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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.
Edited by George Pickering and Professor Paul Gunashekar
This volume is a compilation of some select presentations made at the fourth International Teacher Educator Conference on the theme 'Innovation in English Language Teacher Education' held at Hyderabad, India on 21–23 February 2014.
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.
Edited by Hamish McIlwraith
In October 2013, the British Council hosted the tenth International Language and Development Conference, which coincided with reviews of progress worldwide towards the 2015 UN Millennium Development Goals (MDGs). This collection is drawn from papers and presentations delivered at the three day event. The writers look at African languages, varieties of English and other languages from policy level to practical application in the classroom, and in the home and wider community.
This accessible and informative report considers current best practice for teaching English as a Foreign Language in the primary sector. Based on three case studies of high performing education systems, the report’s recommendations will be of interest to anyone concerned with English at primary level.
Compiled by Richard Smith of Warwick University, with Seongsook Choi, Imogen Liggins and Gosia Sky, the Directory of UK ELT Research 2011-12 contains a total of 721 entries from 60 different institutions.
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 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.
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.