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Free course in language teaching + dyslexia

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Free course in language teaching + dyslexia

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Dyslexia and Foreign Language Teaching - Online Course - FutureLearn

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Discover teaching strategies and resources to help dyslexic students learn a foreign language, with this free online teaching course from Lancaster University.

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Welcome to Humanising Language Teaching (HLT).

HLT is the leading free online magazine for Teachers of English.

Inside you'll find a wealth of ELT articles and ELT resources, lesson ideas, voices, book reviews and articles about 21st Century Skills, NLP, CLIL, Primary, Secondary and more!

Contributors include Mario Rinvolucri, Alan Maley, Rod Bolitho, Adrian Underhill, Tessa Woodward, Andrew Wright, Aleksandra Zaparucha and many more leading ELT experts.

We also encourage institutions to guest edit, ensuring HLT is a truly international publication.

HLT is edited by Hania Kryszewska and is published by .

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Welcome to Humanising Language Teaching (HLT). HLT is the leading free online magazine for Teachers of English. Inside you'll find a wealth of ELT articles and ELT resources, lesson ideas, voices, book reviews and articles about 21st Century Skills, NLP, CLIL, Primary, Secondary and more!

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Teacher Training Videos (Online Teaching)

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Teacher Training Videos (Online Teaching)

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A Privacy Policy Copyright © 2020. Teacher Training Videos. Designed by Harborne Computers. Teacher Training Videos.com is a registered company in the UK No. 8916914. Company Address: 21 Rusland Park Road, Harrow, Middlesex, UK.

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Teaching Young Learners Extension Certificate (TYLEC)

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This specialist certificate is designed for qualified English language teachers and is designed to equip them with the skills and knowledge to teach English to children and adolescents in the age range 7-16. TYLEC courses are designed to build knowledge, understanding and confidence in areas such as using resources, classroom management and lesson planning.

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World of Better Learning | Cambridge University Press

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6 tools and tips for taking control of your teacher development

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Nik Peachey suggests 6 free online tools you can use to enhance your teacher development, plus tips for getting the most of them.

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Webinar Library - National Geographic Learning Webinars

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Professional development webinars for English teachers - by ELT specialists, TED speakers, National Geographic Explorers, and National Geographic Learning authors.

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Professional development Whether you are a teacher, a teacher educator, a manager, a researcher or a materials writer, your professional development and the professional development of the people you work with is an important part of your career and a vital element in maintaining your growth in the English Language Teaching profession.

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This is our 100% online course in teaching Young Learners and Teenagers which takes into account current world events and the demands on teachers needing to work online.

The demand for EFL teachers for Young Learners is high and most teachers will be required to teach this age group (6 - 17 year olds) at some point in their career, with many choosing to specialise in this area. This course will give you the key skills to help you excel in teaching Young Learners and get valuable practical ideas. Our course is entirely online so you can access the material and discussions whenever suits you.

Who is it for?

Teachers from all over the world

Both newly qualified and experienced teachers

Teachers that are new to teaching YLs and Teens

Teachers in a context where there is no opportunity for in-house YL training

Teachers that anticipate teaching YLs and Teens in the near future

Please note participants' minimum level of English should be C1.

Course content

There are 7 modules which will cover classroom management, materials, clarification and correction, the four skills and individual learning. Modules will also include online video observations of real YL classrooms.

Module Topics:

1. An introduction to YLs and how they learn

2. Classroom Management

3. Clarification of New Language and Error Correction

4. Practising language and Materials

5. Speaking & Listening

6. Reading & Writing

7. Focus on the Learner

8. Final Assignment

There will also be some optional live, synchronous sessions that you will be able to join during the course. The times and dates for the sessions will be decided once the course is up and running. However they are planned as such:

Session 1: Getting started with online YL (to take place following module two)

Session 2: Teaching language-focused lessons online

Session 3: Teaching skills lessons online

Session 4: A Q&A session and some practical tips

For those that can't make the session live, access to a recording will be made available.

Structure

The course is an asynchronous online course. It is designed this way so that you can access the material whenever it suits you. You don't have to attend at a certain time which means that wherever you are in the world the time difference is never an issue. The course is run entirely online by qualified tutors. Tutors are qualified both in the area of young learner teaching and tutoring in the online environment. Assessment will be based on a portfolio task done in each module and the final assignment.

A new module is covered each week and the material for that module is provided over the course of the week. You are given tasks to do both in groups and individually. Participants are expected to dedicate a minimum of 5 hours per week to the tasks in each module. The discussion forums are a great opportunity to share ideas and learn from your peers all over the world. It is advisable to log on regularly so that you keep up to date with the ongoing discussions.

The tutors also log on frequently and monitor the discussions. They will give you guidance and support where needed as they are experienced Young Learners teachers themselves.
Read our IH OTTI FAQs >>
Assessment

Your tutors mark your tasks as the course progresses and there is the opportunity to resubmit if necessary. At the end of the course there is a final assignment which pushes you to reflect on what you have learnt during the course. The assignment along with your tasks makes up the portfolio that is submitted electronically to the IHWO Assessment Unit. Your tutors are on hand for support throughout. As there is no assessment of teaching, this course is not seen as a qualification, but rather a teacher development course. The final grade is a pass or fail.

IH Online Course in Teaching Young Learners and Teenagers is moderated by Cambridge Assessment English and therefore successful course participants will receive a certificate that includes the Cambridge Assessment English logo.
You can find out about the certificate you will receive here.
Tutors

There are at least two tutors per course but this also depends on the size of the group. The number of participants normally ranges from 12 to 16. The minimum is 8. Tutors are all current teachers with many years of Young Learner experience.

Meet our online course tutors.

Time and commitment

The course lasts 8 weeks with one module per week and a week for the final assignment at the end. It depends on the individual, but we recommend a minimum of 5-to-7 hours per week spent online and doing tasks. Your study hours are flexible, but some tasks require group input and have set deadlines. The more time you can devote to the course, the more you will gain from it.

What is special about this course?

One of the things participants value most in our courses is the online community. This gives an opportunity to share best practices with peers, exchange ideas, and discuss teaching experiences with other teachers from all over the world. This course is about getting involved in these conversations and learning from each other as well as from the tutors.

Participants have commented that the discussion forums are almost like having a 'mentor on tap', a mentor that has experience in a variety of different contexts, different language learners and managing teachers from different countries.

Read what course participant Erick Maguiño, Director of International Exams and Teacher Trainer had to say about his experience on the course https://ihworld.com/news-blog/ih-blog/what-was-the-online-yl-and-teens-course-like/

Is there a reading list in preparation for the course?

We provide a course booklet which participants are encouraged to read before the start of the course. It gives a breakdown of all the modules and provides some ideas for additional reading that you can do either during or after the course.

Course dates

All courses have an additional two weeks after the end date for the final assignment and to prepare your assessed portfolio.
This course fills up fast, so be sure to submit your application as soon as you can to ensure you secure your place.

20th January 2024 - 9th March 2024 - £415 (IH staff £352)

24th February 2024 - 13th April 2024 - £415 (IH staff £352)

27th April 2024 - 15th June 2024 - £415 (IH staff £352)

6th July 2024 - 24th August 2024 - £415 (IH staff £352)

7th September 2024 - 26th October 2024 - £415 (IH staff £352)

26th October 2024 - 14th December 2024 - £415 (IH staff £352)

We advise choosing the time of the year when you can best manage the joint demands of work and study.

*The course fees stated are exclusive of 20% VAT. VAT will be added to the fee if it is paid by a business or individual located in the UK.

Course fees must be paid in full prior to the start date.

How to apply

1. Choose your dates and fill in the online application, which is sent directly to us. You will have to answer some basic questions about your qualifications and experience, but there is no need to submit any documents or proof of language level.

2. We will review your application and get in touch if we have any queries.

3. Once your application is approved, we will send you a payment link to pay for the course via debit/credit card.

4. Once the payment fee is paid (by your or your employer) we will confirm your place on the course.

5. A few weeks before the start date we will send your login details, and you can access the platform / VLE to familiarise yourself with how it works before the course starts. We will also send you any pre-module reading materials.

There is no deadline for applying, but once we have 12 people confirmed on a course, then it is full - so it is better to send your application form in as soon as you're interested, to secure a place on the course!

We create each new course specially for the participants, and so we need to close applications on the Wednesday before the course begins to give us time for this.

Fees

The fee for the course is £415 (£352 for IH staff).

*The course fees stated are exclusive of 20% VAT. VAT will be added to the fee if it is paid by a business or individual located in the UK.

Course fees must be paid in full prior to the start date.

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IH Online Course in Teaching Young Learners and Teenagers

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The IH CYLT prepares teachers for the specific challenges of working with children and teenagers, through online learning and face-to-face teaching.

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Have you ever heard the term 'Silver Gap Year'? It was new to me, but I love the idea of having your 'gap year' at any time in your life, not just in that space between finishing school and starting university. It was Liz Warren who introduced me to this, so here's her story.

I am a retired GP and women's health Dr who did a CELTA course in Oxford in 2019. Why on earth did I put myself through this, particularly learning English grammar, and more importantly learning to teach it? I was (just) the oldest in the class and had never really been taught grammar when at school. My husband was a great help!

My inspiration to do the CELTA course came after I worked in Cambodia in 2016 and 2018. I was teaching nurses in a remote health centre to counsel and then put in contraceptive implants as a choice in contraception. It was part of the Millennium Development goal to improve Women and Children's health by providing more education on family planning.

While I was there, I was delighted to meet young children coming to the clinic with their parents who were desperate to practice their (very American) English, picked up from cartoons and songs. My colleague and I started teaching them more vocabulary and how to pronounce it, which was very satisfying. In the small hotel that we were staying in, the receptionist told me that she was doing the job in order to earn money but also to learn conversational English to enable her to study Pharmacology in the USA. Speaking English was a passport to a better life she felt.

More importantly I also met some very lively 60-year-old retirees, like I am now, who were having a Silver Gap Year having never been able to do this while young. They were all teaching English as a new career.

So, I ended up doing my CELTA course and my plan was to return to Cambodia to teach English as a volunteer. This has been temporarily postponed due to the pandemic. I am keeping up my English teaching skills by teaching refugees and supply teaching in local language schools.

Top of the agenda, when safe to do so, will be to embark on my own Silver Gap Year!

just drop me a line to jo.gakonga@elt-training.com

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Inspirational ELT Stories | Jo Gakonga | ELT-Training

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Have you ever heard the term 'Silver Gap Year'? It was new to me, but I love the idea of having your 'gap year' at any time in your life, not just in that space between finishing school and starting university. It was Liz Warren who introduced me to this, so here's her story.

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Did you qualify as a CELTA/TESOL teacher in 2020 or have you done so this year? Or are you planning to do so early 2022?

Are you yet to secure your first full time paid teaching job?

Are you enthusiastic and eager to learn more?

Do you want to gain experience teaching young learners in Spain?

UKLC has once again secured European Social Funding via Erasmus+ for the eighth time in a row. This programme allows us to run our teacher training project "Leaders in Language".

The project aims to give newly qualified CELTA / CertTESOL teachers an intensive course in teaching Younger Learners followed by a month-long voluntary placement in a school in Spain. It's an absolutely fabulous project which will give you the opportunity of a lifetime and the chance to gain invaluable experience working in the Spanish School system.

YL Training Period In School Placement in Spain

Placement 1 - w/c 10th January 2022

Four weeks from 15th/16th January

Placement 2 - w/c 14th February 2022

Four weeks from 19th/20th February

Placement 3 - w/c 18th April 2022

Four weeks from 23rd/24th April

Our partner schools are in the Valencia and Oviedo regions

Flights

Travel insurance

Accommodation

Teaching placements

A small weekly allowance

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UKLC Teaching development opportunity | Jo Gakonga | ELT-Training

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Did you qualify as a CELTA/TESOL teacher in 2020 or have you done so this year? Or are you planning to do so early 2022? Are you yet to secure your first full time paid teaching job? Are you enthusiastic and eager to learn more?

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Educational technology news, research and articles from around the web

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IH London teachers Melissa Lamb and Richard Chinn stress the importance of listening to learners as their language develops in order to provide useful feedback.
What's your starting point in a lesson? Fluency or accuracy? If you begin with fluency, then this provides opportunities to give learners feedback on how they have completed a task and on how they could do it better; thus upgrading their current linguistic abilities.

This kind of language is often called 'emergent language,' but for our purposes we'll be using the 'ing form' of the word, as we feel it embodies the dynamic nature of how language 'emerges' in class.

Emerging language that is unplanned and emerges in a lesson due to the learners need for linguistic input in order to communicate an idea.

Reformulation is when a more knowledgeable other (teacher or peer) remodels what the learner is trying to say into a more natural form. This could be dependent on, a gap in lexical knowledge, grammatical accuracy, pragmatic appropriacy or generally moving the learner on in terms of their development.

What is the process the learner goes through in order to develop their linguistic knowledge and abilities?

Noticing: The learner becomes aware of the difference in their own language use and the natural features of the Target Language. Input becomes intake - moving from explicit knowledge to implicit knowledge.

Implications for Class

Training learners in 'noticing' language and what features to concentrate on

The teacher's duty is to focus on meaning and re-encode the message by making salient the appropriate form

Giving learners what they need at their point of need

There are 2 main areas of exploration with emerging language: horizontal (syntagmatic/structure or pattern) and vertical (paradigmatic: meaning)

Drawing attention to Form from function (syntagmatic exploration)

Hearing learner language

This is an important skill to develop, particularly because it's easy to grab at something the learner says and reformulate it inaccurately, not conveying the essence of the learners meaning.

Here are some strategies to help with this:

1. Practise noting down learner language. Focus on the key messages the learner is trying to put across word for word and whether this communication is successful or not

2. Look at this after class and write down what you would say. Where you are not sure what the learner is trying to say, cross it out

3. When you become practiced at this, while monitoring or in open class feedback, you can practise 'recasting'. If you're not sure what the learner is trying to say, negotiate meaning before you recast

4. When you feel comfortable with this, start boarding your 'recasts' and focus the learners on the reformulated chunk

5. Once you've got this down, try some of the below

Instead of focusing purely on errors, ask yourself how natural the student's utterance is and what exactly they're trying to say.

It's key to really negotiate what the learner means and provide them with a more target like form.
Here are some examples from an intermediate class and a pre advanced class. See if you can tell which is which.
Focusing on emerging language

So, what do we focus on exactly?

Recording Language on the board

As you are monitoring you can select language for the feedback stage. In some ways this language is going to 'feedforward' to another task or for learners to take with them.

Here are some choices that you have to focus on at this stage:

These are options which focus on form and provide a way of introducing, correcting or reformulating language. You can select what you will put on your board when monitoring.

Remember that you still have to be systematic when dealing with language, and learners need appropriate information with sufficient depth in terms of meaning (e.g. questioning), highlighting form and phonology (connected speech, prominence etc.).

You should also be selective about the language you highlight in response to learner needs.

Further ideas for focusing on, consolidating and recycling emerging language:

Delayed or on the spot (delayed avoids interrupting learners on task - on the spot is more immediately important)

Say something similar (teacher reads out 2 sentences and asks the learners to spot what is different)

Count the words you hear (focus on recognition and phonology)

Progressive deletion

Create a poster summarising/categorising what you have learnt

Create a dialogue, tutor reformulates and learners compare to their original text

Silent drilling and shadow repetition

Which would you say? Which would I say? (comparing on cards). Listen to the learners on task and write up what they said on cards and what you would say on other cards. The learners match them up and then you look at features of the language

Students select the phrases they feel are useful and design a practice activity for other students or visa versa (mini whiteboards)

Recycling cards and recall activities (see Nick Bilbrough's book Memory Activities published by CUP for more ideas on this)

Task repetition

Flash the chunk up for a few seconds and then learners write what they remember

Number the sentences and the learners throw dice. The leaner who throws the dice needs to recall the sentence and then the group need to put it into a meaningful context. The teacher checks and reformulates individually or delayed

Dictionary/corpus work to find other patterns and collocations

What are your thoughts on these activities? Are there any of these you'd like to know more about?

10 Reasons for focusing on emerging language

1. The learner - Psychological validity (Johnson 1988 in Thornbury 1997): Learners are more predisposed to notice features relevant to the task they have performed

2. Theory of learning: 'Matching' (Klein 1986 in Thornbury 1997) or rather 'noticing the gap' in their current stage of interlanguage. Ellis (1995 in Thornbury 1997 ) uses the term 'cognitive comparison', as learners compare what is similar to the target form as well as what is different

3. Teaching and the learners needs: responsive as more immediate in terms of linguistic need

4. Avoids the hit-and-miss nature of prescriptive and traditional instructional methods, e.g. PPP

5. The focus is on encoding a message and has relevance to the real world

6. Encouraging learners to notice fosters learner autonomy

7. It takes the individual into consideration and their needs

8. Reformulation provides a model for more natural behaviour in the language (lexical, grammatical use, discoursal)

9. Metagcognitive awareness: learners can develop strategies to become better language learners

10. Allows for exploration of language using metalinguistic means (good learner training) - it provides a way to talk about language in the classroom and for students to investigate language

What are your views? How do you deal with this language in class?
Further reading

See Scott Thornbury's article on this subject:

Thornbury, S. 1997 Reformulation and reconstruction: tasks that promote 'noticing' ELTJ 51/4 OUP

CELTA, CLTA and CPD

At IH London we have training courses for English and European language teaching and career development.

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Giving feedback on emerging language - International House London

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IH London teachers Melissa Lamb and Richard Chinn stress the importance of listening to learners as their language develops in order to provide useful feedback. What's your starting point in a lesson? Fluency or accuracy?

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Introduction Some background Fossilization: Is it terminal, doctor? So, just how bad is it? Back to school What are classrooms good for? What drives me? Formulae for success? Expensive reading? Why Spanish? Fatal attractors Am I past it? Confidence tricks The talking cure The deep end 'Autoblogography' as research I did it!

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Cambridge Research Papers

Cambridge English for Academic Purposes

Our freely available Cambridge Research Papers in ELT help you find and understand the latest linguistic and pedagogical research.

Explore our resources to find evidence-based support and classroom inspiration to enrich your teaching.

At Cambridge we work with experts, researchers and teachers like yourselves to research what really works and how technology can help your students learn, so that we can support your online teaching as effectively as possible. Find out more about our research including Unlock's Impact Study and discover the core Principles of Language Learning that help students achieve better learning outcomes.

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Developing critical thinking in EAP programmes

What strategies and techniques can we use to best embed critical thinking skills in EAP programmes?

Personalization in adaptive learning technology

How can innovations in Natural Language Processing and semantic computing help develop tools for language learning?

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At Cambridge, we develop world-class English for Academic Purposes materials built on research into learning that will help learners to achieve better language learning outcomes. Our latest research on digital pedagogy and new EAP digital learning materials enrich teaching, encourage engagement and enhance the learning experience.

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We are the only ELT publisher to have its own dedicated ELT language research team. We believe that by researching current methodologies, measuring impact in the classroom and sharing our latest research insights, we can empower teachers to improve, grow and learn.

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"The combination of accessible topics, regardless of a student intended academic subject, and the Skills & Strategies, have proven extremely beneficial to students in developing their reading skills. In addition, whilst including the more traditional post reading activities, Making Connections goes beyond this to include tasks that require deeper probing as well as critical thinking."

Alison McBoyle, Student Progression & Transition Manager, University of Aberdeen

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Cambridge Academic English

Cambridge English Empower

The reading and vocabulary skills your students need for academic study. The reading and vocabulary skills your students need for academic study. Developing learning strategies, improving reading speed and focusing on vocabulary.

The three-level (B1 to C1) course for higher education students at university or on foundation courses. Focusing on real academic skills and in developing essential critical thinking skills.

A six-level adult course with validated assessment from Cambridge Assessment English. Offering a comprehensive digital package and resources focusing on light academic skills and language.

Our English for Academic Purposes courses focus on the essential language and academic skills needed for successful University study.

Choose from a range of courses designed to help teachers keep learners motivated and develop the confidence learners need to thrive at University.

Try Unlock 2nd Edition

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Unlock second edition builds all the essential skills and language students need to succeed at University with critical thinking at the heart of the course (CEFR Pre-A1-C1). Unlock provides teachers with all the support they need to develop the language and academic skills required by their learners for higher education study

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* REDUCE PREPARATION TIME: New Teacher's Manual and Development Pack which includes flexible lesson plans, learning objectives and additional activities helping teachers save time on preparation * ENGAGE LEARNERS: Digital pedagogy research underpins the course helping teachers achieve the best outcomes for their students * TEACHER GUIDANCE: Teacher self-development materials including how to develop critical thinking in your students * EASY ACCESS: Available soon in Cambridge One, enabling teachers to access everything they need in one place

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"Every section begins with a few questions that we can discuss which uses our imagination. The book introduces very valuable information and vocabulary"

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"The more we used Empower and explored the online platform, the more we realised that this was far more than 'just another new book' and is potentially a game-changer"

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Unlock Second edition is an academic-light English course that builds the skills and language students need for their higher education studies.

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Would you like to find out more about Unlock? Visit the product website pages to learn more about the course, its digital components and see what's on offer for teacher support.

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Easy access to all teaching and learning materials in one place across multiple devices

Engaging design for children, teens and adult learners ensures that students feel motivated and challenged at the right level

Meaningful, relevant and actionable data with elements of gamification to guide teachers and keep learners motivated

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Student feedback

Find out what students say about using Unlock and how it helped them develop their critical thinking skills.

Student feedback

Teacher feedback

Explore what teachers say about the teacher support in Unlock.

Teacher feedback

Teachers had increased confidence in their ability to develop their students' critical thinking skills. Their students were better at remembering, completing tables and diagrams with information from elsewhere, and had better analytical skills, which enabled them to make comparisons, identify advantages and disadvantages, and understand cause and effect. An increase in students' language use, where more students had useful language to demonstrate their analytical skills. A greater number of students were good at evaluating what they read or heard and were able to express their own judgement and interpretation of it. Their students were better at analysing information, and identifying trends and facts.

1

2

3

4

5

Data from impact studies with teachers and students when using Unlock, 2019.

Unlock Impact Stud

"I can compare and contrast items as a means of DEMONSTRATING CRITICALITY."

BEFORE using Unlock

AGREED

41

AGREED

AFTER using Unlock

57

"I can demonstrate critical thinking skills in my SPEAKING."

BEFORE using Unlock

AFTER using Unlock

AGREED

AGREED

40

60

"I can CREATE information."

AGREED

AFTER using Unlock

42

BEFORE using Unlock

AGREED

33

"I can demonstrate critical thinking skills in my WRITING."

BEFORE using Unlock

AFTER using Unlock

AGREED

40

60

%

%

%

%

%

AGREED

%

%

%

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Evaluate your own language programme

Would you like help evaluating the effectiveness of your own language programme? We can help you undertake your own impact study.

Schools and higher education institutions need to show that they are evaluating their language programmes and using an effective language course.

We undertook impact studies with institutions to measure the influence of Unlock on critical thinking. Data analysis from language test results before, during and after the course, teacher and student pre and post course questionnaires and in depth focus groups were used to inform the study.

Explore how Unlock develops critical thinking

Prepare your EAP students for higher education success

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Expert Insights

Our world class EAP courses are founded on the latest digital pedagogical research led by our team of ELT Language Researchers to ensure our courses meet the needs of teachers and students.

To support teachers we have created four new videos, recently filmed at BALEAP 2021, to help you develop and learn new teaching practices and approaches to EAP.

This video covers the following key topics in digital pedagogy: * How has digital pedagogy been implemented in the past year? * How can we maintain effective digital pedagogy in future? * What do findings of a study of online interaction and engagement tell us? * How can we develop effective online pedagogy for teaching writing in EAP?

Digital Pedagogy and Online Learning - Dr. Niall Curry

The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to online teaching can largely be seen as a crisis-response to language pedagogy and, arguably, the entirety of our practices have not been based on existing knowledge of effective digital pedagogies, globally. Recognising this challenge, it seems worthy to consider how digital pedagogy has been implemented over the last year, and what areas for development are important to consider to maintain effective digital pedagogies moving forward. Moving to unpack the challenges that COVID-19 has created and respond to teaching and learning goals in digital contexts, this paper brings together a number of different perspectives in digital and online learning. First, drawing on a study of digital pedagogy in online and asynchronous contexts, the paper reports on the findings of a study of online interaction and engagement, funded by the Institute of Coding (£19,911.77). Second, looking at wider discourses on online pedagogy, this paper reconciles teachers' practices with their views on digital and online pedagogy. Third, the paper offers pedagogical insights for the development of effective online pedagogy, with a particular focus on the application to teaching writing in EAP. As a practical paper, this talk will be interactive, create space for the development of research-informed tasks for the online classroom, and offer criteria to develop, review, and critique our online pedagogical practices.

Dr. Niall Curry

Niall Curry is a Lecturer and ASPiRE Fellow at Coventry University. His research is interdisciplinary and centres on the application of corpus linguistic approaches to different areas of applied linguistics. Among these areas is a focus on corpus-based studies of academic writing and metadiscourse in English, French, and Spanish, corpus-based contrastive linguistics, corpus-based studies of language change, corpus-based discourse analysis, and corpus linguistics for TESOL and language teaching materials development. Previously, Niall has worked in industry, at Cambridge University Press, and internationally, at universities in Ireland and France. He holds a PhD in Applied Linguistics from the University of Limerick, is a co-editor of the Journal of Academic Writing, and is a Géras International Correspondent. For further details on his background, areas ofinterest, projects, publications, and ongoing research, see his website.

Read full abstract

Our speakers

Our speakers

Jo Szoke

Jo has been teaching business, general and academic English for more than 10 years in Hungary, Poland, and in the UK. Having finished her DELTA, she became actively involved in teacher training, and is a regular presenter at TEFL conferences, an assistant lecturer of methodology and education technology at a Hungarian university, and a content creator for several English teaching websites and video channels. In her free time, Jo just loves going downhill and jumping around in foreign forests on her mountain bike. @jo_shortnsimple on Twitter www.shortandsimpleenglish.com/blog

Dr. Kate Brierton

Kate is a Chartered Clinical Psychologist working in private practice and Chair of Governors at Impington Village College. Her main interests are compassion, mindfulness and educational cultures. She presents and writes for Cambridge University Press on wellbeing in education and is co-authoring The Flourishing School, due for publication in early 2022. https://compassionatecambridge.co.uk/

If you have any questions for our speakers or would like further information on any of the topics covered please do get in touch.

Contact us

This video covers the following key topics in hybrid teaching: * Types of hybrid solutions used by teachers in the past year * How can institutions and teaching staff better prepare for a hybrid situation in the future

Hybrid Teaching - Jo Szoke

Read full abstract

In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look at this particular case of teaching hybrid - what solutions teachers resorted to depending on their technological knowledge and infrastructural support, and what conclusions we could draw from this period before we went completely online around December. In the second part, building on the Digital Pedagogy and Research team's work at Cambridge University Press, I would like to provide some solutions for how institutions and teaching staff can better prepare for such a hybrid situation in the future with regard to infrastructure, teaching methods, and assessment practices.

This video covers the following key topics in writing skills: * Findings from a study on learner use of Write & Improve (W&I) * Practical applications for W&I in the EAP classroom * Value of W&I for online and distance learning

Writing Skills - Dr. Niall Curry

Read full abstract

Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that CALL systems that respond instantly to learners' language cansupport their production of better-written texts. To investigate this claim further, this paper presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I, and learner and teacher surveys and focus groups,demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research. Building on this study, in this talk I propose a number of practical applications for W&I in the EAP classroom and consider how it can be of specific value for online and distance learning.

This video covers the following key topics in teacher and student wellbeing: * The importance of social interaction for wellbeing * Practical strategies for building the teacher-student relationship in the classroom and online * Communication strategies to decrease stress and increase psychological safety for teachers and students * Practical ideas about how to support teacher wellbeing remotely

Teeachere and Student Wellbeing - Dr. Kate Brierton

Read full abstract

Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to provide support across both classroom and online learning contexts. The first half of this talk will cover strategies teachers can use to support students, the second half will cover ways that educational managers can use to support teacher wellbeing. During the first half of the presentation (up to 20 minutes), teachers will learn about: * The importance of social interaction for wellbeing * Practical strategies for building the teacher-student relationship in the classroom and online * How to validate emotions of students and promote positive coping During the second half of the presentation (beginning at 20 minutes), managers will learn about: * Communication strategies to decrease stress and increase psychological safety for teachers and students * Practical ideas about how to support teacher wellbeing remotely * The reasons to prioritise their own self-care when thinking about the wellbeing of their staff and students

The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to ...

Digital Pedagogy and Online Learning: Reflections and Applications for Teaching EAP - Dr. Niall Curry

Read full abstract

The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to online teaching can largely be seen as a crisis-response to language pedagogy and, arguably, the entirety of our practices have not been based on existing knowledge of effective digital pedagogies, globally. Recognising this challenge, it seems worthy to consider how digital pedagogy has been implemented over the last year, and what areas for development are important to consider to maintain effective digital pedagogies moving forward. Moving to unpack the challenges that COVID-19 has created and respond to teaching and learning goals in digital contexts, this paper brings together a number of different perspectives in digital and online learning. First, drawing on a study of digital pedagogy in online and asynchronous contexts, the paper reports on the findings of a study of online interaction and engagement, funded by the Institute of Coding (£19,911.77). Second, looking at wider discourses on online pedagogy, this paper reconciles teachers' practices with their views on digital and online pedagogy. Third, the paper offers pedagogical insights for the development of effective online pedagogy, with a particular focus on the application to teaching writing in EAP. As a practical paper, this talk will be interactive, create space for the development of research-informed tasks for the online classroom, and offer criteria to develop, review, and critique our online pedagogical practices.

In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look ...

Hybrid Teaching - problems and solutions - Jo Szoke

Read full abstract

In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look at this particular case of teaching hybrid - what solutions teachers resorted to depending on their technological knowledge and infrastructural support, and what conclusions we could draw from this period before we went completely online around December. In the second part, building on the Digital Pedagogy and Research team's work at Cambridge University Press, I would like to provide some solutions for how institutions and teaching staff can better prepare for such a hybrid situation in the future with regard to infrastructure, teaching methods, and assessment practices.

Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to ...

Supporting wellbeing in hybrid learning: strategies for teachers and educational managers - Dr. Kate Brierton

Read full abstract

Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to provide support across both classroom and online learning contexts. The first half of this talk will cover strategies teachers can use to support students, the second half will cover ways that educational managers can use to support teacher wellbeing. During the first half of the presentation (up to 20 minutes), teachers will learn about: * The importance of social interaction for wellbeing * Practical strategies for building the teacher-student relationship in the classroom and online * How to validate emotions of students and promote positive coping During the second half of the presentation (beginning at 20 minutes), managers will learn about: * Communication strategies to decrease stress and increase psychological safety for teachers and students * Practical ideas about how to support teacher wellbeing remotely * The reasons to prioritise their own self-care when thinking about the wellbeing of their staff and students

Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development ...

Investigating the Use of Write & Improve for Developing Written Language and Writing Skills - Dr. Niall Curry

Read full abstract

Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that CALL systems that respond instantly to learners' language cansupport their production of better-written texts. To investigate this claim further, this paper presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I, and learner and teacher surveys and focus groups,demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research. Building on this study, in this talk I propose a number of practical applications for W&I in the EAP classroom and consider how it can be of specific value for online and distance learning.

Read full abstract

The COVID-19 pandemic has impacted upon language education in myriad ways, as remote-teaching and -learning was forced upon many of us. Our collective move to online teaching can largely be seen as a crisis-response to language pedagogy and, arguably, the entirety of our practices have not been based on existing knowledge of effective digital pedagogies, globally. Recognising this challenge, it seems worthy to consider how digital pedagogy has been implemented over the last year, and what areas for development are important to consider to maintain effective digital pedagogies moving forward. Moving to unpack the challenges that COVID-19 has created and respond to teaching and learning goals in digital contexts, this paper brings together a number of different perspectives in digital and online learning. First, drawing on a study of digital pedagogy in online and asynchronous contexts, the paper reports on the findings of a study of online interaction and engagement, funded by the Institute of Coding (£19,911.77). Second, looking at wider discourses on online pedagogy, this paper reconciles teachers' practices with their views on digital and online pedagogy. Third, the paper offers pedagogical insights for the development of effective online pedagogy, with a particular focus on the application to teaching writing in EAP. As a practical paper, this talk will be interactive, create space for the development of research-informed tasks for the online classroom, and offer criteria to develop, review, and critique our online pedagogical practices.

Read full abstract

In the fall term of 2020, the university I work for in Budapest, Hungary was expecting to go back to socially distanced teaching, but as the pandemic situation started to deteriorate again, a hybrid solution had to be introduced. In the first part of this talk, I am going to look at this particular case of teaching hybrid - what solutions teachers resorted to depending on their technological knowledge and infrastructural support, and what conclusions we could draw from this period before we went completely online around December. In the second part, building on the Digital Pedagogy and Research team's work at Cambridge University Press, I would like to provide some solutions for how institutions and teaching staff can better prepare for such a hybrid situation in the future with regard to infrastructure, teaching methods, and assessment practices.

Read full abstract

Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that CALL systems that respond instantly to learners' language cansupport their production of better-written texts. To investigate this claim further, this paper presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I, and learner and teacher surveys and focus groups,demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research. Building on this study, in this talk I propose a number of practical applications for W&I in the EAP classroom and consider how it can be of specific value for online and distance learning.

Read full abstract

Hybrid learning presents a new challenge to supporting the wellbeing of students and teachers. By understanding how the mind regulates emotion, we can consider how to provide support across both classroom and online learning contexts. The first half of this talk will cover strategies teachers can use to support students, the second half will cover ways that educational managers can use to support teacher wellbeing. During the first half of the presentation (up to 20 minutes), teachers will learn about: * The importance of social interaction for wellbeing * Practical strategies for building the teacher-student relationship in the classroom and online * How to validate emotions of students and promote positive coping During the second half of the presentation (beginning at 20 minutes), managers will learn about: * Communication strategies to decrease stress and increase psychological safety for teachers and students * Practical ideas about how to support teacher wellbeing remotely * The reasons to prioritise their own self-care when thinking about the wellbeing of their staff and students

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Language Learning

Achieve the best outcomes from your EAP students

Our new Academic English course, Unlock second edition, has been created using new pedagogical research into online and classroom learning that will help EAP teachers reach the best English language learning outcomes for their students.

This vital research into EAP learning found 13 core Principles of Language Learning that are essential for learners to achieve the best outcomes. All 13 core principles have been built into our newest course, Unlock second edition.

Principles of Language Learning

Cambridge English for Academic Purposes Principles of Language Learning

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Want to take a deeper look at Unlock?

1.

We engage better in learning if we can accomplish frequently, make progress and achieve our goals. Unlock uses word pool exercises to offer a sense of accomplishment throughout.

Accomplishment

Learners benefit from using strategies to organise and support their learning effectively. Unlock uses context exercises to determine meaning of words and match with definitions.

Learning management

2.

Goals and plans focus attention, prompt action and reduce the task of language learning into manageable steps. Unlock shows current and next exercises in the header bar enabling learners to understand what's next and plan their time

Planning and goal setting

3.

Learning happens via our working memory, when this is inhibited, it is unable to process new information. Unlock uses examples with every task and audio scripts are available upon first submission

Cognitive strategies

4.

Learning requires consolidating knowledge and skills from the working memory to the long term memory through special techniques. Unlock tasks allow learners to reuse language from previous exercises.

Consolidation

5.

Learners actively build language and skills from what they already know. Unlock asks learners draw on existing knowledge to complete a text.

Constructive learning

6.

Information is reinforced more effectively when processed verbally and visually. Unlock questions are always presented with images.

Dual coding

7.

We engage better in learning if we believe we can be successful in the task set. Unlock tasks learners with exercises using context clues to work out the meaning.

Self efficacy

8.

We learn better when we can control aspects of what we learn, when and how. Unlock asks learners to choose a tradition to discuss in their Speaking task.

Agency and ownership

9.

We are more motivated to engage if we feel that what we are learning is relevant to our lives. Unlock features topics relevant to learners own context.

Relevance

10.

Our willingness to engage is strongly affected by social relations within the group. Unlock asks learners to participate in a collaborative task sharing personal information.

Social relatedness

11.

Is a key condition for learning and needs to be stimulated. Unlock uses a variety of audio with different intonations to stimulate learners.

Curiosity

12.

We are more likely to engage in tasks that stimulate our senses. Unlock features a variety of interactive activities including word searches where users are asked to drag and drop the answers.

Stimulation

13.

Discover the Principles of Language Learning

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Cambridge Life Competencies in Unlock

The Cambridge Life Competencies Framework has been integrated into our Unlock EAP adult course to help learners develop their life skills and prepare them for the ever-changing world.

Often referred to as '21st century skills', life competencies include the knowledge, skills and attitudes we need to participate effectively in the world around us and to fulfil our potential - in our education, careers and lives in general.

Test Unlock sample content

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Developing life competencies with Unlock

Unlock 2nd Edition is our most popular EAP course. Hear from our Unlock co-author, Chris Sowton, on how life competencies are embedded in the course.

Developing life competencies with Unlock

Explore how your learners can improve their life skills through our Unlock series.

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Cambridge Life Competencies in Unlock

Collaboration

Communication

Creative Thinking

Learners work well together in groups through actively taking part in activities, listening to others, sharing tasks and finding solutions to problems.

Learners choose the most appropriate language to use in different situations, manage conversations effectively and express themselves clearly and confidently.

Learners actively participate in creative activities, generate new ideas and use them to solve problems.

Critical Thinking

Learning to Learn

Social Responsibilities

Learners identify patterns and relationships, evaluate ideas and use these skills to solve problems.

Learners develop practical skills to support and take control of their learning and reflect on their own progress.

Learners recognise and describe different roles and responsibilities in a variety of groups and understand cultural and global issues.

Request free sample content

Try Unlock and see for yourself how it can improve your learners' skills. Flexible content options are available whatever your teaching situation.

Download our brochure to learn more about our Cambridge Life Competencies Framework and its application in Unlock.

Download the brochure

More on life competencies in Unlock

Learning a language is much more than just acquiring language and grammar. Find out about the benefits of integrating life skills in your students' learning and how you can build them in your everyday teaching.

Read the blog article

Why should you focus on life competencies in EAP teaching?

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Get in touch

Need further information on our Academic English courses? Use the contact form or email eltsales@cambridge.org

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Principles of Language Learning

# data[].attributes.attachment_link.description
Cambridge Research Papers Cambridge English for Academic Purposes Our freely available Cambridge Research Papers in ELT help you find and understand the latest linguistic and pedagogical research. Explore our resources to find evidence-based support and classroom inspiration to enrich your teaching.

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January 10 - February 13, 2022

Since 2001, the Electronic Village Online (EVO) has functioned as a virtual extension of the Electronic Village (EV), a project of TESOL CALL Interest Section. EVO provides free online professional development sessions for English language teachers worldwide.

Call for Participation for EVO 2022 Registration January 2 - 9, 2022

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January 10 - February 13, 2022 Since 2001, the Electronic Village Online (EVO) has functioned as a virtual extension of the Electronic Village (EV), a project of TESOL CALL Interest Section. EVO provides free online professional development sessions for English language teachers worldwide.

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Welcome to SATEFL a networking, charitable organisation run by volunteers to promote the English teaching profession and provide CPD across Scotland.

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The definitive resource for EFL and ESL teachers that's full of information about tools, techniques and training.

Design, deliver and evaluate English language learning that truly inspires your students.
Test my Digital Skills
Featured Content list

The Cambridge English Digital Framework

has been developed in consultation with practising language teachers and trainers. It describes key competencies for teaching effectively with technology. Explore the six categories to find your starting point:

Select a Digital Framework category from the list, to find out more
Digital World Digital Classroom Digital Teacher Designing Learning Delivering Learning Evaluating Learning

The Digital World.

Technology takes you beyond the classroom: as a digital citizen, you need to be productive, organised and act responsibly, safely and legally in the digital arena to protect yourself and your learners.

The Digital Classroom.

Digital tools and resources provide both opportunities and challenges for language learning: develop your awareness of underlying theories and methodologies and use technology effectively to enhance learning and improve your own language awareness and proficiency.

The Digital Teacher.

Use digital tools and resources to accelerate and track your own professional development: reflect on your teaching, discover online conferences and sources of information, and share knowledge and best practice through a network of peers.

Designing Learning.

Plan for success! Evaluate, choose and integrate digital tools and resources to support course aims and learning objectives, plan logical sequences of work for lessons and courses, and create attractive and useful interactive resources which maximise learning potential.

Delivering Learning.

Build your confidence! Master and manage digital tools to support, educate and communicate with your learners; develop their skills in using technology effectively for learning, so that they can successfully meet their learning outcomes and take advantage of the learning opportunities provided by the digital learning environment.

Evaluating Learning.

Understand what's happening in your classroom! Digital tools provide new and more efficient ways of accessing and managing large quantities of data. Use technology to assess your learners and use that information to improve their learning; evaluate the effectiveness of your lessons and the digital tools and resources that you use.

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Embrace the opportunities that technology brings for you and your learners. Help and inspire them to learn effectively with digital tools and resources.

# data[].attributes.attachment_link.title
Linking, developing and supporting English Language Teaching professionals worldwide

# data[].attributes.attachment_link.description
Our IATEFL Ambassadors having been taking part in livestreams, talking about their backgrounds, their connections to IATEFL, how they benefitted, and how the association can help English language teaching professionals develop.

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The DipTESOL is accepted by the British Council as a full English Language Teaching (or 'TEFL') qualification for teachers in its accredited teaching organisations in the UK and in its own teaching operations overseas. Having the DipTESOL enables holders to have roles such as examiners, teacher educators and centre managers/directors of studies.

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Limited to 3 folders on our server: /Articles/, /Lessons/ and /Techniques/

About the Internet TESL Journal

The Internet TESL Journal published articles from 1995 through 2010.

This website is now an online resource book for teachers who can refer to our published articles on teaching techniques and other things of interest to EFL and ESL teachers.

Approximate Numbers:

Articles & Research Papers = 230

Articles on Teaching Techniques = 310

Lessons & Lesson Plans = 190

Sortable Table Contents
There are 812 rows in the table. Articles are listed with each author's name, so articles with multiple authors are listed more than once.
Click a column title to sort that column. Click again to reverse the sort.
This table of contents was added on March 11, 2013
Copyright © 1995-2010, 2013, 2014 by The Internet TESL Journal ( Contact)

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esl tefl efl tesl tesol elt eld esol foreign language english education teaching english teach esl learn esl teach efl learn efl teaching english teachers esl tutor esl teacher esl tutoring

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Internet TESL Journal (For ESL/EFL Teachers)

# data[].attributes.attachment_link.description
The Internet TESL Journal is a free online journal for teachers of English as a second language that includes lesson plans, classroom handouts, links of interest to ESL teachers and students, articles, research papers and other things that are of immediate practical use to ESL teachers.

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About us

The Distance Delta is an exciting collaboration between International House London and the British Council and draws on the expertise and global resources of these two prestigious institutions. We offer a range of unique programmes which fully prepare candidates for all three Cambridge Delta Modules. Our programmes are designed for practising teachers in the field of ELT who wish to upgrade their qualifications and develop their teaching skills. Specifically tailored for teachers who would like to continue working while they study, the Distance Delta provides a flexible and convenient alternative to intensive and part-time face-to-face courses.

Reasons for choosing the Distance Delta

over 35 years' experience in providing distance preparation for the Cambridge Diploma

over 4000 teachers have gained their Delta qualification with us

expert training team comprises Cambridge Module 2 Assessors and Moderators and Cambridge Examiners for Modules 1 and 3

specially designed Distance Delta course materials unique to our programmes covering all aspects of the Cambridge Delta modular syllabus delivered via our dedicated website

from introduction to the Cambridge Delta Modules to arranging assessment with Cambridge, we take you all the way through

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The Distance Delta is an exciting collaboration between International House London and the British Council and draws on the expertise and global resources of these two prestigious institutions. We offer a range of unique programmes which fully prepare candidates for all three Cambridge Delta Modules.

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English language teachers who have been teaching for at least one year

English language teachers who want to progress into more senior roles such as head of English and teacher training

Experienced teachers who want to extend their expertise in a specialist area

First-language English speakers and non-first language speakers who have a CEFR Level of high C1 or above.

DELTA is suitable for teaching any age group, from young learners to adults.

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DELTA (Diploma in Teaching English to Speakers of Other Languages)

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DELTA is an advanced blend of theory and practice that provides professional development for teachers of English. It will help you throughout your career.

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Explore a collection of high quality articles published in ELT Journal, handpicked by the Editor of the journal. All the articles listed below are free to read

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About MET

Written by teachers for teachers, Modern English Teacher brings methodology, practical ideas and topical discussions to classrooms across the world. Subscribers get six bumper-sized magazines each year, alongside thousands of online articles, past issues of both MET and ETp and access to MyCPD. Subscribers can choose from print or digital subscriptions as well as individual or school options. Prices start from just £40 a year.

New from Pavilion ELT

Out now: Working with Emergent Language

This handbook raises awareness of what emergent language (EL) is, highlights its importance and makes the case that focusing on EL is an essential part of learning a language and therefore a skill that every language teacher should possess or work to develop.
Order now

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Modern English Teacher (incorporating English Teaching professional) magazine brings you ELT teaching techniques, tips, tested lessons, and practical tools you can really use in your classroom.

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The IH Journal has articles with advice from leading ELT voices on a range of subjects, from classroom management, to young learners, to teacher training.

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Cambridge Papers in English Language Teaching

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Cambridge Papers in English Language Teaching

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World of Better Learning | Cambridge University Press

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Cambridge Papers in ELT | Language and Pedagogy Research

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Browse our current collection of research papers in ELT. Topics include visual literacy, m-learning and the language of gender in sport.

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NEW - The latest volume of ELTED Journal has now been published (December 2020). This is our Silver Jubilee (25th anniversary) volume and has been edited by Natalie Sharpling. To start...

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From 1 May 2017, Cambridge English Teacher is no longer available, but all the courses and content are now available to purchase without membership.

All the videos, recorded webinars, articles and activity sheets from Cambridge English Teacher are now available in the online Teacher Resource Library.

The Digital Teacher

The Digital Teacher is a new website where you can access ideas and free resources about teaching with technology.
Go to The Digital Teacher

More information

For more information on how Cambridge can help your teacher development, visit:

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From 1 May 2017, Cambridge English Teacher is no longer available, but all the courses and content are now available to purchase without membership. All the videos, recorded webinars, articles and activity sheets from Cambridge English Teacher are now available in the online Teacher Resource Library.

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Share our Experience

Learn English in Auckland, New Zealand

Languages International is a Category 1 English language school in Auckland, New Zealand. At Languages International, our aim is to be excellent in every aspect of what we are and what we do: our school facilities, our English courses, the training and development of our teachers, support for our students while they are in New Zealand, and service to our students and business partners during the booking process.
More reasons why you should choose Languages International

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Languages International is a Category 1 English language school in Auckland, New Zealand. At Languages International, our aim is to be excellent in every aspect of what we are and what we do: our school facilities, our English courses, the training and development of our teachers, support for our students while they are in New Zealand, and service to our students and business partners during the booking process.

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Trinity College London is committed to safeguarding and protecting the children and young people with whom we work. As such, all posts are subject to a safer recruitment process, including the disclosure of criminal records and vetting checks. We ensure that we have a range of policies and procedures in place which promote safeguarding and safer working practice across the organisation.

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Oxford TEFL: TrinityDip or Cambridge Delta

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Oxford TEFL: TrinityDip or Cambridge Delta

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

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TrinityDipTESOL or Cambridge Delta - Which course is best?

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

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Building a Personal Learning Network (PLN)

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Building a Personal Learning Network (PLN)

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Unable to play video. Please enable JavaScript or consider upgrading your browser.

NICHOLAS FAIR: Since the arrival of the world wide web and the introduction of smart phones and Wi-Fi, individuals and societies have become much more connected both to each other and to a huge wealth of information from every corner of the world. In highly digitised societies at least, our relationship with technology begins almost from the moment we are born. Throughout our lives, we develop an online, as well as offline identity. What this means is that we should think of ourselves as networked individuals, living and learning in the network society. This intimate connection between people and technology has had a profound effect on the way we learn.

It has changed how we seek out, access, use and store information, how we communicate, study and work together and how we create and share ideas. The way we learn has changed. Learning is not just something we do in a lecture theatre or a classroom with a tutor. It's something we do together through our social networks, through video sharing sites, gaming networks, forums, communities and other online spaces and, of course, in person. We are at the centre of an empowering online and face-to-face network. This network is made of people, devices, information and services, which we can shape and use in order to learn at times, in places and in ways we choose and control.

In short, each with sits at the heart of our own, unique, personal learning network.

We all regularly interact with a network of our preferred people, digital devices, information sources and services, both online and offline. We use this network in different contexts, such as at work, in school and at home, and we use it where, when and how we choose.

This is our Personal Learning Network.

Watch this video to find out more about Personal Learning Networks (PLNs).

Rajagopal et. al suggest that someone who

"intentionally builds, maintains and activates ... contacts within her personal network for the purpose of improving her learning - and uses technology to support this activity - is creating a personal learning network".

And Richardson & Mancabelli state,

"In our PLNs, we learn what we want to learn using the vast resources and people online (or off) that can help us learn it. Each of our networks is unique, created and developed to our personalised learning goals that evolve and grow throughout our lives."

Learning through our PLN is something we can do throughout our lives - it becomes a tool for Lifelong Learning. This has become increasingly important in light of the economic and social changes that Covid-19, climate change and the automated future of work will bring.

Emerging technologies, such as artificial intelligence, automation, robotics and the Internet of Things, will mean that some jobs will disappear and whole new types of work will arise in their place. A truck driver today may need to retrain as a drone pilot tomorrow.

The potential for long-term social distancing raises fundamental questions concerning, among many other things, the nature of public transport, leisure activities, working from home and, crucially, education. Jobs in these areas will undergo significant transformation or may be lost entirely.

Climate change has the potential to drive fundamentally changes in the way we make things (manufacturing), where and what we grow (agriculture), how we move about (transport), where we live and how we power our societies (energy). These changes will impact jobs in many respects - again making some of them irrelevant (or even illegal), while creating a whole range of sustainable, green jobs.

In some cases, such as transformations resulting from Covid-19 including the shift to online learning, the changes are rapid and urgent. In other areas, such as AI and robotics, the changes may be more gradual. Nevertheless, the nature and type of work available in the future is likely to regularly change - requiring us all to be able to learn and relearn in order to face new realities as the world around us transforms and jobs appear and disappear.

This means that it is no longer enough to rely only on the things we learn in school or university to give us the knowledge and skills in a forever-changing world. Neither should we rely on our existing systems and structures to provide us with the new knowledge we need - because government systems and educational institutions change more slowly than both technology and the world of work.

Instead, we should carefully consider developing our own network skills and digital literacies. We should focus our learning on making the best use of our Personal Learning Networks, so that we can become adaptable lifelong learners. This may be the best way to equip us to deal with whatever the future throws at us.

How actively have you thought about your learning network before now?

Share this video:

NICHOLAS FAIR: Since the arrival of the world wide web and the introduction of smart phones and Wi-Fi, individuals and societies have become much more connected both to each other and to a huge wealth of information from every corner of the world. In highly digitised societies at least, our relationship with technology begins almost from the moment we are born. Throughout our lives, we develop an online, as well as offline identity. What this means is that we should think of ourselves as networked individuals, living and learning in the network society. This intimate connection between people and technology has had a profound effect on the way we learn.

It has changed how we seek out, access, use and store information, how we communicate, study and work together and how we create and share ideas. The way we learn has changed. Learning is not just something we do in a lecture theatre or a classroom with a tutor. It's something we do together through our social networks, through video sharing sites, gaming networks, forums, communities and other online spaces and, of course, in person. We are at the centre of an empowering online and face-to-face network. This network is made of people, devices, information and services, which we can shape and use in order to learn at times, in places and in ways we choose and control.

In short, each with sits at the heart of our own, unique, personal learning network.

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What is a Personal Learning Network (PLN)?

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This animated video explains more about Personal Learning Networks and our network interactions on and offline.

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EL Gazette | Magazine News | English Language Schools Students UK

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EL Gazette is a bi-monthly print and digital publication covering English language schools and teaching in the UK and overseas.