Education Commons^™

Techniques For Teaching Esl To Refugees, James A. Gregory

MA TESOL Collection

This project is an attempt to provide the inexperienced tutor of English to refugees with some commonly used techniques. Most of the techniques presented are not difficult to learn to use effectively. Each technique is presented with its rationale, procedure for use and an example. A discussion of techniques and their uses, objectives, and on teaching and learning precedes the presentation of the techniques.

Teaching Advanced Writing: The Critical Essay. A Community Language Learning Based Approach, Kathleen Patricia Graves

MA TESOL Collection

In this paper I will discuss how I applied my understanding of certain concepts of Community Language Learning to a writing class and specifically to the teaching of the critical essay. In Part One I will describe what we did in the class; in Part Two I will discuss the concepts of Community Language Learning that I was trying to apply in the class and how I was doing so; in the conclusion I will discuss how I see those concepts as being applicable to any class, regardless of the subject matter being taught.

Sources Of Security And Community In The Efl Class In Mexico: Student Teaching Paper, Cynthia Jeanne Flamm

MA TESOL Collection

No abstract provided.

The Independent Professional Point: Use Of A Recorded Musical Story, Entitled The Point, For Teaching English To Speakers Of Other Languages, Robert Stuart Duncan

MA TESOL Collection

This project discusses use of The Point, a recorded story of songs and narrations, as a TESOL tool. A brief summary of the story line is provided followed by why the author feels it has valuable TESOL application. Actual case studies, in which The Point was used, plus suggestions towards classroom applications are presented.

The following materials are included: letters to students which introduce The Point; a transcription of the recording; a comic book; a do-it-yourself dictionary; a cassette recording of The Point and an animated film suggestion.

The project encourages creative thinking and creative teaching.

Meeting The Challenges Of A Multi-Level Class, Valerie Berger

MA TESOL Collection

This paper draws from my experiences teaching an intensive, multi-level, English as a Second Language class which students attended on an irregular basis. The first section considers the sociological factors which created this kind of learning situation. The second states my basic assumptions about teaching in an environment lacking both homogeneity and consistency. The third section relates strategies I developed to meet the unique demands of this circumstance.

Although this paper was a requirement for my Master of Arts in Teaching degree, I have written it to be of value to volunteers or other individuals having little formal training in …

A Handbook For Esl Teacher Training At Okinawa Christian School, Dan Jerome

MA TESOL Collection

The handbook has been designed for use as the text in a two or three day teacher-training course as well as a reference book of information useful throughout the academic year of the school. Because many of the ESL teachers at the school are inexperienced and/or untrained in the field, the information and suggestions have been written in non-technical language using a question/answer style that attempts to deal with the practical issues with which new teachers are most concerned. More than a “how-to” book, however, the handbook suggests matters of philosophical importance that will help teachers see beyond the immediate …

Teaching Esl Literacy To The Functionally Illiterate Adult: Using Language Experience And Words In Color, Kimberly Gerould

MA TESOL Collection

This thesis attempts to arrive at a personal approach to teaching reading in English as a second language to functionally illiterate adults in a multilingual ESL classroom. There is a brief review of some of the research on teaching reading and on the reading process, as well as a review of the major teaching reading methodologies. Two approaches to teaching reading, the Language Experience Approach and Words in Color, are then focused on. The author suggests ways in which these two approaches can be adapted to the adult ESL classroom and integrated with other approaches. Finally, a series of concrete …

American Cultural Values : A Look At One's Own Cultural Identity, Judith Day, Jane Farrell

MA TESOL Collection

This paper is presented in two sections. Part A sets out a 16-lesson course for American ESL teachers in which people will look at personal and cultural values, with the goal of achieving an objective insight into the values of their culture and developing ways of incorporating this awareness in the ESL classroom. Should this course be used by non-American teachers there is another course outline (see Alternative Course Outline for Non-native Speakers of English) that has been developed. Part B is an articulation of some major values pertinent to American society. Areas covered are success, time, work, individualism, equality, …

A Personal Approach To Teaching As Applied In Three Situations, Carol Lee Converse

MA TESOL Collection

No abstract provided.

An Introduction To Rods : Grammar And Story Telling, Edward A. Combes

MA TESOL Collection

In this paper I propose a way of using rods in teaching ESOL that is consistent with my personal assumptions about teaching and learning. It is written for teachers with no or little previous experience working with rods.

The introduction of the paper tells of my own start in working with rods and why I feel rods to be an exciting and important learning tool. Next there is a step-by-step analysis of the application of rods in teaching the present, past, future, and perfect verb tenses. Finally I address ways of using rods to generate stories, with rods representing all …

A Set Of Student-Invested Materials For A Conversation Class, David J. Kehe, Peggy Dustin Kehe

MA TESOL Collection

This paper describes eleven speaking projects which have been developed around the beliefs that a conversation class is successful when:

- the focus is on the students talking, not the teacher talking

- the atmosphere is non-threatening

- the material is personally relevant

- the students use each other as sources of correction

Each project is comprised of two separate speaking activities. The first uses teacher-prepared material. The second consists of four steps in which students: (1) in groups, create material modeled after the teacher-prepared material, (2) have it checked by the teacher, (3) use it with the whole class.