Posted 21/10/2014

The ESL / ELL Teacher's Survival Guide:

Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels

by Larry Ferlazzo and  Katie Hull Sypnieski


The title of this teachers' resource is anything but modest. And it does, in reality, encompass a large...

Posted 12/10/2014

TPR Storytelling or TPRS stands for 'Teaching Proficiency through Reading and Storytelling'. This relatively new teaching method encourages students to acquire a foreign language through the pleasant, relaxing, and easy activities of listening to, reading, and telling stories.


TPRS was developed by...

Posted 03/10/2014

Teaching ESL/EFL with the Internet: Catching the Wave

  (by Carine M. Feyten, Michelle D. Macy, Jeannie Ducher, Maktoto Yoshii, Eunwook Park, Brendan D. Calandra, and John Meros)


This guide was written by several teachers and scholars from the University of Southern Florida with different fields of expertise. It is especially suitable for newbies but can...

Posted 17/09/2014

The Pimsleur Method counts among today's most popular language learning methods. It consists ultimately of audio lessons . A reading programme also exists, but it only has a secondary position. The method relies on simplicity, quickness of learning and the acquisition of native-like pronunciation.

As translation has a key role within the Pimsleur method, it is composed in language pairs. The study of English is currently available for native...

Posted 13/09/2014

Once, when I was taking a French class at university, our teacher was absent and we had a very young substitute. She started off by asking us what our names were. Our 60-year old classmate was first in line. He failed to understand the question, so he asked for clarification. He received the answer : 'what did mummy call you ?' That is when I thought that maybe this would have been an okay way of putting it in front of a younger student, but that somehow it really sounded disrespectful in the given situation....

Posted 10/09/2014

How to Help Them Make the Difference


Why Is It Important ?

Firstly, it provides good general culture to know more about the words and constructions we are using. If your students need a more practical reason, here is one : not having knowledge of the particular roles nouns can take within a sentence can...

Posted 07/09/2014

Grammar for English Language Teachers

by Martin Parrott


Let us admit that being a native speaker of English or a linguist or even a very experienced and qualified teacher does not mean that one has a perfect command of English grammar.

Teachers should, primarily, be interested learners of grammar. Grammar...

Posted 25/08/2014

Today, we are going to introduce to you the Lexical Syllabus Approach. This foreign language teaching approach was developed by Michael Lewis in the 1990s. According to the Lexical Syllabus, the basis of language is to be found in its vocabulary as well as the relations between its separate items.


Back in 1988, John Sinclair defined the approach in his book, The...

Posted 22/08/2014

Not long ago, we addressed the situation of your lessons finishing early i.e. you are done will all planned work in advance and you can engage in filler activities. Now, let us see what happens when you don't have enough time to cover all of the lesson material. Here are 5 tips for you to follow.


1.Evaluate the Reasons

Why is it that you...

Posted 20/08/2014

Let me guess. You know for a fact that a student whose native tongue is one you are familiar with is constantly engaging in translation to and  from English in their head? Or, there is a student that consistently and despite all your corrections keeps on using the same grammar and expressions that are not only wrong but also sound very weird? You are not alone. Most ESL teachers witness a pathological reluctance of students to think in English.