Using Historical Insight and Digital Tools to Teach Idioms to L2 Learners: A Response to Carla Zimmerman-Edison’s “Teaching and Learning English Idioms in the L2 Classroom” (Volume 2/1)

Abstract

In her article “Teaching and Learning English Idioms in the L2 Classroom,” Carla Zimmerman-Edison  (2015) provides a strong rationale for emphasis on teaching idioms to English learners (ELs), who are both  numerous in today’s U.S. schools and in need of pedagogical support in coping with this challenging topic.  Indeed, idioms are not only pervasive across the range of English discourse forms, but also provide  learners knowledge of idioms with insight into cultural conventions, which can help new arrivals to  understand and participate in their community (Liontas, 2015; Liu, 2008; Nayak & Gibbs, 1990).  Zimmerman-Edison’s survey article provides a concise guide to scholarly definitions of idioms and a  review of recent research into strategies that go beyond traditional rote memorization. However, she fails  to elaborate on how to use specific strategies, such as employing technological means, to explore cultural  origins and historical events of obscure idioms in developing ELs’ idiomatic competence. Therefore, in  what follows, we share insights from our experiences as current TESOL teacher trainers. Specifically, we  look at how examination of the historical basis of a phrase can help learners relate to and retain culturally  specific idioms, as well as how teachers and students can use the internet and other digital tools to assist  in such explorations