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1. Using Visual Literacy Skills to Encourage Communicative Language Practice

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

   This webinar, "Using Visual Literacy Skills to Encourage Communicative Language Practice," demonstrates how to increase learner engagement in the English language classroom by incorporating visual literacy skills.

2. The Use of Ethics in the EFL Classroom

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

   If students are not meeting their goals, it may be that the reason is non-linguistic. Motivation is an important factor that teachers need to consider. The writer argues that carefully chosen ethics cases can motivate timid students to speak out by removing their fear of making mistakes and by encouraging them to talk about heart-felt beliefs. Since ethics cases may not have clear right and wrong answers, this sets them apart from other discussion topics. Debate will foster critical thinking skills.

3. Learn it! Share it! Using a Variety of Tools for Sharing Best Practices and Materials across Continents

   Format(s): Text, Video

   This webinar explores implications of information sharing on teacher professional development and educational sustainability measures.

4. Using Graphic Organizers to Promote Students’ Academic Language Production

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

   This session introduces the graphic organizer as a tool to help students understand difficult concepts and produce related, meaningful academic English.

5. Livening Up College English Classes with Games

   In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

   This article discusses the use of games in teaching college-level English as a second language (ESL) classes. It describes how teachers can use games such as Taboo to change the direction of teaching from being teacher-centered to student-centered. The article addresses problems such as classroom management and the time spent adapting or creating games and presents useful tips for teachers to consider related to the use of games as a teaching tool.

6. Journals in the Language Classroom

   In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

   This article discusses how to use paper-based journals as teaching tools in language classrooms. It describes the concept of writing to learn and provides some suggestions for teachers on how to use paper-based journals at the beginning, middle, and the end of class based on the author’s self-experience and his students’ feedback.

7. Developing a Bilingual Thematic Vocabulary Workbook

   In: English Teaching Forum 2020, Volume 58, Number 4 Format(s): Text

   The authors describe how to create—together with students—bilingual vocabulary workbooks, ideal in situations where resources are limited and as a supplement to existing materials. The article explains how to apply the process that was used to develop vocabulary workbooks in Madagascar.

8. Consciousness-Raising and Prepositions

   In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text

   This article discusses consciousness-raising as a way to help students learn English prepositions. This technique, in which grammatical forms are highlighted in some way, can be helpful to teachers, especially when instructors have difficulty finding materials. The author shares her experience using consciousness-raising in a course in South Africa for ESL teachers.

9. English Teaching Forum 2007, Volume 45, Number 3

   Format(s): Text

   State and county fairs, the topic of this issue’s feature article, are an American tradition that highlight everything from livestock to rollercoaster rides. A corresponding lesson plan simulates “A Day at the Fair.” Other articles discuss storytelling, student-centered teaching in large classes, students as textbook authors, and using practice posters in EFL programs.

10. How to Set Up Oral Homework: A Case of Limited Technology

    In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

    This article discusses the benefits and challenges of having students complete oral homework as a way to practice speaking skills. The author explains the technology necessary as well as steps to follow when using this type of homework when designing a course. Also provided is a detailed list of assignments that can be completed orally (as an individual or in a group) and how a teacher can give feedback on this work and keep records.

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