JUNGLE FEVER’ Visualisation and the Implications for Writing Extensive Readers by Jo Appleton
Jo Appleton is an ELT lecturer in the School for Languages at Leeds Metropolitan University. She coordinates the International Foundation Studies programme and is part of the materials writing team, currently involved with projects in Ethiopia and Singapore. Jo is also Membership Secretary for MATSDA. To join MATSDA you can contact Jo at J.Appleton@leedsmet.ac.uk
English and Globalisation : a slave to the market? by Marnie Holborow
Marnie Holborow lecturers in English and Irish studies in the School of Applied Language and Intercultural Studies in Dublin City University. Besides teaching on Exchanges programmes, she also teaches on MA programmes on Irish immigration policy and World English.
Author of the Politics of English (Sage Publications) her present research interests are English and Neoliberalism and English in the Irish context.
PISA and the Development of Reading Literacy in Teacher Training by Liesel Hermes
Prof. Dr. Liesel Hermes is president of the University of Education, Karlsruhe, Germany. She is the editor of the journal Neusprachliche Mitteilungen aus Wissenschaft und Praxis, i. e. the journal of the Fachverband Moderne Fremdsprachen (FMF) in Germany. She is a member of IATEFL and TESOL, among others. Before coming into office she was a professor of English literature and didactics.
Her research interests are 20th century English literature, Australian literature, teaching literature, Intercultural Education, Action Research and Learner Autonomy in University Education. Email: email@example.com
How do you teach English when you can't speak it? by Eleanor Watts
Eleanor Watts is a freelance teacher trainer, teacher and writer. She has published more than thirty primary school textbooks for India and Africa, The Blackboard Book (an ideas book for teachers in low-resource contexts) and several children's stories. Eleanor has also devised two teacher training videos for India. firstname.lastname@example.org
Correspondence from China: Teaching English to the Deaf by Jennifer McLean
Dealing with complexity in Part 2 of the Speaking exam at Cambridge Certificate in Advanced English (CAE) level by Sandra Bradwell & the accompanying lesson plan
Helping Upper Intermediate learners come to grips with multi-word verbs by Sandra Bradwell
Sandra Bradwell works in Madrid, running the Chester School of English
Task Based Learning for Newcomers by Adam Simpson
A Process Approach to Writing by Adam Simpson
The Internet Chat Room as a Learning Tool by Adam Simpson
Adam has been living and working in Istanbul for the past six years. After several enjoyable years at Istanbul Bilig University, he is now enjoying life at the school of languages of Sabanci University, also in Istanbul. He is currently plying his trade as an apprentice corpus linguist, and is heavily involved in the development of the school's lexical syllabus. Adam can be contacted at email@example.com
TEFL & international politics: A personal narrative by Julian Edge
Julian Edge's TEFL background was built in Jordan, Germany, Egypt, Singapore and Turkey. He now teaches on Aston University's distance-learning MSc in TESOL. His most recent book was 'Continuing professional development: Some of our perspectives', edited for IATEFL in 2002.
Lexis: changing attitudes by Jane Herbertson & the accompanying lesson plan
Jane Herbertson from Wales has been teaching for 7 years - 5 in Spain and 2 in Poland. She currently works at the British Council, Madrid.
Teaching Vocabulary & encouraging learner autonomy by Sam Smith
Speaking and Conversation with a Focus at Elementary Level by Sam Smith & the accompanying lesson plan
Developing Grammar at Upper Intermediate Level by Sam Smith & the accompanying lesson plan
Teaching Listening at Upper Intermediate Level by Sam Smith & the accompanying lesson plan
Using Drama as a Resource for Giving Language More Meaning by Sam Smith & the accompanying lesson plan
Sam Smith, originally from Bradford in the UK, has been teaching for 5 years, in Ukraine (2 years), Poland (1 year) and Spain (2 years) and also at summer schools in Folkestone and London. He currently lives lives & teaches in Madrid.
Applying Discourse Analysis in the Classroom with a Specific Focus on Teaching Discourse Markers by Ceri Millward & the accompanying lesson plan
Ceri Millward taught English in Madrid for more than five years. During this period she taught all ages and levels, both business and general English. Her particular interests include designing materials, especially visuals, and using drama techniques in the classroom. Ceri is presently the Course Director for a Trinity TESOL Cert. course in European Language Centres in Seville.
Students Guiding Students Through the Web A Collaborative Web-based Project Developing Students' Autonomy and Life-long Learning Skills by Natalie Cigankova
Natalie Cigankova teaches Academic Writing and Grammar, Applied Communication, Methodology of Teaching EFL Writing, and The Internet for ELT courses at the University of Latvia in Riga, Latvia. She holds an MA in English Philology from the University of Latvia and is currently working over the Ph.D. in Applied Linguistics in the field of CALL/WELL and computer applications for linguistic distance education. Natalie's interests are concerned with second/foreign language acquisition in the computer environment, computer discourse and computer mediated communication for language teaching.Natalie is now engaged in a new E-university project creating web-based courses for linguistic education on the WebCT platform. Natalie can be contaced at firstname.lastname@example.org
Proposal for a Learning-Centred, Computer - Enhanced Syllabus for Japanese University ELT Classes by Gregory Poole
Gregory Poole graduated from Brown University with a degree in anthropology and has since received graduate degrees in both linguistics (University of Surrey) and Japanese Studies (University of Sheffield). He first went to Japan in 1986 as part of the Monbusho English Fellow (MEF) Program and has since held numerous positions as instructor, tutor, and lecturer at both Japanese and British universities, as well as various private language schools. Presently he is working on an ethnography of higher education in Japan as well as looking at language learners as ethnographers while pursuing a doctorate in social anthropology. Greg can be contacted at: email@example.com
Tacit Misunderstandings: Problems of Ellipsis for Beginning and Intermediate ESL Learners by Ronald D. Klein
Ron Klein has been teaching language, literature and creative writing at Hiroshima Jogakuin University in Japan for 13 years. His research field is Asian Literature in English. He has recently published a book of interviews with 16 Singapore writers. Ron can be contacted at: firstname.lastname@example.org
What a tangled web we should weave: Teaching English, promoting critical awareness and using art in EFL classes by Alexandre Dias Pinto & Carlota Miranda Dias Pinto
Alexandre Dias Pinto has an M.A. from the University of Lisbon on Comparative Literature and is now preparing his Ph.D. dissertation. Until last year he was a teacher trainer of EFL at the University of the Algarve, where he also taught English and English Literature. He is now a researcher at the Centre for Comparative Studies of the University of Lisbon. He has published a few articles mainly on English Literature and on Comparative Literature and has given seminars of Teaching English as a Foreign Language. Alex can be contacted at: email@example.com
Carlota Dias Pinto has been teaching English and German at Portuguese secondary schools since 1995. She has also taught English at a polytechnic in Lisbon and has collaborated with the teacher-training programme of the University of Lisbon. In 2002 she was awarded an M.A. from the University of Lisbon with a dissertation on the work of the Austrian novelist Thomas Bernhard and the tradition of the Buildungsroman.
The Direct Method by
The First Fifteen Minutes by
The Good Teacher by Steve Schackne
A Common Sense Approach: Vocabulary Building by Steve Schackne
Leveling Your Students: The Common Sense Approach by Steve Schackne
The Common Sense Approach: The Flexible Syllabus--Balancing Time and Content by Steve Schackne
The Common Sense Approach—Advanced EFL by Steve Schackne
The Common Sense Approach: Grades and ESL by Steve Schackne
The Common Sense Approach - How One Teacher Organized A Speaking Course For 200 Chinese Graduate Students by Steve Schackne
A Common Sense Approach to Treating Error in L2 Learners by Steve Schackne
Teaching Useable Language by Steve Schackne
Steve Schackne has spent 20 years in the field of linguistics. In addition to teaching, his background includes teacher training, program administration, and online-distance learning. He was educated at the University of North Carolina and the State University of New York, and has taken post graduate language training at Taipei Language Institute and the University of Macau. His postings have included Taipei Language Institute, Tunghai University (Taiwan), Kansas University, Culver Educational Foundation, University of California--Santa Barbara, Oklahoma State University, University of Macau, Ming Chuan University (Taiwan), and Fooyin Institute of Technology (Taiwan). He has lectured and published all over the world, but is now best known for his educational resource web site, Schackne Online.
YOU are a story absorber and a story teller by Andrew Wright
An Interview with Andrew Wright
Andrew Wright has been an author and illustrator for many years and has written books for Oxford University Press (some of the reviewed here), for Cambridge University Press (Five Minute Activities, Games for Language Learning, Pictures for Language Learning), Longman (1000+ Pictures for Teachers to Copy). He has been a professional storyteller for fifteen years and estimates that he has worked with 50,000 student either telling them stories or helping them to make stories and books. Now Andrew is based in Hungary where he runs a language school (ILI International Languages Institute) with his wife Julia and the intensive LCCI Arels Cert TEB course with Mark Powell (for teachers of business English). Andrew can be contacted at firstname.lastname@example.org
What have corpora ever done for us? by Hugh Dellar
Hugh Dellar teaches EFL to a wide variety of international students at the University of Westminster, London, where he is also a teacher trainer. He is also the co-author of the Upper-Intermeidate General English coursebook, INNOVATIONS, as well as the forthcoming Intermediate-level follow-up, both published by Thomson Learning. His main reseacrh interests revolve around the implications of new reseacrh into thje nature of language for teaching, teacher training and materials development. he previously taught in Indonesia and has given papers, workshops and teacher training courses all over the world.
The Koblenz Model within Anglo-American Cultural Studies at German Universities by Jody Skinner
Jody Skinner studied philosophy and comparative literature at various colleges and universities in the United States before coming as an exchange student to Germany in the early 1980s. He received a Magister Artium in German Linguistics from the University of Bamberg and a Doktor der Philosophie in German Linguistics and German and English Literature from the University of Koblenz.He has taught English practical language courses as well as modules in Anglo-American Area and Cultural Studies at the universities in Bamberg and Koblenz for 15 years. Homepage: http://www.uni-oblenz.de/~jody/ Jody can be contacted at: email@example.com
Teaching EFL/ESL Students How to Read Time and Newsweek by J. Ignacio Bermejo Larrea
J. Ignacio Bermejo Larrea has been a teacher at the Escuela Oficial de Idiomas nº 1, Zaragoza, Spain, for fifteen years, where he served as vice-director for 10 years and was directly involved in the creation of a self-access centre. He holds a BA degree in English Philology from Zaragoza university, and currently is working on a distance MA degree in Applied Linguistics (TESOL) with Macquarie university (Australia). He has published articles in Lenguas Modernas, Educación y Biblioteca, the Internet TESL Journal, The IATEFL ESP Newsletter, Language Magazine, and Academic Exchange Quarterly.
His professional interests include journalistic English, oral language assessment, and the cognitive processes that affect verbal memory and the development of fluency in SLA. His e-mail address is firstname.lastname@example.org
A brain-based approach to teaching English as a second language by Tanju Deveci
Tanju Deveci studied Adult Education at Ankara University, Turkey. He did masters in English Language Teaching at Middle East Technical University, Ankara, and received his PhD degree in Adult Education and Lifelong Learning from Ankara University. He taught EAP in Bilkent University, and Sabanci University in Turkey. Currently, he works as an Assistant Professor of Communication at the Petroleum Institute, Abu Dhabi.
Among his research areas are speech acts, andragogical orientations of language learners, learning styles and lexical competence.
Tanju Deveci can be contacted at: email@example.com
Making logical-mathematical EFL learners talk
by Rolf Palmberg
Reading tasks for logical-mathematical
by Rolf Palmberg
What website counters can tell us
- Operation MathLog revisited
by Rolf Palmberg
Making a holiday trip – a lesson plan by Rolf Palmberg
Starting with multiple intelligences activities for foreign language teachers by Rolf Palmberg
Rolf Palmberg is a Senior Lecturer at the Department of Teacher Education at Åbo Akademi University in Vaasa, Finland, where he has taught EFL methodology since 1979. His publications comprise a number of books and papers mainly in the fields of applied linguistics and EFL methodology. He is also the author of a range of CALL programs and Java applets, available at: http://www.vasa.abo.fi/users/rpalmber/download.htm His non-academic interests include geographical enclaves and tripoints.
The Development of Interactive Oral Proficiency in the Classroom by Jake Haymes & the accompanying lesson plan
The Value of Teaching Lexis in Combination by Jake Haymes & the accompanying lesson plan
Jake, originally from Nottingham in the UK, has been teaching in Madrid since 1997. During this time he has taught general & business English classes and been responsible for the planning & execution of residential courses for professionals.
In 2002 he followed the Cambridge DELTA at the British Language Centre in Madrid. He has been a teacher trainer since 2003.
His areas of interest include helping learners develop their presentation skills, phonology and TBL.
Choosing a Model for Pronunciation - Accent Not Accident by Robin Walker
Robin Walker has been teaching English in Spain since 1983 and currently works at the Escuela Universitaria de Turismo de Asturias and the Centro Britanico Español, both in Oviedo. He has been involved in teacher education since 1983, collaborating with the state CPRs, Oviedo University and OUP España. His specialist interests are pronunciation, ESP and teacher education. Robin can be contacted at firstname.lastname@example.org
The two-sides rule in teaching listening and pronunciation by Richard Cauldwell
Grasping the nettle: The importance of perception work in listening comprehension by Richard Cauldwell
Born in Dublin, educated in England, Richard has taught English in France, Hong Kong, and Japan. Between May 1990, and September 2001, he worked at The University of Birmingham's (UK) English for International Students Unit (EISU). He now works free-lance, continuing his research, and applying the results of this research in teacher training, and classroom materials. His research and teaching centre on spontaneous speech which he attempt to analyse on its own terms in all its continually varying, stream-like, real-time, contextual glory.
Richard's web site, which contains his research & articles, can be found at: http://www.speechinaction.com
And he can be contacted at:email@example.com
On Literature in the EFL classroom by Nelly Zafeiriadou
Nelly Zafeiriadou is an English Language Teacher. She holds a BA in English Language and Literature from the Aristotle University of Thessaloniki, Greece and an MA in Applied Linguistics and ELT from the University of East Anglia, UK. She has served as a private and a state school teacher for 15 years in primary, secondary and tertiary education. Since 1997 she's been teaching in the 3rd Senior Scool of Komotini, Greece. She has published articles and presented papers arguing mostly for the educational and pedagogic importance of using and exploring works of literature in the EFL classroom, from poetry and fiction to popular literature.
She's currently the Vice-Chair person of Teachers of English Union of Thrace, a professional, non-profit association of EFL teachers in Northern Greece and the Managing Editor of BRIDGES journal http://www.thrace-net.gr/bridges firstname.lastname@example.org
Using authentic literary text with advanced learners by Katherine Byrne & the accompanying lesson plan
Profile of a language learner by Scott Shelton
Designing a twenty-hour course by Scott Shelton
Making a Case for Beginning with Suprasegmental Features in Pronunciation Teaching by Scott Shelton & the accompanying lesson plan
Teaching Listening to Advanced Learners: Problems and Solutions by Scott Shelton & the accompanying lesson plan
Promoting fluency and accuracy through planning, telling, transcribing and noticing by Scott Shelton & the accompanying lesson plan
Encouraging Extensive Reading by Scott Shelton & the accompanying lesson plan
Scott Shelton has been involved in EFL teaching since 1991 and has taught adults from all over the world. Scott has taught multilingual groups at St. Giles College in San Francisco, California and monolingual groups at International house in Madrid, Spain. He was awarded his CELTA teaching certificate from St. Giles College and completed his Cambridge Diploma course at the British Language Centre in Madrid. Scott is currently teaching in New Zealand.
Journeying, Storytelling & Spiritual Intelligence by Michael Berman
Making Use of Divination in the Classroom by Michael Berman
The Art Of Storytelling by Michael Berman
The Storyteller: Shaman and Healer by Michael Berman
Multiple Intelligences Revisited by Michael Berman
Storytelling for the Classroom by Michael Berman
Warrior, Settler or Nomad? by Michael Berman
Michael Berman is currently a research student at the Open University and working as a part-time teacher at Oxford House College in London. Publications include A Multiple Intelligences Road to an ELT Classroom and The Power of Metaphor for Crown House Publishing and The Shaman and the Storyteller for Superscript. Michael has been involved in TESOL for overthirty years and has given presentations at Conferences in Austria,
Azerbaijan, Croatia, the Czech Republic, Cyprus, Finland, France, Georgia, Germany, Ireland, Italy, Poland, Romania, Russia, Slovenia, Spain, Turkey, and the Ukraine.
Teaching Creatively: A Symbiotic Process by Elizabeth Adams & Halima Brewer
Elizabeth Adams - McoT, B.Ed Hons, Dip TEFLA, started teaching as a Teacher of Art and Design in Britain, then moved on to TEFL teaching in various countries, working for The Centre for British Teachers, the British Council and the Bell School. For the last 10 years, Elizabeth has worked at the University of Jaén mainly involved in teacher training as well as teaching courses on language communication skills. She has given courses and published articles on various areas including; using poetry in the EFL class, humanistic teaching, creativity in teaching and learning, and teacher development.
Halima Roxanne Brewer - McoT. Dip, TEFLA, is a freelance teacher and teacher trainer in Jaén, Spain, for the last 7 years, previously with the British Council. Halima is a member of several professional organisations, including IATEFL, TESOL and SEAL, member of the College of Teachers, a practitioner NLP, and is working on new and humanistic techniques in the teaching of English as a foreign language, and self-development as applied to language learning.
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