Resource books

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Edited by Susan Sheehan
The British Council works closely with universities and other research institutions to fund and publish ELT research. The Research Papers series gathers together the outputs of these partnerships and collaborations. This volume gathers together research published since 2009. This volume also includes reports of research not conducted within the Partnership scheme.

Edited by Brian Tomlinson and Claire Whittaker

Blended learning is an area of ELT that continues to be of interest to practitioners in the field. Despite this, little can be found in the literature on blended learning course design or detailed descriptions provided of blends used in ELT contexts. This publication, which contains twenty case studies from around the world, addresses this deficit by illustrating blends being employed on EAP, ESP, Teacher Development and general EFL courses.

Edited by Hamish McIlwraith

This is a collection of papers written by both UK and Arabic academics on the theme of how the growing knowledge and use of English is affecting the region. The researchers have tackled a broad range of topics: interfaith dialogue; the influence of English on individuals’ life chances; social inclusion; and English in the workplace.

Edited by Hamish McIlwraith

This collection of papers is the product of a major, high level conference on language-in-education policy which was convened  by the British Council and took place in Juba, South Sudan, in 2012. Some of the most prominent academics and organisations from across Africa and beyond contributed to the event, and to this publication.

Edited by Julian Edge and Steve Mann

This publication will interest and stimulate anyone who is involved in planning and providing education and training for teachers of English before they take up their positions in educational institutions. It brings together, in fourteen papers, a wealth of innovative, practical experiences and ideas from differing contexts across the world. We hope that it will provide a catalyst for new discussions and approaches in pre-service education, for the benefit of future teachers and their learners.

 

Hywel Coleman and Tony Capstick | 2012
 
This report contains recommendations regarding the development of policy for language in education in Pakistan. These recommendations are based on policy dialogues, a case study and the analysis of research findings.

 

Edited by David Mallows
 
This collection brings a wealth of ideas and practices in English language teaching, and aims to stimulate new thinking and experimentation, by providing accounts of innovative experiences from a range of national and international contexts. The focus of this volume is on English language teaching for migrants and refugees.

Edited by Ben Gray & Mark Krzanowski

An edited collection of the papers presented at the ELT Conference with the same title in Khartoum, Sudan, March 2010. The conference highlighted the fact that demand from both the public and private sectors for graduates with good English skills is now at an unprecedented level and that the current provision of ELT at university level is in urgent need of reform. The papers focused on the key issues regarding ELT – namely curriculum reform, teacher training, language testing, using new technologies and engaging the private sector.

Word for Word examines the social, economic and political impact of Spanish and English in the world today. The book explores a broad range of issues, from language policy and its influence on the state of language learning in schools, and the language dimensions of student mobility in Europe and beyond; to the role of English and Spanish in driving business and economic growth; and the shifts and changes in Spanish and English as dominant global languages.

A custom report compiled by Euromonitor International for the British Council

The British Council commissioned Euromonitor International to best map quantitative evidence of English language against the importance it imparts to individuals and countries. The countries researched are Algeria, Morocco, Tunisia, Lebanon, Egypt, Jordan, Iraq and Yemen. 

This collection of 20 essays is the first of a number of initiatives under the British Council Language Rich Europe project, a two and a half year initiative to explore language policy and practice, facilitate knowledge sharing, and promote multilingualism across Europe in partnership with the European Commission, EUNIC (European National Institutes of Culture) and around 30 further partner institutions. 

Case studies from around the British Council’s global network

This collection of case studies aims to share some experiences in promoting positive attitudes and thinking around specific needs. It also aims to describe teaching and classroom management strategies to create an inclusive learning environment and positive experience for English language learners with specific needs.

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EA Taxonomy term (Content) - Page

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.

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 Richard Johnstone

This report is a direct result of the first English Bilingual Education symposium held in Jakarta in June 2009 as part of the British Council Access English project. Set against global and regional contexts, the individual reports provide detailed insights into the policy, planning and implementation of programmes in four countries which require children to learn through more than one language.

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.

This publication constitutes the edited proceedings of the 6th International Language & Development Conference, held in Tashkent, Uzbekistan, in October 2003. The conference, which took as its theme ‘Linguistic Challenges to National Development & International Cooperation’, was co-hosted by the Ministry of Higher & Specialised Secondary Education, Republic of Uzbekistan, and by the British Council Uzbekistan.

Edited by Dr Christopher Tribble
 
Drawing on a wide range of international experience, this new collection focuses on the challenges of designing and implementing English language teaching change projects.

This report recognises both the arguments for education to be in a familiar language and the demand for English.

Edited by Hamish McIlwraith

This collection of papers is the product of a major, high level conference on language-in-education policy which was convened  by the British Council and took place in Juba, South Sudan, in 2012. Some of the most prominent academics and organisations from across Africa and beyond contributed to the event, and to this publication.

Edited by Dr Philip Powell-Davies

If you are interested in  how to effectively evaluate or assess English language learning, this collection of papers – the proceedings from the British Council East Asia Regional Symposium on Assessment and Evaluation – is essential reading. 

Edited by Hamish McIlwraith

This is a collection of papers written by both UK and Arabic academics on the theme of how the growing knowledge and use of English is affecting the region. The researchers have tackled a broad range of topics: interfaith dialogue; the influence of English on individuals’ life chances; social inclusion; and English in the workplace.

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.

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