Understanding the teaching context

EA Taxonomy term (Content) - Row by date

Richard Cauldwell presents low- and high-tech activities to help learners improve their understanding of authentic speech. January 2013, Bournemouth.

Edited by Brian Tomlinson and Claire Whittaker

Blended learning is an area of ELT that continues to be of interest to practitioners in the field. Despite this, little can be found in the literature on blended learning course design or detailed descriptions provided of blends used in ELT contexts. This publication, which contains twenty case studies from around the world, addresses this deficit by illustrating blends being employed on EAP, ESP, Teacher Development and general EFL courses.

Ken Wilson looks at ten quotations with the aim of making teachers think and reflect on their own practice. January 2013, London.

Edited by Hamish McIlwraith

This is a collection of papers written by both UK and Arabic academics on the theme of how the growing knowledge and use of English is affecting the region. The researchers have tackled a broad range of topics: interfaith dialogue; the influence of English on individuals’ life chances; social inclusion; and English in the workplace.

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.

 

Hywel Coleman and Tony Capstick | 2012
 
This report contains recommendations regarding the development of policy for language in education in Pakistan. These recommendations are based on policy dialogues, a case study and the analysis of research findings.

 

This seminar explores some of the key issues facing practitioners and policy makers in the teaching of English for those within the youth criminal justice system. December 2012, London.

In this seminar, Gavin Dudeney gives a short history of the use of technology in education, followed by how the use of mobile devices, such as smart phones and tablets, can be used for English language learning.

Language acquisition can be hindered if learners are not in an environment which is conducive to fostering a welcoming atmosphere where all feel free to talk about themselves. This is particularly relevant to LGBT (lesbian, gay, bisexual and transgender) ESOL learners. Through workshops and talks, this conference aimed to equip ESOL practitioners with practical ideas to address these important issues. October 2012, London.

Luke Meddings explores ways to build memorable lessons and lesson sequences using non-‘teaching’ stimulus that is readily available to teachers and learners in the UK and elsewhere. September 2012, London.

Edited by David Mallows
 
This collection brings a wealth of ideas and practices in English language teaching, and aims to stimulate new thinking and experimentation, by providing accounts of innovative experiences from a range of national and international contexts. The focus of this volume is on English language teaching for migrants and refugees.

Huw Jarvis takes English language teachers on the journey from the origins of computer assisted language learning in English Language Teaching to the modern world of English usage and mobile phones, and discusses what implications this has on English language learning and teaching today.

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