Learners/learning styles | TeachingEnglish | British Council

How to make yourself understood by international students: The role of metaphor in academic tutorials

Jeannette Littlemore, Fiona MacArthur, Alan Cienki and Joseph Holloway

In recent years there has been a significant increase in the number of international students studying at British universities. This paper reports on a study of oral interactions between lecturers and international students studying at a British university and a Spanish one.

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Creating an inclusive learning experience for English language learners with specific needs

Case studies from around the British Council’s global network
This collection of case studies aims to share some experiences in promoting positive attitudes and thinking around specific needs. It also aims to describe teaching and classroom management strategies to create an inclusive learning environment and positive experience for English language learners with specific needs.

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‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET

Alan Waters and Maria Luz C. Vilches
Effective in-service training (INSET) is vital for both teacher development and curriculum reform. This paper contains a number of practical guidelines on how to maximise the potential for 'best practice' in ELT INSET. The research was conducted in the Philippines where Waters and Vilches gathered data from both INSET suppliers and end-users. The resulting picture of 'best practice' will be of value to others working in similar situations elsewhere.

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Perceptions and Strategies of Learning in English by Singapore Primary School Children with Dyslexia

L. Jin, K. Smith, A. Yahya, A. Chan, M. Choong, A. Lee, V.Ng, P. Poh-Wong, D. Young
Learners with dyslexia have difficulties in reading and writing. In Singapore there are about 20,000 primary and secondary school learners with dyslexia. This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.

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The learner-centred classroom

Submitted by Rob Lewis on 25 October, 2011 - 14:27

Date: 25 October 2011

Time: 1200 UK time (check what time this is in your country)

Theme: This webinar will explore different aspects of learner-centred teaching. What does it mean to be 'learner-centred'? Why is it important? We will examine some of the practical issues. What problems might arise? Is learner-centred teaching possible in all contexts? We will consider these and other questions, and also introduce some ideas which can help teachers to become more learner-centred.

Watch a recording of the webinar: You can watch the webinar (just under 70 mins) here: http://britishcouncil.adobeconnect.com/p3kcoz8nz99/

About the speaker: Sue Sheerin, formerly Director of the University of Sussex Language Institute, is an educational consultant with many years’ experience in language teaching, teacher training and academic management.

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Learning tips

Submitted by Sally Trowbridge on 11 January, 2011 - 14:10

As well as teaching English to our young learners, we can help them reach their full potential as language learners. Here are some tips and ideas on how to use materials on the LearnEnglish Kids website to help your pupils learn more effectively.

Learning styles and teaching

Submitted by TE Editor on 8 September, 2010 - 10:52

Your students will be more successful if you match your teaching style to their learning styles.

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Presentation for teachers

Submitted by Rob Lewis on 26 August, 2010 - 14:27

Do you think about colours, fonts and grouping when you use a board or prepare a presentation? Watch and listen to Tony's ideas and leave your comments below.

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Being a teacher

Submitted by Rob Lewis on 18 June, 2010 - 14:45

The latest in our series of video tips is about being a teacher. What's important to you as a teacher? How do your students see you?

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Stirrers and settlers for the primary classroom

Submitted by TE Editor on 25 February, 2010 - 11:57

Teaching in the primary classroom is very different from teaching teens or adults because of the amount of energy children have! Knowing how to channel this energy, or when to ‘stir' and when to ‘settle' children will help you achieve balanced lessons without children becoming over-excited on the one hand or bored on the other.

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