Low Preparation of ESL Teachers and Students' Scores Crumpler, B. (2014). ESL Teacher electracy: A shift from flat to digital teaching and learning. ESL Globe, 10 (2) Retrieved from: https://www.ncsu.edu/eslglobe/ELECTRACY.htm ESL education, like all of education, is changing. The article stresses the need for ESL teachers to focus on the 3Cs of critical thinking, communication, collaboration and creativity. ESL teachers often struggle with teaching students how to synthesize and analyze texts in a

Phonetic reading methods are actually older than the whole language approach: "The traditional theory of learning established in the 19th century draws on the notion that children need to break down a complex skill, like reading, into its smallest components (letters) before moving on to tackle larger components (sounds, words, and sentences). Phonetic reading instruction applies this theory; children are taught to dissect unfamiliar words into parts and then join

Strehorn states that: To begin, I try to design a syllabus/course outline that is not only readable, but something that will be utilized more than once per semester (the first day!). This document, aside from basic course information (names and dates), emphasizes my expectation that all students must accept responsibility for their own learning as well as my flexibility in teaching style. I try to make the course syllabus available

For such crucial areas as writing instruction, the simple use of email can prove to render this effect. To the point, one article indicates to us that "writing in itself is often considered a process that involves four main stages i.e., planning, drafting, revising and editing. These four steps seem to be applicable for paper-based writing as well as for e-mail writing. They can be integrated to form the

They also use language to negotiate with parents and teachers for pocket money and extra time for assignments respectively, and so on. All these contexts can be used to provide students with a familiar and supportive environment of learning. The most important element that emerges from this chapter is the fact that students can no longer be seen as homogeneous automatons, who learn language in precisely the same way. Human

Brevity is also necessary because reading for content and for linguistic problem solving is the focus" (Kruger). In contrast to the brevity of the intensive program the extensive program "consists of longer selections, that are assigned to be read outside of class, like novels or short stories" (Kruger). Of course a major goal of the program was English language knowledge and reading comprehension, but "Vocabulary building is an intrinsic part