One of the top scholars in the area of content-based language teaching (CBLT) is Dr. Marguerite Ann Snow.
For decades, Dr. Snow has published on how to better integrate language and content in the classroom.
As such integration is one of the major struggles for CBLT teachers, especially in foreign contexts, I thought it would be helpful to post a little about Dr. Snow’s work and discuss a few takeaways for my CBLT readers.
Continue reading “The Work of Dr. Marguerite Ann Snow”
Using authentic texts with English learners is great…
…unless, of course, they are way too hard for the students.
This is actually one of the top challenges for teachers in content-based language teaching (CBLT) systems, finding texts that are both authentic and comprehensible.
In a study on CBLT teachers, Cammarata (2010) commented, “The difficulty for the teachers was to find the right equilibrium between authenticity and complexity as they struggled to find a way to simplify the content in order to make it comprehensible for the students while keeping it interesting, cognitively engaging, and within the realm of the proficiency level of the learners (Cammarata, 2010, pp. 102-103).
But how do we know if the text we have chosen will be appropriate? That’s where the vocabulary profiler on VocabKitchen.com can help.
Continue reading “Is This Text Comprehensible for my ELLs? Let the Vocabulary Profiler Help!”
How does a student get better at reading?
Simply put…by reading.
Plenty of research supports the idea that extensive reading leads to better reading and language growth, but many kids just aren’t doing enough reading.
It’s our jobs as teachers to encourage our students to read. But the big question is how?
In this post, I will offer a few ideas to help create a community of avid readers in your classroom.
Continue reading “Encouraging Students to Read”
Kids ask a lot of questions. And many times, these questions are not related to the lesson.
For me, this has always been a difficult thing to deal with. How can I support my students’ curiosity but still keep my lessons on track?
That’s where a Question Wall can help. Continue reading “Quick Tips: The Question Wall”
Need some new ideas for the school year?
Well…TESOL Press has got you covered.
The New Ways Series covers a broad range of practical and contemporary topics relevant to English language teaching, including reading, writing, vocabulary, business English, and connected speech. The books in this series are essential for teachers who need a bit of inspiration or some great Monday morning ideas.
Below are 4 *FREE* lesson plans that you can use today in your classroom.
Interested in more? Get 10% OFF* all New Ways titles with promo code NEWWAYS10.
*Offer valid on print titles only. Offer expires 31 August 2017
After you try one of the lesson plans, let me know how it worded in the comments.
I was asked recently, “How can I help my teachers get better?”
This is probably one of the most important jobs of a director or program coordinator. The teaching ability of your staff can make or break the quality of your program.
Unfortunately, helping teachers develop can be difficult. The first hurdle is the teacher has to want to get better. As teaching is quite a personal thing, teachers can often become defensive when suggestions of how to improve are offered.
Another problem is that teaching is very complicated. As an instructional coach, it can often be difficult to decide where to start. And in some cases, the point of development may not have a clear solution.
In this post, I will take you through my process for helping teachers to develop. It isn’t a quick fix, but I have found it has helped me achieve the vital goal of building the skills of a staff.
Continue reading “Coaching Language Teacher Development”
My first night in Taiwan was awful. (The details are irrelevant)
But let’s just say culture shock hit me hard, and it took about 4-6 months before I settled in and “adjusted”.
I use quotation marks purposely on “adjusted” because I wonder if any of us really adjust.
Is culture shock just about the food, language, etc.? Or is there more to it?
And what about international teachers? Is their culture shock experience unique?
Donna Roskell attempted to answer those questions with her study Cross-cultural transition: International teachers’ experience of ‘culture shock’.