There are many engaging ways to use video and video creation projects in teaching English. There are also, of course, numerous videos online that can be useful in various English teaching contexts. Video streaming sites such as Vimeo and YouTube provide access to a seemingly endless supply of video content, but this can quickly result in the sensation of being overwhelmed and leave teachers uncertain of where to begin.
Fortunately, the most useful and valuable of these video collections are intentionally archived and curated for instructional purposes. These often benefit from inclusion of a focus on specific topics, lesson types, language levels, and teaching contexts. Increasingly, there are collections of such media accompanied by extensive documentation to support implementation or even teachers’ manuals and lesson plans. So many recent useful and impressive projects have focused on the use of TED Talks that I will focus on these for this first article. Next month, I’ll share thoughts about other video applications. Continue reading
Hello, ESPers worldwide!
In the 49th ESP Project Leader Profile, we travel again to the United Kingdom, this time to meet Louise Greener, and we gain insights into spreading “organizational culture” and “best institutional and pedagogical practices.”
Louise was introduced to me by another ESP project leader in England, Andy Gillett. Please read her bio. Continue reading
Are you looking to energize your teaching and enhance student learning? Project-based learning (PBL) is a fun and meaningful way to integrate the use of language skills while promoting students’ critical thinking skills. As indicated by the name, project-based learning involves students refining and honing their language skills through the completion of projects.
PBL requires teachers to create a classroom culture of creativity and engagement in which students share their work and reflect on the processes they use to create and complete their projects (Cooper & Murphy, 2016). Hedge (1993) noted additional specifications for PBL use in an English language classroom, including using authentic materials, creating a student-centered classroom, sequencing tasks to scaffold the final project, and students accepting responsibility in completing the project both in and outside of the classroom.
The school year is well under way, and teachers are beginning to get to know their students and to build relationships with them. The teachers that work with English learners (ELs) should know how crucial their classroom practices are to the success of these students. Here are four essential practices that effective teachers of ELs exhibit in their classrooms:
- Demonstrate a positive, asset-based relationship with students.
- Provide scaffolds to support ELs to acquire new information.
- Make use of flexible grouping of students in the classroom.
- Model appreciation of diversity in the classroom.
Following, I’ll discuss these four practices in detail. Continue reading