Good teachers are always learning–learning from students, learning from their own trial and error, learning from peers and colleagues, learning from mentors and supervisors, and learning from academic information in their field. Good teachers continue to learn throughout their careers. This is called “life-long learning” or “ongoing professional development.” One tool that can help teachers… Continue reading #84, Video: Shaping the Way We Teach English: Module 14, Reflective Teaching
Tag: ELTWeekly
#84, Word of the week: Informal assessment
Informal assessment involves observing the learners as they learn and evaluating them from the data gathered. It can be compared to formal assessment, which involves evaluating a learner’s level of language in a formal way, such as through an exam or structured continuous assessment. Example The teacher has carried out informal assessment of the learners… Continue reading #84, Word of the week: Informal assessment
#83, Article: ‘Using texts constructively 2: intensive input-output work’ by Michael Swan
“This is the second of Michael Swan’s articles for TeachingEnglish, in which he looks at the role of texts in the learning process. The need for intensive input-output work I argued in the previous article that intensive input/output work is crucial for cost-effective language teaching and learning. This is particularly the case in learning situations where… Continue reading #83, Article: ‘Using texts constructively 2: intensive input-output work’ by Michael Swan
#83: Advertisement: Station-e Language Lab
Station-e is a language laboratory envisaged to cater to the growing demand of a large pool of fluent English speaking youths in areas like BPO and ITES in particular and in all walks of life in general. It has conceptualized customized training program based on the latest technological tools and the most advanced training methodology… Continue reading #83: Advertisement: Station-e Language Lab
#82, Video: Shaping the Way We Teach English: Module 13, Peer Observation in Teaching Practices
Classroom observation can take different forms. The two most common are: 1. Summative observation, in which another teacher or an administrator observes the class. The purpose for this is evaluative and may result a rating of some kind. 2. And, formative observation, in which two teachers, or “peers,” do a “friendly” observation of each other’s… Continue reading #82, Video: Shaping the Way We Teach English: Module 13, Peer Observation in Teaching Practices
#83, Word of the week: Direct method
The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday’… Continue reading #83, Word of the week: Direct method
#83, Opinion: Do Teachers Have the Right to Blog?
“One of our brethren has been released from his teaching position due in part to the reflective teacher writing that he posts anonymously on his teacher blog. Instead of being reprimanded, or even censured, he’s been fired. It seems so odd to me that anyone would look at this so important part of the teacher… Continue reading #83, Opinion: Do Teachers Have the Right to Blog?
#83, Research Paper: ‘Forgetting vs. Remembering: Implications in Language Teaching’ by Laleh Fakhraei Faruji
Laleh Fakhraei Faruji is a Ph.D Candidate in Islamic Azad University, Science and Research Branch, Department of Literature & Foreign Languages, Tehran, Iran. If asked, most of us would probably say that our biggest memory problem is forgetting things we want to remember. Due to the importance of forgetting, and implications of theories of forgetting… Continue reading #83, Research Paper: ‘Forgetting vs. Remembering: Implications in Language Teaching’ by Laleh Fakhraei Faruji
ELTWeekly Issue#82
Word of the week: Choral repetition Video: Shaping the Way We Teach English: Module 12, Younger Learners Susan Ryan’s Tip: Using Content, Focus & Function Words in Spoken English Advertisement: Clarity English Courses Article: Using texts constructively: what are texts for? Research Article: ‘Types of Syllabuses in Language Teaching – ESL/EFL Context’ by Shabnum Iftikhar.… Continue reading ELTWeekly Issue#82
#82, Article: Using texts constructively: what are texts for?
“Text use may seem a dull topic after all the exciting matters that other guest writers have dealt with recently. However, language learning is, after all, learning language, not just doing fun things with it. And texts – by which I mean the relatively short spoken and written passages that come in textbooks and other… Continue reading #82, Article: Using texts constructively: what are texts for?