Here are three examples of how to incorporate games into your ESL and EFL classes.
Here are three examples of how to incorporate games into your ESL and EFL classes.
We are here again with the latest issue of ELTWeekly (now reaching more than 520 teachers of English in 28 countries).
Issue#9 contains an article by Bhaskar Pandya “E-learning: The Journey so far”.
The Expert Article column features an article titled “EThree Terrific English Language Teaching Movies Your Learners Will Love” by Larry M. Lynch. In his article Larry talks about the films “Temple of Doom”, “SWORDFISH” and “ROCKY” and how to use them to teach English.
We are sure you would love to use the word “tocsin” that we have included in this week’s Word of the Week column 🙂
Our colleague Rajesh Bharvad has shared a nice teaching tip. The title is “Enhance students’ understanding with the help of web forums”. More you would discover as you go ahead!
With this issue we are starting a new column called Research Paper of the Week. This column will feature free, interesting and useful ELT research papers.
The research paper for this issue is “English as the International Language of Research” by John Swales, University of Michigan, Ann Arbor, USA.
In addition to all these, there are lot more things to discover in this week’s issue.
So what are you waiting for? Download the latest issue! Have a good reading and a vibrant week ahead!
Here are the contents for the latest issue of ELTWeekly:
Also we have launched a new ELTWeekly community on Orkut. There we all could have a platform to discuss our ideas and teaching strategies. You can join the ELTWeekly community by visiting this link: http://www.orkut.co.in/Main#Community.aspx?cmm=59430634
Feedback and Thank You
We THANK you for being a part of ELTWeekly.
Also we look forward to have your feedback which is the force of motivation for all four of us.
Here are the ELTWeekly contents:
E-learning: The Journey so far
By Bhaskar Pandya
We all know that until the past few decades (language) teaching was never computer aided or technology enabled. Instead it was taking place in a classroom more popularly referred to as a language classroom and that too in presence of a qualified trainer. With the advent of technology and its continuous improvement, schools and colleges began to integrate teaching with the computer and technologies and e-learning took birth.
In the early 1990s, many companies were using videotape-based training for their employees. Those companies then represented a very small market and lacked the ‘scalability’ that is so important in today’s applications. The idea of putting training on video was a good idea, though it was lacking in a few areas (1) Customization based on needs of users, (2) Expensive to maintain and (3) Could not be upgraded easily. There is also the issue of employees having to hunt down the proper equipment in order to watch the videos. These videos often had limited interactions which lead to the nearly impossible task of tracking progress and assessment.
Gradually it was found that these videos were not enough nor were they the best solution and hence, a new form of training evolved i.e. CBT (Computer Based Training). Windows 3.1, Macintosh, CD-ROMs, PowerPoint marked the technological advancements. And we had the Multimedia Era. CD-ROMs were quite cheap in production and the problem of checking in and out the videos was eliminated. Employees were also happy that they could simply pop in a CD to their personal computer at their desk or at home and complete the training.
Although the CD-ROM and Computer-Based Training made advances toward the betterment and facilitated language teaching – learning and training, it was limited and had very few chances of delivering fruitful and desired results. As it still lacked the ability to track employees’ performance in a central database and was also not as easy to upgrade. It was one time investment and one time gain kind of a thing offering a very limited scope to flourish. Though it was computer based testing/training, it needed a lot of paper work and clerical work.
But gradually with the advent and the use of Internet and the technologies and later on with Information and Communication Technologies as a means of delivering content the problems disappeared. The only problem was: when the content was placed on the web, it was simply text to begin with and maybe a few graphics. Nobody really cared for effectiveness of this new medium – it was just really cool.
People in this field of e-learning began to realize that you simply can not put information on the web without a learning strategy for the users. “…In order for technology to improve learning, it must ‘fit’ into students’ lives…not the other way around. As a result, e-learning was born.”
One of the first innovations in actual e-learning was the LMS or Learning Management System. “The first Learning Management Systems (LMS) offered off-the-shelf platforms for front-end registration and course cataloging, and they tracked skills management and reporting on the back-end.” This enabled schools and companies to place courses online and be able to track students’ progress, communicate with students effectively and provide a place for real-time discussions.
The eClassroom evolved shortly after, which are “…web-based synchronous events with integrated CBT and simulations.” Centra is a great example of an eClassroom that is used quite often today. eClassrooms are often called Live Instructor-Lead Training or ILT. “Live instructor-led training (ILT) via the Web can be combined with real-time mentoring, improved learner services, and up-to-date, engaging “born on the Web” content to create a highly-effective, multi-dimensional learning environment.”
E-learning has come a very long way since its early days of being text-based via the Web or CD-ROM. So what does the future hold? There really is no saying where the field is headed. As long as training is continually geared towards the learners and strategies are used in the training, there is no end in sight for e-learning.
Tocsin – TOCK-sin
Meaning: an alarm bell or the ringing of it / a warning signal
Example: A coalition of parents was sounding the tocsin for the school music program — if voters didn’t approve a tax increase, the program was sure to be axed.
To know more about the word ‘Tocsin’, visit: http://www.merriam-webster.com
“We’re trying to expand his vocabulary. I don’t speak Czech with him at all. The best teaching policy is to speak English.”
– Mary Lynch
Enhance students’ understanding with the help of web forums
by Rajesh Bharvad
It is very important that an instructor takes care whether the students have understood the topics taught in the classroom. In the traditional class an instructor asks questions to the students. And the outcome of his effort is that few good students try to answer the questions and the rest of the students just sit passively without any contribution from their part.
In order to avoid this situation an instructor should integrate the use of technology in the post session of teaching. For instance, he can ask the students to reflect the points that are taught in the classroom and write in the forum that is created in the web world. Now the students will be very comfortable in presenting the things that the instructor discuss in the classroom. They will be happy to raise his questions in case he has not understood in the classroom. In this web forum an instructor can also participate and help them learn things quickly.
This is very important because all the students are not able to raise their questions in the classroom and hence, technology will cure their inhibitions. Even creating bogs is also very important where students can discuss the points and can also get reply from their instructor.
Hence, it can be a very fruitful session in which both students and their instructor can participate in an online discussion. This task will result into a very successful activity as far as the understanding of all the learners is concerned.
Three Terrific English Language Teaching Movies Your Learners Will Love
Dynamite English Language Learning Skills
If you’re looking for ways to dynamite English language learning skills in your classroom, try using clips from popular and classic movies. It certainly works for me. My learners enjoy speaking practice far more using scenes from these well-known Hollywood offerings. Written and oral reports and discourse take on new meaning when pulled from the context of an enjoyable film – either the whole movie or just a selected short clip. Here are three of my learners’ (and my) sensational favorites for you to try out in your English as a Foreign Language classes. Here are three more of my EFL class room tested favorites for video-based, in context language learning practice.
INDIANA JONES and the Temple of Doom
If you know this movie at all, you’ve just got to love the exotic banquet scene. My English language learners all talk about that scene long after the video scene has faded from the class room screen. And no wonder, with the myriads of things to feast on world wide, new meaning is given to the axiom, “One man’s meat is another man’s poison”. Harrison Ford’s charismatic character, Indiana Jones, the adventure-seeking university professor, is known and loved worldwide. This second in a series of three (so far) films only adds to the mystique of this character. Your language learners can act out scenes, Interpret dialogue, and alter the script to provide endless scenarios for language learning practice.
Still my all-time favorite “terrorism” film, an anti-terrorist agent played by John Travolta recruits a super-hacker (Hugh Jackman) to help him steal a multi-millions secret government bank account funds. The supporting castoff this fast-paced thriller also includes Halle Berry and Don Cheadle. It’s got reams of action, top-class dialogue, humor, suspense and even a “steamy” scene or two (watch out for these) to capture and hold the learners’ (and your) interest. This film will make for an interesting addition to your film and video clip repertoire.
If you haven’t already used “Rocky” or one of its sequels in class, shame on you. The original classic, set in the Italian-American neighborhoods of south Philadelphia, illustrates not only the brutality associated with the sport of boxing, but the qualities and attributes that go into the making of a champion. Authentic setting scenes, acceptable dialogues and glimpses into the ethnic culture of the area contribute to make Rocky a valuable addition to your English language teaching film collection. The original script was written by Sylvester Stallone himself. His autobiography makes for some interesting material when coupled with additional aspects from the film.
Try a Variety of Language Learning Techniques
Whether you opt to show the film in its entirety, show it in shorter, time-controlled installments or simply use selected scenes for language learning practice, pronunciation, connected speech illustration or other linguistic aspects, be sure to try a variety of techniques. Videos and clips from popular movies are a dynamic, welcomed way to reach your language learners, lower their affective filters and develop meaningful English language learning skills.
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, expert author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If You Want to Teach English Abroad, Here’s What You Need to Know” and English language teaching and learning information at: http://bettereflteacher.blogspot.com
Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Contact the author at the above blog address for more information.
Article Source: http://EzineArticles.com/?expert=Larry_M._Lynch
Setsuko Toyama, Kevin Churchley, Ritsuko Nakata, Kaj SchwermerSunday, February 22nd, 2009
10:00 AM – 4:00 PM
Mainichi Shinbun Bldg. B1 Oval Hall, 3-4-5 Umeda, Kita-Ku, Osaka
What shall I do next? Every teacher in the world has asked themselves this question at least once. Many teachers ask this question every day.
This workshop series will not only give you great ideas for how to use classroom time well, but also how to do it in a fun, interactive way that will have you and your students looking forward to the next lesson! Whether it is five minutes before the end of class, or when the children have finished all the activities in the textbook, or just before the next class, the Oxford Teaching Workshop Series 2009 will provide you with the TOOLS YOU NEED to reach every one of your learners every time. Looking for activities to capture and keep your students’ attention at the beginning, middle or end of class? If so, you won’t want to miss this year’s workshops, which will provide you with songs and chants, great storytelling and phonics, with ideas and activities to reach every single one of your students.
Oxford University Press Kids’ Club
For further details and pre-registration please visit:www.oupjapan.co.jp/kidsclub/tour2009
Preparing Language Teachers for the 21st Century: Sixth International Conference on Language Teacher Education, May 28 – 30, Washington, DC
Summary: Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, LTE 2009 will address the education of teachers of all languages, at all instructional and institutional levels, and in many national and international contexts in which this takes place including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages.
- Second Language Teacher Education in Times of Change: Jack Richards, The Regional Language Centre
- Teacher Cognition and Communicative Language Teaching: Simon Borg, University of Leeds
- The Moral Lives of Teacher Educators: Bill Johnston, Indiana University
- A Sociocultural Perspective on Language Teacher Education: Karen E. Johnson, The Pennsylvania State UniversityThemes of the Conference:
Theme I: The Knowledge Base of Language Teacher EducationTheme II: Social, Cultural, and Political Contexts of Language Teacher EducationTheme III: Collaborations in Language Teacher EducationTheme IV: Practices of Language Teacher Education
Dates: May 28 – 30, 2009
Place: The George Washington University, Washington, DC
For further details and pre-registration please visit: http://nclrc.org/lte2009/
Organised by the British Council and IATEFL’s Young Learners & Learning Technologies Special Interest Groups
A conference for all teachers of English
This conference will look at three of the most important topics in the rapidly changing world of English Teaching:
Learning TechnologiesCLILTesting and Assessment
Keynote speakers will be:
Graham Stanley – Learning Technologies
Richard Johnstone – CLIL (Content and Language Integrated Learning)
Sophie Ioannou-Georgiou – Testing & Assessment
The conference audience will consist of three main groups: IATEFL members (local and international), Italian & other state school teachers, British Council Young Learner specialists.
Papers are particularly welcome which develop links between the 3 topics or on the following areas:
- ICT in the YL classroom
- wikis and blogs
- web 2.0
- social networks
- introduction of CLIL courses
- design of CLIL materials
- assessment of CLIL courses
- practical tips and experiences
Testing and assessment
- designing testing materials
- preparing for exams
- assessment of young learners
- portfolios and alternative assessmentFor further details and pre-registration please visit: http://ltsig.org.uk/future-events/03-2009-milan-italy.html
Promoting Learner Autonomy: Processes and Practices, March 31
The aim of our PCE in 2009 is to showcase and discuss practices and processes by which learner autonomy is developed, from primary to adult levels, both within and outside the classroom. Central questions will be what teachers and learners do to develop learner/teacher autonomy and with whatresults.
The programme for the day (PDF) provides a wide range of talks, posters (and one workshop) by experienced practitioners and researchers from around the world, with particular emphases on the use of diaries and journals, oral communication, and communities of learners. An important feature of the programme is that plenty of time has been allowed for participants to reflect, to interact and to contribute to the whole experience of the PCE.
Invited speakers: Pili Uceira Díez (Spain), Lienhard Legenhausen (Germany) Annamaria Pinter (UK), Mario Rinvolucri (UK)
Other talks by: Linda Khenoune (Algeria), Alison Dickens (UK), and Richard Smith, Steve Mann, Peter Brown & Ema Ushioda (UK)
Workshop by: Jodie Sakaguchi (Japan)
For further details and pre-registration please visit: http://www.learnerautonomy.org/cardiff2009.html
US ambassador pledges support to English language learning in Angola – portalangop.co.ao
Luanda – The US ambassador to Angola, Dan Mozena, on Saturday in Luanda said that his diplomatic representation has an active programme for supporting the teaching of English language in this country, which includes the donation of learning material and the offer of scholarships.
The US diplomat was speaking at the closing ceremony of the 5th International Conference on the Teaching of English Language, which lasted five days.
According to the diplomat, who chaired the event, this year the US Embassy will send a specialised English teacher to the Education Sciences Higher Institute (ISCED).
Chinese language studied for many reasons – adn.com
Friday evenings at Central Middle School the classrooms are alive with syllables.
“Ah! Ou! En! Ang! Eng! Ong! Er!” shouts Minnie Yen.
“Ah! Ou! En! Ang! Eng! Ong! Er!” her students call back.
The language is Mandarin Chinese, and the students are part of the Alaska Chinese Association’s Yen Wulin Alaska Chinese School, which turned 25 this year.
Read the complete news item: http://www.adn.com/news/education/story/685208.html
English teaching, learning in Bangladesh – nation.ittefaq.com
Md. Mujibur Rahman
(From previous issue)
This skilled manpower will be the backbone of our national economy when they can easily be employed across the world.
c) Establishing institution as an obvious need
The teaching and learning of English is a continuous process. A project can not run for indefinite period to carry out this important responsibility fully. So the need for establishing a permanent English Training Institution is a must. It should be materialized as soon as possible.
d) Upgrading the status of ELTIP
In the DPP the fate of ELTIP has been specified as (i) merging it with NAEM or (ii) absorbing the project in the revenue budget. Considering the facts, ELTIP proposes a third possible alternative which is to upgrade the status of ELTIP as a National English Language Training Institute. A proposal has already been sent to MoE for approval.
Read the complete news item:http://nation.ittefaq.com/issues/2009/02/06/news0595.htm
Argentina: inspiring language teaching – guardianweekly.co.uk
Alejandra Ottolina, 46, is an English-language teacher in Argentina. She says that Clil classes require extra preparation but the flexibility they offer makes them rewarding for teachers and students
I teach English at a school of English and supervise different institutions in Argentina. I have had the chance to teach both English and Biology in English, which has helped me analyse the variables involved in Clil.
I had my first Clil experience in 1990, working at a prestigious bilingual school in Buenos Aires. I was in charge of language and composition in first and third year – intermediate/upper-intermediate level. I was then asked to teach Biology and I accepted the challenge. No biology teacher was asked to teach English, though.
Read the complete news item:http://www.guardianweekly.co.uk/?page=editorial&id=939&catID=22
British educationist declares English standards in Tanzania schools low – ippmedia.com
The Director of the village education project in Kilimanjaro, Katy Allen, is advocating a policy change in the teaching of English in the country.
Allen, a Briton by origin started the village education project in 1994.
In her paper titled: “What happened to our good English?“, she says after working in Tanzania for 14 years, she thinks that users of the language lack good command.
“l think that the English language syllabus and accompanying text books for primary education sector, are the main reasons for the lack of good command of the language, both spoken and written, in the country,“ she says.
Read the complete news item: http://ippmedia.com/ipp/guardian/2009/02/07/131153.html