Resource books

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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.

Edited by Fiona Copland and Sue Garton with Monika Davis

This is a book for primary school teachers of English written by primary school teachers of English. It brings together the experience and expertise of teachers from around the world to provide a range of stimulating and exciting classroom activities for the primary classroom.

Dr. Stephen Bax

The three reports published in this volume were commissioned within the research strand of the British Council Acess English project. They were prepared by Dr, Stephen Bax, following visits to Thailand, Indonesia and Korea in November and December 2009, during which the status of English Bilingual Education (EBE) in each country was investigated through a variety of data sources, including documentary data, school and classroom observations, and interviews with a range of stakeholders from the Ministry, schools and elsewhere.

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.

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.

Alan Dobson, Marìa Dolores Pérez Murillo, Richard Johnstone

This report presents the findings of an independent three-year investigation into the Ministry of Education/British Council Bilingual Schools project in Spain. Bilingual English/Spanish education is one of the most exciting innovations in the current education scene, with over 200,000 young students in Spain studying a bilingual curriculum from the age of 3, either in British Council project schools or in regional government versions of the project based on this original model.

Compiled by Euromonitor International for the British Council

This fascinating study focuses on five countries: Cameroon, Nigeria, Rwanda, Bangladesh and Pakistan. What advantages can the English language bring to individuals and societies?

This publication consists of papers written by Brazilian ELT teachers and teacher educators between 2001 and 2010 as part of their Masters studies in the UK, as beneficiaries of the British Council Brazil and the Hornby Trust Scholarship.

The British Council and IATEFL have produced a new handbook for teachers' associations, called Running an Association for Language Teachers. It provides advice and ideas for how associations can run themselves successfully and provide good services to their members.

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.

A selection of papers presented at IATEFL 2010 by British Council staff. Find a range of articles on various themes such as educational change, the development of teacher trainers, the application of new technologies to English teaching, and aspects of classroom teaching as well as issues facing ELT such as inclusion and diversity, sustainability and politics.

Action Plan for Teachers is a practical guide for teachers of English. It contains tips and suggestions for the English classroom that are suitable for the newly qualified teacher working in a language school, as well as the experienced teacher. This book covers the subject of the English language lesson – what to put in it, how to plan it, and how to put that plan into action.

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EA Taxonomy term (Content) - Page

The second Primary Innovations Research Seminar in Bangkok, March 2008 was a regional information sharing forum where the results of British Council research were presented. There were also status reports on our projects to support teacher trainers and teachers.

Edited by Dr Philip Powell-Davies

This volume brings together papers and presentations from a three-day Primary Innovations Regional Seminar held in Hanoi, Vietnam, in March 2007. It covers a range of issues including: language policy and planning across both primary and secondary levels; teacher training systems; the implications of introducing systemic change; curriculum reform, and case studies. A summary report of the research undertaken in eight countries on primary ELT prior to the seminar concludes the volume.

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 collection of reports outlines the context for English language training, teaching and learning across the countries of the Maghreb – Algeria, Libya, Morocco and Tunisia.

Dr. Stephen Bax

The three reports published in this volume were commissioned within the research strand of the British Council Acess English project. They were prepared by Dr, Stephen Bax, following visits to Thailand, Indonesia and Korea in November and December 2009, during which the status of English Bilingual Education (EBE) in each country was investigated through a variety of data sources, including documentary data, school and classroom observations, and interviews with a range of stakeholders from the Ministry, schools and elsewhere.

The British Council and IATEFL have produced a new handbook for teachers' associations, called Running an Association for Language Teachers. It provides advice and ideas for how associations can run themselves successfully and provide good services to their members.

This book describes how the British Council has been working closely with the Venezuelan Education Ministry to strengthen the teaching of English in state schools, since 2014.

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 Paul Gunashekar, Amol Padwad, Daphne Pawelec
This volume is an anthology of some select presentations made at the first international conference of English language teacher educators on the theme 'Starting, stimulating and sustaining English language teacher education and development' held at Hyderabad, India on 22 - 24 January 2011.

A selection of papers presented at IATEFL 2010 by British Council staff. Find a range of articles on various themes such as educational change, the development of teacher trainers, the application of new technologies to English teaching, and aspects of classroom teaching as well as issues facing ELT such as inclusion and diversity, sustainability and politics.

This handbook provides practical advice and strategies for planning, managing and evaluating effective large-scale teacher education programmes, drawing on the British Council’s experience of working in partnership on teacher education projects in India, South Asia and around the world.

This review assesses an international body of educational literature on teacher evaluation and draws on this to make recommendations for the evaluation of teachers in English language teaching.

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