Resource books

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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.

Edited by Alan Maley and Nik Peachey

The focus of this book is on practical activities which can help to nurture, develop and motivate our students.

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.

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EA Taxonomy term (Content) - Page

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.

Global demand for English is continuing to grow. Governments increasingly recognise the importance of English to their economies and societies, and individuals see English as a tool that can help them to fulfil their personal aspirations. However, there are complex issues and challenges associated with this scenario.

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.

Edited by Janet Enever

The ELLiE study provides a detailed insight of the policy and implementation processes for early foreign language learning programmes in Europe, giving a rich description of learner experiences and contexts for learning. Evidence is drawn from over 1,400 children, their schools, teachers and families in seven country contexts, exploring how early FLL is currently taking shape in Europe. The scale and longitudinal design of the study is likely to make many of the findings also highly relevant to other similar contexts.

This volume takes stock of contexts around the globe in which English is being used and taught as a means of alleviating conflict and promoting security, stability and peace.

Julie Dearden

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.

This Access English Symposium saw the launch of British Council’s English Bilingual Education (EBE) project in East Asia. The aim of the symposium was to bring together key ministry officials and academics to discuss and debate the benefits and possible risks of  EBE – type programmes in the region and elsewhere.

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.

This paper aims to open up discussions on the role of English in multilingual education and be of practical help to policy makers, advisers, project managers, and English language teachers.

Written by Clare Lavery and published in 2001, The 'Language assistant manual' is a guide and handbook for novice English language teachers taking their first steps into the classroom. Since the inception of the language assistants programme in 1904 many thousands of young people have benefited from this unique opportunity to spend an academic year in a foreign school.

Edited by Dr Philip Powell-Davies and Professor Paul Gunashekar

This volume is a collection of papers derived from the Third International Teacher Educators Conference held in Hyderabad, India from 16 - 18 March 2013 on the theme English Language Teacher Education in a Diverse Environment.

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.

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