Volume 10 Number 1 Web Version | Text Only Version | Print Version
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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
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
RETHINKING EFL AND THE ROLE OF THE TEACHER IN CURRICULUM
Kathleen Graves, University of Michigan
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
USE OF L1 FOR TEACHING L2: A HELP OR A HINDRANCE?
Zohreh R. Eslami, Texas A&M University

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

LINGUISTIC AND PEDAGOGICAL CHARACTERISTICS SPECIFIC TO THE MACEDONIAN CONTEXT
Slobodanka Dimova, East Carolina University
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
NEW WAYS OF TEACHING ENGLISH TEACHERS IN VIETNAM
Rosemary Orlando, Southern New Hampshire University

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

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
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
RESHAPING THE QATARI CURRICULUM
Jane Hoelker
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
EFLIS PARTICIPATES IN THREE INTERSECTIONS AT THE BOSTON CONVENTION
Ke Xu
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ARTICLES
EFLIS 2010 PROPOSAL REVIEW PROCESS
Ke Xu
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PROPOSAL WRITER/PEER EDITOR PROJECT – PILOT PROJECT 2010
Toni Hull
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LEADERSHIP UPDATE
CONVENTION REPORTS
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