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With the aim to support policy and programme development, this research provides an in-depth, holistic assessment of English language learning in each of seven Latin American countries: Argentina, Brazil, Chile, Colombia, Ecuador, Mexico and Peru.
Edited by Professor Chris Kennedy
This publication provides an informed overview of English language teaching in the Islamic Republic of Iran from the viewpoint of local practitioners and researchers, for the enrichment of ELT professionals worldwide.
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.
Blandine Akoue, Jean-Clair Nguemba Ndong, Justine Okomo Allogo, Adrian Tennant
’Starter Teachers: A methodology course for the classroom’ is aimed at equipping teacher trainers in low-resource contexts with skills and techniques they can use to play an active role in starter teachers’ continuous professional development. The book is the work of participants from a Hornby Regional School held by British Council Senegal in Libreville, Gabon in September 2014.
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.
Edited by Simon Borg
This collection is drawn from papers and presentations at the Ideals and Realities: Continuing Professional Development for Preparatory Year Instructors conference in Hacettepe University, Ankara, in 2014. The eight case studies in this volume describe how CPD has been managed in different institutional contexts in Turkey.
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.
Edited by David Hayes
With thirteen stimulating papers covering a wide range of geographical areas and educational contexts, this publication will interest anyone involved in the continuing professional development of English language teachers wishing to reflect on and refresh their practice.
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.