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!
Zarina 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…
English is full of traps, even for native speakers. Fall into one of them, and most people won’t notice or care if it is spoken English. In writing though, especially when you sit for exams, things are more complicated.
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.
An excellent guide to Infographics: a blend of data and design to presnet information in a visual form. This appoach is a more accesable way to communicate because, as Mark Smiciklas, author of the book The Power of Infographics: Using Pictures to Communicate and Connect with Your Audiences, states; vision accounts for 50% of the brains functions.
What I like about this article is the discussion about its applications for education with some links to how to apply it in your classroom.
Interesting post here, there is a top 100 Language Learning Blog Competition, and this is one of the nominees.
Foreign Language Education in the 21st Century has been nominated in in this year’s Lexophile/bab.la Top 100 Language Lovers 2012 competition again. Thank you, whovever is ‘responsible’ 🙂 for this. Please click on this …