The beginning of the semester is a busy time for teachers, so I’ll give you the good stuff right away. Below is the student questionnaire I’ll be using for my classes this coming semester. I kept it in Word so you can edit to your heart’s content.
Some quick background: I teach an adult ESL writing class at an intensive English program at an American university.
Now, if you’re interested in why student questionnaires are so important and want to know what to include in a student questionnaire for your own class, then keep reading!
Juan Jose (JJ) Reyes is from Tegucigalpa, Honduras. He is the Coordinator of the EFL program for TECVOC, a Vocational Technical degree at UNITEC (Universidad Tecnologica Centroamericana).
I met him in the MATESL program at the University of Illinois and he’s remained a close friend. I was excited to interview him about his job in Honduras, and he didn’t disappoint.
There are a lot of interesting topics covered here: ESL versus EFL, academic contexts versus vocational contexts, perceptions of non-native teachers in ESL contexts, insights from his experience as a program coordinator, and of course, some travel tips.
I hope you enjoy it as much as I did.
Minimal pairs are one of the most helpful tools for any pronunciation teacher. They have been proven to help significantly with the perception of unfamiliar phonemes. And since perception of a phoneme is required before production can occur, minimal pairs can also help students when they are ready to speak.
Before you dive into minimal pair training, you should have first done some kind of needs analysis of your students. This could be a done with diagnostic test, or something as informal as listening to the phonemes that your students mispronounce. It’s also possible to predict what types of phonemes your students will have problems with based on their native language – Arabic speakers will often have difficulty with the /p/ phoneme, Japanese speakers will often struggle with /l/ and /r/, etc.
Once you’ve identified phonemes that you want to practice with your class, then you’ll want to either create or find lists of minimal pairs. Here are a few different sources:
I like to gather pairs from different lists for my classes and it’s best if you can incorporate vocabulary that students are already learning.
So once you have your needs analyzed and have some good lists of pairs for the relevant phonemes, it’s time to start practicing. Here are my favorite minimal pairs activities.
For writing teachers, blogging is a great teaching tool. But since it’s a newer technology and not everyone is familiar with it, some teachers might avoid using blogs in their classrooms. If you’re one of those teachers, don’t worry. They’re easier to use than you might think, and they offer some advantages you can’t get from traditional writing exercises.
This post will show you the benefits of blogging for ESL students and get you started on incorporating it into your classroom.
Note: To incorporate blogging into your classes, you will need access to a computer lab for at least one day, or an in-class computer with internet access that all your students can see (with a monitor or projector). Your students will need access to computers connected to the internet outside of the classroom (either at home, at a library, at school, etc.). For very low-tech situations, using blogs might be very difficult.
My last post gave a run-down of how I teach listening in class.
I wrote briefly about authentic listening material and why it’s so important. This post is a collection of different sources and examples of listening materials that I think work the best for in ESL classes.
First, I’ll go through examples of listening materials I use in class.
Then we’ll look at resources that you can use to give your students outside of class listening homework.
Finally, I’ll talk about my favorite listening textbooks out of the ones I’ve used.
Let’s get started
At my first teaching job, I asked a fellow English teacher,
“What’s your favorite skill to teach?”
“Listening,” she replied. “Because I don’t have to do anything. Just press the play button.”
Even then, as a completely new teacher, I knew that there had to be more to teaching listening than that.
Love it or hate it, the five paragraph essay is a core part of writing curriculum in the United States. There are many arguments against it, but for most teachers and students, it’s here to stay. And while some people like to grumble about it, there are some solid benefits to writing in this style for both students and teachers.
So here’s my thesis statement: there are four reasons why teachers should teach the five paragraph essays, and one reason why they shouldn’t.
Not repulsed yet? Read on.
ESL students and teachers alike are often concerned with how to improve vocabulary, and for good reason. Words are the building blocks of any language. The more vocabulary you know, the more you can use and understand. Some studies show that students need to understand about 98% of the vocabulary in an academic reading passage to understand it. Standardized tests often use vocabulary as a measurement stick. Needless to say, if you’re an ESL teacher, you will always be integrating some type of vocabulary-building into your classes.
But once students have a solid foundation of vocabulary, how can you make it even better? This post is written with a very specific demographic in mind: ESL students who are entering or are already studying at American universities. A lot of these tips and ideas might apply to classes, but I wanted to focus on this specific group because sometimes it’s so hard to find practical ways to improve their vocabulary. At times, they seem to know it all already.
But then, of course, they don’t. And that’s why they need you.
A recent article by NPR describes the difficulties that introverts and “quiet” kids face in traditional classrooms. It presents some reasons why students might be quiet in class and states the need for their participation.
The article is nice, but it doesn’t offer many practical solutions to the question posed in the headline. How can teachers actually get quiet students to participate in class?
I’ve got a few ideas.
Computer brains use ones and zeros to organize and process information. But human brains use stories.
Don’t believe me? Read The Storytelling Animal for an entertaining and insightful look at this phenomenon; read Hard-Boiled Wonderland and the End of the World if you want a mind-blowing novel on the same topic.
If you teach English as a second language, you should be using stories in your classes. Not only are they the ideal information-delivery mechanism for the brain, they’re also fun and interesting. And we all know English learners need to be entertained.
In this article, I’ll list a few activities that can be done in class to incorporate stories. I’ll explain how to do the activity, what materials you should use, and why it’s beneficial for learning.
Let’s get started.