‘Buying in’ to communicative language teaching: the impact of ‘initial’ certification courses on the classroom practices of experienced teachers of English
Innovation in Language Learning and Teaching - May 2018
Reports on a study into the impact of a Cambridge CELTA course on the beliefs and self-reported classroom practices of 29 experienced teachers of English. Also see my related IATEFL 2018 talk, on YouTube here.
The role of initial teacher training courses in the professional development of experienced non-native speaker English language teachers
ELTED - May 2018
Based on my earlier MA study, this paper reports the findings of a study into the role of CELTA and CertTESOL courses in the lives, careers and teaching practices of 19 NNESTs.
Context, analysis, practice: the hidden paradigm in contemporary ELT
IATEFL Conference Selections - April 2018
Describes the lesson planning 'paradigm' I introduced during my talk at IATEFL Glasgow, with example lesson structures from the Trinity CertTESOL Companion.
Reimagining English language learners from a translingual perspective
ELT Journal - January 2018
Reports on a study into the translingual needs of typical 'EFL learners' in the UK, and considers the implications, imagining more L1-inclusive classrooms where translingual practices are recognised as authentic, valid and reflective of language use communities in the wider world. Click the title above for a free link to the OUP article.
Peer Needs Analysis
English Teaching Professional - November 2017
Peer needs analysis aims to turn needs analysis into a social event. Read about how it can improve rapport, fostering patience and understanding between learners and support a negotiated curriculum in the classroom.
Modern English Teacher - July 2017
Looks at the history and importance of context in the introduction of new language in ELT classrooms over the last 5 decades, and provides further description of the CAP/CAPE model for structuring new language lessons.
Under African Skies
EL Gazette - May 2017
An interview I did for EL Gazette on the differences, the challenges and the joys of teaching English in Africa, recalling some of the great teachers and educators I worked with and providing a little advice to those interested in working there.
Context, analysis and practice
IATEFL Voices - May 2017
This article describes and justifies a CAP (context, analysis, practice) model by drawing on research into ELT coursebooks over the last 30 years. It argues that CAP is essentially a hidden paradigm in contemporary ELT.
ELT Journal - April 2017
Investigates the history of PPP to Donn Byrne's and Julian Dakin's work, finding it to be a central construct within the early evolution of CLT, and not a product of audiolingualism as frequently stated. Click the title above for a free link to the OUP article.
IATEFL Teacher Education Newsletter - March 2017
To support my IATEFL talk, in this paper I present a simple 3-stage lesson structuring paradigm; C-A-P (Context, Analysis, Practice) and argue that it better reflects the current emphasis on context in teacher education and coursebooks than alternatives (e.g. PPP, ESA).
ELT Journal - January 2017
A response to May Pang's critique of my 2015 article 'Affordance, learning opportunities and the lesson plan pro forma' outlining the dichotomy underpinning the planning debate in (E)LT methodology. Click the title above for a free link to the OUP article.
British Council Voices - November 2016
Overview article that looks at the challenges and potential paths towards solutions, situating the large class English teacher in their own teaching culture, community and classroom.
King's College London, MA Dissertation - September 2016
This dissertation was a qualitative study asking why experienced non-native speaker teachers choose to take courses such as the Cambridge CELTA and the Trinity CertTESOL, and what impact they have on their practices. It provides an specific recommendations both for course providing organisations and qualification awarding bodies to make the courses more appropriate and useful for experienced non-native speaker participants. It won the British Council ELTon Master's Dissertation Award for 2017.
Education Today - September 2016
Short article written on behalf of VSO, covering the origin and development of Teaching English in Africa. Also see my blog here
Initial teacher training courses and non-native speaker teachers.
ELT Journal - July 2016
Reports on a mainly quantitative study indicating that non-native speakers on CELTA and CertTESOL courses have very different prior experience, needs and future teaching contexts to native speakers. Click the title above for a free link to the OUP article.
ELT Education and Development - July 2016
Discusses the history, durability and validity of the PPP model, providing a justification for its use in certain contexts, and an account of its use based on notions of best practice in education.
English Teaching Professional - July 2016
Main feature article. Builds on evidence from mainstream teaching to present a range of suggestions to ensure that learners are aware of both our intentions and their own learning throughout the lesson.
ReadAfricanBooks.com - June 2016
In this online article for ReadAfricanBooks.com, I discuss the important role that local publishing houses have to support teachers in Africa.
Modern English Teacher - April 2016
Internet jigsaws are an effective cooperative learning solution that can be adapted for a wide range of teaching contexts, flipped or not, compatible with most syllabus structures and lesson lengths.
ELT Journal - July 2015
Editor's choice article. Examines the role of the lesson plan template in teacher education and provides recommendation for its improvement.
Modern English Teacher - July 2015
Investigates the role of deception in the language classroom and presents both old favourites and new ideas for deception-based games and activities.
English Teaching Professional - January 2015
Main feature article. Presents two types of authentic language use possible in gameplay and contrasts games with tasks, and argues that games can include an explicit focus on language while still retaining authenticity.