Author: Jason Anderson

Peer needs analysis

Peer needs analysis

For the November 2017 edition of English Teaching Professional I wrote an article on a classroom rapport building practice that I’ve called peer needs analysis (PNA). Here I provide a brief introduction to PNA, and some free resources that you can try out in your own classroom. See the article itself for more ideas and … Continue reading Peer needs analysis

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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