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1. "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.

2. Shall We Dance: Team Teaching as Supervision in the English Language Classroom

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This article compares team teaching to a dance in which leadership shifts from partner to partner. It argues for the use of team teaching as an effective and motivating means of professional development. The author shares his experience in team teaching and offers a list of steps that can be used to establish and maintain team teaching that is effective for both the professionals and their students, such as when to involve students and when to trade roles.

3. Beyond Film: Exploring the Content of Movies

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

   This article looks at the use of movies in the language-learning classroom. The author promotes the use of the movie “To Kill a Mockingbird” due to its content, which involves poverty, racial inequality and mental illness, and to the availability of websites related to its use in English classrooms. The author highlights six scenes for understanding the movie, pre-viewing, while viewing, and post-viewing activities, as well as suggestions for Internet follow-up. An example WebQuest is included.

4. Open Classroom Communication and the Learning of Citizenship Values

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

   This article discusses the importance of fostering citizenship values in language classrooms around the world, and specifically in Morocco. Class content, student-teacher roles, classroom activities, and teacher education can promote civic values of equality, respect, responsibility, tolerance, and compassion. A learner-centered environment where there is group work, open communication, and participation, models these values. By including cultural content and engaging students with meaningful issues, teachers can increase interest and motivation.

5. U.S. National Parks: Protecting Nature and Providing Enjoyment

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

   This feature article on national parks is appropriate for use with higher intermediate or advanced learners. It offers vivid photos and describes the history of national parks, their creation, management, and expansion. The author discusses features of parks from different regions of the country: Acadia National Park (Maine), Denali National Park and Preserve (Alaska), Everglades National Park (Florida), Glacier National Park (Montana), and Grand Canyon National Park (Arizona). Information about the national parks conservation association and the national park foundation is also included.

6. Weaving the Web into an EAP Reading Program

   In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

   The authors share their experiences developing Internet reading activities for their students in an English for Academic Purposes (EAP) program. The authors chose reading material found on the Internet that was authentic, up-to-date, and would increase student interest and motivation to learn English. The authors share practical considerations as well as their experience adapting laboratory activities to increase student autonomy along with other lessons learned in the process of using Internet reading materials.

7. Determining Students' Language Needs in a Tertiary Setting

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

   This article discusses students' perceptions of their language learning needs. It describes a survey conducted among university students and professors to find out how students rated their competence in particular skills and compares the results to those of their English teachers. Researchers conducted semi-structured interviews with the students, English teachers, and program directors. This needs analysis project helped to update the university English department curriculum and course offerings.

8. Creating a Learner-Centred Teacher Education Program

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

   This article describes the creation of a learner-centered classroom environment, with students who came from a teacher-centered background. A teacher-dominated classroom is one where the teacher talks most of the time, leads activities, and constantly passes judgment on student performance. The authors describe a learner-centered classroom as one where students work on distinct tasks and projects individually or in small groups, developing learner autonomy and control. The authors share steps in their process of creating a learner-centered classroom.

9. An American Poetry Project for Low Intermediate ESL Adults

   In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text

   This article discusses the author’s poetry unit, developed to expose her ESL students to American literature. Students wrote journals about poems they read and were assigned a poem about which to write a composition. The author required her students to memorize and perform one poem. While teaching the unit, the author and a colleague kept a dialog journal of their experience and insights. Both the student reactions and their dialog journals yielded positive results, allowing the author to make several recommendations for using poetry in the ESL classroom.

10. Seismic Sleuths

    Format(s): Text, Website, Image / Poster / Maps

    Have you ever wondered what causes earthquakes? The Federal Emergency Management Agency presents a six unit activity package that assesses student knowledge of earthquakes and provides information about preparedness and emergency management.

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