Abstract
This paper reviews and discusses the importance of teaching methods used in theclassroom. The paper focuses on teaching English as a foreign language (EFL)and English as a second language (ESL) students. The paper reviews various listening skills that can be taught to language students to assist them in learning. The paper further discusses the issue of fluency between the teacher and student. The paper also takes a look at the problems relating to academic oral learning in the ESL classroom.

From the Paper
" Other methods of improving student(s) listening skills include tests/quizzes that teachers can use in the classroom. These tests/quizzes can be found in a wide variety of places, especially with the advent of the internet. Many experts (presumably) have created websites that allow for lesson planning by teachers of ESL students that include both written and online quizzes which test for comprehension and improvement by the ESL students. Examples of the types of quizzes available include listening to a customer making a request and taking note of what is wanted, or listening to two people talking about a new job opportunity and get the details about the job offered and even listening to a woman asking a man questions for a survey while taking notes of his answers. These quizzes take into account the daily activities of the individuals 'normally' looking to acquire a second language. Other quizzes test on the listener's ability to recite about a man's trip to a foreign country that he has just returned from, choosing the correct conclusion based on what is heard and a listening guide that gives examples of symbol sounds by using representative words.
There are other methods of teaching ESL students in the classroom with one of the more interesting ways being a use of music to enhance the students learning process."

Tags:speak, listening, skills, write, read, teach, english, second, language, acquisition

Abstract
This paper recommends the use of internet technology in the classroom. It demonstrates how it benefits both teachers and students, who find their learning sessions more challenging and interesting, by advancing the learning process rapidly through this dynamic information medium. The paper provides an example of the classic elementary school project of pen-pals through e-mail and the gathering of geographical information on their new friend on-line.

From the Paper
"Sela (1997) encouraged e-mail activities for EFL students. This method should apply to any level of students all over the world since e-mail reaches multiple community and nationalities.

E-mail offers a new way of learning, which students would mostly like. Compared to conventional mode, which takes time to apply postages and put them through post offices, e-mail would provide speedy, inexpensive, and eye-catching materials. When attempting the e-mail technique to teach EFL classroom, Sela remarked how students enjoy learning on first-hand experience, writing to other friends in other countries, which would write them back directly. They would enjoy reading about other cultures as well as telling learning about their own cultures to people from different nationalities. It is like the classical way of pen-pal activities, only e-mail goes faster; therefore students may expect the reply shortly afterward."

Tags:efl, esl, e-mail, first-hand, experience, cultural, studies

Abstract
In this article, the writer discusses what link, if any, exists between student learning anxiety and native versus non-native teachers in the EFL / ESL classroom environment. The study identifies key issues surrounding this question in an attempt to identify what factors contribute to Taiwanese students' increases in language learning anxiety. Further, it investigates these issues with the intention of fleshing out valuable knowledge for future research and educational advancement. The writer concludes that this comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan intends to seek out what problems exist in the current system. The writer points out that by identifying and examining such problems, administrators can make educated decisions in the recruiting of foreign or native teachers to their ESL / EFL programs.

Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Limitations of the Study
Summary
References

From the Paper
"Taiwan is experiencing an increase in English learners. As a result, a higher number of English language teachers are necessary. To meet this need, many foreign teachers specializing in ESL / EFL have flocked to Taiwan to teach classrooms full of English learners. For a variety of reasons, most of these English learners experience an Americanized version of English language training. Lou and Chism relay this Americanized English learning with the inability of young Taiwanese students to make associations between their own culture and experiences and English. This Americanized learning is in part due to the use of American written and published EFL textbooks. Yet, in classrooms where English is taught by a foreign ESL / EFL teacher, it is difficult to know whether the textbooks or the foreign teachers create difficulty in establishing successful language connections."

Tags:English, teaching, culture, training

Abstract
In this article, the writer notes that the CALLA Handbook by Chamot and O'Malley and "Making a Difference in the Lives of Bilingual/Bicultural Children", edited by Soto, both promote better and more comprehensive teaching for students whose first language is different than that of their instructional language in school. The writer maintains that frequently the American school system has failed these children by not providing the services they need or by teaching in a way that makes the children abandon their first language or culture. The writer discusses that through applying the material in the CALLA Handbook and from the Soto book, teachers can create a more positive and effective learning environment for their English Language Learner students.

Outline:
Abstract
Soto and CALLA
Evaluating Soto/CALLA Ideas to Work Experience

From the Paper
"Soto challenges curriculum and teacher preparation courses and how effectively they prepare teachers for working with students who are culturally different from the majority of white teachers. It seems that CALLA was a direct answer to that challenge. CALLA strives to serve English Language Learners while also helping them maintain their own cultural identities. The original concept of CALLA came from long research into second language and ESL education programs already in existence; they built on what was working in those programs and modified parts that were not working and changed them for the better. CALLA provides many strategies for many different learning types; all of which help support English Language Learners in the classroom."

Tags:special, education, multiculturalism, education, ESL, EFL

Abstract
The paper discusses the cognitive academic language learning approach (CALLA) that is based on cognitive theory and focuses on second-language learners. The paper explains the main tenets of CALLA and the many ways to implement CALLA strategies in the classroom. The paper asserts that CALLA has been successful in many ESL, EFL, foreign language and general education classrooms.

From the Paper
"CALLA instruction is based on several tenets. The CALLA model holds that most students can profit from receiving instruction in learning strategies. Chamot and O'Malley state that "many students lack academic language skills that would enable them to use English as a tool for learning" and that adding more academic content to ESL programs helps students become ready for academic grade-level content within their classrooms. The CALLA model is continually being developed and modified based on experiences of CALLA teachers and their school districts across the country. Since CALLA is a relatively new model it is beneficial to the creators that they continue to do research and include the opinions of teachers actually using the program. Like part of the CALLA model itself, on-going assessment is key to its success."

Tags:students, linguistics, assessment, content

Abstract
This paper analyzes the way information and communication technologies (ICT) resources are currently being used in secondary classrooms in the United Kingdom and Egypt to determine how these can be better used for language education applications. The author used methodologies that include a critical literature review, a statistical analysis of grade point averages before and after ICT initiatives were used and a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK. The paper relates that the delivery of effective language instruction in Arabic and English require a different set of tools and techniques although both ASL and ESL students are motivated by comparable factors and experience similar reactions and emotions concerning their language instruction. This paper includes many table, graphs, quotations, questionnaires and a complete analyzes of the data.

Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Research Questions
Scope of Study
Rationale of Study
Overview of Study
Definition of Terms
Preliminary Literature Review
Background and Overview
Education in Egypt
Education in the United Kingdom
Information and Communications
Technology and ESL Applications in the Classroom
Constraints to ESL Delivery in the Arabic-Speaking Egyptian Classroom Constraints to ESL Delivery in the UK Classroom
Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study Population
UK Schools Participating in Study
Egyptian Schools Participating in the Study
Data Analysis
Egyptian and UK Student Survey Results
Summary, Conclusions and Recommendations
Summary Conclusions
Egypt
United Kingdom
Recommendations
Egypt
United Kingdom
Excel Spreadsheet Used in Analysis

From the Paper
"The educational systems in Egypt and the UK bear some similarities as well as important differences that will be discussed further below. One of the similarities, though, is the manner in which the stages of general education are provided. In Egypt today, there are three stages of state general education: (a) primary (six years), (b) preparatory (three years), and (c) secondary (three years). The primary education is for students between the ages of 6 and 12 years and is compulsory; students who are successful in examinations have the opportunity to continue their education first at the preparatory and then at the secondary level. In this regard, there are two types of secondary school, (a) general and (b) technical; the majority of Egyptian technical schools are either commercial, agricultural, or industrial."

Tags:methodologies, arabic, reactions, expertise, reforms

Abstract
This paper discusses methods and approaches to teaching English as a second language (ESL). It looks at the definitions of behaviorism, discusses the fundamental concepts underlying behaviorism and discusses how they are beneficial in teaching ESL. The paper then looks at other approaches to teaching ESL and some of the theories of second language acquisition.

From the Paper
"There are barriers to ESL learning, which can include motivation (or lack of it), self-confidence, anxiety or peer pressure, to name but a few.
"Krashen (1981) still believes that there is a value to a classroom environment, rather than an immersion environment when learning a second language. He feels that in cases where a student tries to learn from immersion alone, that there will be times when the input received (by listening to others) will be overwhelming and therefore incomprehensible. However, by using a mixture of classroom and immersion methods, the student is better able to make sense of the input received in the short term, classroom situation. Accordingly, the lessons learned in the classroom will then provide the framework for learning through immersion in a more casual situation outside of the classroom."

Tags:immersion, classroom, linguistics, environment

Abstract
This paper attempts to briefly summarise the main points of Breen's paper and evaluate his metaphor of the classroom as an experimental laboratory in the light of the author's recent work with ELT programmes in government primary schools in S.E. Asia.

From the Paper
"Chinese culture deems the schoolteacher as all-important, the fountain of all knowledge & worthy of respect. School children stand when the teacher enters the classroom & bow when greeting them. Everything the teacher says is written down & chanting, drilling and dictation in EFL lessons are the order of the day. Large class sizes, (typically 38 - 45 students per class) conspire against inclusive learning or the teacher taking much notice of learning styles or attitudes."

Tags:efl, elt, psychologist, social, surrogate, teaching, tesol

Abstract
This paper presents an account of the role of teachers' cultural awareness in the classroom. The paper discusses issues dealing with a teacher's consciousness of and sensitivity to diverse cultures as well as the the teacher role as facilitator.

From the Paper
"The purpose of this research is to examine the issues of a teacher's consciousness of and sensitivity to diverse cultures that arise in the context of classroom dynamics. The plan of the research will be to set forth the background in which cultural sensitivities have emerged as important features of education and then to discuss the implications of culturally conscious instruction on students' educational outcomes. If, as Greenfield argues, cultural history is a feature of cultural scripts then the embodied enactment of that culture is to be expected..."

Tags:Education, ESL, students, Bilingual, education, Multiculturalism

Abstract
This paper explains that communicative competence is made up of four competence areas: Linguistic, which is knowing how to use the language's grammar, syntax and vocabulary; sociolinguistic, knowing how to use and respond to language appropriately; discourse, knowing how to interpret the larger context and to construct a coherent whole and strategic, knowing how to recognize and repair communication breakdowns by working around gaps in one's knowledge of the language. The author points out that communicative language teaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. The paper stresses that communicative language teaching places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.

Table of Contents
Communicative Competence
Communicative Language Teaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative Language Teaching
Implementation of CLT in ESL and EFL Countries

From the Paper
"Other research studies focus on the difficulty attributed to the English as a first language environment. In 1996, studies by Stapleton pointed out how Confucianism as a belief system appears to be in tension with underlying notions of communicative language teaching. In these studies, Stapeton examined the theory that Confucianism establishes the superior status and knowledge of the teacher over that of the students, thus elevating the role of the teacher above the students. In 1998, Li studied teaching and learning in China, concluding that local conditions seem to be detrimental to communicative language teaching methodology."

Tags:real-life, enhancement, classroom, competence, foreign-language