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On an increasingly international planet, multilingualism is fast becoming a desired trait in employees, meaning today’s college students enjoy an advantage if their degree plansrequire a second (or even third!) language. English speakers in America particularly find this possibility challenging, as far too many schools downplay the importance of learning to speak something additional. Fortunately, those who feel as if the system failed them in this regard can still pick up a foreign language relatively quickly. The following, ranked as Category I by the Foreign Service Institute but listed in no particular order, offer up comparatively easy starting points. Starting points which might very well prove useful for more than touristic reasons!
Shaping the Way We Teach English: Module 10, Alternative Assessment
Alternative assessment is a way to directly evaluate learners’ language skills. A paper-pencil test shows knowledge about the language. Alternative assessment shows learners’ ability to use the language.
Shaping the Way We Teach English: Module 08, Authentic Materials
Authentic materials are used by native speakers of a language for actual communication. Authentic materials are good tools for language teaching and learning because they are: * Interesting. * They use real language. * They can be chosen for individual interests. * They illustrate accurate use of language in the target culture. * And, they help students learn how to get as much information as they can, even if they can’t understand everything, or even very much.
Shaping the Way We Teach English: Module 04, Pair and Group Work
The focus in this module is on Pair and Group Work. Pair and Group Work incorporates principles and themes from the Cooperative Learning and Collaborative Learning theoretical frameworks. We will look at some real classroom examples, using Stella Ting-Toomey’s “describe, interpret, evaluate” process to analyze what is happening with pair and group work in these classes.
Shaping the Way We Teach English: Module 06, Managing Large Classes
In recent years, the demand for English has increased. Schools around the world have responded by adding more English classes into the curriculum. Class sizes can be quite large and, in some cases, are growing even larger. Classes of 50-75 students are not uncommon. Many people in education are asking themselves: * How do large classes affect an instructorâs ability to teach, and a studentâs ability to learn? * And, how do large classes affect the quality of education?
Shaping the Way We Teach English: Module 05, Learner Feedback
One important distinction to make when giving learner feedback is that of formative vs. summative evaluation. Formative evaluation is a way of giving students feedback along the way. It is the answer to the questions, “How am I doing so far?” and “How can I improve?”
Summative evaluation includes those kinds of evaluation that summarize a studentâs overall performance. For example, the final grade for a course.
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The latest ‘OUP ELT Global Blog’ post is titled “Reading, not drowning!”.
OUP ELT Global Blog team says, “Following on from his previous post aboutreading aloud, Peter Redpath, co-author of Incredible English, teacher trainer and ELT consultant, considers how to encourage successful reading in language students.
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The latest ’PainintheEnglish’ blog post is titled “What happened to who, whom and whose?”.
The ’PainintheEnglish’ team says, “Has the English relative pronoun ‘who/whom/whose’ been banned while I was not looking? It seems to have been replaced by the ugly use of the word ‘that’.
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Cleve Miller’s latest English360 blog post is titled “Breaking news: English360 is now independent”.
Cleve says, “As we announced to our customers last week, English360 is now independent of Cambridge University Press, and we are now a wholly owned and fully autonomous organization. This is, of course, very exciting for all of us at English360, and not just from a business perspective: it’s exciting because it’s the next step in fulfilling our shared vision of where education is going, and how teachers will use technology.
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The latest ‘OUP ELT Global Blog’ post is titled “4 easy ways to incorporate technology into ELT (for you and your students)”.
OUP ELT Global Blog team says, Laura Austin, an ELT Consultant for OUP, presents 5 easy ways to learn, connect, communicate and develop in ELT using technology.
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Kati Sule’s latest blog post on ‘Macmillan Dictionary’ blog is titled “Internet and language change”.
Kati says, “This video is a good introduction to the topic of online english, our main focus this month here on the blog.
Professor David Crystal answers the question: How is the internet changing language today?
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Certificate in English Language Teaching to Adults or CELTA is a widely recognized teaching qualification, which is perfect for candidates that wish to get an English job abroad. It is awarded by Cambridge ESOL, the full-time course duration is four to five weeks, but it could be taken part time too and in that case, it lasts several weeks or even months. The courses are validated by University of Cambridge Local Examinations Syndicate (UCLES), but are run by various centers in great number of countries.
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