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This collection of 20 essays is the first of a number of initiatives under the British Council Language Rich Europe project, a two and a half year initiative to explore language policy and practice, facilitate knowledge sharing, and promote multilingualism across Europe in partnership with the European Commission, EUNIC (European National Institutes of Culture) and around 30 further partner institutions. 

Edited by Dr Christopher Tribble
 
Drawing on a wide range of international experience, this new collection focuses on the challenges of designing and implementing English language teaching change projects.

Dr. Stephen Bax

The three reports published in this volume were commissioned within the research strand of the British Council Acess English project. They were prepared by Dr, Stephen Bax, following visits to Thailand, Indonesia and Korea in November and December 2009, during which the status of English Bilingual Education (EBE) in each country was investigated through a variety of data sources, including documentary data, school and classroom observations, and interviews with a range of stakeholders from the Ministry, schools and elsewhere.

Edited by Richard Johnstone

This report is a direct result of the first English Bilingual Education symposium held in Jakarta in June 2009 as part of the British Council Access English project. Set against global and regional contexts, the individual reports provide detailed insights into the policy, planning and implementation of programmes in four countries which require children to learn through more than one language.

Philida Schellekens presents findings from the Cambridge ESOL sponsored research she carried out into first and second language acquisition with a specific focus on reading. Spring 2011.

Edited by Janet Enever

The ELLiE study provides a detailed insight of the policy and implementation processes for early foreign language learning programmes in Europe, giving a rich description of learner experiences and contexts for learning. Evidence is drawn from over 1,400 children, their schools, teachers and families in seven country contexts, exploring how early FLL is currently taking shape in Europe. The scale and longitudinal design of the study is likely to make many of the findings also highly relevant to other similar contexts.

Alan Dobson, Marìa Dolores Pérez Murillo, Richard Johnstone

This report presents the findings of an independent three-year investigation into the Ministry of Education/British Council Bilingual Schools project in Spain. Bilingual English/Spanish education is one of the most exciting innovations in the current education scene, with over 200,000 young students in Spain studying a bilingual curriculum from the age of 3, either in British Council project schools or in regional government versions of the project based on this original model.

Compiled by Euromonitor International for the British Council

This fascinating study focuses on five countries: Cameroon, Nigeria, Rwanda, Bangladesh and Pakistan. What advantages can the English language bring to individuals and societies?

This publication consists of papers written by Brazilian ELT teachers and teacher educators between 2001 and 2010 as part of their Masters studies in the UK, as beneficiaries of the British Council Brazil and the Hornby Trust Scholarship.

Global demand for English is continuing to grow. Governments increasingly recognise the importance of English to their economies and societies, and individuals see English as a tool that can help them to fulfil their personal aspirations. However, there are complex issues and challenges associated with this scenario.

A selection of papers presented at IATEFL 2010 by British Council staff. Find a range of articles on various themes such as educational change, the development of teacher trainers, the application of new technologies to English teaching, and aspects of classroom teaching as well as issues facing ELT such as inclusion and diversity, sustainability and politics.

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