CPD for managers
EA Taxonomy term (Content) - Row by date
This report highlights the findings from a study into English language teachers’ attitudes and preferences for using technology for professional development in South Asia. The study was conducted with the support of the research agencies ZingerLabs and EZ Vidya, based in India, and surveyed 892 teachers across the region.
English proficiency levels in Brazil are still very low, with only around 5% of Brazilians stating they have some knowledge of English. How can effective English teaching be implemented to reach the emerging middle classes? What are the aims and expectations of these learners? This report answers these questions and explores the specific needs of different groups. It is relevant to teachers, school managers, academics and policy makers interested in the teaching of English in Brazil.
Blandine Akoue, Jean-Clair Nguemba Ndong, Justine Okomo Allogo, Adrian Tennant
’Starter Teachers: A methodology course for the classroom’ is aimed at equipping teacher trainers in low-resource contexts with skills and techniques they can use to play an active role in starter teachers’ continuous professional development. The book is the work of participants from a Hornby Regional School held by British Council Senegal in Libreville, Gabon in September 2014.
Edited by Simon Borg
This collection is drawn from papers and presentations at the Ideals and Realities: Continuing Professional Development for Preparatory Year Instructors conference in Hacettepe University, Ankara, in 2014. The eight case studies in this volume describe how CPD has been managed in different institutional contexts in Turkey.
This report is an attempt to set out a global view of English Medium Instruction today. It is a bird's eye view or a snapshot of the views and issues involved when implementing EMI. The report is based on a recent worldwide survey conducted with British Council staff acting as informed respondents and covers 55 countries; countries which are promoting, resisting or sometimes even reversing EMI in schools and universities.
This book 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 policy makers 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.
This publication offers information about all the discussions held in 2012 at the first Policy Dialogues: English for the Future in Cartagena de Indias, Colombia. The proceedings document contains lots of useful information for policy makers and ELT specialists around the world to guide them on the kind of critical elements to take into account when conceptualising or implementing policy on English language both at national and regional/local levels.
This global survey provides an overview of recent policy decisions and trends in the area of teaching English to primary school children, in a wide variety of countries and regions. It will interest and inform policymakers, researchers and practitioners in the field.
The second Primary Innovations Research Seminar in Bangkok, March 2008 was a regional information sharing forum where the results of British Council research were presented. There were also status reports on our projects to support teacher trainers and teachers.
Edited by Hamish McIlwraith
This collection of papers is the product of a major, high level conference on language-in-education policy which was convened by the British Council and took place in Juba, South Sudan, in 2012. Some of the most prominent academics and organisations from across Africa and beyond contributed to the event, and to this publication.