Sinclair (1991) found that lexical analysis can be overcomplicated, yet Johns (1994) called for investigation into whether corpus analysis can motivate beginners and near-beginners. The findings of this research suggest that young EFL learners can enjoy using corpus analysis tools (wordlists and concordances) to identify, classify, and generalize…

This article discusses the use of role-play as an effective strategy for enhancing the quality of multicultural curricula in the English as a second language (ESL) classroom. The author critiques the use of the simplistic additive approach to multicultural instruction and furthers the work of those theorists who advocate the use of the more…

This article reports on a 4-week class project in which students created Web 2.0 digital stories and shared and discussed them with their peers using VoiceThread, a digital media online tool. Participants were English language learners in an academic writing class at a major research university in the United States. Digital stories provided an…

Interrupted formal education is a barrier that makes learning English as an adult an extremely challenging commitment. Besides the many work and family responsibilities that most adult English as a second language (ESL) learners face, students with interrupted formal education (SIFE) often lack familiarity with school-based skills and typical…

Two language teachers offer guidance to help other English-as-a-Second-/Foreign-Language educators incorporate pronunciation activities into oral communication courses as well as other instructional settings. (Author/VWL)

Offers practical suggestions for incorporating music activities into the adult English-as-a-Second-or- Other-Language (ESOL) classroom. Focuses on reasons for using music, guidelines for selecting songs, categories of music activities, guidelines for structuring classroom music activities, and ways to use music in adult ESOL classes. (Author/VWL)

Describes activities introduced in a conversational English-as-a-foreign-language course in China using Chinese folktales and examines the response the folktales elicited from the students. Discusses teacher and student perspectives on the use of folktales, lessons learned, and applications for English-as-a-Second-Language classrooms. (Author/VWL)

Five classroom ideas are presented that foreign language teachers can incorporate into instruction. (Author/VWL)

Describes an English-as-a-Second-Language (ESL) freshman composition course in which students read a mystery novel, "The Alienist," and researched and wrote about its historical setting. Reactions to the course are described by the students, who were experiencing content-based instruction for the first time. Activities applicable to teaching…

Four short articles provide teaching tips for the English-as-a-Second/Foreign-Language classroom, including the use of Moos, a video jigsaw, practicing oral language skills with interviews and student-read dictations, an ask the expert activity which builds learner confidence in speaking in front of groups of people. (Author/VWL)

Describes how a writing project and oral presentation engage middle school English-as-Second-Language students in collaborative activities that develop their understanding of and respect for one another's heritage and an appreciation for their valuable cultural contributions to the greater community. (Author/VWL)

Describes a shock language activity exercise that gives mainstream students a realistic taste of the challenges faced by their English language learning peers and a greater respect for linguistic and cultural differences. The activity transforms the typical U.S. classroom into a typical Japanese classroom. (Author/VWL)

Based on experience teaching English as a Second Language (ESL) to primary school children, the author finds the "ESL Standards for Pre-K-12 Students" outlined by the Teachers of English to Speakers of Other Languages do not define ESL progress as specific skill levels but offer open-ended descriptors and sample progress indicators teachers can…

Five ideas for English-as-a-Second-Language classroom activities are described, including a geography pronunciation drill, a project in which students design retail stores, a real-life business role-playing exercise, student-designed coats of arms, and use of prizes for student motivation, followed by prize-related assignments. (MSE)

By encouraging English-as-a-Second-Language learners to keep a daily word calendar, teachers can tap into their need for success by helping them keep a visible count of their growing vocabulary. Describes how to prepare and fill-in word calendars, use them in classroom activities, and conduct extension exercises. Sample student word calendars are…