When we train as English language teachers, testing is often one of the parts of the job that doesn’t get much attention. So here’s a guide to how, why and when we test our students, and how to do it well.
Designing effective learning requirements requires a clear understanding of, and attention to, both commonalities and differences in the learners and the learning.
In order to acquire language, learners need a source of natural communication. Unfortunately, with adult students, a quick look at current methodologies clearly shows that communication is set aside, neglected or even disregarded.
How do adults acquire a second language, and what can we learn from this as ESL teachers?
What are the pros and cons of using authentic versus graded material in the second language classroom?
There are reasons both for and against having bilingual TEFL teachers. Here are some arguments on each side.
Should we be teaching grammar implicitly, in context and communicatively, or explicitly, with rules-based grammar lessons? Or is a combination of the two the most effective way?
In class, do you slow down your speech and try to articulate a little more precisely than you do when talking to other native speakers?
With the rise of Internet technologies and an ever growing global economy, does anyone actually speak a pure form of their own English anymore?
Is there a case for using learners’ L1 in the second language classroom, as long as this use is strictly controlled?
There are five stages in the second language acquisition process, and the Silent Period is probably the most misunderstood, ignored or even unknown both by teachers and students.
Should students be learning from exclusively grammar courses, communicative courses, or something in between? Is grammar important, and if so, why?