Drama puts the teacher in the role of supporter in the learning process and the
students can take more responsibility for their own learning. Ideally, the
teacher will take a less dominant role in the language class and let the
students explore the language activities. In the student centered
classroom, every student is a potential teacher for the group.
Group items tagged
Using Peer Feedback in the ESL Writing Class - 0 views
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This has wider applications apart from ESL because it discusses some pre-training activities to prepare students to provide peer feedback
Follow ESL TEFL ESOL PLN on Twitter - 0 views
The TEFL/EFL/ESL Online Tutors Guide Teaching With SKYPE. - 0 views
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The TEFL/EFL/ESL online tutors guide Teaching With SKYPE.
ESL workshop: Scaffolding theory - 0 views
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basics of theory on scaffolding instruction for English Language Learners
Extensive Reading vs Skills Building in an EFL Context - 0 views
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Excerpt: Reading has been taught by the translation procedure in EFL situations such as Japan. But today there is a trend towards the use of ESL-type "skills building" text books and procedures and, to a much lesser extent, towards extensive reading. There is a considerable difference between these two procedures, not only for teachers and learners. but aiso for the allocation of institutional resources. Despite this. there is little useful research comparing them. This paper examines previous research on extensive reading. and then describes an experiment comparing the improvement of reading comprehension by Japanese college freshmen taught by either a skills-based or extensive reading procedure. The results suggest that extensive reading may be at least as effective as skills-building. with the important advantage that it is more interesting: for the learners.
ESL podcast - 0 views
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English as a Second Language podcast.
http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf - 0 views
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Classroom management tips to a successful student-centered learning environment. -
A student-centered approach helps students to develop a "can-do" attitude. It is effective, motivating, and enjoyable. This booklet sets out to discuss how this approach can be implemented. It also deals with the problems that may arise.
Boudreault - The Benefits of Using Drama in the ESL/EFL Classroom - 0 views
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Student centered learning
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Student centred learning
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Students are encouraged to express their own ideas and contribute to the whole
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eduTecher - 0 views
The Best Websites For English Language Learner Students In 2011 | Larry Ferla... - 0 views
StephenKrashenscomprehensibleinput.flv - YouTube - 0 views
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several videos featuring Stephen Krashen on the concept of comprehensible input and other second language acquisition topics
Stephen Krashen's Theory of Second Language Acquisition (Assimilação Natural ... - 0 views
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Krashen's Theory of Second Language Acquisition
Litz - Student-directed Assement in ESL/EFL: Designing Scoring Rubrics with Students (T... - 1 views
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negotiable contracting and his research shows that students who are given a role in the assessment process and provided with the appropriate direction by their teachers are able to accurately evaluate their strengths and weaknesses and better pinpoint areas where they need to focus their efforts for improvement
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develop a clearer picture of the task and their teacher's expectations while the teachers reported that they had clearer instructional goals
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As a result, students typically perform at higher levels and gradually come to view assessment not as an arbitrary form of reward or humiliation, but rather as a positive tool for educational enrichment and growth.
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student created assessment tools
Sonia Nieto - 0 views
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Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts, Amherst. Born and raised in Brooklyn, New York, she was educated in the New York City Public Schools. She attended St. John's University, Brooklyn campus, where she received a B.S. in Elementary Education in 1965. Upon graduation, she attended New York University's Graduate Program in Madrid, Spain, and received her MA in Spanish and Hispanic Literature in 1966. A junior high school teacher of English, Spanish, and ESL in Ocean Hiil/Brownsville, Brooklyn, in 1968 she took a job at P.S. 25 in the Bronx, the first fully bilingual school in the Northeast. Her first position in higher education was as an Instructor in the Department of Puerto Rican Studies in Brooklyn College, where she taught in a bilingual education teacher preparation program co-sponsored with the School of Education. Moving to Massachusetts with her family in 1975, she completed her doctoral studies in 1979 with specializations in curriculum studies, bilingual education, and multicultural education.
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