EA Taxonomy term (Content) - Page
This short paper outlines a contemporary approach to continuing professional development and reviews the potential impact of recent research on teacher education.
This collection of reports outlines the context for English language training, teaching and learning across the countries of the Maghreb – Algeria, Libya, Morocco and Tunisia.
The research report aims to investigate educational systems in Bihar and the place of English within them. It presents a snapshot based on the most up-to-date research and statistics available at the time of writing this report.
This book is a collection of essays written by teachers and academics working and researching in contexts where Native English-Speaking Teachers (NESTs) are employed and work on a daily basis with Local English Teachers (LETs). A range of perspectives are explored, such as the daily practices of LETs and NESTs; how LETs and NESTs can work together; as well as issues pertaining to the employment of NESTs. This unique, insightful and challenging collection provides a thought-provoking read.
Edited by Hamish McIlwraith
This collection of research papers is an outcome of two Regional Hornby Schools hosted by the British Council in Abuja, Nigeria in 2014 and 2015. They cover a range of topics concerning English as a Medium of Instruction (EMI) in relation to national language-in-education policies in a number of countries in Sub-Saharan Africa including Ethiopia, Rwanda and Nigeria.
Since 2013 the British Council and Ministry of Education Chile Champion Teachers programme has been helping secondary school teachers engage in exploratory action research projects. This book provides nine easily accessible examples of such projects and highlights the achievements gained in spite of teachers' difficult working conditions.
This book consists of two pieces of preliminary research into ELT in Egypt to better understand the current situation particularly in the Basic and Secondary stages of education from the point of view of ministries, teachers, students, parents and employers.
Increasingly around the world children are engaging in Early Childhood Education and Care (aged 0-7) before entering primary school. At the same time, there is an increase in the extent to which non English-speaking children are taught English through educational provision. This volume brings these two issues together by offering both evidence-based global reviews and more localised research-oriented reports on current issues in teaching children English through ECEC internationally.
This survey of EMI in Higher Education in Kurdistan provides an overview of recent research and draws on responses from academics in thirteen universities to outline their experiences and views.
The book ‘Language and Social Cohesion in the Developing World’ brings together fifteen of the most important papers presented at the 9th International Conference on Language and Development held in Colombo in 2011.
This report highlights the findings from a study into English language teachers’ attitudes and preferences for using technology for professional development in South Asia. The study was conducted with the support of the research agencies ZingerLabs and EZ Vidya, based in India, and surveyed 892 teachers across the region.
This book presents an up-to-date panorama in Spanish of the teaching of English in state schools in Venezuela. It is aimed primarily at EFL teachers and researchers, as well as education authorities who design and implement language policy. The book is the result of an extensive research project carried out throughout the country by groups of researchers from ten local universities, under the coordination of the British Council in Venezuela.