IH Journal of Education and Development

IH Journal Issues:

Articles in the ‘Classroom Matters’ Section

Maria Conca issue 40

Can we teach speaking to YLs? One of the most frequently asked questions on YL training sessions I have been to or that I have run is ‘Can we teach speaking to YLs?’. While many ESL/EFL teachers agree with the idea that ‘it is not necessary (or even possible) to teach speaking in any real sense’ ...

Paul Neville issue 40

How many times have we flicked through the coursebook and thought “My teenagers won't be interested in this” and yet, we go ahead and base our lesson around it anyway? In just a few minutes, you can create much more meaningful contexts which should engage your students more, and hopefully provide a few laughs along the ...

Christina and Lou issue 40

Benefits of Games for YLs (3 – 17 years) Games are an essential part of any YL teacher toolkit. The reason for this is understood when we compare adult and young learners. YLs are in the process of learning how to learn, and games assist YLs in cognitive, social and linguistic development (McKay, 2006). There are ...

David Mann issue 40

An approach to teaching English to Japanese students from highly specialised fields. I’ve been involved in English for Specific Purposes (ESP), particularly with technically-minded students, for the last 18 years in Japan. I quickly began to notice a yawning chasm between the English teacher’s world and the world of the technical specialist. This article is an ...

Alex Zagorac issue 40

Speaking exams, be it Cambridge Main Suite or any other, require training in exam strategies, for a simple reason: time limitation.  A candidate must structure their speech within a limited time frame so as to demonstrate a range of grammar and vocabulary, and also to have enough ideas to put forth when discussing the questions ...

Heather humphries

Trying to encourage our students to both enjoy and benefit from reading texts in class can be a challenge and we often repeat the same task types with limited results. Below are a few extra ideas to help you think of twists on using texts in class to practise a range of skills, focus on ...

One of the issues in EFL is how close to real life the classroom situation can be and realia, i.e. bringing in real objects – clothes, fruit, etc. can be effective. I once observed a lesson where the teacher brought in a box of soil to teach this vocabulary item to her class, the students ...

Many ESL/EFL teachers enjoy assigning speaking activities and watching students practice English in groups and pairs. However, going abruptly from one fluency activity to another can end up with students uncertain of what the point is. One crucial phase of a speaking activity is the report phase, where each group gives a summary of what they ...

“The conception and construction of methods have been largely guided by a one-size-fits-all, cookie-cutter approach that assumes a common clientele with common goals.” [Kumaravadivelu] How do we typically train students to process coursebook texts? Well, we have our lead-in, our gist question(s) and then the detailed information questions before moving along to the language input stage. Right? ...

Edward Crabtree article

The use of unexplained mysteries in language classrooms. Sometimes I’ve believed as many as six impossible things before breakfast – Lewis Carroll. `This is all crazy` says a middle-aged man holding a photocopy of a supposed photo of a ghost. He sits in a circle of adults and teenagers as creepy music sounds in the background. `You have ...