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Articles 1 - 6 of 6
Full-Text Articles in Education
Peer Interaction In The Haitian Public School Context, Fenel Pierre
Peer Interaction In The Haitian Public School Context, Fenel Pierre
MA TESOL Collection
The purpose of this paper is to define peer interaction and its major components. It identifies and examines the major challenges that language teachers in Haiti will face in incorporating peer interaction within the Haitian public school context. It explains the advantages of using peer interaction as a way to generate knowledge. The author concludes by providing practical guidelines and strategies of how to cope with these challenges and describing what he has learned from his research.
Since language is learned mainly through interaction with other learners and speakers of that language, this paper aims at persuading Haitian language teachers …
Teaching Value Concepts In South Korea, Marilyn Anne Schick
Teaching Value Concepts In South Korea, Marilyn Anne Schick
MA TESOL Collection
This paper presents a course that was developed to teach value concepts in an English as a Foreign Language/English as a Second Language (EFL/ESL) classroom. Six values were used: Love, Peace, Happiness, Freedom, Cooperation and Honesty. Lesson plans were prepared with the students’ focus on speaking; however, listening, reading, writing and grammar were taught as well. Details of why those values were chosen, six specific lesson plans, plus students’ feedback are included.
Circles And Letters: I Do; I Understand, Thomas Kitchen
Circles And Letters: I Do; I Understand, Thomas Kitchen
MA TESOL Collection
How do we writing teachers respond to our students’ writing? How does our response affect both us and the students? Is it irresponsible to mark only a few recurring errors? Or is irresponsible to mark every error? Do students learn better when the errors are labeled or not? What about positive feedback?
This thesis explains an action research project I conducted with my reading/writing students. In the project, I explored many methods of responding to student writing, and I documented how one of those techniques affected me and my students. That technique called the reduced grammar technique focuses on recurring …
Using Music And Song In The Second Language Classroom: A Description Of The Many Ways Music And Song Can Enhance The Teaching Of French, Christine Geueke
Using Music And Song In The Second Language Classroom: A Description Of The Many Ways Music And Song Can Enhance The Teaching Of French, Christine Geueke
MA TESOL Collection
No abstract provided.
Exploring The Teen Efl Classroom: The Students, Their Teachers, And The Tangles Of Dealing With Discipline And Motivation, Anna Burbridge
Exploring The Teen Efl Classroom: The Students, Their Teachers, And The Tangles Of Dealing With Discipline And Motivation, Anna Burbridge
MA TESOL Collection
This paper discusses specific elements of teaching teens in an EFL context, in particular the areas of teen motivation and discipline. This was a teacher’s development project involving six teachers (including the writer), and lasting for one semester in a Brazilian bi-national language institute. The project was built on videotaped class observations, readings, group meetings, and journal writings. The result was a deeper reflection into the developmental stage dubbed “teenhood”, followed by subsequent considerations of motivation and discipline of teen groups, the role of the teen teacher, the importance of knowing and connecting with the inner teacher, and practical implications …
Mending The Broken Windows: A Curriculum Development Project Using Cooperative Learning Methods To Teach The Concepts Of Short Stories While Building A Community In The Classroom, Nicole Meltzer
MA TESOL Collection
This paper examines the purpose, process and results of using Cooperative Learning methods to study the elements of short stories in an intermediate English as a Second or Other Language high school class. The goal of this project was to create and build community in the classroom to alleviate the pressures felt by at-risk and immigrant students, while also meeting their academic needs. The project was conducted over three months time and was assessed through qualitative and quantitative methods.