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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.
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.
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.
Kathryn Board and Teresa Tinsley present the Language Trends Survey, which is the only school-focussed, subject-specific research exercise of its kind. November 2013, London.
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.
Edited by Dr Philip Powell-Davies and Professor Paul Gunashekar
This volume is a collection of papers derived from the Third International Teacher Educators Conference held in Hyderabad, India from 16 - 18 March 2013 on the theme English Language Teacher Education in a Diverse Environment.
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.
Lee Hawkes discusses a descriptive case study carried out at at Queen Mary, University of London, and asks what can be done to help foreign students feel a part of the country they are living in? March 2013, London.
Edited by Rod Bolitho and Amol Padwad
We hope that the ideas and experiences contained in this collection will provoke a more active and deeper interest in CPD, will lead to more experiments, innovations and research, and will help CPD to be seen as a central priority in teacher education, a development which is long overdue.