Resource Description: Learners’ development of collaboration skills has important implications for their language learning (Donato, 2004), fluency development (Huensch & Tracy-Ventura, 2017), and the development of interactional skills (Johnson and Johnson, 2004). When working together towards achieving a common goal, learners use language to mutually construct new knowledge by sharing their own ideas and accepting contributions from other participants (Donato, 2004). 3D virtual worlds (VWs) can provide learners with the opportunities to collaborate through multiple communication channels, which may facilitate language development (Meskill, 2005). Drawing on the results of the study on learner collaboration in 3D VWs (Kozlova, forthcoming) when students used an audio channel to interact with their peers and a text-based channel to make notes on a collaboration board, this presentation discusses the factors affecting learner collaboration. These factors include (1) learners and instructors’ familiarity with 3D VWs, (2) learners’ familiarity with the format of the learning activity, (3) learners’ experience with the spontaneous use of the second language, and (4) instructors’ use of pedagogical techniques that facilitated collaboration. Although this presentation draws on the findings of the research in 3D VWs, implications of the findings to face-to-face classroom will also be discussed.

Iryna Kozlova, Ph.D., is a lecturer in the TESOL Program, Graduate School of Education, University of Pennsylvania. Her research interests include the use of second/foreign language spoken discourse in the classroom and in casual conversation, application of technology for second/foreign language teaching and learning, task-based learning, and teacher training. She has taught Applied Linguistics, ESL, and Russian in the United States and internationally. 

Resource Type: Teaching Tips

Resource Description:

I have a PhD in Teaching Methodology. The below video link is a brief but to the point introduction to my innovative revolutionary approach to the education of the Oppressed, which was formulated based on my own seminal "Cognitive Socio-Political Language Learning Theory". I received my PhD from the biggest democracy in the world, from incredible India, for this sort of contributions to democracy!     

Resource Type: Teaching Tips

Resource Description:

The lesson's aim is to review the vocabulary topic "Eating out", which was featured in the textbook we are using at our school. 

Desks are arranged into "task islands", at which students do different activities (grammar, reading, vocabulary, video comprehension). At the end of each activity, they check the answer keys and proceed to the next activity. 

At the end of the lesson, students fill out a self-assessment form (based on the can-do statements of the European Language Portfolio) that helps them reflect on the difficulties they had and the skill(s) they need to brush up on. 

Students work autonomously and can choose if they want to work in pairs or groups.

The teacher monitors the activities and is available for students whenever they need help.

The results of the self-assessment and of the activities is then discussed together in the next lesson. 

As a follow-up activity, students work in pairs and must create their own café or restaurant, which they will then present in class with a PowerPoint presentation.

Resource Type: Activities

Resource Description:

• There are up to 75 lessons of various common topics for your readers to choose from. These lessons can help them survive or even thrive in any English-speaking country.

• Lessons are delivered with both texts and high-quality audio, which facilitates speaking and listening practices considerably.

• A video with subtitles for each lesson is also added to help your readers train pronunciation and speaking.

• Lessons are designed in conversation form with questions and responses, which makes learning easier than ever.

• Questions and responses are collected from daily life, so they are highly reliable, practical and applicable.

Resource Type: Lesson Plans

Resource Description: Curt Bonk will be sharing his thoughts in the TEIS webinar on the emergence of at least 30 different ways in which learning is changing—for instance, it is becoming increasingly collaborative, global, mobile, modifiable, open, online, blended, massive, visually based, hands-on, ubiquitous, instantaneous, and personal. These 30 learning and technology-related changes reflect three distinct “mega-trends”: (1) learner engagement, (2) the pervasive access to learning, and (3) the customization and personalization of learning. The webinar will be in a conversation format moderated by Faridah Pawan, the TEIS Chair Elect-Elect.

Resource Type: Teaching Tips

Resource Description:

Some topics discussed include:

- Where to look for academic jobs and how the TESOL/SLW Job Marketplace operates
- How to create a job application portfolio
- Jobs in different contexts: EAP programs, K-12, IEPs, and post-secondary
- Useful tips for the application process (e.g., portfolio system, recommendation letters, keeping track of applications and responses, contacting employers, and more)
- the hiring process from the departmental point of view
- tips for the interview, job talk, and campus visit

Resource Type: Teaching Tips

Resource Description: Images add to the interest and overall impact of learning nowadays. This webinar offers integrated-skill activities where participants will be able to experience some useful ideas to integrate the four language skills using daily life visuals. 

Deyvis Sánchez has been an EFL teacher, program administrator and teacher trainer for over twenty-five years. He’s worked with young learners, adolescents and adults. He holds a BA in Modern Languages Education (MLED) and a Master of School Administration from Universidad Católica de Santo Domingo.He has been a presenter at TESOL international and has trained teachers in Costa Rica, the United States, Colombia, Honduras, Panama, and in more than ten provinces of his natal Dominican Republic.

Resource Type: Teaching Tips

Resource Description:

This is a famous story. This lesson plan introduces the vocabulary words using digital resources.

Resource Type: Lesson Plans

Resource Description:

This selection deals with Jean-Francois Champollion’s deciphering the hieroglyphs. The comprehension skill is using graphic sources to help understand information. This lesson plan introduces the comprehension skill and the new vocabulary of the story.

Resource Type: Lesson Plans

Resource Description: A video on how to present Subject and Object Question Forms to students.

Resource Type: Teaching Tips

Resource Description:

Handouts of activities for Adult Lesson: What to do if you are pulled over by a police officer? 

Resource Type: Activities

Resource Description: This lesson is designed for adult beginning or Intermediate English learners learning about transportation life skills and road signs.

Textbook: Future 1: English for Results, D. S. Pittaway, 2010, Pearson/Longman.  Unit 10, Lesson 1., pp. 186 - 187, and  Lesson 4: Forms of transportation and traffic signs, pp. 191 -192

Resource Type: Lesson Plans

Resource Description: This is a 5-minute end of class or warm-up activity. It is a fun activity to learn words by heart. The words are randomly chosen by each student.

Resource Type: Activities

Resource Description:

In English, we use 'Progressive' and 'Continuous' interchangeably.  But did you know that in general linguistics, there is a slight difference?  The two are very similar, but it's helpful to know what those differences are.

Check out this video for more on Progressive/Continuous tenses.

Resource Type: Teaching Tips

Resource Description: In writing and training, the presenter has found that so-called taboo subjects and language are often censored in the name of cultural diversity. In this thought-provoking session, he will argue that this is often the result of cultural stereotyping and the infantalization of students. The presenter will claim that ‘taboos’ are not taboo when teachers’ primary focus is on language (not issues) and when teachers help students express their own ideas.

Resource Type: Virtual Seminars