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.
Theme: Every teacher - and every learner - can probably recognise a great lesson when they experience one, but what exactly are the qualities that, when added up, make an everyday experience into an extraordinary one? Taking this further, can teachers do anything deliberate to make GREAT lessons, or are they simply a matter of luck? Anthony will suggest five characteristics of GREAT lessons that he thinks are not only central to lesson success, but are also things that teachers can develop with some simple strategies that he hopes to share.
Watch a recording of the webinar: You can watch a recording of the webinar by clicking the link below
About the speaker: Anthony Gaughan has been involved in English teaching for over 17 years in the UK and Germany. A state-qualified teacher in the UK, he is currently Head of CELTA training at the Hamburg school of English, where he is busy with an ongoing experiment to unplug initial teacher education by applying Dogme ELT principles to the CELTA.
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.
Jelena Mihaljević Djigunović Children are starting to learn English at increasingly younger ages. This paper researches the phenomenon from a contextualised perspective. Data were collected from 173 Croatian YLs of EFL whose progress was followed for three years. The work formed part of the ELLIE project. The contextualised approach can offer broader and deeper insights into EFL learning. The paper concludes with recommendations for further research.
This programme's topic is 'introducing new language' - introducing a grammar structure, a new tense or some vocabulary that the students haven’t been taught before. When we teach, we might do it in three stages: first we present, then we get our students to practise, and then to use the new language confidently and accurately. This is of course just one approach to introducing new language, but it’s one that many teachers find is a useful framework.
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.
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.