While teaching abroad, you may notice that your foreign identity becomes a large part of your teaching identity, especially to your students. This part of teaching abroad is mostly unavoidable, but it can be really helpful in the classroom. Younger students, in particular, will likely have little experience communicating with a native English speaker. In […]
Songs are a great way to use Authentic Material in the ESL classroom! Teaching English with songs is exciting for young learners because songs are often engaging and fun. Below you will find 3 reasons to teach English with songs. This blog includes a video sample of a teacher from China who uses songs in […]
There is a long tradition of the ESL and EFL classroom as a space of cultural instruction. In fact, given the overlapping nature of language and culture, this is almost inevitable. And yet, this interdisciplinary approach need not end with culture alone. There are many ways in which the English classroom can include and in […]
Young children are kinesthetic creatures. Their brains and their bodies are still one unit and as such, they are always moving and dancing and touching things and exploring their world in a physical way. Therefore, when we teach writing – particularly to very young, immature, or active students – it is useful to find a […]
Textbook Used: Longman Academic Writing Series Authentic Material to Supplement Textbook: 15-minute Video Humans Need Not Apply Mixed-level classes are the norm in East Asian high schools, and this is especially true in Hong Kong. Due to the prevalence of English content on the Internet, by FC6 Level (grade 12) some students attain native level […]
Curriculum classes in the EPIK program will likely have 20-30 students, a mixed ranged of English proficiency, and limited space for desk rearrangement/movement. NETs are encouraged to supplement and/or replace textbook activities with their own, while bearing the following in mind: The practice stage has students working as a class or in large groups, and […]
As mentioned in my previous post, South Korean elementary school students do not get enough reading in their English language curriculum. One class hour—a class hour actually being forty minutes—out of every six is dedicated to reading a short contrived passage of just a few sentences, all of them carefully formulated to fit with what […]
In South Korea, for every three hours of EFL speaking and listening instruction elementary school students receive, they get only one hour of reading and one hour of writing instruction. So what can be done to help address the lack of reading and writing instruction in the South Korean classroom, or at least to maximize […]
Curriculum classes in South Korea consist of approximately 20-30 students, and generally have the homeroom teacher as the NET’s co-teacher. These classes are all larger in size, limited in space (for movement), include a mix of students with varying proficiency and interest in English, and are relatively short (40 minutes). EPIK and Talk teachers in […]
Why teach English with songs? Songs are an excellent tool for learning English while having fun. They can be used to learn or practice the target language in a motivating and enjoyable way. Many teachers think that using songs in the classroom is only for young learners, or as a means for motivating teens. While […]