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	<title>The Dangling Modifier</title>
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		<title>Following TEFL Certification, what are the next steps?</title>
		<link>http://www.esl-lounge.com/blog/321/following-tefl-certification-what-are-the-next-steps</link>
		<comments>http://www.esl-lounge.com/blog/321/following-tefl-certification-what-are-the-next-steps#comments</comments>
		<pubDate>Thu, 04 Apr 2013 14:13:10 +0000</pubDate>
		<dc:creator>seanlords13</dc:creator>
				<category><![CDATA[Teaching]]></category>
		<category><![CDATA[esl]]></category>
		<category><![CDATA[teaching English]]></category>
		<category><![CDATA[TEFL]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=321</guid>
		<description><![CDATA[After completion of your certification to teach abroad (whether that TEFL, TESL, or TESOL course), what do you do next? If you’ve got aspirations to teach abroad, which you should considering you just shelled out a few hundred bucks to &#8230; <a href="http://www.esl-lounge.com/blog/321/following-tefl-certification-what-are-the-next-steps">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/321/following-tefl-certification-what-are-the-next-steps/feed</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<title>A system to help write in English for a local or global business audience</title>
		<link>http://www.esl-lounge.com/blog/310/a-system-to-help-write-in-english-for-a-local-or-global-business-audience</link>
		<comments>http://www.esl-lounge.com/blog/310/a-system-to-help-write-in-english-for-a-local-or-global-business-audience#comments</comments>
		<pubDate>Tue, 02 Apr 2013 21:21:12 +0000</pubDate>
		<dc:creator>Kogan Page</dc:creator>
				<category><![CDATA[esl-lounge]]></category>
		<category><![CDATA[Learning English]]></category>
		<category><![CDATA[Business english]]></category>
		<category><![CDATA[global]]></category>
		<category><![CDATA[idioms]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=310</guid>
		<description><![CDATA[Wherever we are and whatever we do, we need to communicate. Communicate well and it can make you, communicate poorly and it can break you.  Even in the common language of English, one size is never going to fit all, &#8230; <a href="http://www.esl-lounge.com/blog/310/a-system-to-help-write-in-english-for-a-local-or-global-business-audience">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/310/a-system-to-help-write-in-english-for-a-local-or-global-business-audience/feed</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<title>ESL – Subject or Communication Tool?</title>
		<link>http://www.esl-lounge.com/blog/293/esl-subject-or-communication-tool</link>
		<comments>http://www.esl-lounge.com/blog/293/esl-subject-or-communication-tool#comments</comments>
		<pubDate>Tue, 11 Dec 2012 15:45:52 +0000</pubDate>
		<dc:creator>TCampbell</dc:creator>
				<category><![CDATA[ESL Theory]]></category>
		<category><![CDATA[esl-lounge]]></category>
		<category><![CDATA[Methodology]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[communicative approach]]></category>
		<category><![CDATA[error correction]]></category>
		<category><![CDATA[esl]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=293</guid>
		<description><![CDATA[What happens in a math class? There were so many rules, but only one answer. You sit there and listen. Maybe the teacher asks you to come up and work out some problems on the board. But, honestly, if you &#8230; <a href="http://www.esl-lounge.com/blog/293/esl-subject-or-communication-tool">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/293/esl-subject-or-communication-tool/feed</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<title>Using Music in the Classroom</title>
		<link>http://www.esl-lounge.com/blog/282/using-music-in-the-classroom</link>
		<comments>http://www.esl-lounge.com/blog/282/using-music-in-the-classroom#comments</comments>
		<pubDate>Mon, 08 Oct 2012 22:04:17 +0000</pubDate>
		<dc:creator>TCampbell</dc:creator>
				<category><![CDATA[Methodology]]></category>
		<category><![CDATA[conditionals]]></category>
		<category><![CDATA[esl listening]]></category>
		<category><![CDATA[listening lessons]]></category>
		<category><![CDATA[phrasal verbs]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=282</guid>
		<description><![CDATA[Nothing breaks up a long class like listening to a song or two. But don’t just hand out lyrics and play the song. A little preparation will help you get the most out of a music lesson. First, it’s a &#8230; <a href="http://www.esl-lounge.com/blog/282/using-music-in-the-classroom">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Circle Time</title>
		<link>http://www.esl-lounge.com/blog/270/circle-time</link>
		<comments>http://www.esl-lounge.com/blog/270/circle-time#comments</comments>
		<pubDate>Sun, 09 Sep 2012 20:55:15 +0000</pubDate>
		<dc:creator>TCampbell</dc:creator>
				<category><![CDATA[Methodology]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[speaking]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=270</guid>
		<description><![CDATA[&#8220;Good morning!&#8221; I say, just loud enough to turn heads, silencing all other conversations. &#8220;Good morning,&#8221; answers the class. There are eleven students, from teenagers to 50-year-old retirees. I look to my right and ask Carlos, &#8220;How was your weekend?&#8221; &#8230; <a href="http://www.esl-lounge.com/blog/270/circle-time">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/270/circle-time/feed</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
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		<title>Emperor&#8217;s errors still challenge correction &#124; Education &#124; Guardian Weekly</title>
		<link>http://www.esl-lounge.com/blog/254/emperors-errors-still-challenge-correction-education-guardian-weekly</link>
		<comments>http://www.esl-lounge.com/blog/254/emperors-errors-still-challenge-correction-education-guardian-weekly#comments</comments>
		<pubDate>Tue, 17 Jul 2012 23:54:33 +0000</pubDate>
		<dc:creator>Neil Coghlan</dc:creator>
				<category><![CDATA[News]]></category>
		<category><![CDATA[errors]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=254</guid>
		<description><![CDATA[A rare letter in English by Napoleon highlights the complexity of delivering good learner feedback Trying to teach a student with a domineering personality can be a challenge, so spare a thought for Count Emmanuel de las Cases, who was &#8230; <a href="http://www.esl-lounge.com/blog/254/emperors-errors-still-challenge-correction-education-guardian-weekly">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/254/emperors-errors-still-challenge-correction-education-guardian-weekly/feed</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>My name isn&#8217;t really Gillian</title>
		<link>http://www.esl-lounge.com/blog/245/my-name-isnt-really-gillian</link>
		<comments>http://www.esl-lounge.com/blog/245/my-name-isnt-really-gillian#comments</comments>
		<pubDate>Wed, 04 Jul 2012 15:05:51 +0000</pubDate>
		<dc:creator>Gillian</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[introduction]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=245</guid>
		<description><![CDATA[When Neil asked me to do some writing for the new blog (which looks great, by the way), I asked I would be limited in what I could write about? &#8220;No, no censorship here,&#8221; he replied. So I decided I &#8230; <a href="http://www.esl-lounge.com/blog/245/my-name-isnt-really-gillian">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/245/my-name-isnt-really-gillian/feed</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Difference Between Learning and Acquisition in ESL</title>
		<link>http://www.esl-lounge.com/blog/183/difference-between-learning-and-acquisition-in-esl</link>
		<comments>http://www.esl-lounge.com/blog/183/difference-between-learning-and-acquisition-in-esl#comments</comments>
		<pubDate>Mon, 25 Jun 2012 20:43:52 +0000</pubDate>
		<dc:creator>Neil Coghlan</dc:creator>
				<category><![CDATA[ESL Theory]]></category>
		<category><![CDATA[Learning English]]></category>
		<category><![CDATA[acquisition]]></category>
		<category><![CDATA[learners]]></category>
		<category><![CDATA[psycholinguistics]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=183</guid>
		<description><![CDATA[Stephen Krashen draws a big distinction between learnt and acquired language, a distinction that has caused controversy in itself, quite apart from his ideas for promoting this acquisition. According to Krashen, students who are taught in a formal, form-focussed way &#8230; <a href="http://www.esl-lounge.com/blog/183/difference-between-learning-and-acquisition-in-esl">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/183/difference-between-learning-and-acquisition-in-esl/feed</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>A Language And Its Culture</title>
		<link>http://www.esl-lounge.com/blog/181/a-language-and-its-culture</link>
		<comments>http://www.esl-lounge.com/blog/181/a-language-and-its-culture#comments</comments>
		<pubDate>Mon, 25 Jun 2012 20:40:43 +0000</pubDate>
		<dc:creator>Neil Coghlan</dc:creator>
				<category><![CDATA[ESL Theory]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[cultural linguistics]]></category>
		<category><![CDATA[Ethnolinguistics]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=181</guid>
		<description><![CDATA[A language cannot be separated from the culture in which it is embedded. Is this true? What implications does this have for the English language teacher? There are strong links between the culture of a country and its language. Language &#8230; <a href="http://www.esl-lounge.com/blog/181/a-language-and-its-culture">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/181/a-language-and-its-culture/feed</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
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		<title>Prescriptive Teaching in the ESL Classroom</title>
		<link>http://www.esl-lounge.com/blog/177/prescriptive-teaching-in-the-esl-classroom</link>
		<comments>http://www.esl-lounge.com/blog/177/prescriptive-teaching-in-the-esl-classroom#comments</comments>
		<pubDate>Mon, 25 Jun 2012 20:34:35 +0000</pubDate>
		<dc:creator>Neil Coghlan</dc:creator>
				<category><![CDATA[ESL Theory]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[prescriptivist teaching]]></category>

		<guid isPermaLink="false">http://www.esl-lounge.com/blog/?p=177</guid>
		<description><![CDATA[Being prescriptivist means not only describing the system of language to the students but also insisting that the students conform to using only what the teacher uses or what is presented in a course book. Students would then have errors &#8230; <a href="http://www.esl-lounge.com/blog/177/prescriptive-teaching-in-the-esl-classroom">Continue reading <span class="meta-nav">&#8594;</span></a>]]></description>
		<wfw:commentRss>http://www.esl-lounge.com/blog/177/prescriptive-teaching-in-the-esl-classroom/feed</wfw:commentRss>
		<slash:comments>0</slash:comments>
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