As a teacher of an intensive class for college-level students that focuses on learning the Test of English for International Communication (TOEIC) vocabulary, Kelly Keegan wanted to create and play vocabulary-review games that encourage flexibility and spontaneity in authentic contexts. This article describes how she created games that give…

The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. In the field of TESOL, self-regulation has been categorized into dimensions and linked with possible application tools to help ESL/EFL students better apply and develop related skills (Andrade and Evans…

During the 2014-2015 academic year, the authors conducted roundtables related to queer identity in the English for Speakers of Other Languages (ESOL) classroom at Oregon Teachers of English to Speakers of Other Languages (ORTESOL's) fall and spring conferences and at an in-service day at Portland State University's Intensive English Language…

Many teacher-development models posit teacher learning as a linear process in which teachers build skills and knowledge while progressing through different stages of expertise. Although this model is attractive for many reasons and often does seem to shed light on some of the aspects of teacher development, this author's own experience largely…

A five-week inservice workshop focusing on methodology training and language skills development for foreign language teachers is described. Coinciding with intensive language programs, the workshop provided teachers with an opportunity for language practice and a lab for observing and applying the instructional strategies they were studying. (PMJ)

Discusses the development, implementation, and progress of the American Classical League/University of Georgia NEH Latin Institute. The major goal of the institute is to train teachers of Latin. (CB)

Reports on a survey of 56 faculty members from nine university intensive English programs (IEPs). The survey gathered information on (1) the experience and relative comfort of faculty in teaching and developing content-based courses; (2) faculty perceptions of the efficacy of the content-based courses; and (3) faculty perceptions of an ideal IEP…

The role of participant attitudes in the effectiveness of two teacher education program types, English-as-a-Second-Language (ESL) and intensive English programs (IEPs), are discussed. Three factors are viewed as influencing participant attitudes: professional separation of ESL and IEP instruction as fields of study; physical separation of ESL and…

This paper describes the process of developing the Australian English Language Course (AELC) by the Defence International Training Centre in Australia. The 400-hour, intermediate-level course is an English language teaching course to be used by non-English speaking background (NESB) teachers of English at language centers in Thailand, Indonesia,…

This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major…

Designed for faculty who are new to the Ohio Program of Intensive English (OPIE), this handbook is intended as an orientation and basic reference guide. The OPIE is described as a program established at Ohio University in 1967 to offer intensive or semi-intensive English language training for non-native speakers who need English for academic study…

This British collection of essays on intensive second language instruction is divided into four groups. A section on intensive courses outside Britain includes: "Intensive Courses in a German Youth Hostel"; "Intensive German from an Austrian Perspective: An LEA Initiative"; and "Integrating Intensive Sessions into the…

A college language instructor recounts his experience in a retraining program in business German at the West Germany's Goethe Institute. Twenty-eight individuals from the United States and from five European countries participated in a program that offered (1) a 14-day immersion into business-related German, (2) establishment of German business…

The Korea Advanced Institute of Science and Technology has developed a five-week summer-intensive course in English to improve students' opportunities for speaking, confidence about, and communicative competence in English. The effect of the program on English teachers' roles and the ways they are perceived by students and administrators is…

This is the final report on the National Defense Language Institute conducted in Germany during the summer of 1963 for elementary and secondary school teachers of German. It is recommended that the program be repeated, with certain adjustments. The Institute held second- and third-level programs. It was concluded that the participants' teaching…