Are we making tomorrow’s text any easier?

the first in a series of posts on teaching and developing learners’ receptive skills, I want to question whether we always have our learners’ best interests at heart when we plan a reading class.

Student-centred model writing texts

Experimenting with before and after writing models At TESOL Spain Online 2021 I explored ways of teaching B1 students to become better writers. The session was based on some work I did with a class of pre-PET students (although most of them ended up taking the exam), which involved creating a writing portfolio. Every few…

What’s at the heart of your lesson?

If you’re anything like me, you’re in a constant battle with time. There are often a few details that never make it from plan to lesson because of emergent language, tricky questions, painful admin, or classroom management. I’ve found that it’s often the most valuable stuff that gets left by the wayside: corrections, feedback, or…

Homework: Is it useful, and can we make it any better?

‘…language lessons in and of themselves are not sufficient to bring language learning about and to lead to eventual proficiency. If the lessons – whether they are once a week, once a day, or more frequent than that – are the only occasions on which students are engaged with the language, progress will either not…

Confessions of a conference junkie

Like many of us in ELT, I’m a conference junkie. But recent developments in my career have made me revisit workshops I’ve seen in the past, and ask the question what I really learnt from them the first time round.

Mental health in the staffroom

when the dust started to settle after the end of the 2019-20 academic year, it became clear that ‘lockdown’ had put enormous strains on teachers across the globe. As our industry grows more aware of the importance of mental health, is there a wider culture of stress in ELT which enables mental health issues?

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