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Using Teacher-Developed Corpora in the CBI classroom

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

This article argues for the use of teacher-generated corpora in content-based courses. Using a content course for engineering and architecture students as an example, the article explains how a corpus consisting of texts from textbooks and journal articles helped students learn grammar, vocabulary, and writing. The article explains how the corpus was compiled and presents examples of how students learned to analyze language use using corpus tools and dictionaries. The article ends by emphasizing the advantages of corpus analysis for self-directed learning.

Ready-to-use Methodology Materials: Breaking the Teacher-Fronted Cycle in the Classroom

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

This article describes the use of loop input and reflective journals to create a more effective way of teaching and preparing teachers of English-as-a-second-language in Slovakia. The authors of this article, who are also the designers of the technique, discuss how they handled challenges to the course, which included poor student motivation and attendance, and students who expect a teacher-fronted classroom rather than a learner-centered one.

Teacher's Corner: Conditionals

Format(s): Text

This month we’ll take a closer look at some of the ways conditionals function and how we can provide students meaningful (and fun!) ways to practice using these grammatical forms.

Bright Ideas: A Teacher’s Resource Manual

Format(s): Text

Bright Ideas: A Teacher’s Resource Manual offers twenty-six practical teaching strategies and techniques that originally appeared in Ideas Plus, a special series of publications produced by the National Council of Teachers of English.

"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.

Notes for Teachers

In: Why English? Comics for the Classroom Format(s): Text

This section includes a table of contents, information about the project, and how teachers can use these comics in their classrooms.

Teacher Resources

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

In this special section of Forum, four commercial publications are presented. Topics include techniques to help middle school students with reading, student involvement and choice; an introduction to the concept of genre (of interest to ESL teachers, writing teachers, etc., including genre-based assessment and the importance of audience in writing); the use of literature circles with elementary learners to foster discussion and love of literature; and a book of EFL methodology.

American English Live - How Routines Support Effective Classroom Management and Teacher Planning

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

This session, "Got Consistency? How Routines Support Effective Classroom Management and Teacher Planning," explores simple techniques to implement everyday routines that maximize student agency, learning, and participation while also increasing overall teaching efficacy.

E-mail Requests

In: Teaching Pragmatics Format(s): Text, Video, Website

This lesson in Teaching Pragmatics aims to help students develop appropriate written request strategies.

What do you think? Requesting Responses from Professors