500 TIPS FOR TESOL TEACHERS (The 500 Tips Series) by Phil Race

By Phil Race

There was a progress within the variety of lecturers thinking about instructing English as a overseas or moment language. This guide comprises functional feedback for EFL academics, and goals to guide to principles which might be attempted out instantaneously. Lists of invaluable assets and pro-formas are incorporated.

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Extra resources for 500 TIPS FOR TESOL TEACHERS (The 500 Tips Series)

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Accommodation literature needs to be written, or supplemented, so that all learners know what each category of accommodation entails. 11 Help learners from abroad to communicate with home, especially in emergencies. International telephone or fax charges are high, and learners may not have access to locations where they can use such communications in relative privacy. The costs, both financial and academic, of learners having to make emergency visits home are serious, and ways need to be found of helping learners to sort out some of the problems that could lead them into such costs.

Tell them about the changes that are proposed on the basis of the results from the questionnaire. Otherwise people are likely to become disillusioned about the whole process of giving feedback. 14 Remember that learners’ responses can be influenced by their mood at the moment of answering the question. Ideally, you may wish to balance this source of variation out in one way or another; for example, by issuing a similar questionnaire at another time, and comparing responses, or by including some alternative questions in other parts of your questionnaire which ‘test’ the same agenda so you can be alerted to inconsistency in responses due to swings of mood.

You can also ask learners to bring in texts for use in class. In these ways, you can give your learners exposure to a wider variety of texts than they might otherwise get. 2 Use a good proportion of ‘authentic’ texts. Successful reading of texts from the world outside the classroom is very motivating, and exposure to such sources can provide language development opportunities on conscious and unconscious levels. Adjust the task associated with the reading to make the text accessible. See 22, Exploiting authentic written texts.

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