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1. A Paradigm Shift: From Paper-and-Pencil Tests to Performance-Based Assessment

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

   This article describes how The Language Center at the Espirito Santo Federal University changed from using traditional pencil-and-paper tests to performance testing, based on authentic tasks. The change was prompted because people thought that their testing did not reflect a communicative approach to language teaching. The Assessment Project lasted for two years; the author discusses its participants, goals, stages (including pilot testing), and results. Content and construct validity improved, leading to positive washback. Learning objectives and criteria for passing were clarified.

2. Students as Textbook Authors

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   The authors describe their experience using a learner-centered approach to turn learner writing into booklets. When students write about their own lives, they can focus on the language they need to express their ideas. Interaction increases because interest is high. Near beginners can create fact sheets about themselves, and more advanced students can write language-learning histories. The texts can become fill-in-the-blank activities or be read aloud. Student texts inform instructors of needs and interests; they give students ownership of their learning and provide models for future classes.

3. SWELL: A Writing Method to Help English Language Learners

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

   Social-interactive Writing for English Language Learners (SWELL) is collaborative writing based on Topping’s Paired Writing Method. The method was changed to meet the needs of English language learners. In both methods, pairs are formed according to proficiency, pairing a more advanced student (a Helper) with a less advanced one (a Writer). The author describes the steps of generating ideas, drafting, reading, editing, best copy, and evaluating. Features of SWELL include using students’ linguistic knowledge (L1), balancing fluency with mechanics, and promoting explicit teacher instruction.

4. A Story-Based Framework for a Primary School Classroom

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

   These two story-based lesson plans were designed to address the lack of motivation and interest by students in a sixth grade English class in Greece. The lessons appeal to young learners who want to be creative and imaginative by making learning entertaining. The animal stories are authentic texts, not graded readers, with helpful visuals. They can be used with a holistic approach and provide a springboard to learning grammar and structure and to recycle vocabulary. Predicting and concentration are some of the thinking skills involved.

5. Lesson Plan: Going Green

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

   The lesson plan, “Going Green,” allows students to develop research and problem-solving skills on the theme of environmental conservation. The lesson includes a glossary of environmental terms. It uses a learner-centered approach as learners work in groups to determine their topic, the vocabulary they want to learn, how to collect information, how to report it (qualitatively or quantitatively), and what action to take based on the results. Students report their findings and action plan in a poster presentation. Creative writing, a debate, or a "green fair" are optional extensions.

6. Rock and Roll English Teaching: Content-Based Cultural Workshops

   In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

   This article considers content-based cultural workshops. With a focus on cultural content and a relaxed, engaging atmosphere, students practice language and cooperative learning strategies. The author describes the process of developing such a workshop as an extracurricular activity for a large, mixed audience. The article details an example interactive workshop on rock and roll and includes an appendix of useful websites related to the topic.

7. Understanding and Teaching Generation Y

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

   This article responds to the challenges of teaching Generation Y students, who are tech-savvy and feedback-dependent visual learners. Because "Gen Y" students are less likely to engage with traditional classroom teaching methods, this article is helpful in identifying specific activities teachers can employ to utilize students' attraction to digital media, multi-tasking, and a sense of global purpose.

8. The Psychic Rewards of Teaching: An Interview with James E. Alatis

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

   Dr. James Alatis answers questions about teaching English as a profession, establishing the international association TESOL, and his strong belief that linguistics and language teaching will change the world. The son of Greek immigrants, Alatis shares how his early interest in languages led him to study linguistics. Regarded as "the father of TESOL," Alatis believes the best linguistics is interdisciplinary. According to Alatis, the future of TESOL will involve more audiovisual and online material, all subjects taught by ESL teachers, and more concern for cultures of other countries.

9. 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.

10. 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.

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