ERIC EJ1018829: Making Connections: Language Activities for Creating Interpersonal Tolerance in the Classroom

2013·0.15 MB·English

by  ERIC

Susan Renaud and Elizabeth Tannenbaum
United StateS
Making Connections:
Language Activities for
Creating Interpersonal Tolerance
in the Classroom
If there is to be peace in the world, there must be peace in the nations.
If there is to be peace in the nations, there must be peace in the cities.
If there is to be peace in the cities, there must be peace between neighbors.
If there is to be peace between neighbors, there must be peace in the home.
If there is to be peace in the home, there must be peace in the heart.
—Lao-tzu (6th century B.C.)
In many English classrooms in order to promote mutual acceptance
throughout the world, there are of dissimilar worldviews and cultures.
students who mistrust or even For several reasons, the English as a
fear each other because they belong to second/foreign language (ESL/EFL)
groups with a history of conflict based classroom is an especially ideal setting
on national, political, ethnic, or other to deal with intergroup conflict.
differences. Intergroup conflict often Successful language teaching uti-
endures because people do not have lizes methods designed to engage
the opportunity to interact with each students in communicative activities
other personally and rely instead on based on their backgrounds, opinions,
long-standing stereotypes. The actions and other personal characteristics. A
of governments often make solutions classroom composed of students with
difficult to reach; nevertheless, there widely different cultures offers lots of
are many instances where bridging potential for excitement and discov-
cultural divides has reduced the tension ery, as well as for creating empathy and
between conflicting groups. Teachers advancing the acquisition of English.
and nonprofit organizations have long This article will describe some ESL/
been involved in bringing conflicting EFL activities that promote this type
groups together in educational contexts of interpersonal tolerance between
24 2013 Number 2 | E n g l i s h T E a c h i n g F o r u m
students who have experienced intergroup United States Institute of Peace materials in Cre-
conflict. Some of the activities are attributed ating a Culture of Peace in the English Language
to specific authors, while others have been Classroom (Milofsky 2008) were also a valuable
disseminated in various forms throughout the source of ideas.
years and used by many teachers. Although
Four levels of cultural awareness
our students were mostly at the beginning
level of English, we have included some varia- The focus of the following activities is on
tions for learners at higher levels of language the idea that cultural awareness is advanced
ability. As with any communicative method, through mutual reflection and interaction at
pertinent grammatical constructs—tenses, four levels: (1) self, (2) family, (3) community,
structures, and vocabulary—can be purpose- and (4) the region and world at large. Figure 1
fully targeted and built into the lessons to represents these levels with circles that expand
reinforce elements of the current curriculum. at each level. Specific activities designed for
each level lead not only to self-awareness, but
English Camp: Hispaniola
also to mutual considerations of how similar
The activities described in this article took topics are understood by other students. The
place at an English camp for 40 secondary activities at each level allow students to learn
school students in the northern border area of about each other in a neutral, relaxed, non-
Hispaniola, the Caribbean island shared by the threatening setting where stereotypes and prej-
countries of Haiti and the Dominican Republic. udices are reduced. The following 12 activities
The 40 students—20 from each country— are divided among the self, family, community,
studied English in the mornings and did group and region/world levels. They can be adapted
work and camp activities in the afternoons and for different ages and proficiencies in ESL/EFL
evenings. Although they share an island, Hai- classrooms, summer English camps, or any set-
tians and Dominicans speak different languages ting where personal interactions will create a
and have different cultures, colonial pasts, and productive learning environment and increase
socioeconomic realities; they also have a long tolerance and cooperation.
history of conflict.
A main objective of the camp was to stimu-
late intergroup communication in English, the region/world
students’ only common language. Therefore,
home
they were divided into four groups of ten stu-
community
dents each that consisted of five Haitians and
five Dominicans. Many of the English lessons
entailed pair work with partners from different family
countries so that students would learn about
each other, which was another major objective.
Students were aware from the beginning that the
self
goal of the camp was for students from the two
countries to get to know each other. They eager-
ly accepted this idea and during the two weeks
of the camp had the opportunity to work with Figure 1. Four levels of cultural awareness
many different partners from the other country.
Levels 1 and 2: Self and family
In planning for the camp activities, the
instructors and counselors drew from their The activities from the first two circles
experiences as language teachers and trainers in depicted in Figure 1 provide opportunities for
many parts of the world. In addition, we had students to talk about themselves and their
input from the staff of similar camps admin- families. Students share information about
istered by the nonprofit organization World themselves while noticing aspects that they
Learning (www.worldlearning.org) and from have in common with their peers. For begin-
the Seeds of Peace program, which has experi- ning learners of English, these basic language
ence in bringing young people from Palestine routines encourage participation and help
and Israel together (www.seedsofpeace.org). The students feel confident.
E n g l i s h T E a c h i n g F o r u m | Number 2 2013 25
Activity 1: Name Pantomime effective icebreaker, and the students had fun
This activity is used on the first day to making silly gestures and seeing the group
help the students learn each other’s names repeat them.
and can be done in groups of up to ten Variations: For intermediate students,
students. It is personalized, as most learners instead of a gesture, students can add a favor-
enjoy the chance to talk about themselves ite activity to their introduction (e.g., “My
in a nonthreatening, social, and interesting name is Susan. I like to read”), or an activ-
environment. Also, because little language ity that begins with the same letter as their
production is involved, the activity is fun and first name (e.g., “My name is Susan. I like
less intimidating. To begin, each person in the to swim”). Advanced students can complete
group says his or her name while making a more challenging tasks, such as explaining the
gesture or action. Before dividing the students meaning and origin of their names.
into groups, the teacher should model the
Activity 2: What do you usually eat for
activity clearly, including the dramatization of
breakfast?
possible arbitrary gestures or actions that will
Students first fill out the Breakfast Grid in
be required (waving, jumping, saluting, etc.).
Figure 2 and then share the information with
This activity has two parts:
a partner. The pairs compare and contrast
1. Students stand in a circle, arm-distance
their answers, then report their findings with
apart. After each student says his or
everyone in a whole-group discussion. Often
her name and performs an action, the
students do not realize that their habits and
entire group repeats the name and
customs may be different (but not better or
action in unison.
worse) from those of other students. This
2. Once everyone has had a turn, the
activity helps them see their partners as unique
group forms a chain. Again, each per-
individuals while providing communicative
son says his or her name and makes a
practice using the vocabulary of food in the
gesture or action, but this time each
present tense. Although the “Why?” question
student repeats the names and performs
requires higher language skills, we found that
the actions of the students who have
students working together in mixed ability
already spoken. For example, the third
groups across language levels could success-
student in the chain will repeat two
fully express their opinions, even if only with
names and actions before stating his or
a few words.
her name and performing an action, the
This activity revealed the many things that
fourth student will repeat three names
the Haitian and Dominican students have in
and actions, and so on. This should be a
common. Since they knew so little about each
cooperative game, not a competition or
other before coming to the camp, they were
a memory test. Students are encouraged
surprised to learn that in many cases they ate
to help each other when they cannot
and drank the same things, although some-
remember a name or a gesture.
times in different ways. For example, in Haiti
At the camp, we used this activity on the oatmeal is often eaten in the evening, whereas
first evening with groups of ten students— in the Dominican Republic, it is often eaten
five Haitians and five Dominicans. It was an in the morning.
Name What do you eat How do you eat Why do you What do you think
and drink for it (when, where, have this for about these breakfast
breakfast? with whom)? breakfast? selections?
Me
My Partner
Figure 2. Breakfast Grid
26 2013 Number 2 | E n g l i s h T E a c h i n g F o r u m
Category 1: Family Size Category 2: Name
Corner 1: You have 0 brothers and sisters Corner 1: First name beginning with A–F
Corner 2: You have 1–3 brothers/sisters Corner 2: First name beginning with G–L
Corner 3: You have 4–5 brothers/sisters Corner 3: First name beginning with M–R
Corner 4: You have more than 5 brothers/sisters Corner 4: First name beginning with S–Z
Category 3: Favorite Sport Category 4: Favorite Pastime
Corner 1: Soccer (football) Corner 1: Listening to music
Corner 2: Basketball Corner 2: Reading books
Corner 3: Volleyball Corner 3: Playing sports
Corner 4: Baseball Corner 4: Watching TV or films
Figure 3. Four Corners categories
Variations: Advanced students can com- you the oldest or youngest?” “What are the
pare their answers and make statements using advantages or disadvantages of your position
pertinent grammatical structures: “We both in the family?” or “How many children do
eat ________”; “I eat ________, but my you hope to have?” More advanced students
partner eats ________”; and “Neither of can also follow up in pairs or small groups and
us eats ________.” Moran (2001) suggests discuss why they made their choices.
topics other than food that may interest the This activity helped the Haitian and Domin-
students: “What do you wear to school, to a ican students awaken to how much they had
party, to a special occasion?” “What sports do in common with their counterparts from the
you play?” “What music do you listen to?” other country. Even with basic English skills,
and “What subjects do you study in school, students were able to exchange information, and
and which do you like best/least?” this activity gave them a great chance to com-
municate relevant information about themselves
Activity 3: Four Corners
and their families, as well as to make new friends
The teacher selects one of the four catego-
with similar tastes in music or sports.
ries in Figure 3, and students gather in the
appropriate corner according to their mem- Activity 4: Self-Portrait
bership in the category designations. While in Groups of four students fill in nine blanks
the corners, they share information for a few line by line. The finished product resembles
minutes and then answer questions posed by a poem (see the template in Figure 4). The
the teacher. For example, the teacher could students then read their poems to the other
ask the students in Category 1, “How do you members of the group. Learners choose one
feel about your family size?” At a basic level, line of each person’s poem to comment on and
a student might answer, “I am happy to have answer one of these questions: “What was your
two brothers and one sister.” At an intermedi- favorite line?” “What is something you didn’t
ate or higher level, students can give more know about the reader?” “What is something
details about their families or explain why you share in ‘loves’ or ‘dislikes’?” Students work
they like a certain sport. together with their groupmates and the teacher
Rather than going to the corners, students to check spelling and grammar. Using colored
could form groups on one side of the room or paper and markers, they rewrite and decorate
the other depending on their preferences for their poems, then post the poems around the
a food or pastime (e.g., those on the left side room so everyone can read them.
prefer salty food, and those on the right pre- This activity draws attention to things that
fer sweet food). Other “prefer or not prefer” individuals and groups have in common and
choices might be dogs or cats, the beach or the gives them a chance to talk about personal opin-
mountains, or math or English. ions and aspirations. As the students corrected
Variations: Advanced students can answer and improved the language of their work and
more in-depth questions; for example, in Cat- made attractive copies of the poems, they col-
egory 1, students might ask each other, “Are laborated with their peers to produce a piece of
E n g l i s h T E a c h i n g F o r u m | Number 2 2013 27
Line 1: Your first name
Line 2: Four adjectives that describe you
Line 3: Your relationship to someone (mother of ___, son of ___, friend of___)
Line 4: Speaker of _____ (languages you speak)
Line 5: Three things you love (name three things)
Line 6: Three things you dislike (name three things)
Line 7: Three things/places/people you would like to see
Line 8: Your profession, or your dream profession
Line 9: Your last name
Figure 4. Self-Portrait poem template
writing of which they were proud. In addition, level, students can work in groups without the
students who were not strong in language used teacher, using language that they have generat-
their artistic abilities to express themselves. ed about their common experience to write the
story. Finally, they work on sentence structure,
Activity 5: My Hand spelling, and grammar points.
Students trace their hands on colored con- One day the students went on a trip to
struction paper, cut out the paper hands, and a river, and during the next class different
write their individual characteristics on each groups of students discussed the trip, drew
finger (e.g., soccer player, math lover, tall, pictures of their experiences, and finally wrote
happy, Creole speaker). The teacher collects about them. The groups shared their pictures
the hands, mixes them up, and redistributes and stories with other classes by posting them
them. Students take turns reading the words in the dining hall. Because all students had
on the paper they receive, and other students participated in the trip, they were interested to
guess whose hands they are. Hands are then see what aspects of the trip were mentioned in
put together in a collage entitled “Let’s make the other groups’ stories. While all described
the world a brighter place!” the same experience, each group had written
from a slightly different perspective, which
Level 3: Community led to an awareness of how people interpret
Moving from the focus on one’s self and fam- the same event in their own way. In addition,
ily, the students begin to consider their relation- the teachers used the topic to focus on the
ship to the community in the classroom and the past tense and the use of sequence words to
larger community around them, which includes compose a story. Here is an example of a story
the school and the local area where they live. written by one of the groups:
Yesterday we went to Loma Cabrera.
Activity 6: Language Experience Approach First we sang a song and talked
The Language Experience Approach (LEA) about the rules. We took three
to literacy instruction is based on stories that buses. We brought our bags and
originate from the learners’ shared personal some balls. In the buses we had fun
experiences. In the LEA, students work in pairs with each other. We saw many trees
or small groups to write a story with the help and many cars and many cows and
of the teacher about a common experience. goats. In the town we saw a park, a
This story is then read to the whole group. The church and beautiful houses.
shared experience can be a field trip, time spent
in the sports field, or even a previous class. At the river Mathieu took a bath.
Variations: Students can draw scenes on José Luis swam. Charlo and Ernesto
picture cards, put them in the correct narrative swam too. So did Juan Carlos.
order, and then write their stories. (Examples of Jymmy visited the river. Lucie,
excellent picture stories are available in Heyer Wilma, Diana and Juana played
[1994], Ligon, Tannenbaum, and Rodgers volleyball in the water. Eddy and
[1992], and other sources.) At an advanced Mathieu played soccer with their
28 2013 Number 2 | E n g l i s h T E a c h i n g F o r u m
friends. Many people danced bachata, them learn more about others in their respec-
compas, and meringue. At 4:30 we tive communities, this activity affords valuable
got on the buses and came back to practice using correct question forms and
camp. It was a wonderful day! quantity words (e.g., some, most, all, none).
Note: If finding English speakers out-
Activity 7: Mapping side of class is not easy, the exercise still
The teacher models a map of the class- has language-learning value, as students can
room on the board with the help of the be assigned to translate the native language
students. Students form small groups and are rendition into English before they report the
sent out to draw a map of a designated part results to the whole group.
of the school, schoolyard, or neighborhood. Because we had several Peace Corps volun-
They return to class, and all groups combine teers working as counselors in the camp, the
their maps while working on new vocabulary students asked them the interview questions.
associated with the places they visited. The In doing so, the students learned about U.S.
large combined map can be displayed in the culture and habits. This fostered an awareness
classroom and used in future lessons to prac- that cultural and social differences and similari-
tice giving directions or using prepositions of ties exist not only between people from Haiti
location. Because each group is responsible for and the Dominican Republic, but also among
a part of the whole map, the students need to a third culture, and by extension, all others.
listen to each other and collaborate in order to
Activity 9: Islamabad Procedure
complete the task. The need to be precise and
This activity is based on the Islamabad
pay attention to detail necessitates the use of
Procedure described by Stevick (1980). It is a
important English structures and vocabulary.
communicative activity in which one student
Variations: Rather than making one “class
at a time describes a place that he or she knows
map” when the groups return to the classroom,
from personal experience and cares about,
each student can join a student from another
while the other students observe. The student
group to create their own smaller map. In
doing the describing draws (or uses Cuisenaire
our camp, student pairs (one Haitian and one
rods of different colors and lengths) to make a
Dominican) were assigned specific parts of
visual representation of the place as he or she
the camp to draw. This arrangement created a
describes it. The activity works best when no
space for them to work together cooperatively
one else in the class has seen the place.
on a joint product that was shared with others
First the teacher asks for a volunteer to sit
when it was done. Because this was drawn,
at a table or on the floor. The rest of the class
rather than written, even those with lower-level
gathers around while the teacher explains the
English worked successfully with their partners.
procedure, emphasizing the importance of
Activity 8: Interviews following it closely. The teacher also confirms
Students are assigned to interview some- that no one has seen the place the student is
one outside the classroom, asking questions about to describe, then follows these steps:
based on the topics of previous lessons (e.g., 1. The student describes the location while
food, leisure activities, music). In class, the drawing or using available materials to
students first work on the questions they want make a visual representation. The rest of
to ask (practicing Wh– and other question the students watch in silence.
forms), and for homework they interview 2. After every three or four sentences, the
people (friends, family members, neighbors, teacher summarizes the information.
etc.). They bring in the results of their inter- This summary shows the student that
views the next day and discuss the results in the teacher is listening and wants to
small groups before sharing them with the hear more. It is also the way the teacher
whole class. Students begin to perceive com- “corrects” errors—by recasting in correct
mon elements among themselves, their peers, grammar what the describer has said.
and the interviewees. As they report on the 3. The observers retell the describer any
results, they naturally compare the informa- portions of the description they remem-
tion submitted by their own family with that ber. The teacher’s role is to keep the stu-
from other families. In addition to helping dents on task and to listen for mistakes.
E n g l i s h T E a c h i n g F o r u m | Number 2 2013 29
The teacher corrects the mistakes indi- is introduced and defined, and students
rectly, by recasting what the observers use the new words to guess what the
say in a conversational, nonjudgmental story will be about.
tone. The teacher corrects only language 2. Students listen to or read the text and
mistakes. During this phase the observ- check with their partner to see if their
ers are not allowed to ask questions or to guesses were correct.
talk about other places. 3. The teacher hands out some true/false
4. The observers ask questions to get or multiple-choice questions about the
more details about the place described. text. Students listen to or read the story
The procedure is then repeated with again to find the answers to the ques-
another student in the role of describer. tions. They share their answers with a
partner and finally with the whole class.
Variation: After a lesson on houses, fur-
4. The teacher asks more detailed ques-
niture, and the different rooms, students
tions about the text or gives students
describe the topic using the same four steps.
a graphic organizer to complete. After
After hearing about one student’s favor-
listening to or reading the story a
ite park in Cap-Haitien, Haiti, one of the
third time, student pairs discuss their
Dominican students said, “I would really
answers. Students clarify anything that
like to see your park—it sounds beautiful!”
they are unsure about and retell the
This activity helped students visualize the
story to their partners.
environment where the others lived and see it
5. Once the teacher is sure that the story
through their eyes.
has been understood, students state their
Level 4: Region/World opinions about what happened in the
text, provide a different ending, or tell
Finally, students extend their cultural aware-
or write about their own experience on a
ness to their roles as not only individuals and
similar theme, using the text as a model.
members of several small communities, but also
as participants in a larger region and the world. The story we used was “A Love Story”
Seeing their place in this larger context is impor- (Heyer 1994), which led to discussions about
tant to building an identity and a sense of shared parents who do not approve of their children’s
responsibility as citizens of the same world. choice of partners. Two texts we used for dis-
cussing the underlying cultural basis for dif-
Activity 10: Stories
ferent values and points of view were Heyer
By listening to or reading stories, then
(1994)—and several other books by the same
retelling and discussing the themes, students
author—and Ligon, Tannenbaum, and Rodgers
make connections between their values and
(1992). For example, in “The Wallet,” a story
those of others. Any story with a theme inter-
by Ligon, Tannenbaum, and Rodgers (1992), a
esting to the students is appropriate. Stories
dilemma is posed by the question, “What would
that work well are simplified versions of Aesop’s
you do if you found a wallet with money in it?”
Fables, or other folk tales or fairy tales, as well
Another book we have found useful for stories
as stories taken from ESL/EFL textbooks.
is Cassriel and Reynolds (2006).
Below is one procedure that uses the pre-,
The story activity led to lively discussions
during, post- (PDP) framework for a reading
on topics of interest to the students. In talking
lesson (see Baker and Westrup [2000] for more
about their reactions to the stories and possi-
information on the PDP framework for teach-
ble solutions to the dilemmas posed, students
ing the receptive listening and reading skills):
realized that both Haitians and Dominicans
1. After students form pairs, the teacher
share many basic values, such as the impor-
introduces the topic of the text and elicits
tance of family, obedience, and honesty.
familiar vocabulary from the students. If
the story is illustrated, the teacher shows Activity 11: Songs and chants
the pictures to the students and has the One aspect of culture that all students
pairs or whole class discuss them. Key share is a love of music. While not all songs
vocabulary (the words students need to are appropriate for use in the classroom, a les-
know in order to understand the story) son based on a song is almost always popular
30 2013 Number 2 | E n g l i s h T E a c h i n g F o r u m
with students. A song lesson also provides an Activity 12: Movies
opportunity to reinforce previously learned It is often a challenge to find movies that
vocabulary and grammar structures, or to are appropriate for the age group and that
introduce some new aspect of language. Dur- are easy to understand. One such movie is
ing a song lesson using the aforementioned Up (Docter 2009), which we showed one
PDP framework, students will: evening in camp. The following day in class,
1. predict the song from pictures; students retold the story and then focused
2. learn key vocabulary and listen for on descriptive adjectives using the personali-
those specific words; ties and physical traits of the characters. We
3. put together the lyrics while listening; found this movie especially successful for
4. work on pronunciation, stress, and into- teaching abstract vocabulary because stu-
nation by singing the song together; and dents had been introduced to the characters
5. discuss the song’s theme or write a new through visuals in the movie. Students could
verse using the rhyme and rhythm of then connect traits of the characters to their
the song. own personalities and use these words in
Songs from Jazz Chants by Graham (1978) their “My Hand” activity (described above)
are effective in improving students’ intonation in a later class.
and stress patterns. They also provide a chance
Conclusion
to have fun and encourage participation. “Hi,
How Are You?” and “How’s Jack?” are good On the last day of the camp, parents were
for beginners and can lead to the creation or invited to attend a graduation ceremony
adaptation of additional jazz chants by the where students sang and spoke about their
students and teachers. experiences. For many of the parents, it was
Students also enjoy traditional camp and the first time that they had found a reason
ESL/EFL songs with easy lyrics, such as “If to mingle socially with people from the
You’re Happy and You Know It”; “Hokey other side of the border. The camp gave all
Pokey”; “The More We Get Together”; and of us—trainers, counselors, teachers, parents,
“Head, Shoulders, Knees, and Toes.” Other and participants—the opportunity to learn
songs that have been used with great success a valuable lesson: how bridging the miscon-
are “Stand by Me,” “Here Comes the Sun,” ceptions about one another through positive
“We Are Family,” and “What a Wonderful interactions is one way to achieve peaceful and
World.” Lyrics and most of the music for these respectful co-existence.
songs are readily available on the Internet. Did the students return home after two
During the camp, we found that a sure weeks at the camp with greatly improved
way to get all students to participate actively English skills? Although there was no direct
was to use music from the students’ region of assessment of their achievement, the sight of
the world. Since we were in the Caribbean, students chattering enthusiastically in English
we played Bob Marley’s “Three Little Birds.” with their new friends was a strong indicator
The realization that both the Haitians and that their confidence in speaking English had
the Dominicans loved reggae music and the grown by leaps and bounds.
rhythms of the Caribbean sparked their inter- We feel that these activities are a funda-
est in sharing their favorite music outside the mental addition to any classroom where stu-
classroom and built bonds of common interest. dents will profit from nurturing interpersonal
Jazz chants were also a highlight for the tolerance among groups who have a history of
students and led to the expression of their conflict—that is, in every classroom around
feelings about the camp. For example, one
the world.
adaptation of a chant went like this:
We went to Haiti one fine day and what References
did we find? What did we find? Baker, J., and H. Westrup. 2000. The English
language teacher’s handbook: How to teach large
Warm loving people with hearts so kind!
classes with few resources. London: Continuum.
We went to the DR one fine day and Cassriel, B., and G. Reynolds. 2006. Stories worth
what did we find? What did we find? reading 2. Boston: Heinle ELT.
Docter, P. 2009. Up. DVD. Directed by Pete
Warm loving people with hearts so kind! Docter. Emeryville, CA: Pixar.
continued on page 38
E n g l i s h T E a c h i n g F o r u m | Number 2 2013 31
Making Connections: Language Activities…
(continued from page 31 )
Graham, C. 1978. Jazz chants: Rhythms of American susan renaud was a Soros Foundation
English for students of English as a second lan- English Teacher Trainer in Haiti for seven
guage. Oxford: Oxford University Press. years. She has taught English and trained
Heyer, S. 1994. Easy true stories: A picture-based English teachers in the United States,
beginning reader. White Plains, NY: Longman. Africa, Eastern Europe, and Asia. She
Ligon, F., E. Tannenbaum, and C. R. Rodgers. currently works as a trainer for the School
1992. More picture stories: Language and prob-
for International Training TESOL Certificate
lem-posing activities for beginners. White Plains,
Program.
NY: Longman.
Milofsky, A. 2008. Creating a culture of peace in the
elizabeth tannenbaum teaches methodology
English language classroom: Curriculum guide.
and applied linguistics courses in the MAT
Alexandria, VA: TESOL.
Program at the SIT Graduate Institute,
Moran, P. R. 2001. Teaching culture: Perspectives in
practice. Boston: Heinle and Heinle. Brattleboro, Vermont. She has taught and
Stevick, E. 1980. Teaching languages: A way and trained teachers in the United States,
ways. Rowley, MA: Newbury House. Mexico, Asia, the Pacific, and Haiti.
38 2013 Number 2 | E n g l i s h T E a c h i n g F o r u m