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Language Rich Africa policy dialogue - The Cape Town language and development conference: Looking beyond 2015

Edited by Hamish McIlwraith

In October 2013, the British Council hosted the tenth International Language and Development Conference, which coincided with reviews of progress worldwide towards the 2015 UN Millennium Development Goals (MDGs). This collection is drawn from papers and presentations delivered at the three day event. The writers look at African languages, varieties of English and other languages from policy level to practical application in the classroom, and in the home and wider community.

Note: This publication is a series of conference papers and we have added some relevant additional references not cited in the text for readers to access.

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Factors influencing success in teaching English in state primary schools

David Hayes

This accessible and informative report considers current best practice for teaching English as a Foreign Language in the primary sector. Based on three case studies of high performing education systems, the report’s recommendations will be of interest to anyone concerned with English at primary level.

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Directory of UK ELT research 2011–12

Compiled by Richard Smith of Warwick University, with Seongsook Choi, Imogen Liggins and Gosia Sky, the Directory of UK ELT Research 2011-12 contains a total of 721 entries from 60 different institutions.

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Innovations in the continuing professional development of English language teachers

Edited by David Hayes

With thirteen stimulating papers covering a wide range of geographical areas and educational contexts, this publication will interest anyone involved in the continuing professional development of English language teachers wishing to reflect on and refresh their practice.

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Language issues in migration and integration: Perspectives from teachers and learners

Edited by David Mallows

This new book from ESOL Nexus is about the role of language in the integration of migrants. The writers of the chapters are all engaged in the education of migrants as teachers, researchers or policymakers in a wide variety of contexts and they provide us with a rich and thought-provoking array of perspectives from teachers and learners on language issues in migration and integration.

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Tell it Again! The Storytelling Handbook for Primary English Language Teachers

This new revised edition of 'Tell it Again!' shows how a story-based methodology brings together the best of primary English language teaching and the rich and motivating resource of children’s literature.

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Language Rich Europe conclusions and future perspectives

This closing report was commissioned by the British Council to provide an overview of the European and local recommendations that came out of the Language Rich Europe project and in the likelihood that new opportunities can be found for the further development of what has already been achieved.
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The Language Rich Europe recommendations

The Language Rich Europe (LRE) consortium, co-funded by the European Commission and the British Council, calls on European institutions and member state governments to initiate new policies to support immigrant language teaching, revise trilingual learning, and use the particular position of English to promote and support multi/plurilingualism.
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Trends in policies and practices for multilingualism in Europe

Edited by Guus Extra and Kutlay Yağmur

This report contains 25 detailed country and regional profiles, which focus on language policies and practices in the education sector, as well as in the media, public services and spaces, and business.

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The English Language in Francophone West Africa

Hywel Coleman

This publication examines the language situations in eight West African nations – Benin, Burkina Faso, Côte d’Ivoire, Guinea, Mali, Mauritania, Senegal and Togo. It describes the roles that English plays, ways in which English is taught, who teaches it, and how learners and their teachers perceive the language.

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Language Teacher Education: an Integrated Programme for ELT Teacher Training

Originally published in 1987, this book aimed to address teachers’ needs according to context.

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ESP for the University

This book, from 1986, provides a snapshot of developments in ESP teaching at university level during the 1970s and early 1980s.

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English as a Second Language in the United Kingdom

This is, of course, as much a key topic in the UK as it was in 1985 when this book was originally published.

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Language Issues and Education Policies - Exploring Canada’s Multilingual Resources

Very different to the other ELT documents, this volume focuses on the work of a single institution: the Modern Language Centre at the Ontario Institute for Studies in Education (OISE).

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Language Teaching Projects for the Third World

This document, from 1983, offers a selection of project case studies and commentaries from various African contexts.

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Humanistic Approaches: an empirical view

This is a delightful read, which attempts to provide an introduction to latest thinking in 1982 on a wide range of humanistic topics.

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Developments in the Training of Teachers of English

This volume dates from 1979 and is a gem for anyone interested in the early days of university level ELT qualifications, especially in the UK.

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English as an International Language

This concise volume from 1978 is pre-‘World Englishes’ and before the acceptance of Kachru’s model of the inner, outer and expanding circles of English language use.

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Language Improvement for English Teachers

This book was produced following the Hornby workshop on language improvement for teachers in Senegal in 2009.

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Maximising learning in large classes

This very practical and ‘teacher-friendly’ publication was produced following a Hornby workshop on teaching large classes in Ethiopia in 2006.

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The impact of English on learners’ wider lives

Naeema Hann, Ivor Timmis, Ali Ata Alkhaldi, Beverley Davies, Carlos Rico Troncoso, Yong Yi

What benefits can English language skills bring to a person’s life, both professional and personal? This paper addresses this question in relation to data collected from four contrasting contexts.

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Inspiring English teachers: a comparative study of learner perceptions of inspirational teaching

Martin Lamb and Martin Wedell

What makes teachers motivating? This paper reviews the literature on motivational teaching and presents findings on the nature of inspiring teaching in two countries, looking at how learners perceive the qualities of teachers who inspire them.

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Portraits of inspiring English teachers in China and Indonesia

Martin Wedell and Martin Lamb
 
This paper investigates the nature of inspiring English language teaching, reporting on observations of English language classes in China and Indonesia.

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Key factors and challenges in transition from primary to secondary schooling in ELT: an international perspective

Anne Burns, Muna Morris-Adams, Sue Garton and Fiona Copland, Aston University, Birmingham
 
This paper addresses important issues relating to the transition from primary to secondary school: how learners and teachers of English experience that change and how schools can help.

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Readers’ cognitive processes during IELTS reading tests: evidence from eye tracking

This paper investigates readers’ mental processes when taking reading tests. It will be of particular interest to researchers and practitioners who are interested in the testing of reading skills.

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English reconceived: Raising teachers’ awareness of English as a ‘plurilithic’ resource through an online course

Christopher J Hall, Rachel Wicaksono, Shu Liu, Yuan Qian and Xu Xiaoqing

This report describes an online course, Changing Englishes, designed to raise awareness of the ‘plurilithic’ nature of English, enable teachers to value the diversity of individually and locally appropriate learning objectives and outcomes, and promote the development and sharing of pedagogical strategies which respond to the global realities of the language.

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Identity in foreign language learning and teaching: why listening to our students’ and teachers’ voices really matters

Florentina Taylor, Vera Busse, Lubina Gagova, Emma Marsden and Barbara Roosken

This paper explores  the relationship between identity perceptions, declared learner achievement and teacher perceptions. 

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Own-language use in ELT: exploring global practices and attitudes

Graham Hall and Guy Cook

In this research paper Graham Hall and Guy Cook explore teacher attitudes to own-language use in the classroom. They conducted a global survey and interviews with practising teachers.

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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.   

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Learner autonomy: English language teachers’ beliefs and practices

Simon Borg, School of Education, University of Leed and Saleh Al-Busaidi, The Language Centre, Sultan Qaboos University
Learner autonomy has been the subject of many studies but there have been fewer studies of what learner autonomy means to teachers.  

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Your comments

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Cath McLellan's picture Cath McLellan

Hello
If you are looking for the document - you need to click on the link above. The file...
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REBECCAVIP12345's picture REBECCAVIP12345

i cannot find it


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Jim Harries's picture Jim Harries

I have found reading this compendium of chapters a fascinating exercise. Sometimes I have been...
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