Tag: English Teaching Tips

Vol. 4 Issue 27 – English Teaching Assistantship Grant in Belgium

Nate Preus from Iowa, United States, received an English Teaching Assistantship Grant. He was an English Teaching Assistant at the University of Louvain (UCL) in Belgium thanks to a Fulbright grant. In this video he talks about his application and stay in Belgium.

Vol. 4 Issue 27 – eBook of the week: ‘CLIL’ by Do Coyle, Philip Hood and David Marsh

CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL.

ELTWeekly Vol. 4 Issue 26

ELTWeekly Vol. 4 Issue#26 | June 25, 2012 | ISSN 0975-3036 Video: Seven Ways of Looking at Grammar  . Book of the week: The Heinemann ELT Wordbuilder  . Video: Empowering the Language Learner  , Research Paper: ‘When to Start Second Language Teaching or Learning in an EFL Context?’ by Saeid Najafi Sarem & Hadi Hamidi  .… Continue reading ELTWeekly Vol. 4 Issue 26

Vol. 4 Issue 26 – Book of the week: The Heinemann ELT Wordbuilder

The Heinemann ELT Wordbuilder provides vocabulary development and practice for higher-level students. It includes 60 units of vocabulary in context, presented through a wide variety of games, reading texts, dialogues and diagrams.

Vol. 4 Issue 26 – Research Paper: ‘When to Start Second Language Teaching or Learning in an EFL Context?’ by Saeid Najafi Sarem & Hadi Hamidi

Among the many factors that affect second language learning and teaching practices, age has been always considered an important factor. The beginning age for learning a foreign language is a controversial issue concerning which various ideas have been proposed by different scholars. Some researchers refer to the concept of critical period hypothesis for L1 acquisition and claim that before puberty is the best time to start teaching a second language. On the other hand, some other researchers reject the application of this hypothesis in second language learning relying on the evidence that adult learners can acquire a second language more easily at least in some aspects of language. In their claims, these researchers refer to the concepts like multiple critical period and the presence of motivation based on which any person can begin learning a second language at any age. The findings of the current paper are of important implications for the field of foreign/second language teaching.