Author: Jason Anderson

The rarest verb tense in English

Ever wondered what the rarest 'tense' in English is, and how rare it is? No? Hmm... Just me then. Anyway, just in case you’re still interested in finding out (and my students always are), the rarest verb tense in English (we should properly call it an aspect) is the future perfect continuous in the passive … Continue reading The rarest verb tense in English

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The Activity Cycle

Preparation-activity-feedback... And why characterising these three common stages as a cycle can help some teachers make their classrooms more learner-centred. This blog expands on an idea I introduce in the Trinity CertTESOL Companion (Anderson, 2017). I thank colleagues who have found it useful for suggesting I write a blog post about it. Here I describe … Continue reading The Activity Cycle

ELTAI Conference 2017; Kochi, India: East meets West… and transcends it :)

The theme of this year’s ELTAI (English Language Teachers’ Association of India) Conference, “Western theories and Eastern practices”, was evident throughout the memorable event, not only in the conference itself, but it also seemed to imbue the heavy monsoon air that circulated around the venue, and the bustling city of Kochi, Kerala – ‘God’s own … Continue reading ELTAI Conference 2017; Kochi, India: East meets West… and transcends it 🙂

Delighted to win the British Council Master’s Dissertation award

Taking on the live-blogging role for the British Council #ELTons Awards was quite a responsibility. I wanted to ensure that all the finalists got a mention, and that all the authors were credited for their work. I ended up writing over 4000 words. Indeed, I was so busy with that that I had almost forgotten … Continue reading Delighted to win the British Council Master’s Dissertation award

Reimagining English language learners from a translingual perspective

This article, written for ELT Journal, explores the potential implications of translanguaging and translingualism for foreign language teaching and learning, especially English language teaching. It reports on an exploratory study of ‘EFL learners’ in the UK, finding that over 76% of them perceive a need for translingual practices in their varied future professions and studies. … Continue reading Reimagining English language learners from a translingual perspective

Context analysis practice: the hidden paradigm in contemporary ELT | IATEFL 2017 session summary

Many thanks to Adi Rajan for this interesting and very positive appraisal of the CAP model!

Immersivities

Jason Alexander.jpg

It’s a real pity Jason Alexander’s session at IATEFL 2017 wasn’t recorded. I’m grateful to Silvana Richardson whose tweets gave me a bit of a window into what he presented. His Context Analysis Practice (CAP) model truly validates what teacher trainers, particularly on the CELTA, have been using as a basic framework for lesson planning. During my CELTA tutor-in-training program, one of the trainees, asked me what she should write under approach on her top sheet. I was genuinely puzzled because the lesson shape wasn’t really PPP, nor was it text-based and I now have a label for it.

It also makes sense to explicitly call attention to context especially within the CELTA given the primacy of establishing a meaningful communicative context within the…

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