3.066665

Peer and self-assessment

Learners are much better at giving each other accurate and sensitive feedback than we suspect, and this activity gives them the opportunity to demonstrate it.

3.714285

Teaching Unplugged

Teaching Unplugged is the term used for a teaching method and philosophy which has three primary aims: teaching through conversation, taking out external input such as course book and technology and letting the lesson content be driven by the students rather than being pre-planned by the teacher. Based on the ‘Dogme ELT’ approach to teaching, its origins lie in an article written in 2001 by Scott Thornbury and Luke Meddings called ‘The roaring in the chimney’. They later wrote ‘Teaching Unplugged’, a comprehensive guide to this type of teaching and winner of the British Council ELTons award for Innovation in 2010.

3.75

Dogme and Technology

Neither strict dogmeticians nor techno evangelists, we are simply teachers who appreciate both a good Dogme moment and easy-to-use technology that makes our job easier and the learners more autonomous. What do we mean by a good Dogme moment? For us, it is one where there is conversation going on generated by the learners themselves, who ideally, for a short period of time, have forgotten that they are in a classroom. As for easy-to-use technology, below you will find some of our favourite tools for creating the conversation and feeding back on it. We are assuming a classroom with an internet connection although for some of them a smartphone or tablet will suffice.

3.941175

Keith Kelly - Ingredients for successful CLIL

Successful CLIL depends on a variety of factors. This paper discusses four factors relevant to successful implementation of CLIL. Firstly, we will look at questions of managing and supporting the CLIL implementation process. Secondly, we will look at the roles and behaviours of teachers in the delivery of CLIL. Thirdly, we will examine the issue of resourcing CLIL in schools. Lastly, but by no means least importantly, we will consider factors to do with the learners in CLIL education.

3.19298

A day in the life at an English school for learners with Special Educational Needs

Recently I had the privilege to spend a day with the brilliant teachers and wonderful pupils at the St Christopher Academy Trust specialist school near Southend in the UK who work with children at both primary and secondary level on the autism spectrum with a variety of communication and interaction needs.

4.12121

Teaching English to learners with Special Educational Needs (SENs) – Myths and realities

In this article, Marie Delaney explores some of the myths surrounding teaching students with Special Educational Needs (SENs) and offers advice and tips.

4.153845

Speech and Language Impairment

‘How can I teach English to a learner who has difficulty speaking and understanding their own language?’

4.76923

The Needs of Visually Impaired (VI) Learners in Education: Key Issues and Principles

Are you interested in building your knowledge in issues around visual impairment? Do you want to have some hints and tips on how to include a VI learner in your classes? Would you like to learn about some of the educational needs of these learners?

3.885245

David Crabtree: In one ear out of the other

How can I teach English to a learner who seems not to listen properly?

4.16

Inclusive assessment approaches

Assessment is a crucial part of learning. It can be difficult to know how to identify learners with special educational needs (SENs) in the classroom and how to include learners with SENs in the assessment process. 

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3

Structured Inquiry

For the purpose of this article 'inquiry' will be taken to mean 'a language act in which one attempts to elicit another's help in going beyond his or her present understanding.' (Lindfors 1999)

3.066665

Peer and self-assessment

Learners are much better at giving each other accurate and sensitive feedback than we suspect, and this activity gives them the opportunity to demonstrate it.

3.19298

A day in the life at an English school for learners with Special Educational Needs

Recently I had the privilege to spend a day with the brilliant teachers and wonderful pupils at the St Christopher Academy Trust specialist school near Southend in the UK who work with children at both primary and secondary level on the autism spectrum with a variety of communication and interaction needs.

Teaching exam-based writing skills - methodology article
3.375

Teaching exam-based writing skills

Getting students to participate in writing activities in class can be an arduous task. Despite our best efforts as teachers to make the prospect of writing a fun and collaborative activity, it is often met with groans of reluctance.

3.493335

The voices that guide us

Which voices do you hear in the course of your professional life, as you prepare, teach and reflect? Which ones are the strongest? Which do you really listen to and take notice of?

Action research - methodology article
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Action research

Action research can make you a "student of teaching" (John Dewey). 

From priming tasks and target tasks to language focus and grammar - methodology article - guest writers
3.51128

From priming tasks and target tasks to language focus and grammar

This is the third in a series of four articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time.

Register and degrees of formality - methodology article
3.51613

Register and degrees of formality

There seems to be a widely held belief that English, in common with the British who speak it, is a very formal language. In my experience, English does not seem any more or less formal than other languages.

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Your comments

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Paul Braddock's picture Paul Braddock

Hi Brucorpe

Unfortunately, as this article was written in 2006, it is not possible now to...
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Jorge Antonio Vergara's picture Jorge Antonio V...

Dear Mercedes:

Thank you very much for this article.

 

Best Regards

...
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brucorpre's picture brucorpre

I am looking to improve my practice using evidence-based information, so I would like to ask for...
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