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Full-Text Articles in Education
We Talk Too Much: Quantitative And Qualitative Aspects Of Teacher Talk, Lynn Corwin
We Talk Too Much: Quantitative And Qualitative Aspects Of Teacher Talk, Lynn Corwin
MA TESOL Collection
This paper is one teacher’s exploration of teacher talking time. As a language teacher the author understands that teacher talk is an essential tool of the trade and critical to the language learning process. However, she recognized that talking too much could be a problem. This paper describes the journey the author took to understand how and when to talk in the classroom. The author provides reasons and examples of why teacher silence can sometimes be more effective than talking. Throughout the paper, she focuses on the power of silence in the classroom when the teacher values it and when …
Integrating The Six Skills In Every Esl/ Efl Class, Monica M. Catramado
Integrating The Six Skills In Every Esl/ Efl Class, Monica M. Catramado
MA TESOL Collection
The main purpose of this paper is to highlight the importance of integrating listening, speaking, reading, writing, grammaring and vocabulary in the ESL/EFL classroom.
Through this paper, not only will the reader gain an understanding of how to design a theme or content-based syllabus, which integrates all six skills, but also he/she will find numerous activities that will help develop those skills in every student.
Readers will also be shown how students can learn another language and develop these skills through practical every day topics and different materials, which depend on the students’ developmental stage of learning, stage of knowledge …
Building Community With Adolescent English Language Learners, Jill Antal
Building Community With Adolescent English Language Learners, Jill Antal
MA TESOL Collection
This paper examines a year of teaching in which the author used social and emotional learning strategies to build community in her classroom of English Language Learners at Macfarland Middle School in Washington, DC in 2001-2002. The author’s adaptations to components of Northeast Foundation for Children’s Responsive Classroom model are discussed. The conception and implementation of the author’s own project, Passport Partners, is included. The major research supporting Social and Emotional Learning is briefly presented, as well as the wider implications of addressing or not addressing students’ social and emotional needs.