EA Taxonomy term (Content) - Page

Ying Zheng, Yanyan Zhang and Youyang Yan
This paper explores the Common European Framework of Reference for Languages (CEFR) in relation to its current profile and use in China, and considers its possible application in assessing the writing of English by Chinese university students.
Jane Evison and Mary Bailey
In this study we listened to what school subject teachers from Nigeria, Kenya and Malaysia, teaching in the medium of English, had to say about their experiences of studying online with a UK university. 

Fiona Copland, Monika Davis, Sue Garton and Steve Mann

This report presents findings from a research project which investigates NEST schemes, how they operate and the experiences of the native English speaker teachers (NESTs) and local English teachers (LETs) taking part. The paper provides useful recommendations for how NESTs and LETs can be best supported to make the most out of their collaborations.

Fiona Copland, Monika Davis, Sue Garton and Steve Mann

These training materials have been created as part of a larger, British Council funded project: 'Investigating NEST schemes around the world: supporting NEST/LET collaborative practices'. They have been designed with the aim of developing cooperation and understanding between local English teachers (LETs) and native English speaker teachers (NESTs).

Fiona Copland, Monika Davis, Sue Garton and Steve Mann

This audit is part of a larger, British Council funded project: 'Investigating NEST schemes around the world: supporting NEST/LET collaborative practices'. The audit provides an overview of government sponsored schemes which attract native English speaker teachers (NESTs) to work in state education. It is intended for English language teachers who are interested in working in different countries and in different education systems. It will also be of interest to those who research these schemes and the experiences of teachers on them.

Lixian Jin, Jing Zhou, Xiaoyan Hu, Xiaolan Yang, Ke Sun, Mengdi Zhao and Fan Yang
This paper investigates attitudes and perceived experiences of English learning by Chinese kindergarten children, 4-6 years old, and their parents through the use of questionnaires and innovative methods: metaphor analysis and narrative analysis.

Łukasz Pakuła, Joanna Pawelczyk and Jane Sunderland

This research report looks empirically and critically at gender and sexuality in a selection of primary and secondary Polish EFL classrooms, in terms of representation in textbooks and classroom discourse overall. 

Penelope Robinson, Sandie Mourão and Nam Joon Kang
This research report presents an innovative approach to teaching English in pre-primary classrooms. The paper describes the development and implementation of the approach and evaluates the effectiveness of its key feature, the English learning area (ELA). The report and its appendices include the detailed lesson plans and copies of the teaching materials used successfully in the study. These resources, together with the description of the approach, will be of interest to teachers wishing to develop their own practice in teaching English in pre-primary classrooms.

Elizabeth J Erling, Philip Seargeant, Mike Solly, Qumrul Hasan Chowdhury, Sayeedur Rahman

This report investigates the relationship between English language learning and economic development among workers from rural Bangladesh who emigrated to the Middle East in search of employment. It provides first-hand accounts of language and other needs of those living and working in contexts of this sort, and provides valuable insights which can feed into the design and implementation of English language education policies and programmes.

Graham Hall and Guy Cook

This paper explores the English language needs of young adults in the European Union. Drawing on a Europe-wide survey of teachers and learners, and face-to-face interviews in three European contexts, it finds that teachers and students share generally similar attitudes towards English.

Agnes Kukulska-Hulme, Lucy Norris and Jim Donohue

This guide is for anyone interested in teaching and learning languages, and thinking about teaching practices. It sets out a philosophy and proposes a frame of reference to aid teacher-thinking when designing mobile language learning in and beyond the classroom, informed by research conducted with teachers and learners in ESOL and EAP contexts.

Caroline Linse, Stephen van Vlack and Oscar Bladas

This paper highlights a little-discussed global issue: the importance of school-home communications in supporting effective language learning by young learners. It draws on eight contrasting contexts: France, Mexico, Spain, Korea, Namibia, Japan, the Philippines and Bangladesh.


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