Online environment is one-stop shop for professional development

It is hard to imagine the way the world was even just ten years ago before there was widespread home internet use. The Internet and the World Wide Web have changed our lives and mostly for the better. Now we can access a wide scope of information online and get in touch with friends and colleagues within seconds.

The web is also fantastic for hosting resources which aid in professional development.

Language training

Language trainers have quickly adapted their classroom environments to accommodate

e-learning or online education. Now students can engage in a range of language learning programmes with the click of a mouse. [Read more…]

ELTWeekly Volume 3, Issue#104

ELTWeekly Newsletter

ELTWeekly Vol. 3 Issue#104 | November 14 | ISSN 0975-3036

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#104, Latest EnglishTeachingDaily Posts

ELTWeekly Vol. 3 Issue#104 | November 14 | ISSN 0975-3036

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#104, BBC TeachingEnglish Article: Getting teenagers talking

ELTWeekly Vol. 3 Issue#104 | November 14 | ISSN 0975-3036

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The TE editor says, “Getting teenagers to use English in class can provide a considerable challenge to most teachers. This article examines some of the reasons why it can be so difficult and makes some suggestions for overcoming these problems.

  • Why it’s important
    • Long-term and short-term memory
    • Language fitness & agility
    • Authenticity
  • Why they don’t use English
    • Peer pressure
    • Lack of motivation
    • Lack of support”.

Read Getting teenagers talking


#104, BBC TeachingEnglish Article: Rhythm, rhyme, repetition, reasoning and response in oral storytelling

ELTWeekly Vol. 3 Issue#104 | November 14 | ISSN 0975-3036

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David Heathfield

#104, Video: Lives in Linguistics: An interview with Jerrold Sadock

ELTWeekly Vol. 3 Issue#104 | November 14 | ISSN 0975-3036

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Lives in Linguistics: An interview with Jerrold Sadock – part 2


#104, Video: Lives in Linguistics: An interview with Jerrold Sadock

ELTWeekly Vol. 3 Issue#104 | November 14 | ISSN 0975-3036

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Lives in Linguistics: An interview with Jerrold Sadock – part 1


#104, An English Teaching Activity by Hamideh Saadian

ELTWeekly Vol. 3 Issue#104 | November 14 | ISSN 0975-3036

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Children cannot tolerate formal class and strict

ELTWeekly Vol. 3 Issue#103

ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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#103, Book Review:

ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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The book

#103, Article:

ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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The Far East was once a mystery to foreigners. Many countries had closed their borders for fear the “Western influence” would corrupt the value system of its citizens. That ideal is changing and countries are opening their doors to Western influence. Japan is one of those countries. They welcome native English speakers who desire to teach English in their country.

Many people in Asia realize that in order to function well and be successful in international business relations, their businessmen and women need to be able to speak English. Conversational English lets them interact with foreign business contacts more easily than their native tongue. Teachers, with and without formal training or experience, are sought after to do the job.

Before choosing where to go overseas to teach, ask yourself some questions. Will I find a job? Is living in a foreign culture for a year what I want to do? How will I learn the language? What kind of structure do I like?

All of these are valid questions to ask before committing to such a large undertaking. It is no small thing to pack up, leave everything you know, and move half way around the world for a year or more. If things get off to a rocky start, you will long for the comforts of home more and more. Each culture is more diverse than the one before it. Besides that, Asian or European languages for that matter are not easy to pick up on.

If you are attracted to orderliness and discipline, Japan might be the country for you. Their culture is one that is steeped in tradition and customs. As a foreigner, they won’t expect you to know all of their customs, but will show respect as a result of your efforts to comply.

Japan has opened up in recent years to foreign teachers. They actually have a very streamlined process for dealing with Westerners who wish to work in their country. Thousands of applications for work visas are approved each year. There is a lot of competition for the English teaching positions available. Many will hire you with an interview over the telephone after reviewing your application but would prefer to meet you in person.

There are many things that will help you to be successful in your job seeking. First off, the more credentials you have the better off you will be. They require a teacher to have certain credentials to be considered for employment especially with agencies that hire on behalf of Japanese schools and businesses. A bachelor’s degree is required by many schools and businesses will look on you more favorably if you have a business degree or a background in the business world.

The teaching environment in Japan is quite structured. Teachers are required to show up on time and dress accordingly. The attire is conservative and teachers are required to take off their shoes before entering the building and to use a pair of sandals or walk around in stocking feet until you are ready to leave.

Teachers are required to be prepared. A “winging it” attitude towards lessons is not looked upon with favor. Japanese schools like a disciplined schedule for their students. You may be team teaching with a Japanese teacher who knows something about English.

Team teaching can work out in your favor especially if you have trouble with the native language. Japanese students are familiar with grammar from an early age, so your job will be to teach conversational style and the art of English pronunciation. The Japanese teacher will aid in translation of harder concepts. They can speak Japanese to your students when your instruction is not getting through. Unfortunately, if they speak very little English to your very little Japanese, it can pose interesting situations in the classroom.

Teaching jobs in Japan require a year commitment, money to find housing and get situated, a professional attitude, and discipline to your craft. If you can supply all that and an adventurous attitude, teaching English there could be the career move you have been looking for.

As the global market broadens many Asian countries are hiring westerners to teach conversational English.

#103, Article: Reflective teaching: Exploring our own classroom practice

ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works – a process of self-observation and self-evaluation. By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching.

Reflective teaching is therefore a means of professional development which begins in our classroom.

  • Why it is important

Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that “My lesson went well” or “My students didn’t seem to understand” or “My students were so badly behaved today.”

    Read the complete article at http://www.teachingenglish.org.uk/articles/reflective-teaching-exploring-our-own-classroom-practice


    #103, Article: Using poems to develop productive skills

    ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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    You and your students might already enjoy reading and listening to poetry in your own language and perhaps in English too. Poems are, after all, authentic texts. This is a great motivator. Poems are often rich in cultural references, and they present a wide range of learning opportunities. For me, the aim is to teach English through poetry, not to teach the poetry itself, so you don’t need to be a literature expert.

    Most of the tried and tested activities used regularly by language teachers can be adapted easily to bring poetry into the classroom.

    • Communicative speaking activities
    • Working on pronunciation
    • Writing activities
    • Some pros and cons
    • Conclusion.

    Read the complete article at http://www.teachingenglish.org.uk/articles/using-poems-develop-productive-skills


    #103, Video: Studying Linguistics at MIT in the First Decade of Generative Grammar

    ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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    #103, Research Paper:

    ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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    Reintroduction of English as Medium of Instruction in Sri Lanka

    by

    Thirunavukkarasu Karunakaran

    Thirunavukkarasu Karunakaran has been an ESL teacher for10 years at University of Jaffna, Sri Lanka. He has MA and MPhil in Linguistics from the University of Kelaniya, Sri Lanka. His research interests are in the areas of borrowings, bilingualism and bilingual education.

    Introduction

    English is now instrumental to accomplish our goals in our career and life as it is the powerful global medium that links different ethnic groups from different parts of the world. In the present day world English and computer literacy are key things which elevate one

    #103, Research Paper:

    ELTWeekly Vol. 3 Issue#103 | October 31 | ISSN 0975-3036

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    A Study of Literary Analysis: Application of Poststructuralist Approaches to Sylvia Plath

    ELTWeekly Vol. 3 Issue#102

    ELTWeekly Vol. 3 Issue#102 | October 17 | ISSN 0975-3036

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