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| LEADERSHIP UPDATE |
| MESSAGE FROM THE EDITOR |
| Toni Hull |
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| LETTER FROM THE CHAIR |
| Ke Xu |
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| CONVENTION REPORTS |
| RESHAPING CURRICULUM FOR THE 21ST CENTURY: A SUMMARY OF THE EFLIS ACADEMIC SESSION |
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What are the social and political issues regarding teaching the
English language in diverse international locations? How do these
issues impact the dynamics of learning in the classroom and,
consequently, the adaptation of materials, curriculum techniques, and
approaches (developed mainly in the “West”) in ways appropriate to
international contexts? Read More |
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| RETHINKING EFL AND THE ROLE OF THE TEACHER IN CURRICULUM |
| Kathleen Graves, University of Michigan |
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If we are to reshape the EFL curriculum for the 21st century,
we need to closely examine three interrelated issues: the notion of EFL,
the role of the teacher, and how we define curriculum. Read More |
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| USE OF L1 FOR TEACHING L2: A HELP OR A HINDRANCE? |
| Zohreh R. Eslami, Texas A&M University |
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Second language researchers have recently reexamined the
role of first language (L1) in second language (L2) learning. The recent
developments in the facilitative role of L1 in L2 acquisition have
challenged long-held anti-L1 attitudes that have dominated foreign
language (FL) pedagogy for several decades. Read More |
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| LINGUISTIC AND PEDAGOGICAL CHARACTERISTICS SPECIFIC TO THE MACEDONIAN CONTEXT |
| Slobodanka Dimova, East Carolina University |
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EFL teaching in Macedonia is norm-oriented―the choice of
teaching and testing methods, textbooks, and language models comes from
inner-circle varieties, namely British and American (Kachru, 1985).
However, even though Macedonian EFL teachers are influenced by the
inner-circle linguistic and teaching practices and lack awareness of
English as an international language, they have developed linguistic and
pedagogical characteristics that are specific to the Macedonian
context. Read More |
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| NEW WAYS OF TEACHING ENGLISH TEACHERS IN VIETNAM |
| Rosemary Orlando, Southern New Hampshire University |
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The author focused on her personal experiences
teaching in an ongoing university partnership master’s degree program
that requires her to frequently travel overseas to teach teachers in
Vietnam. Read More |
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| BUILDING ON POLISH STUDENTS’ L1 DISCOURSE CONSTRUCTIONS AND CULTURE TO WRITE IN THEIR L2 |
| Amanda Wiehl, University, Poznan, Poland & Elm Place Middle School, Highland, Illinois, USA |
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Being an American Fulbright Teaching Assistant in Poland in
2008-09, I had the opportunity to teach Public Speaking and Academic
Writing to second-year linguistic students. During the initial grading
of students’ papers, I noticed the students were writing in a style of
writing that was very different from academic English writing styles. Read More |
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| RESHAPING THE QATARI CURRICULUM |
| Jane Hoelker |
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The Qatar University English Foundation Program began importing
materials and methods from the West into the Qatari classroom 5 years
ago. An ambitious curriculum was crafted to meet the standards required
to achieve Western accreditation. However, faculty discussion revealed
that activities or approaches successful in Western classrooms are not
always successful in the Gulf Read More |
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| EFLIS PARTICIPATES IN THREE INTERSECTIONS AT THE BOSTON CONVENTION |
| Ke Xu |
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Read More |
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| ARTICLES |
| EFLIS 2010 PROPOSAL REVIEW PROCESS |
| Ke Xu |
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Read More |
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| PROPOSAL WRITER/PEER EDITOR PROJECT – PILOT PROJECT 2010 |
| Toni Hull |
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Read More |
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