In the Classroom

Embracing the Sound of Words:
Evoking the Inner Experience

May 10th, 2016 | By
image of treble clef

By PATRICK T. RANDOLPH — “As soon as we have the thing before our eyes, and in our hearts an ear for the word, thinking prospers.” —Martin Heidegger I. Introduction The wisdom of the ears knows the magic of words. The memory is as vivid as they come: I was 4 years old, rolling in
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Keep Students Talking After Class

May 10th, 2016 | By
image of woman on smartphone

By BRENT WARNER —One of the biggest challenges facing teachers of ESL students is getting them to use English outside the classroom. It’s a blessing and a curse to be in such a diverse community, where our students feel empowered by the support of people from their own community but have little incentive to use
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Disillusionment

May 10th, 2016 | By
image for summer 2016 inner news

By LYNN FRANCIS —A story tells of a man walking down the beach and he sees thousands of starfish on the shore. A woman is picking them up one at a time and putting them back in the water. The man says to her, “There are so many starfish here, how do you think you
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Teacher Shares Prize-Winning IEP-Level Lesson Plan

Mar 19th, 2016 | By
author image of Raymond Carson

By RAYMOND CARSON —I am a teacher at UCLA Extension in the American Language Center. I have been teaching in the AIEP program for about four years and I am an active member of CATESOL. Last year, I submitted a lesson plan to the IEP Level competition and was lucky enough to have my lesson
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LESSON PLAN: Stress Words and Fluency With Seinfeld

Mar 19th, 2016 | By

Speaking /Listening/Pronunciation Lesson for Intensive English Programs (Low-Intermediate– to Intermediate-Level Students) —By RAYMOND CARSON Lesson Objective: To teach speaking fluency through sentence stress using visual media Level: Low-Intermediate–Intermediate Listening/Speaking/Pronunciation Class Media: Seinfeld episode, Season 4, Episode 18: “The Old Man” Materials: Seinfeld DVD S.4, Ep.18; Worksheets #1 (Comprehension/Vocabulary) and #2 (Scene Scripts) teacher copy; each
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Turning the Ordinary Into the Extraordinary
With Synesthetic-Based Metaphors

Mar 19th, 2016 | By
author image of Patrick T. Randolph for Spring 2016

By PATRICK T. RANDOLPH —I. Introduction Play and imagination belie the ghost of Time and lead us into the Infinite. What is one of the most pivotal yet sadly ignored elements of learning in many of our college- or university-level Intensive English Programs (IEPs)? And what one element, if implemented and used frequently, would help
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Reactivity

Mar 19th, 2016 | By
new author pic of Lynn Francis

By LYNN FRANCIS, MA, MS —“Anything that annoys you is teaching you patience. Anything that angers you is teaching you forgiveness and compassion. Anything that has power over you is teaching you how to take your power back. Anything you can’t control is teaching you how to let go.”—From themindunleased.org Reactivity is a useful tool
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Getting Physical: Making Connections Between the Body and Vocabulary

Dec 22nd, 2015 | By
image of brain filled with words

By PATRICK T. RANDOLPH —I. Introduction: The Problem and The Body as a Solution How many of the lexical items that we teach our students are abstract in nature and lack any sense of immediate emotional or physical connection? Assuming there are a great number of these, is there any way we can make them
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Two Sides of the Coin

Dec 22nd, 2015 | By
image of coins (both sides) for teacher-student story

By ELLEN LANGE with JENNIFER HSU —What happens when a student abruptly leaves an educational system that puts the teacher on a pedestal and suddenly confronts the American school system—without being fluent in English to boot? Asian ESL students feel as if they are trying to open a locked door with the wrong key because
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Two Ideas for Teaching Basic Computer Skills to ESL Students

Dec 22nd, 2015 | By
image of students free for all in asking each other's help with formatting essays

By IXCHELL REYES —In an age in which our students use mobile devices and gadgets daily, it is critical that instructors take time to teach basic computer skills, especially to students who are university bound. Simply because students are familiar with using gadgets or mobile devices often does not mean that those skills transfer to
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