Understanding the teaching context
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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.
In this article Sally Farley discusses how to encourage and incorporate inclusive values in teacher training by helping teachers to reflect on their own opinions and beliefs.
In this webinar on Saturday 9 December, we discuss Peace Education in the Secondary School ELT Curriculum, winner of the 2017 British Council ELTons Award for Course Innovation.
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.
In this webinar, recorded on Thursday 16 November, we discuss Develop EAP: A Sustainable Academic English Skills Course, winner of the 2017 British Council ELTons Award for Innovation in Learner Resources.
Anna Rolińska, Bill Guariento and Nazmi Al-Masri
This research paper outlines how two parallel English for Specific Academic Purpose telecollaboration projects were organised between universities in Scotland and Gaza. The authors provide a set of guidelines that may encourage similar cross-continent link-ups between universities.
In this webinar recording from Saturday 19 November, Jason Anderson, winner of the 2016 British Council ELTon award for Local Innovation, explores how teachers of English working in large classes can develop local solutions to the challenges they face, by collaborating with colleagues in their school community and wider social environment.
Using examples from their new primary course Oxford Discover, co-authors Kathleen Kampa and Charles Vilina demonstrate in this webinar how inquiry-based learning stimulates curiosity, creativity, and critical thinking among students, encouraging learners to use their language skills in productive and meaningful ways.
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.
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Julie Carr talks about how visits to museums improve the life skills of ESOL learners as well as their language skills. May 2014, Leeds.
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.
Rupert Lezemore presents ideas for using diagrams to present both grammar and vocabulary. November 2013, Glasgow.
Luke Meddings demonstrates a live dogme lesson with a group of intermediate level learners. He shows some core dogme tasks in action and allows us to gain a sense of the ‘flow’ within an unplugged lesson. April 2012, Exeter.
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 webinar looks into the background of burnout and shares some teachers’ ideas about how stay away from it.
The British Council and The Bell Foundation sponsored a seminar for teachers working in the field of English as an additional language. A panel of EAL specialists discussed different aspects of working in EAL. May 2013, London.
Huw Jarvis takes English language teachers on the journey from the origins of computer assisted language learning in English Language Teaching to the modern world of English usage and mobile phones, and discusses what implications this has on English language learning and teaching today.
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.
Edited by Brian Tomlinson and Claire Whittaker