Join me at the ELTons Awards

I’m very happy to announce that I will be the official live blogger for the British Council 15th ELTons Awards, taking place this Wednesday, 14 June, 2017. We’ll be kicking off at about 5:30 PM (current UK time is GMT+1). Join us via the live stream video link, where, as well as watching the whole … Continue reading Join me at the ELTons Awards

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

CAP – Context, Analysis, Practice: A lesson planning model for language teacher education

The first of 2 articles on the 3-stage lesson planning model that I propose has just been published in the IATEFL Teacher Education Newsletter. In the article I argue that CAP is more appropriate and more relevant for today’s teaching and teacher education courses than alternatives such as PPP, ESA, etc. It's also the topic … Continue reading CAP – Context, Analysis, Practice: A lesson planning model for language teacher education

The Farmer and the Fortune Teller: Using stories to teach grammar

Some of us love grammar lessons, but others... If you, or your learners, fall into the second category, one great way to make grammar meaningful, interesting and even edifying is to adapt stories to include a little grammar that you can then extract and analyse. Stories provide for 'Context, Analysis and Practice' (C-A-P: something I'll be … Continue reading The Farmer and the Fortune Teller: Using stories to teach grammar

‘Do you understand?’ – A case for reassessment

‘Do you understand?’ – A case for reassessment

For trainee teachers on pre-service training courses, ICQs (instruction check questions) and CCQs (concept check questions) can often be some of the most challenging things to get right. Yet, when compared with many other aspects of pre-service training courses, there is a comparatively low survival rate for check questions (CQs) after trainees graduate. Indeed, when … Continue reading ‘Do you understand?’ – A case for reassessment

Traffic lights: A free resource for correcting errors and checking understanding

Earlier this year I became concerned that I was over-correcting my adult students during speaking activities. I tend to use both direct correction and delayed correction (via the board) depending on the situation. I know that many of my learners do want me to correct them directly, but I wasn’t sure that all of them … Continue reading Traffic lights: A free resource for correcting errors and checking understanding

Teaching English in Large Classes – forthcoming webinar

On Saturday 19th November at 13:30pm (UK time), I led a webinar on Teaching English in Large Classes for British Council English Agenda. The webinar focused on English language teaching, adopting a sociocultural perspective that aims to situate the English language teacher in her/his local teaching community. This is in contrast to what often happens in … Continue reading Teaching English in Large Classes – forthcoming webinar