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Full-Text Articles in Education
Adapting The C-L/Cll Approach To A Conventional Textbook Setting: A Novice Teacher’S Reality, Laura Fleher
Adapting The C-L/Cll Approach To A Conventional Textbook Setting: A Novice Teacher’S Reality, Laura Fleher
MA TESOL Collection
This paper is an analysis of the Counseling-Learning/Community Language Learning Approach’s adaptability in a conventional textbook setting. My second internship experience which takes place in a college summer ESL program is the testing ground for my development as a novice C-L/CLL teacher. Questions, doubts, and concerns about the value of a new and an old teaching method are discussed. The importance of distinguishing between approach, method, and technique is advocated. Utilizing the classic cycle of activities is necessary to a novice teacher’s internalization of the C-L philosophy. However, the conventional teaching method, the textbook, is familiar and valued by students …
Defining Humanistic Philosophy, Pedagogy And Teaching Practices In Relation To English Language Teaching, Robert G. Emigh
Defining Humanistic Philosophy, Pedagogy And Teaching Practices In Relation To English Language Teaching, Robert G. Emigh
MA TESOL Collection
The intentions of this study was to arrive at a better understanding of how teachers define humanistic education, and how this understanding informs and influences their approaches to language teaching. The first section of this paper overviews the thoughts of three prominent humanistic educators. This is meant to serve as a grounding for the second part of the paper which reports and analyses the results of a study of eleven practicing EFL and ESL teachers. The teachers responded to a questionnaire and submitted to an interview regarding how they viewed humanistic education and how those views translated into teaching practices.
Closure: A Forgotten Aspect Of English As A Second Language Teaching Pedagogy, Connie J. Douglass
Closure: A Forgotten Aspect Of English As A Second Language Teaching Pedagogy, Connie J. Douglass
MA TESOL Collection
I realized early in my teaching career, I didn’t know how to begin or end a class. I quickly learned how to build community in a classroom by using ice breaker activities to provide a sense of my adult learners needs, wants and dreams. When it was time for the class to end, I had no sense for what my adult multi-cultural students were thinking or feeling. Generally speaking we (my students and I) would plan to have a party or meet somewhere for drinks. No one would show up. Usually I would never see these students again. Not only …
Toward Student-Led Reading Discussion In The Classroom: A Teacher’S Journey With Reader Response, Judy Davis
Toward Student-Led Reading Discussion In The Classroom: A Teacher’S Journey With Reader Response, Judy Davis
MA TESOL Collection
This paper traces an ESL teacher’s learning curve with student-based reading discussion, both teacher-guided and student-led. It comments on her pre-teaching experience with formalist and reader response theory as a reader, student, writer, editor, and then as teacher experimenting with student-led discussion in three consecutive terms. Special attention is given to the strategies that were used to build a reading community and to facilitate the release of students’ voices in the reading discussions. The taped, transcribed discussions are summarized for their intellectual content and examined to assess the social and linguistic benefits to the students. Also evaluated are the uses …