ESL etc.

Global Issues and Activism in English Language Teaching

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Anderson, G. G. (1996) Global issues in the university ESL classroom. The Language Teacher, 20(11), 20-25.

August 19th, 2007 · No Comments

Beginning university students may never have been encouraged to think about global issues before. More importantly, university graduates might never have the chance again. Widespread ignorance of global issues among university freshmen is hardly surprising, but it can be cured. As an EFL university teacher, I feel responsible for demonstrating a meaningful connection between my […]

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Brown, H. D. (2004) Some practical thoughts about student-sensitive critical pedagogy. The Language Teacher, 28(7), 23-27.

August 20th, 2007 · No Comments

We language teachers and teacher educators are reminded that we are all driven by convictions about what this world should look like, how its people should behave, how its governments should control that behavior, and how its inhabitants should be partners in the stewardship of the planet. Is this call for subversive teaching a challenge […]

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Cates, K. (2004) Becoming a global teacher: Ten steps to an international classroom. The Language Teacher, 28(7), 31-35.

August 20th, 2007 · No Comments

Can you engage in sensitive critical pedagogy in your classrooms? Can you take a bold step forward and at the same time respect the beliefs and attitudes of your students? What are some activities you can do that would respect students’ points of view yet stir them to a higher consciousness of their own role […]

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Dellar, H. (2004). Grammar is dead! Long live grammar!! The Language Teacher, 28(7), 29-31.

July 1st, 2007 · No Comments

Despite the fact that most students studying General English want mainly to speak and listen to English, we still insist on furnishing them with the grammar of the written language. In short, the notion of a broad, diverse, grammar-dominated syllabus simply does not reflect the reality of the way language is actually used. A third […]

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Hronopoulos, S. (2004) Environmental lessons served with indigenous spice and a twist of innovation. presented at the 17th Educational Conference Adelaide.

August 20th, 2007 · No Comments

A healthy dose of materials based on real issues can capture a learner’s imagination and also empower them as language learners, and as global citizens. Criticism has been leveled at instructors who do infuse their language teaching with global issues (Cunningham, M., 1991), however, there is little danger of ‘preaching’ to the learners if you […]

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Hronopoulos, S. (2005) Some considerations for designing activism-related materials. TESOL MWIS Newsletter, 18(2).

August 20th, 2007 · No Comments

Activism-related materials provide linguistic stimulation and expose our learners to a range of critical issues. As educators, we owe it to our learners not only to improve their English competence but also to empower them with knowledge to make them responsible citizens who can create a just, humane, and violence-free world. The general apathy that […]

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Jacobs, George M. & Thomas S. C. Farrell. (2001) Paradigm shift: Understanding and implementing change in second language education. TESL-EJ, 5(1).

August 19th, 2007 · No Comments

This article describes eight changes that fit with the paradigm shift in second language education toward what is most often described as communicative language teaching. These eight changes are: learner autonomy, cooperative learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment and teachers as co-learners. Retrieved from http://tesl-ej.org/ej17/a1.html on August 19, 2007.

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Kay, S. (2004). Anecdote activities. The Language Teacher, 28(7), 39-43.

June 30th, 2007 · No Comments

Research has shown that students who plan for tasks attempt more ambitious language, hesitate less, and make fewer basic errors. Research indicates that asking students to repeat a task a second time is well worthwhile. When students do an anecdote activity for the first time, tell them that you are going to ask them to […]

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Krashen, S. (2004). Why support a delayed-gratification approach to language education? The Language Teacher, 28(7), 3-7.

June 30th, 2007 · No Comments

The Comprehension Hypothesis, in fact, insists on pleasure from the beginning, on acquirers obtaining interesting, comprehensible input right from the start. The path of pleasure is the only path. Foreign language students need better libraries, libraries filled with books, magazines, comics, as well as audiotapes and videotapes. It should be possible for second language acquirers […]

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Krashen, S. (2007) Responding to You Will be Tested on This by David Glenn in the Chronicle of Higher Education

June 30th, 2007 · No Comments

Frank Smith has pointed out that if a fact or idea is important enough, if it answers an important question in our lives, only one exposure is enough and no effortful retrieval, testing, or even writing is needed. Retrieved from http://sdkrashen.com/pipermail/krashen_sdkrashen.com/2007-June/000797.html on June 11, 2007

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Peaty, David. (2004) Global Issues in EFL: Education or Indoctrination? The Language Teacher, 28(8), 15-18.

August 20th, 2007 · No Comments

…there are certain risks inherent in global education. These include inadequate teacher knowledge of the subject, tension between the traditional curriculum and the more progressive elements of global education, and the risk of indoctrination. However, all of these justifications are insignificant when compared to the main reason for introducing global education in all subjects across […]

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Sargent, T. (2004) Advocacy-oriented global education in TLT special issues. The Language Teacher, 28(2), 9-13.

August 20th, 2007 · No Comments

Apparently, many educators simply do not know enough about global education before they try to teach it—often with adverse outcomes. …many of the people who are attracted to global education have an activist orientation—many also lacking sufficient information and preparation to teach global education. Advocacy-oriented approaches on the other hand, can be identified by the […]

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Small, J. (2003) The potential of language education: A global issues perspective. The Language Teacher, 27(3), 9-13.

August 20th, 2007 · No Comments

The global educator seeks to articulate alternatives to the views that the purpose of learning English is success in the business world (as measured by moneymaking and consuming), being a tourist, and having fun. As educators who may sometimes have been frustrated by our students’ reluctance to offer opinions, we might consider Japan’s Buddhist heritage. […]

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