Category Archives: practical

My students say the absolute minimum

This is great adivce to the language teacher! I certainly agree with everything here but I am a little weary of giving stickers unless it is given sparingly. My answer to the forth point is to tell jokes in class if you are the teacher, particulary jokes that involve both L1 and L2 words. It could help students remember certian vocabulary if it is presented in a pun. But don’t overdo it though. My colleauges can attest to this!

Oxford University Press

Solutions Speaking ChallengeZarina Subhan, an experienced teacher and teacher trainer, tackles the second of our Solutions Speaking Challenges: “My students say the absolute minimum”.

I find myself in the classroom in an unfamiliar position. It’s not the fact that I’ve given up teaching that makes this a new experience for me. It is the fact that I’m a student again. I’m learning Spanish and am sitting behind the desk, no longer the decision-maker who tells the learners what to do, but the student awaiting instructions and wondering if I understood them.

I’m rediscovering how uncertain, vulnerable and anxious it can feel to be a language student. Most of the reading, writing, listening, speaking and (most importantly) thinking in the target language (TL) happens in the classroom. I know I am there to improve my language; my motivation as an adult learner is high, yet I have to admit I could speak…

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Lextutor video by Tom Cobb!

http://wp.me/PfNDY-bA

For those who want a video tour of the site by the creator himself. Look no further. Enjoy and learn!

Presentation at JALT 2013 in Kobe!

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Hello all,

Just wanted to add that coming up this month I and my colleauges of the English teacher training division for the Kanagawa Institute of Language and Culture Studies (神奈川県国際言語文化アカデミアの外国語にかかる教員研修事業.  will be giving a forum on our Advanced Leader Teacher program at this coming JALT conference at the Kobe Convention Center, Portopia, Kobe, Hyogo, Japan October 25th – 28th, 2013

The title of the presentation: A Voyage of Reflective Teaching

The Advanced program gathers 20 English teachers who teach in high schools in Kanagawa, supporting them in action research and professional development in order to create “leader teachers” who will be the hub of change and professional development in their schools.

This program has entered its third year and we will present the changes we have noticed in our participants and the process in promoting that change.

Our presentation will be on Monday October 28th, 10:10-11:40 in room 407 at the convention.

For more information:

The presentation abstract:http://jalt.org/2013/abstract.php?p=71

Jalt2013 information (in English and Japanese) http://jalt.org/conference

Our institute (in Japanese) :http://www.pref.kanagawa.jp/cnt/f7807/

Our program (in Japanese) http://www.pref.kanagawa.jp/cnt/f440038/

(in English) http://group14teachers.renshuishere.com/

子ども中心ではじめる英語レッスン・Teaching English to Children in Asia

子ども中心ではじめる英語レッスン・Teaching English to Children in Asia

Cover of English Version

I think if there was ever a more influential book out there for teaching EFL in Asia this text written by David Paul is the one. It is my personal favorite.

In the early days of my teaching career when I was fresh and in need of some guidance, this book lead the way for me especially when I had to teach younger children. The best part about it is the philosophy: child-centered learning over teacher-centered learning. Is the ideal teaching situation one where the students are told what to learn or is it discovered on their own in the right conditions? How do we deliver content and at the same time encourage our students to “discover” English and not be too dependent on the teacher at the same time?

This text, along with others, will be based on a workshop I will teach at the Kanagawa Institute of Language and Culture in the Summer of 2014. One will focus on the elementary school context.  I hope I can shed light on some of these questions in my workshop. The focus will also be on how to conduct cooperative language learning as well.

If you click the link you can find a copy but strangely the Japanese translation of this text is out of print, which makes me wonder how it was received in Japan.

9 Tools to Create E-magazines and Newspapers for Your Class

See on Scoop.itComputer Aided Language Learning

When I worked in a public school in Japan, I remember how the students would make the front page of a newspaper to tell about their school trip to Kyoto, or other events. Now your students can go from analog to digital.

I am pretty sure as you introduce the idea to your students everyone will want to have a say in their next e-magazine. There is nothing much more rewarding to students then to have a proof of their hard work recognized in a publication of some sort.

Most of the tools cited here are easy to use and have user-friendly interface and they will let you create your own e-magazine or newspaper in few simple steps. Yet I would recommend your discretion as you use them with your students.

See on www.educatorstechnology.com

Bigger, Better Google Ngrams: Brace Yourself for the Power of Grammar – The Atlantic

See on Scoop.itComputer Aided Language Learning

The power of web based corpus research has become even more accessable thanks to Google Ngrams. Its funny how Zimmer writes about how this tool can suck time: meaning that anyone using it may spend hours trying different combinations and comparisons. Good!

“Bigger, Better Google Ngrams: Brace Yourself for the Power of GrammarThe AtlanticBack in December 2010, Google unveiled an online tool for analyzing the history of language and culture as reflected in the gargantuan corpus of historical texts that…

See on www.theatlantic.com

Stop Telling Your Students To “Pay attention!”

See on Scoop.itFluency development in Foreign Languages

First, stop expecting kids to pay attention. They don’t owe you anything. They’re only in school because it’s the law and their friends are there. There are two solution types. The first is a workaround. Here are some examples of short-term solutions for attention-building…

See on www.jensenlearning.com

Memory Enhanced by a Simple Break After Reading — PsyBlog

See on Scoop.itvocabulary learning

I wonder how often we give our students a chance to consolidate what they learn, especially when it comes to vocabulary etc.

If you find it difficult to remember what you’ve read, try this easy technique.

See on www.spring.org.uk

Michael Stout’s Blog-For students and teachers: Vocabulary Flashcards

See on Scoop.itvocabulary learning

Michael Stouts online resource for his own students using a flaschard app. Perfect example of a teacher using blogging for delivering class material.

See on mrstoutsblog.blogspot.fr

Corpora Info Page

See on Scoop.itComputer Aided Language Learning

Corpora- Text Corpora list.

A listserve for conferences, publications, programs, recent corpora, and other resources.

See on gandalf.aksis.uib.no