Efl and Esol Teaching

Inspired by the recent trends in education towards learner autonomy with their emphasis on the interests and desires of the students, and borrowing ideas from philosophy (particularly ethics), the present study is an attempt to investigate the discrepancy in the findings of the studies addressing error correction in L2 writing instruction, and suggest the (oft-neglected) students’ beliefs, interests and wants as what can point the way out of confusion. To this end, a questionnaire was developed and 56 advanced adult EFL learners were asked to complete the questionnaire. The opinions of 20 EFL teachers were also collected using another questionnaire. Twenty-three of the students and 13 of the teachers were then interviewed in an attempt to collect explanations for their answers in the questionnaires. The results indicated that all the learners wanted the errors in their writings to be corrected. About 90 percent of them believed that all the errors in their writings should be correct...

The first English language proficiency talent contest developed particularly for middle and high-school students whom using English school book or spending a few semesters at English language centers. the authentic self-studies like essential grammar and vocabulary in use were put into practice and set as following.The written component which contained three sections namely grammar, vocabulary and reading comprehension. Regarding the oral performance, each candidate should retell a story based from a given text which is provided from another authentic material called steps to understanding. The assessment criteria which is set from ESOL Cambridge Examination or CEFR will decide the oral proficiency of candidates.

The delivery of mathematics in English to classes of students whose first language may not be English is present in many countries including the UK, where the language of education is English, but the population may have varying levels of English competency, as it may be a second, or even third, language.
I teach adults in a further education college in the UK, and in the last few years about 25% of my students are English language learners (ELL), half in discrete ESOL (English for Speakers of Other Languages) Functional Skills Mathematics classes, and half in GCSE (General Certificate in Secondary Education) provision. These qualifications are generally taken by 16-18 year olds, and are used as markers by Higher Education for university entrance, hence the need for adults returning to education to gain the necessary grade for a successful onward journey into, say, teaching or nursing.
The impact of the language content and structure on students’ ability to engage with the material in mathematics classes and exams is surprisingly high, and can reduce students’ mathematics competencies from between one and eight levels.
This is not intended to be a comprehensive guide to all of the differences between English and other languages, but to help raise awareness of the extent and content of those differences. Of course, this is just one barrier to learning that our adult students may experience.

TEFL/TESOL Methodology 2: Advanced Language Teaching/Learning Strategies (2nd Edition) is a language methodology course with a modern touch. In other words, it is a combination of the most commonly used language teaching approaches, strategies and/or techniques in modern schools nowadays. In particular, it is intended to be used both as (1) an EFL teaching guide that complements (and builds on) the previous TEFL/TESOL Methodology 1 course, and (2) an Advanced Language Teaching/Learning Strategies post-graduate course for TESOL/TEFL specialists (some parts and chapters were written for this specific audience). Thus, it aims at acquainting senior (4th-year) EFL student teachers and post-graduate students (majoring in Curriculum & TESOL/TEFL) with the knowledge and skills required for teaching English as a foreign language (TEFL) at Egyptian schools, with specific reference to secondary schools.

Moreover, the course explores some important language learning issues and teaching/learning strategies, techniques and scenarios, which have emerged to reinforce students’ language learning, and address many language-learning problems and/or difficulties. Thus, the main topics include: (1) introducing some problematic educational (language learning) terms (i.e. epistemology, approach, methodology, method, procedure, technique and strategy) (Chapter One), and  other commonly used language learning terms (Chapter Eleven); This includes guiding senior EFL student teachers into how to deal with secondary-stage students, and help them to learn the English language effectively, and how to employ EFL teacher observation checklist/sheet prepared by the author during their practicum (Chapter One); (2) how to employ effective and successful classroom management inside the classroom (Chapter Two); (3) how to use and employ many modern language learning/teaching strategies, such as: situated language learning scenarios/tasks (Chapter Three); Computer-Assisted Language Learning (CALL) including online (Web-based) learning strategies, Web-Mediated Language Learning or WMLL (Chapter Nine), and Virtual Language Learning or VLL (Chapter Seven, prepared by my colleague, Dr Rehab A. Elsayed); Multiple Intelligences-Based Language Learning Strategies (Chapter Ten); (4) how to employ Facebook (and other social networks) for a variety of language learning/teaching purposes (Chapter Five); (5) using assessment and English language testing, including alternative assessment strategies and/or techniques (Chapter Four); (6) how to develop students' advanced writing skills, especially while using computers and IT (Chapter Eight); and (7) how to use fun and humour in formal English language teaching/learning settings (Chapter Six).
Along with the basic knowledge that senior EFL student teachers need to gain and the teaching skills they need to develop, the book also conveys my understanding of how TESOL/TEFL should be tackled within the Egyptian context in the light of the new technologies, and their subsequent literacy challenges imposed by the 21st century, and the new literacy and language theories that have been recently influencing language teaching and learning. Therefore, in addition to its primary goal of developing and advancing EFL students teachers’ knowledge and understanding of language learning in today’s world, the course is also intended to be used by them as a guide that should help with choosing the appropriate language learning strategies, approaches and/or techniques based on the specific requirements of their teaching/learning situations.

This article reflects my ongoing development of a principled and flexible methodological framework beyond pre-packaged, one-size-fits-all methods; a framework free from traditional or dogmatic constraints, flexible enough to take into account new ideas and insights, but also critical of current popular trends and the claims of authorities and experts.

In this article I examine some common attitudes towards methodology selection, discuss the notion of eclecticism and outline the nature and implications of principled decision-making and practice in ELT. I argue that principled teaching requires a) awareness of different views on the nature and use of the target language, as well as language learning (see Brown, 1994; Richards & Rogers, 1986; Rivers, 1972), b) awareness of one’s own beliefs and theories, and c) the ability to observe critically, recognise patterns and draw conclusions.

This is a call for papers for the volume 'International Perspectives on Teaching the Four Skills in ELT'. Potential contributors are invited to submit a proposal of 300 words or less about one of the main EFL skills (reading, listening, speaking, or writing), how it is taught in their context, and any related issues/solutions. With 'international' in the title of the volume, we aim to collect perspectives from all over the the EFL teaching and learning world.

The purpose of this investigation is to design and evaluate new assessment tools for a communicatively oriented, digitally integrated elementary EFL course.  How can learners’ own needs be included, i.e. media use?  What standards might be more appropriate for young learners (YL) than the CEFR?  How can students’ feed-back be heard by teachers and course designers?

This article considers research into special educational needs (SEN) and technology, focusing on how technology may be able assist SEN students learning English. The term 'special education' accommodates a very wide range of needs, from learners with mild dyslexia or mild intellectual disability, through to severe learning difficulties and autism. It includes learners with attention deficit hyperactivity disorder (ADHD), visual or hearing impairments, and mobility issues, restricted movement and motor-skills challenges. Clearly, SEN learners can have very different needs and require differing levels of support with learning.

This is the framing document for the presentation “English as Therapy” delivered September 27 to the 2015 NeuroELT Brain Days International Conference, Kyoto, Japan. This presentation introduces CNE (Cognitive Neuroeducation), a new learning-based, noninvasive, nonpharmacological modality for intervention in cognitive and behavioral disorder with the promise of full recovery therefrom. CNE is unique in that it is the only modality in the fields of learning and mental health that is strictly tied to how the brain actually works within a tightly constructed, exhaustively comprehensive model of the mind as formed exclusively from rigorous hermeneutic and phenomenological analysis.

Humans – through the biological determinants of evolutionary selection – have developed a uniquely social brain. In the human social brain, learning is the principal mechanism that shapes all behavior, and language is the medium through which learning takes place and cognition is formed. Cognition is the understanding of ourselves, others and the world around us. But the processes of cognitive development – that is, how we learn, what we learn, how we understand the world around us, and, consequently, how we are molded to behave – can be blocked or can become distorted.

In this presentation we explore the processes in the human social brain by which learning is realized and cognition and behavior are shaped, and the principles of CNE that can be applied, both in the classroom and in a remedial setting, to stimulate these processes in engendering positive learning realization and self-affirming, socially adaptable behavior.

Both Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) may have advantages as writing instructors, yet little is known about how they actually influence writing in EFL contexts like South Korea. To address this issue, 76 high proficiency Korean EFL university students from the International Corpus Network of Asian Learners of English (ICNALE) were separated into a group that received extensive native English speaker instruction (n = 57) and a group that did not (n = 19) using a self-survey. Analysis of essay content revealed that words used by Korean EFL writers with more NEST instruction are similar in difficulty and variety to native English writers. Concerning style, Korean EFL learners with more NEST instruction used stances to evaluate, validate, and state personal opinions, while learners with less NEST instruction used speech formulas and more unbiased logical arguments. Regarding grammar, Korean EFL learners with extensive NEST instruction used more sophisticated vocabulary, word forms, and verb tenses to create a novel argument using personal experience, whereas Korean EFL learners with low NEST instruction tended to use formulaic and logical arguments with more accuracy. Overall, results suggest that NEST instruction in Korea promotes more creativity and sophistication in composition, while NNEST instruction encourages more accurate use of language. In accordance with the findings, curricula or teacher training may be developed to ensure that each type of instruction shares the strengths of its counterpart.

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

Listening in a second language is a challenge for students and teachers alike. While learners often find it the most difficult skill to acquire in a new language, teachers also struggle with how to teach it. This book provides a personal account of an action research intervention involving listening strategy instruction to investigate the viability of this innovative pedagogy in the Japanese university context. Each action research stage (plan, act, observe, reflect) is described in detail, showing how action research can be realized in practice. The book offers teachers a theoretical and practical framework for developing a listening strategies program and considers the factors that influence the effectiveness of such methodology. By providing an alternative to standard approaches for second language listening instruction, this book will be of interest to language teachers and researchers, teachers-in-training, graduate students, and teacher educators.

Suggestopedia is an interesting approach that pays prime attention to the classroom environment, because it is believed that the settings contribute to language learning and development. It, however, requires the application of a good number of teaching methods to fit the lessons and activities which are set to meet the course objectives. Actually, this approach works with the knowledge of how brain functions actively, effectively and naturally during the language learning/acquisition process. The aim of this project is to explain Suggestopedia together with its background, to define the objectives behind the rise of this approach, to explore key principles and techniques, and to present its strength and weakness.

As we know, teachers working in the field of ESOL have had numerous changes imposed upon their working conditions over the last ten years or more. Since austerity measures began in 2010, some of the most alarming consequences of the funding crisis have surrounded the increasingly precarious nature of teacher working conditions along with a growing deficit in opportunities for teacher education and professional development. Utilising the results of two online surveys conducted in 2019, this article aims to give voice to ESOL teachers and makes suggestions as to where efforts might best be directed to effect desperately needed change.

In current TESOL debate, romantic concepts of neutral pedagogy have given room to
critical approaches aiming at social inclusiveness and transformation. Rather than
preparing students to become a member of an ideal consensual speech community
where an ideal prestigious variety of English would exist, teachers should prepare
students to interact in diverse situations where different linguistic varieties co-occur. In
this article, we examine how the Brazilian EFL curriculum guidelines are tuned to current
TESOL trends and which linguistic-discursive education has been suggested. If the
objective is educating transformative agents, who can foster and navigate formative
learning contexts, language education must include critical language issues.
Key words: TESOL. Critical Language Approach. Formative Experiences

Teachers face quite a number of challenges in the ELL classroom today. Problems ranging from dealing with inattentive and unmotivated students, tardiness, students' inappropriate comportment in class, persistent use of L1 in class, psychology of the learners and the course books used to mention but a few.

Η παρούσα εργασία διερευνά τα μαθησιακά οφέλη που απορρέουν από τη χρήση διαδικτυακών εφαρμογών δημιουργίας ψηφιακών κόμικς στη διδασκαλία της αγγλικής ως ξένης γλώσσας. Στο πρώτο μέρος γίνεται αναφορά στα οφέλη της παιδαγωγικής αξιοποίησης των κόμικς στην εκπαιδευτική διαδικασία, τα οποία αποδεικνύονται από την πλούσια βιβλιογραφία. Τα πλεονεκτήματα των κόμικς, ωστόσο, επεκτείνονται και στο μάθημα των αγγλικών καθώς η ενσωμάτωση εφαρμογών δημιουργίας κόμικς προωθεί τη χρήση της ξένης γλώσσας ως μέσο επικοινωνίας και δημιουργικότητας. Η δημιουργία κόμικς από τους ίδιους τους μαθητές δεν καλλιεργεί μόνο τις γλωσσικές τους δεξιότητες σε αυθεντικές καταστάσεις αλλά συνδέει το μάθημα των αγγλικών διαθεματικά με την ποπ κουλτούρα. Επιπλέον, η ψηφιακή αφήγηση, η οποία καλλιεργείται μέσω της δημιουργίας ψηφιακών κόμικς, οδηγεί στην ανάπτυξη γραμματισμών που δεν καλλιεργούνται μέσω της παραδοσιακής διδασκαλίας. Στο δεύτερο μέρος της εργασίας παρουσιάζεται ένα ενδεικτικό διδακτικό σενάριο με θέμα τη χρήση των παρελθοντικών χρόνων στα αγγλικά αξιοποιώντας παιδαγωγικά το ψηφιακό εργαλείο Pixton.

Λέξεις κλειδιά: ψηφιακά κόμικς, αγγλικά ως ξένη γλώσσα, ψηφιακή αφήγηση, Pixton

This article provides an overview of cooperative learning and its influence on TESOL, including its origins in mainstream US education, its past and current influences in ELT, and the two core principles underpinning cooperative learning. It offers a number of suggestions for TESOL practitioners interested in making use of cooperative learning in secondary and adult EFL/ESL classes around the world.

BALAV was inspired first by the presence of English & Spanish technical vocabulary in Texas secondary textbooks. Technical and formal English is descended from Latin and French--relatives of Spanish. Informal English is descended from German. Marzano and Pickering's model of vocabulary development is utilized. Hispanic achievement drops sharply between 4th and 11th grade; bilingual instruction is usually banned after 5th grade, regardless when the newcomers reached the US

"While scientists tend to deny the possibility or viability of magic…
dear kindred,
… even while their theories increasingly demonstrate how it works, religionists usually accept the reality of magic while, most often, denouncing its use by anyone but their god/s, saints or prophets. The mythology that attends these beliefs tells us that one may use magic, perhaps even gaining fame, fortune and sensual fulfillment but in time one will always have to pay the price when the devil calls in his marker or the magic rebounds on one."

English is a key part of the Year One Higher Diploma in Business Programme (HD1) at the Dubai Women’s College (DWC) in the United Arab Emirates. Several years ago, the HD1 English faculty team decided to prioritize the teaching and learning of vocabulary to try and help students better cope with the demands of their coursework. The target vocabulary for HD1 is the Academic Word List (AWL). As Coxhead points out, the AWL is more than just a list, it can be used as a basis to ‘set vocabulary goals….construct relevant teaching materials, and help students focus on useful vocabulary items.’ The AWL is comprised of the ‘semi-technical’ lexis that assists students in their English language academic development and Business studies.

This article traces the development of HD1’s approach to the teaching and learning of vocabulary over 2-3 years, the central importance of independent student learning and research, the use of technology in facilitating the process, and the assessment procedures developed.

The ideas discussed areeminently ‘transferable’ and applicable in other contexts.

The aim of this study was to investigate the effect of watching English language animation movies on learning idioms by Iranian EFL intermediate learners. To conduct the study, 40 female learners were randomly divided into an experimental group and a control group at English language Institutes in Sari. The experimental group in instruction period was exposed to idioms by using text-book plus English language animation movies which contained, the researchers’ intended idioms but control group just was exposed to text-book. The data were collected through two instruments: the pre-test and the post-test, which were both developed by the researcher. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The findings were compared to examine the effect of watching English language animation movies on learning idioms by Iranian EFL intermediate learners. The result of this study showed that the implementation of English language animation movies used in the study had a significant effect on learning idioms by Iranian EFL intermediate learners.

Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.

The field of TESL is constantly looking towards the field of linguistics for new and better ways of teaching English as a second or foreign language. Unfortunately, since the advent of generative grammars of almost a half century age, very little of the myriad of linguistic research has found its way into the ESL/EFL classroom in the form of practical teaching materials. In recent years, the field of cognitive linguistics has become more prominent and its theory more well-known. Some of its concepts and their representations outwardly appear to lend themselves to adaptation as classroom teaching materials with little alteration. Two of these concepts are image schemas and conceptual metaphors, which are interrelated. As the overwhelming majority of the work in the area of image schemas has had to do with particles (prepositions and phrasal verb particles), the graphical representations of some of these image schemas have been selected to test their efficacy as teaching material for the teaching of English particles.

This paper is about the relationship between citizenship and ESOL for adult migrant students. When citizenship was inserted into the ESOL curriculum following the Nationality, Asylum & Immigration Act 2002, some teachers welcomed it, others were anxious, and some resisted it as ideological and intrusive. Over time, policy attention has moved on to other curriculum themes, such as the teaching of British Values and employability. Yet ESOL remains a crucial site for the citizenship education of migrant adults in the UK. But what does this mean? To answer this question, this paper draws on our recently-edited collection, Brokering Britain, Educating Citizens. Linking citizenship and socio-linguistic theory with three case studies of migrant language learning taken from our book, the paper distinguishes between citizenship as top-down, prescribed and state-centric (and concerned with promoting national identity, national language and national security) and citizenship as a participatory, dialogic and emergent practice. It shows the relevance of this second, bottom-up idea of citizenship to ESOL provision. In doing so, the paper draws attention to the pivotal role of ESOL teachers as 'brokers' of citizenship mediating between top-down, mandated ideas of citizenship and the ideas and experiences of ESOL students as they emerge in the classroom. It goes on to outline four key principles that we believe should inform ESOL provision and the practice of its teachers if ESOL is to be consistent with the democratic citizenship its practitioners mostly advocate.

This is a book about the role of language in the integration of migrants. The writers of the chapters are all engaged in the education of migrants as teachers, researchers or policymakers in a wide variety of contexts and they provide us with a rich and thought-provoking array of perspectives from teachers and learners on language issues in migration and integration. Through them we hear directly from learners, migrants who have arrived in a new country and are now striving to master the host language. We learn much from them about the place of language and language learning in their new lives.