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Home   Communities   Publications   Education   Issues   Convention   Join TESOL   January 02, 2015

 



As 2014 comes to a close, TESOL would like to wish its members, partners and other industry professionals a safe and happy holiday season. As we reflect on the past year for the industry, we would like to provide the readers of TESOL's English Language Bulletin, a look at the most accessed articles from the year. Our regular publication will resume Tuesday, Jan. 6.


Tips for focusing ELL student presentations
By: Eva Sullivan
From Aug. 1: Fear of public speaking is one of the most common phobias in the United States. Imagine how much more difficult it is when English is not your first language. Besides breathing exercises, the best tip for overcoming stage fright is to focus on the material being presented and the purpose of the presentation. For English language learners, it is also helpful to focus on the oral language that will be used during the presentation. This guide should help your students avoid some of the most obvious pitfalls when making presentations to the class.
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Teaching English language learners in preschool
By: Alanna Mazzon
From July 25: I cannot stress this enough: Teaching preschool is not for everyone. It takes a special kind of person to be "on" for children Monday through Friday for eight hours a day. It's exhausting, but so worth it when you see how quickly they can learn and grow. My first classroom was a class of 2- and 3-year-olds, with more than 80 percent being speakers of a language other than English. It was interesting at first since I had never worked with this many children who weren't English speakers. Here are some tips that I learned fairly quickly.
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ESL teacher electracy: A shift from flat to digital teaching and learning
By: Beth Crumpler
From Jan. 24: With new technology adoptions and their ever-growing and ever-changing landscape, ESL teachers need to be prepared for these teaching and learning environments. Teachers need to transition from flat environments to digital teaching and learning, which provide a necessary skill set development by ESL teachers in computer literacy, known as electracy. The essential learning skills shift from the 3 R's to the 4 C's, along with fast adoption of student digital literacy skills such as in Common Core, makes it imperative for ESL teachers to gain basic proficiency in electracy.
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Easy conversational activities for teaching pronunciation
By: Douglas Magrath
From Sept. 26: The perfection of pronunciation is an ongoing process in any language-learning situation. Both problems with grammar and accent can interfere with communication. The instructor can intervene and help the learners improve their pronunciation through skill-building exercises. This article offers a few suggestions to ESL instructors for teaching pronunciation using mainly interactive conversational activities.
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What we talk about when we talk about best practices: Types of curricula
By: Debra Josephson Abrams
From Oct. 24: In Part 1 of this series on best practices in ESL programs, we looked at the overwhelming research that supports integrated curricula. Today, we will look at two types of integrated curricula: theme-based learning and culture-based curriculum. If you are revising your ESL curriculum or are establishing a new program, or if you are a teacher interested in teaching for a best practices program or a student eager to study in a best practices program, it is clearly advisable to consider a curriculum that is theme-based and/or culture-based.
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Teaching learning strategies to ELLs: What, why, when, how
By: Erick Herrmann
From Nov. 21: "Learning how to learn" is one of many goals educators have for their students. In fact, in a world where we cannot predict the jobs and work of the future, the act of learning, unlearning old ways of doing things and relearning new ways, is a 21st-century skill that is gaining increasing importance. The constantly changing landscape of technological advances in the workforce causes us to adapt ways of doing things on a seemingly daily basis.
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Increasing rigor in the classroom
By: Brian Stack
From Oct. 21: Every teacher wants to be able to say that he or she is increasing rigor in the classroom. How does a teacher go about doing that? It isn't enough for a teacher to make tests longer or add a comprehensive project to the curriculum. To increase rigor in the classroom, teachers need to get to the heart of what rigor is and understand the levels of rigor that exist so that they can evaluate their own teaching practices and build a plan to increase rigor from there.
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Is math a universal language or a foreign language for ELLs?
By: Holly Hansen-Thomas
From Oct. 10: What do you think? When asked this question, most educators will fall on one side of the coin or another. There is evidence to support the fact that mathematics is indeed universal. But at the same time, there are irrefutable challenges that English language learners encounter when learning math through English — for them a foreign or second language. To illustrate this point, I'll share highlights from a contentious, but respectful interchange among math educators with whom I had the privilege of working recently.
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Promoting positive parent-teacher communication
By: Brian Stack
From Sept. 9: Ask teachers what they wish they had more time to dedicate to in their job, and better communication with parents will almost always be at the top of their list. The reality is that teachers want parents to be informed. But once the school year gets going, parent communication often takes a back seat. Teachers quickly fall into the habit of calling home only when they have bad news to report, and that makes for an unhealthy relationship between parents and teachers.
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Using topical grammar to enhance language learning
By: Douglas Magrath
From May 23: The various subskills of grammar, listening, reading, writing and cultural awareness all work together in the language acquisition process. Grammar is especially important to ensure communication, but the material presented should be meaningful and relevant to the learners' daily lives. The following examples make suggestions for the introduction of grammar in a topical, interactive way. The learners need to become so involved in their activities that they learn the grammar without having to think about the rules. The underlying principle is learning English by using English.
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The TESOL English Language Bulletin is presented as a service to members of TESOL International Association and other English language teaching professionals. For information about TESOL member benefits, visit www.tesol.org or contact us at membership@tesol.org.

TESOL English Language Bulletin is a digest of the most important news selected for TESOL International Association from thousands of sources by the editors of MultiBriefs, an independent organization that also manages and sells advertising. TESOL International Association does not endorse any of the advertised products and services. Opinions expressed in the articles are those of the author and not of TESOL.

Colby Horton, Vice President of Publishing, 469.420.2601   Download media kit
Hailey Golden, Senior Education Editor, 469.420.2630   Contribute news
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