| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 52-56 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-42 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-15 |
| Abstraksi Narasi | : | The dedication of this issue of Forum to content-based instruction (CBI) is significant in that it recognizes CBI as an important instructional paradigm--not only in the ESL but also in the EFL context. To confirm the impact that CBI has had on second and foreign language teaching, one has only to look at the ESL/EFL commercial textbook market, or to survey the proceedings of second language teaching conferences (such as the annual TESOL Conference or its affiliate conferences). Not surprisingly, CBI`s entry into these arenas has led to its inclusion in preparatory programs for teachers, with many TESOL Certificate or MATESOL programs today including courses that familiarize teachers with the basic precepts of CBI. Teacher educators have a wealth of materials to choose from here too, as a number of resource works have appeared over the last decade that provide new teachers with appropriate methodological foundations and training in this approach (Adamson 1993; Brinton, Snow, and Wesche 1989; Cantoni-Harvey 1987; Crandall 1987; Mohan 1986; Short, Crandall, and Christian 1989, Snow and Brinton 1997). |
| Nama Pengarang | : | Leng Hui, Brinton, Donna M., Christine Holten, Susan Niemeyer, Maria Snarski, M. Martha Lengeling, Malarcher, Casey, Roger Barnard, Alexandra Durning, Stoller, Fredricka L., David Propst, Mohan, Bernard, Margaret van Naerssen, Master, Peter |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 38-41 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-54 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 20-23 |
| Abstraksi Narasi | : | The vast majority of students of English are not found in native-speaking countries such as English and the United States but spread out in countries all over the globe. Nevertheless, the majority of ESL/EFL methods and approaches are developed in native-speaker settings, especially in the U.S., and much literature in the field is thus oriented toward teaching students in the ESL environment. However, as anyone who has taught both ESL and EFL knows, there are cultural and logistical circumstances which make a strict application of current ESL trends inappropriate, if not impossible, abroad. Developing a teaching approach that is both in step with current American methodology, yet fits the culture and logistical circumstances overseas, is the challenge facing most resious English schools around the world, and one which the Instituto de Estudios Norteamericanos (IEN) in Barcelona, Spain, has successfully met. In this article, I will summarize our approach as we communicate it both to teachers and students in the hope that this approach will be a useful guideline for other English schools around the world, and perhaps even for ESL programs. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 44-45 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-29 |
| Abstraksi Narasi | : | Texts are usually treated with reverence in the classroom. Published materials are viewed as objective, unbiased truth reflecting the view of respected institutions such as newspapers or publishing houses. Teachers and students therefore usually accept the printed word without actively challenging the content or implied assumptions expressed by the language. However, in an age when students are inundates with print, it is important for them to be able to view and question texts critically. This implies taking assertive positions against a text`s ``obvious`` and ``taken for granted`` stance (Wallace 1990). Several strategies can be used in the classroom for developing critical awareness while reading. The underlying concepts with modifications can be used across all levels, depending on the students` language proficiency and maturity level. This paper will describe strategies that can be used at the pre-reading, while-reading, and post-reading stages, with a focus on both language and content. The term literacy, as used here, encompasses developing critical reading, thinking and writing abilities. While this paper will focus on reading and thinking in some detail, writing will be dealt with very briefly. The assumption is that developing critical reading awareness and critical thinking ability among students is bound to influence their writing as well. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 43-44 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41-42 |
| Abstraksi Narasi | : | - |
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