachers

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

   This article discusses the use of Content Based Instruction (CBI) and provides ways that language-teacher education programs can better prepare CBI teachers. The author argues that CBI is particularly relevant now, in the 21st century. The article explains what specific skills are needed to successfully teach using a CBI approach, including Language Proficiency, Academic Skills, Pedagogical Knowledge, and content-language interface skills.

3. "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.

4. Reflective Teacher Observation Model for In-Service Teacher Trainees

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article proposes the Teacher Observation Programme for in-service teacher trainees. The program is reflective, collaborative, and builds confidence. It enables teachers to grow in their ability to self-evaluate. Trainees who have made decisions about their own observation, who have created and used their own observational tools, and who have used reflective lesson plans will be better equipped to do action research. Some of the key components of the program are needs assessment, building rapport, summative assessment and post-observational feedback.

5. Language Teacher Preparation in Developing Countries: Structuring Preservice Teacher Training Programmes

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

   The author notes that relying on the training of unqualified teachers during service can be costly and inefficient. He underscores the importance of highly structured, comprehensive, pre-service teacher training as a more prudent alternative. Trainees should be preselected based on their general education background, competence in English, competence in teaching, and attitude. The training program should carefully consider topics to be included in the curricula. The author suggests several areas of instruction and explains the different modes of training necessary for success.

6. 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.

7. Statistics and Research Design: Essential Concepts for Working Teachers

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

   This article presents key concepts for teachers seeking to understand statistical reasoning and research design. First the author establishes that one must understand what is being defined and how. The author then defines useful terms such as variable and average and illustrates them with real-world examples. The article concludes by presenting simple tips for understanding and using statistics appropriately, relating both to classroom teaching and research design using quantitative data.

8. Destroying the Teacher: The Need for Learner-Centered Teaching

   In: English Teaching Forum 2012, Volume 50, Number 1 Format(s): Text

   This article advocates using English to teach content, addressing this through five areas: Reduction of Coercion (not eliciting correct answers, but engaging students in thinking); Active Learner Involvement (less teacher talk and more material chosen to engage learners), Experience Before Interpretation (handling material before interpreting it), Avoidance of Simplification (choosing materials challenging enough to learn skills for tackling new ideas), and Value of Silence (allowing students to think without forcing them to talk).

9. Teachers Working Together: A Successful Community of Practice

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

   This session, "Teachers Working Together: A Successful Community of Practice," explores best practices and innovative ideas that can be shared and cultivated in a collaborative and engaging professional network called a Community of Practice (CoP).

10. Practicum: Microteaching for Non-Native Speaking Teacher Trainees

    In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

    In situations where it is not possible for trainees to practice teaching in local schools, teaching short lessons to their peers—called microteaching--can provide beneficial experience and feedback to teachers-in-training. The article includes guidelines for presenters, observers, and teacher trainers as well as a sample practicum class schedule and microteaching lesson. Students experience microteaching both in small groups and with the whole class.

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