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Current Issue
[NOTE: Some of the articles on this web site are still being edited.]

The PRINT VERSION of The International TEYL Journal will be Published May 2014

Memorization Isn’t A Lot Of Hocus Pocus Memorization Isn't A Lot Of Hocus Pocus
By Robin Brown-Frossard
Keep an open mind about "memorization" as you read this paper written by an ESL teacher and Mind Management Trainer in Switzerland.
Brown-Frossard's paper is based on the research of French philosopher, pedagogue and author Antoine de La Garanderie.

Naturally Curious: Bringing New Intelligence to TEYL Naturally Curious: Bringing New "Intelligence" to TEYL
By Gregory Quinlivan
FROM THE PAPER: "Urban-dwelling children today spend much of their holidays in air-conditioned malls or playing organised sports or computer games, and have little chance to become acquainted with nature (Hoerr, 1997). Therefore it is important to develop their 'naturalist intelligence' (NI) and help them to make sense of the world of plants and animals. Those who teach English to children should be acutely aware of this and consider modifying their current pedagogical practices to incorporate this 'eighth intelligence'."

Original Article
Best Practices of Brain Research Teaching Primary ReadersBest Practices of Brain Research For Teaching Primary Readers
By Tamara Lee Opalek
FROM THE ABSTRACT: "This project investigates current brain research within the past ten years and applies a differentiated reading program for primary learners of first grade."

Original Article
ESL Team Teaching in the Japanese ContextESL Team Teaching in the Japanese Context
By Basil Tonks
SUMMARY: "This paper examines the possible benefits of team teaching in ESL education in Japan, presents several reasons why team teaching programs often fail to meet expectations and concludes with some practical suggestions on how teachers, in Japan or elsewhere, can make team teaching a success."

Original Article
Application of the First Steps Continuum Method Application of the First Steps Continuum Method
By Siobhan Miles
The First Steps Writing Continuum (FSWC) approach is an Australian program developed using research into how English speaking children develop literacy.

Active Listening
Promoting Active Listening in Bilingual Schools Through Music, Movement, Song and SoundPromoting Active Listening in Bilingual Schools Through Music, Movement, Song and Sound
By Roxanne Rogers
Rogers teaches ESL to children in a public primary school in Mexico.

Current Concepts
Exams as a Source of Anxiety in TEYL Exams as a Source of Anxiety in TEYL
By Michela Gronchi
FROM THE PAPER: Although final exams may be considered objective assessment tools, they have drawbacks for children. Young learners experience frustration and anxiety when moving from a stress-free atmosphere with no exams to an anxiety-provoking exam context. NOTE: Only available in PDF format.

Clinical Problem-Solving
Impact of a program to teach reading strategies to primary children in rural MalaysiaReading Strategies Program in Rural Malaysia
By Alison Lyall
ABSTRACT: In rural Malaysia, both the absence of a reading culture and teachers' lack of knowledge about approaches to teaching reading have resulted in high levels of illiteracy. This study describes the impact of a reading program implemented in four primary schools in terms of student increase in motivation and confidence.

Testing for Progress and Development
Testing: The enemy of language learning or a catalyst for progress and developmentTesting as a Catalyst for Progress and Development
By Owen Connor
Traditional "pen and paper" testing may impede language learning in children, but there are other forms of assessment that may help students to acquire L2.

Fairy Tales
Psychoanalysis, Multiple Intelligences, and Fairy Tales in the Kindergarten Classroom Psychoanalysis, Multiple Intelligences, and Fairy Tales in the Kindergarten Classroom
By Mark Forshee

A very off-beat deconstructionist point of view on the use of Fairy Tales for language acquisition.

Reading and L2 Acquisition Reading and L2 Acquisition
By Carol Fedyk
An interesting paper which explores the use of reading aloud for learning ESL. The paper also covers other types of reading and the benefit of reading to a child's L2 acquisition skills. Fedyk is an assistant ESP (English for Special Purposes) teacher to aboriginal children in British Columbia, Canada.

Strategies for Getting Caregivers Involved in TEYL Strategies for Caregiver Involvement in TEYL
By Serindit Indraswari
Originally from Indonesia and now teaching in Japan, Indraswari writes about getting parents or caregivers more involved in a child's L2 acquisition.

Humor in TEYL - Reducing Classroom Anxiety Humor in TEYL - Reducing Classroom Anxiety
By Adam Chee W.S.
FROM THE PAPER: "...humor is an invaluable teaching aid in the English classroom and that almost all English teachers use humor at one point of time or another in their lesson. As a matter of fact, students have listed humor as an essential quality of a good teacher (Sylwester 2001) and the best teachers are known for their ability to release tension in class with humor (Kenner)."

Computer Assisted Language Learning (CALL) for TEYL Computer Assisted Language Learning (CALL) for TEYL
By Phillip L. Smith
FROM THE PAPER: "Computer Technology offers a certain degree of independent and structured learning. It easily assists and even stimulates young second language learners in all four skills of listening, speaking, writing, reading and also critical thinking (Cobb & Stevens, 1996). Two case studies presented show that computer technology has enhanced programmes in literacy and language learning."

The Linguistic Benefits of Using Crafts in TEYL The Linguistic Benefits of Using Crafts in TEYL
By Raigan Bastianoni
FROM THE PAPER: "The craft-linguistic connection provides children with the chance to create an item with their minds and hands which serves as a vehicle to expand their linguistic growth."

Magic to Motivate Magic to Motivate
By Gregory Bracco
FROM THE PAPER: "Teaching the art of magic does not only cultivate self-confidence and a sense of pride within a child but can be used as a powerful tool to motivate and help children expand their use of English."

Strategies for Assisting Third Culture Children in the TEYL Classroom Strategies for Assisting Third Culture Children in the TEYL Classroom
By Tracy Dominey
Third Culture Children are children who are learning English as a third language and do not share in the native language/culture of the other children in that country. Dominey explores how teachers can accomodate the needs of these children.

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