Resource Description: This is an activity and a game lesson that focuses on activating the pupils' speaking skills and the collaboration within the group. Playing the game, pupils activate their vocabulary and develop the ability of group work.

Resource Type: Lesson Plans

Resource Description: Activities for newcomers to assist through the silent period and beyond. This activity was presented ​at the 2018 TESOL convention, Seattle, Washington.

Resource Type: Activities

Resource Description: Dr Christine Tardy, Associate Professor in the English Department at the University of Arizona, discusses strategies teachers can use to exploit reading in order to improve students' writing.

Resource Type: Teaching Tips

Resource Description: This is a graded reader accompanied by a phonics toon. It is based on short vowel 'e'. It is called Ed & Ted. It is a cartoon using text, audio and visuals. It also includes a printable pdf format for a reading corner. This is a first part of a series of phonics-toons I'm making to engage the digital generation of young ELLs. It is 21st Century methods to improve literacy.

Resource Type: Activities

Resource Description: This is part of an emerging series called Phonics-toons, that are based on synthetic phonics. Cam and Sam Part 1 is a short vowel'a' story that includes digraphs and sight words. It is animated cartoon employing text, audio and visuals. It is enriched by a printable pdf reader that can be placed in reading corners. It is geared towards the digital generation. 

Resource Type: Activities

Resource Description: The world needs globally competent creative and entrepreneurial talents to take advantage of the opportunities brought about by technology and globalization. But schools are pushed to produce homogenous, compliant, and employee-minded test-takers, as a result of the traditional education paradigm. Zhao proposes a new education paradigm needed for the new world.

Resource Type: Convention Plenary & Keynote Sessions

Resource Description: In this presentation, Valdés talks about second language acquisition theory and research from the perspective of a dedicated language teacher. She shares some of what she has learned, tells you where she looked for answers, and invites you to engage with topics that will directly or indirectly inform your practice.

Resource Type: Convention Plenary & Keynote Sessions

Resource Description: Educational systems everywhere want to educate more students to higher standards while cutting resources for teacher education and development. Why do they think they can? Why do we know they cannot? The 2.0 world prizes nontraditional learning, interdisciplinarity, and technology. What do professional English language teachers offer this world?

Resource Type: Convention Plenary & Keynote Sessions

Resource Description: A Reader Leader session helps to address the difficulty ELLs sometimes have getting through and understanding assigned readings by making use of community volunteers who come into the classroom to assist the instructor by reading aloud and discussing texts with students. Addressing the gap between the student's current skills and the academic reading task at hand, a Reader Leader session (or series of sessions over the semester) can be an effective and enjoyable means of starting to close that gap, provided that the gap is not too large.  Although this activity can be applied to many other teaching situations, this particular activity is designed to help instructors ensure that students are understanding the texts upon which they are basing their essays in an entry-level source-based writing course.

Resource Type: Activities

Resource Description: This activity engages students in the process of working together to develop a "they say" thesis statement for a synthesis essay based on The New York Times online forum "A Room for Debate," a website that clusters short, opinion-based articles about current topics by experts in their field. When teaching a class with many levels of readers, it is best to choose one of the debate forums to work with, either with the instructor choosing or students voting.  The activity elicits intensive collaboration and negotiation between partners, what Vaivanpanah and Miri (2017) call a "collaborative dialogue," a higher-level and more productive task type than the "simple dialogue." The activity can be used to practice synthesizing ideas and formulating a thesis, with or without going on to write a synthesis essay.

Resource Type: Activities

Resource Description:

This activity was actually a class task which required learners to draw the world as they see in their imagination.

Resource Type: Activities

Resource Description:

Are you looking for popular songs with clean, intelligible lyrics to bring into your classroom? At sandraheyersongs.com, you'll find a list of over 200 classroom-friendly pop songs, organized by theme, along with lesson plans for the latest hits. Updated monthly.

Resource Type: Lesson Plans

Resource Description: Incorporating pronunciation instruction into other skills benefits not only students’ speaking abilities, but also their vocabulary acquisition, listening skills, grammatical accuracy, and reading proficiency.  However, instructors rarely have the luxury of teaching stand-alone pronunciation lessons.  In this webinar, the speakers suggest practical ways for all teachers to integrate pronunciation into all of their lessons.

Resource Type: Virtual Seminars

Resource Description: Some research on language development in writing classes shows little language development over the course of a semester (e.g., studies in Connor-Linton & Polio, 2014 and Yoon & Polio, 2017).  It is not clear, however, if this is because of not enough language focus or in spite of language focus in writing classes.   In this discussion, I will first provide a brief summary of what we know about how language develops in writing classes.  After that, I will lead a discussion about what might be an appropriate balance between addressing language issues and matters related to idea development and organization.  We will talk about the role of context, student needs, and specific genres.

Charlene Polio (http://polio.msu.domains/) is a professor at Michigan State University, where she teaches classes in the MA TESOL and Second Language Studies programs.  She is the outgoing co-editor of the Modern Language Journal and will soon be assuming the role of co-editor of TESOL Quarterly with her colleague Peter De Costa.  She has published widely on second language writing and is the author of Understanding, Evaluating, and Conducting Second Language Writing Research (Routledge, 2017, with Debra Friedman).  In addition, her book Authentic Materials Myths (Michigan, 2017, with Eve Zyzik) will soon be published.

Resource Type: Teaching Tips

Resource Description: While writing and reading competencies are both equally important, at the young age of these learners, communicative competence through verbal interaction between teacher and peers is the more natural approach based on the knowledge and skills that correspond to these ages. The primary goal when teaching very young learners is for students to communicate using the target language. But, how can a teacher encourage communication in the classroom with young learners if their level of English is very low, almost minimal? How can a teacher plan a lesson that fosters communication in the target language when the students have only recently begun communicating effectively in their native language? In order to ensure a communication-based lesson for English Language Learners (ELL), the focus needs to be on students’ communicative competence and performance in the classroom. According to Phillips (2009), a students “performance” has to be understood as a multi-faceted concept that encompasses communicative, linguistic and social competency. These are all of the competencies that students demonstrate upon speaking in the target language in the classroom. Using children’s picture books as a base for young ELL lesson plans, students react verbally, the output, to what they hear the teacher read and what they see in the book, the input. While the teacher reads the picture book, students see the illustrations – they are able to make connections with the words they hear and the pictures they see to create their own meaning. Therefore, the images students see in these picture books are the link that helps them acquire and understand the target language. Young learners do not learn by taking notes, they learn through play and fun and to them, reading is an activity they enjoy. 

Resource Type: Lesson Plans