| It was in 2004 that Chris Anderson coined the phrase | | | | charge users fees. Some of them give advice on |
| The Long Tail, which contrary to some people’s | | | | different issues related to teaching foreign languages, |
| expectations has nothing to do with the dog’s | | | | other list job offers for teachers, and most of them, if |
| anatomy. Actually, it is an entirely new economic model | | | | not all, provide worksheets. However, the quality of |
| for the media and entertainment industries. In a nutshell, | | | | what is available online varies a lot. A lot of them |
| the Long Tail theory claims that infinite online ‘shelf | | | | repeat the mistake of appealing to the lowest |
| space’ and relatively easy access to potential | | | | common denominator, have patronizing content, or |
| users make it economically feasible to provide content | | | | have such horrible graphics that would put my |
| for niche interest groups. This, in turn, should result in a | | | | students off learning instead of encouraging them in |
| growing demand for niche content. After reading Mr. | | | | their efforts. Hence the idea for a website which |
| Anderson’s book, I asked myself a question: Does | | | | would put a long tail theory to the test on the ESL |
| this long tail theory work for ESL? Do we - English | | | | ground. I wanted to create an online service where |
| language teachers - get more varied resources | | | | ESL teachers could find current, niche topics, |
| satisfying the needs of niche learning groups? | | | | controversial opinions, taboo subjects, and colloquial |
| As a teacher of English with over 20-year experience, | | | | vocabulary. A few years of hard work and now I |
| who would like to provide his students with the most | | | | know that a long tail works for ESL. English-4U is used |
| engaging learning materials, I am continually surfing the | | | | by thousands of ESL teachers all over the world, it lists |
| net for new resources that I can use in my lessons. | | | | hundreds of worksheets on such niche subjects as: |
| Why am I looking for resources on the Internet instead | | | | vanity sizing, shopping on Sundays, queuing, 2008 |
| of sticking to a coursebook? After all, don’t we | | | | presidential elections in the USA. The topics are |
| have a great choice of coursebooks? Well, the | | | | engaging because they do relate to students’ lives, |
| problem is I really respect my students, - mostly adults | | | | they are current - these are the topics that your |
| - and I don’t find most coursebooks suitable | | | | students probably discuss around the water cooler. |
| because they are either boring, childish or outdated. | | | | I hope that the long tail of ESL resources will grow |
| Actually, most of them perfectly combine all these | | | | longer and longer. I strongly believe that the Internet will |
| three characteristics. Although, we could find some | | | | dramatically change the way we teach and the |
| good examples, such as Innovations series published | | | | resources we use. I think we need more materials for |
| by Thomson Heilne or Oxford’s English File series, | | | | niche purposes: Learners are different, so are their |
| the rest of what’s on offer in bookstores is rather | | | | interests, so should be the resources we use. The |
| disappointing for adult learners. | | | | Internet could make it possible to adjust our teaching to |
| The past decade has seen a boom of online services | | | | individual needs of our learners. |
| for teachers of English; some of them are free, other | | | | |