Wоrld hаs shrunk fоr gооd аnd thіs соuld hаvе bееn роssіblе оnlу bесаusе Еnglіsh wаs mаdе аvаіlаblе tо thе mаssеs. Тhrоugh thе dоmіnаnсе оf оnе sіnglе lаnguаgе thе реорlе оf thе vаst wоrld lооk sіmіlаr tо еасh оthеr. Тhеу аrе аblе tо shаrе thеіr thоughts, сulturе, lіtеrаturе аnd muсh mоrе wіth thе rеst оf thе wоrld. Ѕtіll, thеrе іs а nееd tо іntrоduсе thе lаnguаgе аnd dеvеlор іt іn thе соuntrіеs whеrе thе mоthеr tоnguе оr thе fіrst lаnguаgе іs nоt Еnglіsh. То tеасh Еnglіsh оnе nееds tо fоllоw thе mеthоds аnd аррrоасhеs.
Аn іnstіtutе thаt оffеrs сеrtіfісаtіоn аnd аn еmроwеrmеnt tо Теасh Еnglіsh Оvеrsеаs іs Аmеrісаn ТЕЅОL Іnstіtutе. Тhе tеасhіng Еnglіsh рrоgrаm mаkеs surе tо gеt Оvеrsеаs Теасhіng Јоbs аs wеll. Іt іs vеrу еаsу tо gеt еnrоllеd іn thеsе рrоgrаms аnd wоrk tоwаrds thе соursе. Оnlіnе hеlр іs gіvеn аnd аssіstаnсе оf thе соасhеs іs рrоvіdеd реrіоdісаllу. Тhе соmрlеtіоn оf thе соursе саn tаkе mахіmum оf 220 hоurs dереndіng uроn thе mоdе оf studу (оnlіnе оr іn-сlаss) аnd thе kіnd оf соursе (fоundаtіоn, аdvаnсеd, busіnеss). (more…)
SERAN DOGANÇAY-AKTUNA* and ZEYNEP KIZILTEPE**
This paper offers a sociolinguistic account of the functional range and status of English in Turkey by discussing its role in national education policies as a reflection of governmental acquisition planning, by looking at societal attitudes towards the presence of English in Turkish life, and by examining borrowings from English by the Turkish mass media as examples of unplanned language spread. The paper examines in detail the role of English in different levels of national education, including its role in Turkish academia, as an indication of the status of English in the country. It then discusses societal and individual attitudes towards English and its role in the workplace. Finally, the use of borrowings from English by Turkish mass media is discussed with examples. The paper discusses how English has become yet another divide between the wealthier, educated urban populations and those belonging to other socioeconomic and geographic groups. (more…)
When students don’t understand instructions:
One of the biggest challenges of teaching elementary students lies in setting up activities. As students know barely any English, giving instructions becomes a difficult task! When planning it’s important to plan what you need to say and how you’ll say it. You’ll need to anticipate what vocabulary your students don’t know and what grammar structures they can use/understand – after all there’s no point in using the present perfect, if they don’t even understand the past simple! You may find you need to pre-teach some vocabulary before you begin. First lessons are a great opportunity to teach instructional language ‘turn to page ___’, ‘work in pairs’ ,‘spell_____’ etc.
It’s a good idea to demonstrate activities with one pair/group first(choose strong students to do this).Also getting the students to repeat directions back to you is a good way of checking students’ understanding
One of the best ways to assess what your students need and what they understand is by walking around the classroom and listening to your students.
Teacher talk time:
Think of ways to reduce teacher talk time and increase student talk time! Students learn from doing.
How to stop students from speaking their own language:
At an elementary level, students will of course need to use some of their own language in the classroom in general. Students may need to discuss their comprehension of grammar,vocabulary and instructions together and this will be helpful to them as they process their understanding of English.However, in controlled practice activities and freer practice activities, students should be using only English. You will therefore need to make it clear to students that in these activities they must only use English. It is a good idea here to implement the points systemwhereby students can lose points for their team if they don’t use English (you could appoint some monitors to help you catch naughty students out!). (more…)
Twenty Practıcal Uses Of A Computer For The Efl Professıonal
by Chris Elvin
This paper is a list of the uses that I have for my computer as a high school teacher of English as a foreign language.
This is not a how to guide. Nor do I offer an evaluation for of any of my teaching ideas; suffice to say that none of the suggestions is particularly groundbreaking, and that if they have not yet been tried and tested, similar activities have.
1) To make worksheets
I start with perhaps the most obvious use of a computer, to make teaching resources for classroom use. Some worksheets that I make are to support the language learning aims of the syllabus, while others are made to more closely meet the students’ needs or wants, by allowing them to be part of the resource creating process.
For example, to review a topic, or a language structure, I hand out slips of paper and ask students to write down two or three questions that they would like to ask their classmates. In a preformatted Excel page, it is a relatively easy task to quickly type, sort and edit the students’ questions, before pasting into PageMaker and printing. These questions can be used for pair work, group work, quizzes, class discussions, or to play board games such as Snakes and Ladders, or its Japanese equivalent, Sugoroku. Similarly, student generated word lists can be used to play TV games such as Blockbusters (see Cribb, 2001) and Attack 25 (on Japanese TV).
2) To play DVDs
You can, of course, play DVDs from a DVD player. I use my computer to play short interesting sections of DVD movies that have a clear language learning point worthy of study. The advantage of DVDs over videocassettes is that you can choose whether or not to show subtitles, and also choose the language in which the subtitles can be viewed. Generally speaking, my students learn best by watching first with no subtitles, then with Japanese subtitles to get the gist, and finally with English subtitles to focus more closely on form. (more…)