Connectivity With Google’s Cultural Institute, by Kristen Lindahl

One of the greatest benefits of being online is the global connectivity it brings—connection to other people, other places, other perspectives, and, of course, other languages. Language teachers have been long aware of the connection between language learning and cultural ties, and are often very creative in bringing culture into the classroom and creating experiences for students outside of it, as well.

A current tool that TESOL educators might find intriguing for these purposes is Google Cultural Institute, which has brought Google’s unique technology to the world’s art galleries and museums. Read More.

Discussing Same-Sex Marriage in ELT: A Survey Approach, by Alexandra Lowe

One of my goals as an instructor in an intensive English program (IEP) has been to encourage my students to pay more attention to the news in the United States. (See “Producing Newscasts for the ESL Classroom“) When students watch the news in English, they strengthen their listening skills, expand their vocabulary, and increase their awareness of American culture.

The U.S. Supreme Court’s 26 June 2015 ruling on same-sex marriage was one of several “hot topics” in the news this summer that we tackled in class. Beforehand, I wrestled with the question of how best to approach this issue in a class where I knew that a number of students, because of their religious beliefs, might disagree with the Supreme Court’s decision. Read More.

Controversy in Adult Conversation, by Robert Sheppard

A lot of teachers I’ve spoken with completely avoid contentious topics in their classroom. Of course, the intentions are good: to create an inclusive, congenial atmosphere. And in a world where the language of trigger warnings and safe spaces is spreading rapidly across our higher ed campuses, teachers may feel even more reluctance to introduce any sort of controversy into their classroom.

But at what cost do we excise all disagreement? And does disagreement have to threaten the safe space of the classroom? Read More.

House Wheat This Hound!: The Problem of Listening, by Karen Taylor de Caballero

If you’re baffled by the title, don’t fret: “House Wheat This Hound!” means nothing in its printed form. When said out loud, however, a listener can find meaning: How sweet the sound!

Here’s what’s interesting: the listener must be a different person, someone who is not looking at the text. Perhaps that’s why we find “mad gabs” like this one so compelling: Even when we know what we’re supposed to hear, our eyes continue to interfere with our ears, and we are fascinated. Read More.