Creative Ways to Teach English Virtually

Creative Ways to Teach English Virtually – Teachers in Waterbury are trying to be more resourceful and creative when it comes to educating children who do not speak English as a first language.

Creative Ways to Teach English Virtually

There are more than 2,800 English learners in the district, according to school officials. Spanish and Albanian are the other dominant languages in the city.

Teaching and learning are a fast changing form. Technology has opened doors of learning wide, and as a result the classroom, the learners, and the instructors are all changed beings today. It cannot be denied that learners today differ in competence and motivation levels at all learning platforms, be it a classroom or an eLearning module.

The exposure to newer technologies has led to a gap between the levels of teaching or instruction that a learner expects and what the instructor is able to impart. In such an environment it becomes difficult to attract and sustain the learner’s interest in the subject matter. Traditional classroom teaching requires a board for the teachers to demonstrate.

Other teaching aids like charts, graphs, or flash cards are also used. Keeping these time tested dictates in mind, the virtual classroom has been created, using the internet or intranet as the link. This “classroom” is similar to a traditional classroom of schools and colleges.

The difference is in its methodology of imparting the same course of teaching; while the teacher probably still uses a board (a digital whiteboard, in this case), he or she has the choice of using a number of aids to make the lesson more lively and interactive.

Learn more about this topic by reading on NBC.

After reading “Creative Ways to Teach English Virtually” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

Directing the Online College Classroom

english as a second language teaching

With many students working on computers from home, teachers are learning new ways to teach their classes. I recently spoke with some English teachers about how they are meeting these demands. The teachers seemed to agree on three issues they now face: how to hold the attention of their students; persuading students to talk in English; and getting them to work with their classmates while being in different places. Learn more about this topic by reading on LearningEnglishVoaNews.

A Brief Overview of English as a Language in Change

PDF #120 – Julie C Forrester – A Brief Overview of English as a Language in Change

This paper will make a brief review of the reasons for language change, before addressing the issue of how the concept of the native speaker as a model for English is also being modified. Some examples will then be given of recent changes that have been noted in the English language, covering the modification of pronunciation over time, the addition of lexis, and changing syntactical and semantic rules or levels of acceptability, to demonstrate how words and phrases are being used now in ways which might not have been considered acceptable in the past.

Teach English effectively

MUCH emphasis is given to the teaching and learning of English as a second language in line with the government’s vision of achieving a fully industrialised nation.

Nevertheless, the English language subject is not given much emphasis by most school students as it is not compulsory to pass the paper in major examinations.

To a large extent, emphasis is given to the reading and written form of the language because of the examination-oriented education system.

Learn more about this topic by reading on TheStar.

After reading “ESL teachers connecting online” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

English Teaching Methods

english second language teachingThroughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others. If you’re just beginning your TEFL career, it would be beneficial to be familiar with a few of these. Learn more about this topic by reading on Intesol.

One in 10 trainee teachers fails required literacy and numeracy tests

english as a second languege teaching

Almost one in 10 trainee teachers fails to meet literacy and numeracy standards required for graduation, prompting an internal government report to call for the tests to be held at the beginning of the degree so students don’t waste their time.

Learn more about this topic by reading on TheSydneyMorningHerald.

After reading “ESL teachers connecting online” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

Non-Native Language Teachers Perceptions

PDF #119 – Maria del Pilar Garcia Mayo – in Enric Llurda – Non-Native Language Teachers, Perceptions, Challenges and Contributions to the Profession, 2005

Research on the perceptions of non-native speaker (NNS) English teachers, those held by themselves, by their students, or by native speakers (NS), is an issue relatively recent in the academic arena. In fact, and as mentioned throughout the volume under review, there seems to have been a surge of such studies since the establishment of the Non-native English Speakers’ Caucus in the TESOL organization in 1999 and the seminal work by Braine (1999) that same year.

Non-Native Language Teachers Perceptions

Non-native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non-natives are increasingly found teaching languages, and particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.

As a result, there has recently been a surge of interest in the role of non-native teachers but little empirical research has been published so far. This volume is particularly rich in providing different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It also contributes little explored perspectives, like classroom discourse analysis, or a social-psychological framework to discuss conceptions of NNS teachers.

After reading “Non-Native Language Teachers Perceptions” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

What Americans Can Learn From European Schools

english as a second language teaching

If you’re American, you’re likely monolingual, terrible at geography, and only work hard if there’s a prize to be won.  If you ask most Europeans about their impressions of a U.S. education, they’re likely to think of theatrical hallway scenes out of Disney’s “High School Musical,” or bossy football players and cheerleaders on the prowl for nerds to stuff into lockers between classes.

Learn more about this topic by reading on BeLatina.

After reading “ESL teachers connecting online” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

A History of Research on non-native speaker English Teachers

PDF #118 – George Braine – A History of Research on non-native speaker English Teachers, HK Uni

This paper reports the outcome of a study carried out in Qassim University with 169 Saudi male novice university students to obtain a deeper insight into their perceptions of their native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students’ questionnaires and interviews. The results reveal statistical significant difference in the respondents’ perceptions in favor of NESTs. Students showed more preference for NESTs as they go to higher levels. Students previous learning experiences may affect their general preference for NESTs since they were taught by both types of teachers. Subjects also exhibited an explicit preference for NESTs in relation to the teaching strategies adopted. However, the respondents showed moderately favorable attitudes towards NNESTs who provide a serious learning environment and a favorable response to learners’ needs.