Charlie Taylor English Department, National Taitung Senior High School ABSTRACT This is a brief reflection on a teaching strategy that was developed to address challenges encountered in EFL classes at a public high school in Taiwan. The large class sizes meant it was difficult to use Communicative Language Teaching (CLT)...
Denise de Pauw Language Centre, School of Languages, Cultures and Societies, University of Leeds Jane Heath Language Centre, School of Languages, Cultures and Societies, University of Leeds ABSTRACT ‘I’ve not stopped working all day, but if you asked me what I’d actually been doing, I couldn’t tell you’. This comment...
Vicky Collins ISLI, University of Reading ABSTRACT EAP teachers are challenged with the responsibility to ‘employ tasks, processes and interactions that require students to demonstrate critical thinking skills’ (BALEAP, 2008, p. 6). Opportunities to nurture these critical thinking skills in our students present themselves in the ‘designed-in’ pedagogic tasks (Hammond...
Marc Jones Department of Global Innovation Studies, Faculty of Global and Regional Studies, Toyo University ABSTRACT Due to the move to online remote teaching, teachers and students have been required to change the way they undertake teaching and learning. Predictably, these changes have led to difficulties, in particular when teaching...
Catherine Mildred Leeds University Language Centre This is a reflection on my experiences of using drama to teach English to a mixed ability class. It aims to show thoughts on taking on this new teaching challenge and the successes that came from it. INTRODUCTION Several years ago, I was given...
Dr Claire Reid School of Languages and Applied Linguistics, University of Portsmouth INTRODUCTION Preparing students for their compulsory Year Abroad at the university of Portsmouth has been one of my primary responsibilities as Mobility Coordinator since 2014, and one I have thoroughly enjoyed. Having inherited a fairly efficient and successful...
Siobhan Mortell Department of German, University College Cork BACKGROUND The Department of German at University College Cork has three international programmes, including the BComm International, for which I coordinate the Year Abroad. All students going abroad do so during their third year of study, are required to spend two semesters...
by Siriol Lewis English for Academic Study, School of Modern Languages and Culture, University of Glasgow My colleague’s bemused expression prompted me to question whether I had crossed some invisible Rubicon from skilled educator to amateurish ‘frienducator’? I was teaching on an optional postgraduate speaking course, designed to encourage student...
Is Portfolio Assessment in Language Learning worthwhile? In other words is there enough of a positive effect on students and the learning outcomes, considering the energy required from both sides, students and tutor, for portfolio introduction, production and assessment? Languages for All (LfA) LfA is one of ten Strands in the Discovery Themes offered to all UG students at the University of Leeds. We teach four Roman script and three non-Roman script languages, with all languages covering Beginners and Elementary level. Intermediate and Advanced levels are offered in most languages. All modules are credit bearing and most are taught in a two hour weekly seminar over one or two semesters. In this article we focus mainly on Beginners and Elementary levels to reflect on developments in LfA assessments.
This paper aims to provide a reflection on my teaching experience of Arabic as a Foreign Language of 2017-18 cohort at the University of Leeds. This experience was a combination of observing Dr Soliman’s lectures and seminars as well as replicating her approach. It is also the aim of this reflection to provide comparisons between my former experience on teaching Arabic and English as foreign languages with my last experience as a module assistant of Arabic for beginners. In addition, the paper aims to clarify some useful teaching tools that would help many language teachers.