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This webinar explores some of the learner’s difficulties with reading and suggests practical strategies and techniques for teachers who want to support struggling readers and improve their reading comprehension.

This paper addresses the learning and teaching of English, from the perspective of primary pupils in government schools in Egypt.

This study provides an investigation of the processes and practices involved in conducting action research on the use of ICT and new technologies in the classroom as experienced by 12 teachers located across different international contexts, from Europe, the Middle East and Asia.

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.

Kirsten Holt discusses three key stages to networking through a series of simple steps and tips to help the uninitiated develop their networking skills.

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.

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EA Taxonomy term (Content) - Page

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.

In this seminar Dr Janet Enever and Jayne Moon look at how English is being taught at increasingly younger ages in an expanding number of countries. Their presentations draw on evidence from a recent international conference and related publication. September 2010, London.

This paper addresses the learning and teaching of English, from the perspective of primary pupils in government schools in Egypt.

Edited by Dr Philip Powell-Davies
 
This volume is an anthology of twelve selected presentations on the theme of Assessing and Evaluating English Language Teacher Education, Teaching and Learning. This was the focus of the International Conference of English Language Teacher Educators held in Hyderabad, India from 3 to 5 March 2012.
 

The webinar explores the reasons behind the failure to implement learner-centred approaches in developing world contexts. Attempts to promote a balanced approach to pedagogy through a teacher education project in Burma are showcased.

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.

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.

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.

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.

Shelagh Rixon

This global survey provides an overview of recent policy decisions and trends in the area of teaching English to primary school children, in a wide variety of countries and regions. It will interest and inform policymakers, researchers and practitioners in the field.

The British Council and EAQUALS have joined together to create a core curriculum inventory for the English language based around key language points for each level, including grammar, vocabulary, discourse markers and functions. This booklet is of interest to anyone involved in curriculum development.

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