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There are a lot of EAP resources available online. The following are some highlights that are personal favourites of mine or which have been recommended by other EAP teachers. If you have any suggestions you think should be added, feel free to drop me a line.

The resources are organised into the following categories:

General EAP websites

The following are the two most well-known EAP websites.

The following are some other general EAP websites.

Writing

The following are some general resources for academic writing.

Some useful resources, especially Strategies for Essay Writing.

Writing guidelines from La Trobe University.

Reading

The following sites give information on academic reading.

The following are some sites which provide graded reading material. Although EAP tends to use authentic texts, graded readers can still have a place in the EAP classroom, especially for engaging lower level or younger students.

Speaking

The following sites help with academic speaking skills.

Listening

The following sites help with listening skills. They are mostly general English listening practice, since there are few specialised academic English listening sites. Sites marked with an asterisk * are ones which use YouTube or Vimeo and may not work in all countries.

Free online lectures, mainly in the maths and sciences areas.

Vocabulary

The following sites focus on vocabulary.

The following sites give information on academic vocabulary lists.

An updated list of core academic vocabulary, developed in 2013.

Grammar

Although EAP courses tend not to include a specific focus on grammar, there are some areas which may be focused on, e.g. passive structures for report writing, and students often need remedial grammar practice. The following are some resources for grammar.

Study skills

Reference

The following sites provide useful reference information that could be used in various ways. For example, I've used the CIA World Fact Book to provide students with data to create charts and give presentations.

The British Library online. The Discover and Learn section is especially useful.

The following are some popular online dictionaries (and one thesaurus). There are many more - all major paper dictionaries have online versions. Many online dictionaries now include translation, e.g. the Cambridge dictionary.

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There are a lot of EAP resources available online. The following are some highlights that are personal favourites of mine or which have been recommended by other EAP teachers. If you have any suggestions you think should be added, feel free to drop me a line.

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- community
- growth mindset
- collaboration
- student feedback
- "For what are we born if not to aid others?"

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What is a teaching philosophy statement?

A teaching philosophy statement is a narrative that includes:

your conception of teaching and learning.

a description of how you teach.

justification for why you teach that way.

The statement can:

demonstrate that you have been reflective and purposeful about your teaching.

communicate your goals as an instructor and your corresponding actions in the classroom.

point to and tie together the other sections of your portfolio.

What is the purpose of a teaching philosophy statement?
You generally need a teaching statement to apply for an academic position. A teaching statement:

conveys your teaching values, beliefs, and goals to a broader audience.

provides a set of criteria and/or standards to judge the quality of your teaching.

provides evidence of your teaching effectiveness.

Components of a teaching philosophy statement

educational purpose and learning goals for students

your teaching methods

methods for assessing students' learning

assessment of teaching

You also may include:

a list of courses you have taught.

samples of course syllabi.

teaching evaluations.

letters of recommendation.

a video of a class you have taught (asked for by some universities).

Teaching values, beliefs, and goals

You should consider what you believe is the end goal or purpose of education:

content mastery

engaged citizenry

individual fulfillment

critical thinking

problem solving

discovery and knowledge generation

teamwork

self-directed learning

experiential learning

What criteria are used to judge your teaching?

student-teaching roles and responsibilities

student-teacher interaction

inclusiveness

teaching methods

assessment of teaching

assessment of learning

How do you provide evidence of your teaching effectiveness?

peer review

students' comments

ratings

portfolio

syllabi

teaching activities

Writing guidelines:

There is no required content, set format, or right or wrong way to write a teaching statement. That is why writing one can be challenging.

Make the length suit the context. Generally, they are one to two pages.

Use present tense and the first person, in most cases.

Avoid technical terms and use broadly understood language and concepts, in most cases. Write with the audience in mind. Have someone from your field guide you on discipline-specific jargon and issues to include or exclude.

Include teaching strategies and methods to help people "see" you in the classroom. Include specific examples of your teaching strategies, assignments, discussions, etc. Help them to visualize the learning environment you create and the exchanges between you and your students.

Make it memorable and unique. The search committee is seeing many of these documents-What is going to set you apart? What will they remember? Your teaching philosophy will come to life if you create a vivid portrait of yourself as a person who is intentional about teaching practices and committed to your career.

"Own" your philosophy

Don't make general statements such as "students don't learn through lecture" or "the only way to teach is with class discussion." These could be detrimental, appearing as if you have all of the answers. Instead, write about your experiences and your beliefs. You "own" those statements and appear more open to new and different ideas about teaching. Even in your own experience, you make choices about the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times you may use service-learning, for example.

Teaching philosophy statement dos and don'ts:

Don't give idyllic but empty concepts.

Don't repeat your CV.

Do research on the teaching institution and disciplinary trends.

Do keep it short (one to two pages).

Do provide concrete examples and evidence of usefulness of teaching concepts.

Do discuss impact of methods, lessons learned, challenges, and innovations-how did students learn?

Do discuss connections between teaching, research, and service.

Answer these questions to get started:

The purpose of education is to________.

Why do you want to teach your subject?

Students learn best by______________.

When you are teaching your subject, what are your goals?

The most effective methods for teaching are___________.

I know this because__________________.

The most important aspects of my teaching are______________.

More information on teaching philosophy statements

An excellent guide for writing your teaching philosophy statement is Occasional Paper number 23, "Writing a Statement of Teaching Philosophy for the Academic Job Search," from the University of Michigan's Center for Research on Learning and Teaching, which you can find at this page on The Teaching Philosophy and Statement.

Articles on Teaching Statements:

Additional Resources:

Electronic portfolios

The electronic portfolio is a way to showcase your accomplishments, skills, and philosophy on the internet. You can write a personal profile; post your CV, resume, research statement, teaching philosophy statement; give links to published articles, work samples, etc.; and post photos and other images. You can continually update it as you progress through your studies and your career. It is readably available for potential employers to see.

Sites that Host Electronic Portfolios:

Coursework involving Teaching Portfolio development

The course ALS 6015, " Teaching in Higher Education," guides graduate students in how to prepare teaching portfolios and provides opportunity for peer and instructor feedback.

Individual Advice

By enrolling in the CTI's new Teaching Portfolio Program, you will have access to consultations and advice on helping prepare elements of a teaching portfolio such as a teaching philosophy statement.

Workshops and Institutes

For graduate teaching assistants and postdocs considering academic positions in higher education, you could attend a teaching statement workshop as part of the Graduate School's Academic Job Search Series, or a day-long Teaching Portfolio Institute offered by the CTI to help refine and document your teaching for the job search.

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A teaching philosophy statement is a narrative that includes: your conception of teaching and learning. a description of how you teach. justification for why you teach that way. The statement can: demonstrate that you have been reflective and purposeful about your teaching. communicate your goals as an instructor and your corresponding actions in the classroom.

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1. Be firm with students at the start: you can relax later.

2. Get silence before you start speaking to the class.

3. Know and use the students’ names.

4. Prepare lessons thoroughly and structure them firmly.

5. Be mobile: walk around the class.

6. Start the lesson with a ‘bang’ and sustain interest and curiosity.

7. Speak clearly.

8. Make sure your instructions are clear.

9. Have extra material prepared (e.g. for slower-/faster-working students).

10. Look at the class when speaking, and learn how to ‘scan’ (keep an eye on what is going on in all parts of the room).

11. Make work appropriate (to students’ age, ability, cultural background).

12. Develop an effective questioning technique.

13. Develop the art of timing your lesson to fit the available period.

14. Vary your teaching techniques.

15. Anticipate discipline problems and act quickly.

16. Avoid confrontations.

17. Clarify fixed rules and standards, and be consistent in applying them.

18. Show yourself as supporter and helper to the students.

19. Don’t patronize students; treat them with respect.

20. Use humour constructively.

21. Choose topics and tasks that will activate students.

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Practical tips

1. Wait-time. When asking questions in class, remember to wait a little before nominating a student to answer. This increases the number of students who might be able to answer it. But don’t overdo it: too much wait-time slows down the process, and might lead to boredom and lack of attention.

2. ‘Echo’. In many cases it’s a good idea to ‘echo’ student responses, like the teacher in Exchange 2 above. This is a confirmation of the response, and an indirect compliment to the responding student. It also makes sure that the
rest of the class hears the response, as not all students speak clearly or loudly enough to be heard by everyone. Echoing is also an opportunity to correct and extend the student’s response for the benefit of the rest of the class, as provided by the teacher at the end of Exchange 4.

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Practical tips

1. Tell students early on what your criteria are. Right at the beginning of the term or course, make sure you explain to the students on what basis the grades are given: whether you are taking into account aspects of ongoing work, or only results of a final test. Don’t leave it to the last minute: students should know from the start how they are going to be assessed.

2. Discuss the grade with individual students. If your class is not too big, and
if time allows, try to set up individual meetings with students. Give them general feedback on their performance, tell them what grade you intend to give them, ask them what grade they consider they deserve; clarify and discuss any differences. You may sometimes change the grade after this consultation. This will remove the stress of not knowing what the final grade is until they get it

in writing; and in some cases it may help you decide on a fair grade. If you are short of time, the meetings can be done in class time while the rest of the class is doing individual work.

3. Keep grades private. Don’t make the grades public (unless your institution insists on it). Students usually prefer to be told privately what their grade is, and then choose themselves whether, and with whom, to share it.

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1. Practical tips

2. 1. Length. Give students a clear idea of how long you intend the composition to be. If they are writing on computers, then they can easily check the number of words; if not, an A4 page of double-spaced lines is about 300 words. As a rough guide, beginner classes can be asked to write about 50 words, intermediate classes between 100 and 200, and advanced classes 300 or more.

3. 2. Rewriting. Get students to rewrite their compositions at least once: see Section 11.5 below.

4. 3. Collaborative writing. Most writing is best done by students working on their own; it can be planned collaboratively, but if you ask students to do the actual writing together, the result will usually be that one of them does all the work and the other(s) is (are) passive! For collaborative editing using wikis, see Section 11.5 below.

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Practical tips

1. Class time. Set aside a regular scheduled time for extensive reading: at the beginning of lessons, or half a lesson a week. Don’t leave it just for homework: devoting lesson time to extensive reading conveys a message about its importance and provides opportunities for exchanging books.

2. Read yourself. If you can, use the extensive reading lesson to get on with whatever book you are reading; example is a powerful instructor.

3. Bring books to the class. If your library is not in the classroom, bring a box of books at the appropriate level to the classroom for students to exchange. Sending them to the library in class time is time-wasting and does not allow you to help them choose.

4. Have reserve reading materials ready. Students sometimes forget to bring their books. Have some short stories or booklets at an appropriate level ready to give these students. Alternatively, if computers are available, prepare website addresses where they can read interesting material at an appropriate level.

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Practical tips

1. Discussion leaders. Appoint one member of the group as discussion leader, whose job it is to make sure that everyone gets a chance to participate and that nobody over-dominates the process, and to keep an eye on the time.

2. L1 monitors. With classes who have a strong tendency to overuse L1, invite one student (not the discussion leader) to act as monitor for each group. The monitor’s job is to note and tell you later about instances of L1 use. Even if there is no actual penalty attached, the awareness that someone is monitoring their language helps participants to be more careful.

3. Pair work. Where feasible, use pair work. That way the amount of talk overall in the class is maximized (at any one time half the members of the class will be speaking). Also, pair work is far easier to organize than group work: it just involves turning to face a partner, rather than actually moving tables and chairs to get into groups.

4. Correcting errors. In general, give corrective feedback on errors only rarely during oral fluency work. Stopping students to correct them may distract them, and focusing too much on accuracy will discourage them from trying to express themselves freely. On the other hand, there are places where correction can actually help: if the student is obviously hesitant and needs a confirmation of the correct form, for example. An alternative is for you to note errors and discuss them with the class later. For more on this topic, see Unit 7: Error correction, p. 96.

5. Feedback. If the students have been working in small groups and want to share the results of their discussions at the end, it may get tedious to have to listen to them all. Alternatives are to hear only a selection; and/or to invite the groups to post their results in writing on a class website or on the classroom noticeboard.

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Practical tips

1. Don’t just use recordings! The advantage of the use of recordings is that they provide a variety of speakers and accents. However, sound recordings do not allow students to see the speakers, and even videos cannot provide the interactive aspect that characterizes most real listening. Where you can, use real people: see the next two tips.

1. Teacher talk. Probably the best listening comprehension texts are those you provide yourself through your own talk. Take time to tell students stories, instruct them to do things, describe, explain and so on.

2. Bring visitors. If you can, ask friends or colleagues to come into your classroom and talk to the class (about themselves or their area of expertise, for example). This gives students opportunities to hear different accents spoken spontaneously by a visible speaker.

4. Develop your reading-aloud skills. Most listening texts should, as recommended earlier, be improvised, but there is a place also for occasional reading aloud: for example, stories from picture books with younger learners. When reading aloud, remember to read slowly, maintain occasional eye contact with students, and allow yourself to simplify or occasionally translate bits of the text (see Unit 18: Learner differences (1): age, pp. 259–60).

5. Make sure you include a varied sample of listening texts. These should probably be mostly in informal conversational English, as suggested above. However, occasional formal speech types and texts representing a variety of contexts and varieties of English should also be provided. There is a wide range of recorded texts in English on the Internet, both audio and video, some of which are accompanied by listening comprehension tasks.

Practical tips

1. Don’t overload. A mistake I made myself when I first started designing listening tasks was to ask students to do too much, with the result that they did not have enough time to mark or write their responses during the listening and got frustrated. Even if the listening text is repeated, the initial feeling of failure is something that should be avoided. Use the second listening simply to provide extra listening experience, or to let students check and re-check their responses. See the next tip.

1. Try it out. Before presenting a listening task in the classroom, try it out on a colleague to make sure it is doable! You will almost always need to make changes afterwards, but the result in the classroom will be better.

2. Don’t pre-teach too much vocabulary. Pre-teaching vocabulary is surprisingly unhelpful in getting students to understand a listening text (Chang & Read, 2006). A first presentation of a new word does not ensure that students remember it, as we have seen (Unit 5: Teaching vocabulary, p. 65): students simply cannot recall the new items quickly enough to understand them as they occur in fast-flowing speech. One or two items may help, but more than that will probably not be remembered in time.

3. Don’t pre-teach too much vocabulary. Pre-teaching vocabulary is surprisingly unhelpful in getting students to understand a listening text (Chang & Read, 2006). A first presentation of a new word does not ensure that students remember it, as we have seen (Unit 5: Teaching vocabulary, p. 65): students simply cannot recall the new items quickly enough to understand them as they occur in fast-flowing speech. One or two items may help, but more than that will probably not be remembered in time.

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- observed two language classes and took notes on them
- Leonardo Francalanci and Elena Mangione

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- this pdf has all of my Q&R assignments for the semester except the flipbook

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-many chapters already highlighted and read through on this version.
-same exact version as physical copy
- has practical advice and activity ideas

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A Course in English Language Teaching (Penny Ur) (z-lib.org)

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- short film by Jay Koh
- about a Korean immigrant Child struggling his first day in school
- brings attention to schooling resources and difficulty for immigrant children
- SIOP model is a likely outcome

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Story of an immigrant boy's first day of school in America. First Korean American experience film in America. Released in 1996.  Jay Koh's debut film.

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First year of teaching

Receiving mentoring

Excitement is very high

Difficulty in encountering unprecedented problems and situations

Administrative roadblocks (no funding or resources, bans)

Students will feel that initial energy, experienced teachers may have a predetermined year plan and stick to it

Mentoring

So helpful to have a mentor in first year and beyond

Really helps for any job

FERPA: student privacy laws

Professional conferences

Great practice and opportunities

Learn different perspectives and from more experienced people

Time to give to the community

Could possibly share research results, including “action research”

Teachers at conferences are not just consuming knowledge from others, but creating knowledge from their own situations

One advantage to working with ESL is working with very sweet and respectful students and seeing progress and feeling rewarded

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Different age groups will have different behavioral problems

Strategies

Avoidance

Postpone

Compromise

Arbitration

Confrontation

Giving in

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Teaching Content

what does “content” mean?

what do you do with a student brought in who doesn’t speak English.

Three scenarios:

Pull-out. school district has the money to hire ESL teacher

Inclusion. ESL students stay in class but are given language support. also called sheltered instructions. more typical situation. But what if there is no funding and this gets put on the teacher?

CLIL/EMI. certain subjects are taught in English in countries where English not the L1. Example is India. May connect students to larger canon in which the ideas are already discussed in English and it’s easier to adapt to the global language.

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Activity

1. Hey! How is everything going up there? We all miss you so much.

2. Make sure to organize your desk before leaving the building, we’ll be having inspections tomorrow morning.

Materials

Three strategies

Book only

There is a textbook but it is not heavily relied on. Supplementary materials

No textbook

Cultural appropriateness

Due to where the books are published, they may contain material that is sensitive or doesn't make sense to the students

Different approaches to work around this.

Find supplementary material

Edit the text to omit that topic

Draw attention to the topic and explain the cultural difference ( my preference)

Material evaluation- what to consider when choosing a textbook

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Case study of an ESL teacher in Hong Kong during the pandemic

Phenomena of zoom

Not common in ESL

Not enough research

Overall movement towards virtual in other educations

Need more study on ESL online learning

What is a teaching philosophy statement?

Include it in padlet

When do you write it? Before you teach.

Who reads it? Employers.

What is it? Why you teach, common strategies, overarching ideas.

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Why test?

Information

Motivation

Progress check

Comparison

Predictions

Why not test?

Questions of validity and reliability

Test anxiety

May not fairly represent students abilities

Washback effect

Why are students assessed

Assessment FOR learning (formative)

Assessment OF learning (summative)

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Genres

Creative writing

Interpersonal

Intrapersonal

Persuasion

Research

discipline-specific

Make sure the students understand who their audience is

Approaches

Product: focus on form, model, no regard given to the content, only that it is polished and error free

Process: reaction against product approach. Focuses on the steps writers take, outlines, drafts, brainstorming

Two main things we look at when correcting writing

Higher order concerns: content, meaning, clarity, organization, response to the prompt, revision

Lower order concerns: grammar, forms, punctuation, mechanics, editing

Should try to divide time equally between these concerns

Sample writing process (recursive)

Pre-writing

Writing

Revision

Editing

Students discover what they want to say in the process of writing

Writing can create clarity as they jot down their ideas

Concepts to teach

Paragraph

Essay

Audience awareness

Style, tone

Genres

Correction advice

Start off with something positive

Even if there isn’t anything, try your best

Ask yourself if it’s interesting

Comments on content before form/ grammar

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Learning to read is like learning to play the piano

Characteristics of fluent reading

98% of words or more are understood

accessible , background knowledge

Focus on parts tha twitter

Unknown vocabulary

Motivating topic or interest

Clear purpose

Top down v Bottom up processing

Types of reading

Skimming

Scanning

Extensive reading

Intensive reading

Stages of reading

Pre-reading activities (scaffolding, discussion, questions, predictions, vocab)

Reading (silent, teacher reading aloud, popcorn reading, audio recordings)

Post reading activities (comprehension q’s, discussion, vocab games, reflection, summary and response, grammar lesson)

Steven Krashin, input hypothesis: i + 1

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10/6- Vancova Article and Teaching Pronunciation

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10/6- Vancova Article and Teaching Pronunciation

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Gives a lot of credit to four specific papers that relay the history of pronunciation teachin

Jenkins (2002)

Derwing & Munro (2005)

Levis (2005)

Thomson & Derwing (2014)

Argument 1: shift from Nativness to Intelligibility Principle.

Argument 2: Teacher Training

Jennifer Jenkins is a really important figure in English Lingua Franca Core

Proposing a move away from sounding like a native

“Fluency” is a large goal with many components that is a lifetime goal

Not needing to be repeated

Able to be expressive in the same way as a native

Understanding idioms and slang

Enunciation

Just a few examples

Funny pronunciation technique: have the students speak to Siri and see if she understands them

Have one students speak to the class, and the rest of the students write down what they heard, then compare

Terms

Glottal stop

Kitten

Fountain

Syllable structure and consonant clusters (on slides)

Some speakers some syllable-timed languages may inserts sounds in the pronunciation of a word to make it fit to their native pronunciation

Dipthongs

Two vowel sounds combined

/ay/ buy

/au/ now

/ɔy/ boy

/ou/ go

/ei/ pay

Schwa

Reduced vowel sound with the /ə/ commonly

Unstressed syllable

SOfa

/r/ and /l/ coloring

Resyllabifaction

She moved it

He cleaned Art’s office

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Metalinguistic: knowledge about language, not just of language

Celce-murcia article

Segmental and suprasegmental features

Individual phonemes  (sheep v ship, top v pot)

Prosody (stress, intonation, pitch)

Pronunciation patterns

French, last syllable

Czeck, first syllable

Korean, no syllable

English, any syllable!

The stressed syllable will be longer and louder, and students need to be told which syllable

Try to have students figure out the rule themselves (inductive learning)

In the stresses in a sentence, the function words don’t usually get the stress, but the particle does (depends on the function in the sentence)

Another patterns:

When a noun and a verb are the same word, the stress gets moved to the second syllable

Sentence stress & intonation

General rules

The last meaningful word

Words with new info

Content words

Contrasting info

Transition words

Emphasis

Rising and falling tones

Using a neutral tone may have the unintended effect of seeming rude. Advise students against this

Describing the mouth is also very important so that students can understand what to do with their mouths to produce a sound

/r/ and /l/ are often very difficult, especially for asian students

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9/29- Teaching Listening (cont.) & Speaking

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9/29- Teaching Listening (cont.) & Speaking

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Error correction types

Elicitation

Clarification request

Metalinguistic feedback

Repetition recast explicit correction

Challenges in teaching speaking

Shyness or inhibition

Finding things to say

Low participation

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Pulling texts from existing videos is great practice

“Edpuzzle” is a good resource for listening videos, you can embed your quesitons

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Ferris Article

History

Truscott’s case against grammar correction (1996)

Ferris responds in 1999

Truscott responds again in 1999

Both agree that research is insufficient about error correction

“Burden of proof” is on those who argue in favor of error correction. They also agree on this

Where are we?

Existing research is insufficient

Few studies that compare writing of students who have and have not been compares

6 studies, 2 took place over time, most inconclusive

Error correction studies vary way too much

None of the studies replicate each other

Existing research does predict positive effects

Adult learners need explicit corrections more

previous studies allow us to make predictions that can be helpful in designing future studies

Where do we go?

Creating controlled longitudinal studies

Answer the big question: does error feedback improve written accuracy over time?

Catch-22: moral dilemma (not at the expense of students’ learning), control group is not longitudinal, longitudinal study is not controlled

Make the studies comparable in design and then replicate

Teacher’s job

Make sure not to discourage students

Engage students in cognitive problem solving

Different eros, different students, different strategies

Patience

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9/20- Games as a tool in teaching vocabulary

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9/20- Games as a tool in teaching vocabulary

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Argument: particularly good for young learners are they get distracted

Can accomplish educational goals

Sustain engagement and encourage use of L2 in the classroom

Bakhsh personal investment

Son in elementary who benefitted from games

Does this mean every child will benefit?

Young learners are typically 5 -12 years old

Age is not an indicator of maturity

Develop at different paces

Teacher’s decisions must be influenced by holistic knowledge of their students

Young learners are resourceful

Vibrant imagination and naturally curious

Develop routines and repetitions

How do teachers balance the need for routines and variety? With games

Why games?

Predictability

Desire to communicate

What makes a good game?

Competition

Grouping

Trackable

Instructions

Testing Vocabulary:

Formats

Matching

Multiple choice

Fill in the blankfjk

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- a series of videos put together by ACE for ESL teachers
- youtube playlist

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Share your videos with friends, family, and the world

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- a resource made by the class that covers differences in learning across age, gender, learning type, and several other catgories.

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Revised_ Learner Differences and L2 Learning

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Revised_ Learner Differences and L2 Learning

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Partners: Mireille and Jasmin

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- from professor

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Part of learning a language and living in the US while learning English is learning about the culture. Some words don't translate because they aren't relevant to their L1. The ECT also hosts activities outside of our normal meeting time in order to help this learning process. In October, we had a gathering at someone's house where we carved pumpkins and brought "fall" food. This weekend, there will be a Christmas party with objects around the hosts' house that explain different aspects of Christmas so help teach about Christmas itself and Christmas in the US specifically.

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Drew Morgan is junior at the University of Notre Dame, studying English and Spanish, as well as a minoring in TESOL (Teaching English to Speakers of Other Languages). During his semester abroad in Puebla, Mexico, he had the opportunity to volunteer at a local elementary school. He worked in a classroom with a group of 6th graders, aiding the teacher in the lessons, and even getting to teach some of the lessons on his own. He writes about the experience and how languages are a way to connect with the world.
Cultural exchanges can be both informal and formal. Informal exchanges come in the form of conversations with locals, participation in cultural activities, and trying new foods. One formal exchange, for me, has been working with a local elementary school here in Puebla, Mexico.

The pictures I captured are of lesson I taught about indefinite pronouns on April 5, 2022. After this lesson, I gave a PowerPoint presentation about my home state of Tennessee. I taught them about my town, the geography of the state, common slang words and phrases, and even showed them a Dolly Parton song. The kids loved the opportunity to learn about a more specific topic about the United States, and flooded me with questions as I presented.

There are two reasons I find pleasure in teaching these children. The first is to spark their natural curiosity. A deep connection with one's own culture and country is a beautiful thing. However, an equally important thing to develop in children is a curiosity for other experiences, countries, cultures, and viewpoints. US culture is something that undoubtedly has some presence in Mexico, as can be seen in areas like academics, business, and entertainment. My simple presence in the classroom and continued engagement with these students has allowed them to continue to ask questions about where I come from, and spark their curiosity of the world outside of Mexico. This extends beyond just the US, as I've received questions about my own contact with people from other countries. Not only that, but I've learned quite a bit about Mexico from these students as well. This is where the cultural exchange happens, because it occurs in both directions.

The second reason is simply the usefulness of knowing a second language. Like many countries, Mexico teaches English in classrooms from a young age. However, in my conversations with university students and other Mexicans, I've learned that many people lose what English they've learned as they enter adulthood. They say either that the education isn't good, or that many people simply don't care to keep up with the practice of a second language. I hope to be able to encourage these students to maintain their practice of the English language outside of school. This would be to their advantage, in that knowing a second language is good for development, and also that knowing English would open up opportunities later on in life. I hope to show them that the effort and engagement they put into learning English, or any other language, will open up a whole new world for them, the way my study of Spanish is currently doing for me.
Learn more about opportunities in Puebla.

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Marketing Communications: Web | University of Notre Dame

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Puebla student reflection: The children of Artur Martorell | Mexico City Global Center | University of Notre Dame

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Drew Morgan is junior at the University of Notre Dame, studying English and Spanish, as well as a minoring in TESOL (Teaching English to Speakers of Other Languages). During his semester abroad in Puebla, Mexico, he had the opportunity to volunteer at a local elementary school.

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Running Dictation ESL Activity | ESL Dictation Passages & Exercises

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Running dictation is a favourite ESL game that covers all 4-skills in a big way. Also, more ideas for ESL dictation passages & exercises.

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Though I have gotten to know some of the participants well, I have forgotten that greetings may be different across cultures. One participant from Jordan politely declined to shake my hand when I offered.

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- employers will read it
- written before teaching or before ecen getting a job
- include: methods, beliefs, strategies, why you want to teach, assessment strategies, problem solving abilities.

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One thing that I've taken pride in is a knowledge of other cultures and geography. Many people who come from the Middle East, Asia, or Africa find that they have to explain who they are because most Americans might not have ever heard of their home country. By simply displaying prior knowledge OR a willingness to more, I can form a bond with the person. I had someone last Friday from Benin who was surprised and delighted to know that I knew exactly where Benin was, and that he didn't have to explain himself.

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Create, Design, and Share

Upload your PDF or start with templates to create flipbooks such as magazines, brochures, catalogs, etc. Add links, videos, and more to engage your audience. Grab the link and share it across all channels.

Create, customize, and publish your flipbooks with a powerful flipbook maker.

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Top FlipBook Maker & Digital Publishing Platform - FlipHTML5

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FlipHTML5 converts your PDF, PPT, Word & images to flipbook online, perfect for creating digital publications such as magazines, brochures, and catalogs. Create an interactive flip book online today!

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English news from the Voice of America. VOA provides complete coverage of the U.S, Asia, Africa and the Mideast.

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Breaking News English - Easier News Lessons

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Breaking News English Lessons - 3,369 FREE Easy News English lesson plans. EFL/ESL graded news lessons, news in 7 levels, current events.

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Here are resources for reader's theater (or readers theatre)-including the acclaimed series of free scripts Reader's Theater Editions-all from children's author Aaron Shepard. If you're looking for a perfect combination of education and fun, this is it!

Resources for Reader's Theater (or Readers Theatre), With Tips, Scripts, and Worksheets

Children's Plays for Reader's Theater (or Readers Theatre), With 15 Scripts From 15 Authors

Children's Plays for Reader's Theater (or Readers Theatre), With 16 Scripts from World Folk and Fairy Tales and Legends

And how do you really spell it?

Free scripts for young readers.

An introduction to this outstanding reader's theater group, with three video performances.

An online guide to reader's theater (or readers theatre)-scripting, staging, and dramatic reading.

Practice sheets for team scripting. Let your readers script for themselves!

Good books for getting into reader's theater (or readers theatre).

Info on script collections and more by Aaron.

For special features available for individual scripts on this site or in Aaron's books, see Aaron's Extras.

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Resources for reader's theater (or readers theater or readers' theatre), including the acclaimed series of scripts Reader's Theater Editions.

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© COPYRIGHT 2005-2021. ALL RIGHTS RESERVED.

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Michigan Spoken and Written English Database

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Michigan Spoken and Written English Database

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- good resource for finding examples of conversational exchanges or academic paper

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Two significant language corpora, the Michigan Corpus of Spoken Academic English (MICASE), and the Michigan Corpus of Upper-Level Student Papers (MICUSP) were developed at the English Language Institute. Teachers and researchers across the world use these historically important collections of language for linguistic analysis, classroom activities, and materials development.

Below are links to ELI corpus materials, which are all freely available for study, research and teaching. For inquiries about possible commercial uses of these materials, please contact U-M's Office of Innovation Partnerships (innovationpartnerships@umich.edu). See the MICASE and MICUSP fair use statements for addtional information, including preferred citations for both corpora.

MICASE: The Michigan Corpus of Academic Spoken English

The MICASE corpus is now read-only. If you experience difficulty accessing MICASE, please email micase-help@umich.edu.

Search MICASE for words and phrases in specified contexts, returning concordance results with references to files, full utterances, and speakers

Browse MICASE's collection of transcripts of academic speech events recorded at the University of Michigan

Access MICASE sound files

MICUSP: The Michigan Corpus of Upper-Level Student Papers

The MICUSP corpus is now read-only. If you experience difficulty accessing MICUSP, please email micusp-help@umich.edu.

Browse papers by discipline.

SUPPORTING MATERIALS FOR TEACHERS, RESEARCHERS, AND LEARNERS

These resources include Kibbitzers*, conference presentations, and other small research projects that that draw on data from MICASE and MICUSP to provide pedagogically-relevant insights into important features of advanced student academic speech and academic writing.

*Note from John Swales: Kibbitzer is a Yiddish term for a person who offers opinions. It was adopted by Tim Johns of the University of Birmingham, UK, who was a pioneer in computer-aided language learning. He used it for short explorations of written academic English. We adapt it here for spoken academic English as well.

Archived Michigan Corpus Website

Additional supporting materials for teachers, learners, and researchers are available at the archived Michigan Corpus Linguistics website. NOTE: This is not an active site and is not maintained by the ELI or University of Michigan, so some pages and resources are not accesible.

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The Michigan Corpora: MICASE + MICUSP | U-M LSA English Language Institute

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Two significant language corpora, the Michigan Corpus of Spoken Academic English (MICASE), and the Michigan Corpus of Upper-Level Student Papers (MICUSP) were developed at the English Language Institute. Teachers and researchers across the world use these historically important collections of language for linguistic analysis, classroom activities, and materials development.

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What effect does an English-learner’s accent have on their confidence when communicating with native speakers?

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- does accent become a barrier to speaking L2?
- factors in helping and hurting confidence

Preliminary Questions:
- learning setting
- years studying
- L1?

- does encouragement/ complements

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This IPA keyboard allows you to type phonetic transcriptions of words in all languages. It provides all the official symbols of the International Phonetic Alphabet (including those for tones) and a few non-IPA symbols commonly used in phonology, such as ˀ, → or ʳ. In addition, it includes most symbols of the Extensions to the International Phonetic Alphabet (extIPA) - however, only characters available in Unicode are included.

After you copy text from the above box and paste it into your word processor or e-mail message, make sure you choose a Unicode font with IPA symbols in your word processor or e-mail application. Otherwise, phonetic symbols may not display correctly.

Recommended IPA fonts available on various platforms:

The toolbar does not include IPA symbols that are simply letters of the Latin alphabet, such as a, f or k. To type these symbols, use your keyboard. (If I added buttons for regular Latin letters, the toolbar would need at least 2 additional rows. The clutter would make it much harder to locate the symbol you're looking for, and the editing area would have to be smaller.)

This keyboard is optimized for quick IPA input with buttons or keyboard shortcuts. It works best if you generally know what symbols to use to transcribe a given language. If you would rather find phonetic symbols based on the place of articulation (dental, palatal, back, open, etc.), try the utilities from Richard Ishida and Weston Ruter, which allow you to input symbols by clicking on an IPA chart.

Any buttons you click will be highlighted, so you can find them again easily. Highlights fade gradually. If you click a button regularly, the highlight on that button will become more permanent, i.e. it will fade more slowly. (If you're curious, the algorithm used is inspired by spaced repetition software.)

As in all of TypeIt, frequently used IPA symbols are typed with simple shortcuts, while less common symbols require several keypresses.

If you're learning foreign languages, please check out my other popular online editors, e.g. Russian keyboard, French keyboard, etc.

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Type IPA phonetic symbols - online keyboard (all languages)

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This IPA keyboard allows you to type phonetic transcriptions of words in all languages. It provides all the official symbols of the International Phonetic Alphabet (including those for tones) and a few non-IPA symbols commonly used in phonology, such as ˀ, → or ʳ.

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- a website that talks about the Lingua Franca Core
- proposed by Jenkins
- a move away from "Nativeness"

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I have found that simply coming to the ECT is a big step for many of the people. It is likely the only time they're able to freely practice English without fear of being judged, because they know that the reason facilitators come is to help us. Continued contact is something that seems to help a whole lot as they may feel that they'll have someone who understands their struggles and they can ask questions to. A couple of them have ask for my number simply to see me in a different setting (like soccer), and I readily gave it to them.

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-practicing pronunciation
- show a message and choose the important words or stresses
- also a chance to give a history lesson

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Celce- Murcia Textbook- Teaching Pronunciation

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Celce- Murcia Textbook- Teaching Pronunciation

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- file too big to upload
- in my MSL folder

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The International Phonetic Alphabet (IPA) is a set of symbols that linguists use to describe the sounds of spoken languages.

This page lets you hear the sounds that the symbols represent, but remember that it is only a rough guide. There is lots of variation in how these sounds are said depending on the language and context. For example, in English voiceless plosives usually end with a puff of air called aspiration, but the voiceless plosives on this page aren't aspirated.

Choose a symbol to hear the sound it represents.

For best results, please use a browser with HTML5 Audio support. The latest version of any popular web browser will do.

Sorry, you have JavaScript disabled or your web browser doesn't support it.
This interactive chart won't work without JavaScript enabled. Please enable JavaScript or upgrade to a modern web browser.

Vowels

Pulmonic consonants

Bilabial

Labiodental

Dental

Alveolar

Post alveolar

Retroflex

Palatal

Velar

Uvular

Pharyngeal

Glottal

Non-pulmonic consonants

Clicks

Voiced implosives

Ejectives

ǁ Alveolar lateral

ʛ Uvular

ʼ etc...

Other symbols

ʍ Voiceless labial-velar fricative

w Voiced labial-velar approximant

ɥ Voiced labial-palatal approximant

ʜ Voiceless epiglottal fricative

ʢ Voiced epiglottal fricative

ʡ Epiglottal plosive

ɕ Voiceless alveolo-palatal fricative

ʑ Voiced alveolo-palatal fricative

ɺ Alveolar lateral flap

ɧ Simultaneous ʃ and x

Affricates

t͡s Voiceless alveolar affricate

t͡ʃ Voiceless palato-alveolar affricate

t͡ɕ Voiceless alveolo-palatal affricate

ʈ͡ʂ Voiceless retroflex affricate

d͡z Voiced alveolar affricate

d͡ʒ Voiced post-alveolar affricate

d͡ʑ Voiced alveolo-palatal affricate

ɖ͡ʐ Voiceless retroflex affricate

Queries and comments can be directed to [email protected]

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- decriptions
- speaking
- Q &A
- prepositions

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- goos resource for creating all types of games
- can stretch across a bunch of subjects

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- good for practicing speaking
- done in groups
- game-like activity

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Copyright© 2020-2021 Flippity.net. All Rights Reserved.

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L2 Methods Week 5 Review Jeopardy Template

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This theory assumes that language acquisition is predominantly habit formation., Central to this language theory is interaction. This theory posits that language acquisition occurs as a result of human interaction., This theory posits that there is a specific device in every human brain that is resp…

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- good resource for making interactive videos
- good for listening comprehension
- imbed your questions throughout the video

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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- try not to be discouraging
- do not take up too much class time
- different errors, different students, different correction methods
- in writing, if there are many mistakes, only correct the most important ones
- if there are few mistakes in the writing, correct all of them

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Truscott- The Case Against Grammar Correction in L2 Writing Classes

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Truscott- The Case Against Grammar Correction in L2 Writing Classes

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Truscott Grammar Correction in L2 Writing

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- similar to the game we played at camp
- could do categories or just word associations
- might be helpful to have side task for those eliminated

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Similar to charades
- two teams
- one volunteer to be the guesser
- students must use verbs to get the guess to correctly guess the noun before the other team
- word on the board is a noun

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-another good activity for practicing vocabulary
- most useful as a reserve or review activity, not a main one
- https://www.education.com/worksheet-generator/reading/crossword-puzzle/?gclid=CjwKCAjwyaWZBhBGEiwACslQo2WU52DHOmQg_dW1k82Qvx4Ktu3YPG1eB3myOcQM-uPlYj3qDkRBTRoCL70QAvD_BwE

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Bakhsh- Using Games as a Tool in Teaching Vocabulary

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Bakhsh- Using Games as a Tool in Teaching Vocabulary

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1. Limit quantity
2. vocab notebook
3. teach in context
4. recycle and repeat
5. use corpus
6. make it fun

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Useful metaphor to demonstrate the complexity of words to students, every versatile: "Words are like people"

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good activity for working with minimal pairs

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- harder tasks first
- quieter activities first
- end on positive note
- don't give homework at the very end
- have extra activity

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-March 2023
- Portland, OR
- money?

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"Don't let the powerpoint do the presenting for you"
- be minimalistic

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-advice columns
- political or social news articles

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1. Avoid instructing totally orally

2. give examples

3. make it simple/ highlight key components

4. circulate among students/ offer support

5. give instructions before materials

6. give advance warning before the task ends

7. don't over-prepare. Have reserve activity ready

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Some task "Criterion":

Validity

- is it relevant?
- are they learning what you want them to learn?
- needs an objective

Quantity

Quality

Success-Orientation

- avoid wasting time on "not knowing" (causes frustration)
- should not bee too difficult or too easy (heterogeneity)

Interest: Engaging the students

- "Bring the peanut butter"
- interesting/meaningful topic
- gamifying (not something superficial)
- attention catching texts
- appeal to feelings or challenge creativity/ curiosity

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One of the first things a teacher must decide is what text will be used for class, so that there is some continuity

Supplementary materials outside the text is good practice

- connects to real world
- lots of flexibility
- you may create materials if you can't find them

Lesson: comprehension

1. general gist

2. detailed understanding

3. reading between the lines (inference)

4. critical analysis

pre-reading & post-reading activities

sometimes lower-level questions can be used as warm-up to make sure the students did the reading

the higher-order questions are meant to engage the students

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multilingualism is like making class more inclusive by allowing students to use all of their linguistic repertoire

translanguaging should be fluid & emerging

encourages texts w/ diverse languag

Recent teaching trends:

focusing on form

focus on informal communication

multicultural awareness

computerized teaching materials

students' first language is valued

Changing ESL world:

Native speakers (360 mil) are outnumbered by nonnative speakers (1.3 bil)

the consensus is changing away from emphasizing native fluency, bc English isn't always used with that goal in mind

English is simply a tool for many people

EIL: English as International Language

ELF: English Lingua Franca

ELF users need to exploit English to suit their own needs

native speakers no longer really own their own language

New debate: who should teach? A native or nonnative speaker?

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My class notes said it was was good for TBLT

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Jobs, Worksheets, and Flashcards for the ESL and TEFL Teacher.

Find Science Worksheets and Teaching Resources at www.science-teachers.com

Halloween Flashcards

Amounts and Containers
Superhero Flashcards

The continents and oceans card game. Good content-based ESL for practising present perfect and simple past as well as geography terms.
Clothes Flashcards History Worksheets and Teaching Resources at www.littlehistorians.com.

Site Search

Glossary of ESL terms

Snowflakes are beautiful!

Phonics Resources

CVC Words

Consonant Digraphs

Long Vowels

Introduction: Young Learner Worksheets:

Basic ESL worksheets for K7 young learners . This section has been much expanded with over one hundred units of young learners' teaching materials.

Seasonal Links:

Fall Worksheets

Teach autumn vocabulary with these fall worksheets and activities. Also, check out the fall teaching resources for young learners, the fall bingo, and fall super quiz game.

Halloween Worksheets

There are a number of Halloween worksheets and activities including Halloween bingo, Halloween flashcards, Halloween videos, and the Halloween super quiz game. There is also a Halloween young learners unit.

new! Super Quiz Game

Generate quiz games for your class with the new Super Quiz Game generators.

Get your students ready to interact with coworkers in the worplace with these Workplace Interactions
workplace listening, reading, and vocabulary selections.

new! Listening Selections

Practise listening with beginner, intermediate, and advanced listening dialogues.

new! Vocabulary Video Presentations

There are a number of vocabulary video presentations on topics such as the season, cooking verbs, and places in a city.

Content Questions

Board Game

An excellent communicative activity with extensive support materials for teaching kids. In the Content Questions Board Game game kids answer content questions like What do seeds need to grow?

Word Skills Game

Rhyming Riddles

This section contains rhyming riddle worksheets that can be used as fun vocabulary review and rhyme awareness exercises. Now there are also anagram riddles, homophone riddles, and word morph riddles as well.
Proverbs Communication Activity I need a Ticket to Osaka, Japan? Frog Life Cycle Worksheets Can I Bug You for a Sec?
A solving a puzzle. A good classroom English role-play as students use language to talk role-play where students ask for help about words.
Reporting Changes Can I take a message? Telephone English
Students practice taking and leaving message with this telephone English role-play . There is also a business English version .
Giving Directions
A role-play to practice asking someone out to dinner and giving directions to the restaurant. Also, Giving directions II: directions by subway or bus route . And finally, giving directions III: directions by roadmap and suggesting somewhere to go .
Movie Lessons!
Two great activities with worksheets, role-plays, and activities for teaching ESL for movies.
I'm Calling about the Apartment? Little Letter Tracing Worksheets: A Visit to the Doctor Role-play How Much Is It? Short Conversation Resources Teaching Effective Communication Through Graded Reading Materials TEFL Grapevine Grammar Soccer: Reported Speech: Traveling Among Monsters Language Enrichment:
The Biggleborians: This worksheet combines anthropology and ESL. Useful for teaching the present progressive and the past.
Irregular Past Tense Verbs Food Chain Worksheets:

Word Skills Cloze Activties

This section contains worksheet generators for reviewing word skills such as synonyms, antonyms, categories, past tense, and naming.

Large Flashcards

We've collected all of our large flashcard sets into one section.

Job Fair: A Role-play
Easy ESL Crosswords
A collection of ESL crosswords put together by Lanternfish ESL:

English Vocabulary Games
A collection of games and vocabulary activities on a variety of themes put together by Lanternfish ESL for advanced beginner to intermediate students:

Teaching Relative Clauses with Massive Comprehensible Input
This section contains 20 crosswords made using a database of clues in the form of relative clauses. There is also a new collection with word skills crosswords.
Describing and Captioning Pictures
A great activity for sentence level speaking and writing. Students describe a picture in as many sentences as they can. There is also a section for young learners now. And now there is a spot the difference section and story questions worksheets.
Initial Sounds and Final Sounds Phonics Worksheets
Over 30 new worksheets that cover the initial sounds of words . There are also some newly added Final Sounds Worksheets . Also check out the phonics monsters .
Alphabet Worksheets
A collection of alphabet worksheets including alphabet mazes , alphabet trains , and big letter coloring worksheets and small letter tracing sheets .
Reading Puzzle Packets Juicy Baek: ESL Surveys: Telephone Language: Superlatives Communication Activity The ESL Science Center:
A with science articles geared towards monthly web magazine ESL learners. This month: Reptiles, Amphibians, Science, Scientists, and Anthropology.

Writers Workshop:

T he workshop has moved. Lessons on Weighing an Argument, Building an Argument, and Refuting an Argument.
Preposition Cards:
G hosts, trolls, and aliens are in the house.Check out the Preposition Flashcards.
Hypothetically Speaking Game: Web Guide Other Resources?
T he Dolch Sight Words teaching materials are new. As well as the Phrasal Verb Crosswords . The Harry Potter Worksheets .
ESL Business Activities: ESL Game Boards:
Dozens of Printable Game boards for communicative classes.
Holiday Worksheets Information Gap Exercises Conversation Question Prompts
Learn forest animal names and the conjunction 'and' with this Bingo Game . Now, there are many new bingo games with bingo card generators with topics such as birds, animals, kitchen objects, shapes and colors .
City Worksheets:
Activities and worksheets with a city theme .

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ESL Teacher Resources, Job Boards, and Worksheets

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Worksheets, jobs, flashcards, lesson plans, and activities for teaching ESL and EFL

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CLT v TBLT
- both emphasize meaningful communication
- CLT has little emphasis on form

CLT issues:
- Diff teaching styles & cultural ideologies (not adaptive)
- focus on native English speakers
- many believed grammar & accuracy unimportant
- lack of relevant resources to students
- large class sizes
- pressure for standardized exams

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Grammar Translation

Direct Method

Audiolingualism

PPP

Communicative Approach

Pose-Communicative Approach

Chomsky:
- proposed innatism
- Stephen Krashin piggy-backed and proposed to remove grammar instruction
- universal grammar

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Sometimes when I speak with people who are learning English, I try to remove idioms, dialect, and slang from my speech so that they understand it better. However, sometimes I try so hard to simplify my own language that I tend to trip over my own words. Speaking in a way that they can grasp is important, but if the learner is planning to live and study/work here, then I should allow my authentic self to shine through

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Main Idea:
- TESOL is a field that has gone through major shifts in the past 20 years, and is still developing

Three major shifts:
1. CLT to TBLT
2. Method-based to Post-method pedagogy
3. Systemic Discovery to Critical Discourse

My Presentation

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TESOL Quarterly - 2012 - KUMARAVADIVELU - TESOL Methods  Changing Tracks  Challenging Trends

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Garcia et al Translanguage and Literacies

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Can be specific to different grammar topics, like questions and use of the word "have". Also good for vocabulary.