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Talks: webinars, online events and public speaking by Jason Anderson

Selected online webinars, talks and interviews

Making teacher action research learning-centred 

National Academy of Primary Education, Bangladesh: December 2020

This webinar explores how we can make action research for teachers (both pre-service and in-service) as useful as possible for classroom practice. Slides here.

Interview with Teacher Talking Time podcast

Episode 26: June 2020

In this informal chat, we discuss a range of topics from my research into PPP, synthetic syllabi, my recent research into curriculum design, TBLT and reflective, practice-oriented approaches to teacher education.

Contemporary lesson planning frameworks in TESOL

For Dublin TEFL: May 2021

This webinar discusses both traditional and responsive frameworks for lesson planning, also introducing my CAP and TATE curriculum design frameworks, arguing for the flexibility of the latter. Slides here.  

What impact does CELTA have on the practice of experienced teachers?

IATEFL Brighton: April 2018

This talk reports on research exploring how the practices of experienced Egyptian teachers changed after taking the Cambridge CELTA. Slides here. Related paper here.

Teaching English in large classes: A sociocultural approach 

British Council UK: October 2016

This talk explores how English teachers working in large classes can develop local solutions to the challenges they face by collaborating with colleagues. Related online article here.

Translanguaging in English language classrooms in India: Why, when and how?

British Council India: June 2017 

This plenary talk explores translingual practices in Indian ELT classrooms and offers practical ideas for teachers. Resources here.

Affordance, learning opportunities and the lesson plan pro forma

ELT Journal: June 2015

This talk provides an introduction to my article offering recommendations for improving lesson planning pro formas. Read the full article here.

Initial teacher training courses and non-native speaker teachers

TESOL Academic: July 2016

This talk is an introduction to my study reporting key differences between non-native and native speaker teachers. Read the article here.

All recent talks, webinars and interviews



Learning from interactive reflection
IATEFL 2021, June 2021 
This talk reports on my earlier research into Schön’s ‘reflection-in-action’ in EFL teachers’ in-classroom (i.e. interactive) cognition. It offers a number of original, empirically-derived tools for studying, raising awareness of, and developing our ability to learn from interactive reflection. Questions, comments and critical feedback on the tools will be welcomed, as will suggestions for future use. Slides here. Two tools for promoting teacher reflection literacy here


A framework for project-based learning in ELT
Delta Publishing, May 2021
This workshop offers a basic framework for the use of project-based learning in English language classroom, focusing on the interests and creativity of our learners and how these can be leveraged to improve motivation and provide opportunities to use English in ways that are likely to replicate future work and study contexts. Slides here. Handout here. Article here.


Teacher expertise in the Global South: Initial findings from a participatory comparative case study in India

University of Warwick, Applied Linguistics Seminars, May 2021


This talk reports on some of the methodological challenges and initial findings of a comparative case study (PhD) involving eight Indian secondary teachers of English. I will discuss how expertise was theorised for the study and how participants were involved 

in the study design, also summarising key findings and potential implications for building understandings of appropriate good pedagogic practice for low-income contexts worldwide. References here.  


Qualitative and quantitative data analysis for teacher research 


ELTA Telangana, India, May 2021


This talk provides an overview of one specific exploratory action research project as a 'worked example' of how data collection and analysis can be iterative, responsive and avoid the technical and time-consuming challenges of analysis for more formal academic research, focusing on how 'puzzles' and a quest for understanding can form the basis both for the research itself and how we define success in our classroom-based research - no prior research experience necessary! Watch hereSlides here


Contemporary lesson planning frameworks in TESOL
Dublin TEFL, Ireland, May 2021
In this talk we explore 'traditional' (e.g. PPP, ESA) and 'responsive' (e.g. TBLT, Dogme) frameworks for lesson planning in language teaching. I introduce my two recent contributions: CAP and TATE, and argue that the latter strikes a balance between needs for pre-planned curricular content and responsive form focus, looking at key factors that may influence our choices of such frameworks (e.g. learners' needs, teacher experience, lesson type, etc.). Watch here. Slides here


A study of teacher expertise in the Global South: Eight expert Indian teachers of English
"Frontiers of Education and Activism" 8th Annual Education Studies Postgraduate Research Conference, Warwick, UK, April 2021
Reports on early findings of a participatory comparative case study of teacher expertise conducted in Indian mainstream secondary education, part of my PhD research project. Includes an overview of design of the project, data collection and analysis. Key findings demonstrate strong support from prior studies of teacher expertise (almost all from the Global North), as well as some important differences resulting both from contextual challenges and personal approaches. 


Contemporary lesson planning frameworks
IATEFL Ukraine, April 2021
In this plenary for IATEFL Ukraine, we take a look at both 'traditional' (e.g. PPP, ESA) and 'responsive' (e.g. TBLT) frameworks for lesson planning in language teaching. I also discuss my two recent contributions: CAP and TATE, the latter I argue strikes a balance between needs for pre-planned curricular content and responsive form focus, looking at key factors that may influence our choices of such frameworks (e.g. learners, our own experience and confidence, lesson type). Slides here


Contemporary lesson planning frameworks for language teacher education
ETAI teacher training and development SIG, February 2021
In this plenary for ETAI, I discuss two key challenges that novice teachers face with regard to planning and structuring lessons and units of learning during pre-service and early in-service development. I suggest two planning models: CAP as a more directive framework (useful to begin with), and my recent TATE model as a more complex, research informed framework to scaffold their development and practices towards more learner- and learning-responsive approaches to facilitating learning in the English language classroom. Slides here


Making teacher action research 'learning-centred'
National Academy for Primary Education (NAPE), Bangladesh, December 2020
In this webinar, we explore how we can make action research for teachers (both pre-service and in-service) as useful as possible for their classroom practice, and also how we can reduce the workload that is often associated with data analysis and report writing. Slides here. Watch the full talk here.


Project-based learning in Saudi universities: An exploratory workshop
Saudi TESOL, KSA, December 2020 (Keynote Plenary)
This workshop offers a basic framework for the use of project-based learning in English language classroom, focusing on the interests of tertiary learners and how these can be leveraged to improve motivation and provide opportunities to use English in ways that are likely to replicate future work and study contexts. Slides here. Watch the full talk here


Challenges and solutions for effective communication in our classes
Delta Publishing (Russia), December 2020
This interactive webinar involves participants in identifying key challenges that teachers face in classrooms in Russia when trying to engage students in spoken interaction to develop their speaking and listening skills. We discuss a number of possible solutions that can help with some of these challenges. We finish with some simple ideas for classroom research to investigate the problem and try out your chosen solutions! Slides here


Text interpretation: India's hidden pedagogy

KAASH Foundation / ELT@I India FDP on Emerging Approaches and Trends, India, August 2020


English curricula across India are often ambitious, seeking to combine initial literacy learning, fluency development and the appreciation of literature in what is a foreign language for most Indian children. This challenging combination has led to many innovative approaches in Indian classrooms. In this talk I explore one of these, the practice of "translingual text interpretation", common in underprivileged primary/secondary contexts. I will describe some features of effective text interpretation observed during recent research, explore pathways towards more independent reading practices, and argue for further discussion of this often misunderstood pedagogy. Slides here. Available online at KAASH Foundation YouTube Channel


Keeping ahead in times of crisis 

Discussion with Maha Hassan for the ESL Teaching Hub, Egypt, July 2020


Our discussion focuses on a range of issues of importance today, such as the challenges of teaching in large classes and low income countries, Jason's TATE curriculum design model and its possible relevance to Egyptian and other developing country contexts, and even (briefly) the future of language teaching! Watch online here.


Online writing (and reading) practice: Practical ideas from and for teachers of English in India

Emerging Challenges: Constructive Online Teaching and Learning, Online Conference, India, July 2020


This online talk focuses on some of the challenges that English teachers in India are facing while teaching writing skills to large classes of low-income learners online. Using a range of online writing tools, and 'loop input' strategies, we explore participants' solutions to these challenges, including using chat functions on video conferencing software, getting the most out of Padlet, What's App and lo-tech solutions for 'one-phone' families. We also preview a successful online reading club that teachers in Maharashtra have recently developed, with the help of Manjusha Sagrolikar. Slides available here. Padlet created by participants here. More about the online reading club here.


Interview with the Teacher Talking Time Podcast


Online interview, June 2020

In this interview with Andrew Woodbury of the "Learn Your English" Teacher Talking Time podcast, we discuss a range of topics, particularly my research into the PPP paradigm, synthetic syllabi, my recent TATE curriculum design framework, TBLT and reflective, practice-oriented approaches to teacher education. Listen to the podcast on their website here.


Teaching the discourses: Challenges and possible solutions


ELTA Telangana, India, June 2020, with Prathikantam Vinayadhar Raju, Mamatha Sadu, Laxman Vangara and colleagues

This online discussion focuses on the opportunities and challenges presented by a key feature of Telangana State Curriculum's recently introduced approach to incorporate a range of functional 'discourse' types (genres) into the secondary English curriculum. Through discussion with colleagues we identify some of the challenges that teachers are facing with this innovation, and also look at how several teachers are introducing activities, projects and tasks to turn the challenges into learning opportunities in their classrooms. Watch the event online here.


The PPP paradigm in language teaching, and its relevance to Indian classrooms
Facebook Live event for the AINET teacher association, India, April 2020
 This 'presentation', followed by critical discussions with three experienced Indian teacher educators and teachers, explores PPP from an Indian perspective, including its extent in Indian classrooms, its potential usefulness, and compares it with other potential models of use, such as task-based language teaching. Watch the event online here


Principles and practices of cooperative learning
Webinar for Delta Publishing, March 2020
This webinar looks at the two core principles of cooperative learning, and examines why they are important to making pairwork and groupwork effective in the ELT classroom. We explore a range of cooperative learning activities to illustrate these principles from my recent book Activities for Cooperative Learning, part of the new Delta Publishing ‘Ideas in Action’ series that links aspects of pedagogic theory to practice and supports teachers in developing their own materials based on such theory. Watch the talk online here. Slides here


The effective teacher of English: Perceptions and opinions of Indian teachers
5th AINET International Conference, Hyderabad, India, January 2020
This plenary talk reports on original research into the beliefs and perceptions of members of the AINET English language teacher practitioner community regarding the classroom practices, personal characteristics, beliefs and values of an effective secondary level teacher of English working in the state school education system in India.


Let's discuss the translation method

5th AINET International Conference, Hyderabad, India, January 2020

This workshop invites participants to share and explore how they help their learners to understand highly challenging (often literary) texts common in English language curricula across India. It shares a range of potential strategies to support learning in such classes, and encourages participants to reflect on their practices critically. Slides here. Handout here.


Topsy-turvy teacher training: An attempt to blend top-down and bottom-up approaches to in-service language teacher education 
International House Future of Training 2019 Conference, London, UK, November 2019
This talk reports on an in-service teacher training programme conducted in China for tertiary English language teachers from two of the poorest provinces in the country. The programme involved both top-down (traditional training) and bottom up (collaborative and individual teacher research) elements. The talk also reports on the findings from a follow-up webinar conducted 6 months later to find out how the teachers had got on since the programme. Click here for an article reporting on the research.



Learning English with all our languages: How a translingual perspective can help in Indian classrooms and curricula


English and Foreign Languages University, Hyderabad, India, September 2019


This workshop explores the theory and practice of translanguaging, both in society and in Indian classrooms. It provides opportunities for participants to share their perspectives and opinions on all these areas, as well as sharing research findings from a range of studies, and my recent research in secondary classrooms. Slides here. Handout here


"Understanding and doing teacher research" (co-presented with Rama Mathew)
English and Foreign Languages University, Hyderabad, India, September 2019
This opening plenary for the British Council "Mentoring Teacher Research" seminar introduces participants to teacher research, including overview of different types, benefits and challenges, and advice on how to get started and find support, focusing specifically on the needs and challenges of Indian teachers and teacher research mentors. Slides available here.


"In-service workshops: What, how and why?"
Warwick in Africa, University of Warwick: May 2019
This workshop looks critically at important features of in-service workshops, particularly those delivered within educational programmes aimed at introducing change of some kind to experienced, in-service teachers. It is experiential, and includes meta-reflection ('loop input') on how the features of this workshop necessarily mirror those being tentatively recommended. Designed for teacher educators and trainers working in low-resource contexts. Slides here. Handout here. 'Key features' cards here.  


"Deconstructing jigsaw activities"
IATEFL Liverpool: April 2019
Looks at the nature and origins of jigsaw activities in language teaching, suggesting a number of ways they may be varied and potentially improved. Also suggests several original ideas for jigsaw tasks. Access slides here. Access handout: A taxonomy of jigsaw activities for language teachers.


"Translanguaging in Indian classrooms abhi aur bhavishi me"

Ambedkar University Delhi: January 2019


Reports on our recent study Anderson & Lightfoot (2018), reflects critically on the data, and poses a number of questions for consideration and future research. Slides here


"Effective differentiation through cooperative learning"
English UK North Conference, Sheffield, UK/ English UK Southwest Conference, Glastonbury, UK: Both October 2018
In true cooperative learning style, this workshop provides participants with the understandings and opportunities to learn how the cooperative classroom can facilitate differentiation, both in younger learner and adult classrooms. Handout here


3 useful inputs/workshops to help experienced teachers on CELTA and CertTESOL courses
Cambridge CETA Conference, Kyiv, Ukraine, September 2018
Building on my research into the needs, career paths and challenges faced by experienced teachers of English on Cambridge CELTA and Trinity CertTESOL courses, I propose 3 input sessions/workshops useful and important on such courses for adaptation and use by colleagues. Feedback welcome. Download slides here. Download the resource materials from my Resources page here


"3 is the magic number: 50 years of lesson planning paradigms in ELT"
Teaching House, London, UK: August 2018
In this talk I provide a whistlestop tour of lesson planning frameworks or paradigms, from Herbart's 'recitation' in the late 1800s through to my own paradigm, C-A-P-(E) based on recent research on coursebooks and pre-service training courses. Also incorporates some of my research into the origins of the enduring PPP structure and a hint at the source of TTT (test-teach-test). Download slides here and handout here.


"Every teacher is an expert: Empowering teachers working in low-resource classrooms"
Webinar for IATEFL Global Issues SIG, June 2018
In this webinar I suggest 6 principles for subverting top-down 'teacher training' projects, both for teachers and teacher educators to draw upon to reduce the transmissive nature of such interventions, including practical ideas for critical appropriation and context-sensitive interpretation. View talk online here (requires Adobe Connect).


"Effective differentiation through cooperative learning"
Future of ELT, Regent's University, London, UK: June 2018
In true cooperative learning style, this workshop provides participants with the understandings and opportunities to learn how the cooperative classroom can facilitate differentiation, both in younger learner and adult classrooms. Handout here.


"CertTESOL and CELTA syllabi of the future"
Supersize your Cert: Professional development day, University of Central Lancashire, UK: May 2018
Workshop in which we compare two initial teacher training course syllabi, and imagine how we could and would improve them to make them inclusive of the needs of all participants if the syllabus constraints were removed. Handout here. Posters created here.


"What impact does CELTA have on experienced teachers' classroom practices?"
IATEFL Brighton, UK: April 2018
Talk reporting on my most recent research on experienced NNESTs on CELTA courses, and its impact on their self-reported classroom practices 6 months later. Also provides summary recommendations from 4 years of research. Slides here. Watch it on YouTube here.


"The L1-inclusive classroom: Learning English with all our languages"
4th AINET International Conference, Mumbai, India: Febuary 2018
Workshop in which we discuss and share our ideas for how we use learners' languages in the English language classroom. Slides here. Handout here.


"Effective differentiation through cooperative learning"
English UK: London, UK: January 2018
In true cooperative learning style, this workshop provides participants with the understandings and opportunities to learn how the cooperative classroom can facilitate differentiation, both in younger learner and adult classrooms. Handout here.


"The role of CELTA in the CPD of non-native speaker teachers"
CETA Conference - Sheffield, UK: September 2017
After reporting on my research into non-native speaker teachers on initial teacher training courses such as the CELTA, this workshop provides participants with opportunities to discuss recommendations and potential implications. Abstract and references here.


"Context, Analysis, Practice - How we actually stage lessons (with Jason Anderson)"
TEFL Training Institute Podcast: July 2017
This podcast focuses on my Context, Analysis, Practice model, discussed with Tracy and Ross from the TEFL Training Institute. A short overview for those who are interested. Click hear to listen to it on YouTube.


"Translanguaging in English language classrooms in India: Why, when and how?
ELTAI Annual Conference - Kochi, India: June 2017
Conference plenary. Translanguaging is an ancient and natural practice in India. It is a practice that could not be further from the monolingual norms of language use that have shaped western approaches to language teaching for over a century. After reporting on two recent research projects, one in India, this workshop considers why, and explores how, India can take a different path to effective competence in the use of English. Resources here. References here. Watch it on YouTube here.


"Reimagining English language learners from a translingual perspective"
Plenary: ETP Live! - Brighton UK: June 2017
This workshop considers the potential implications of adopting more translingual perspective in English language teaching, reporting on a study in which the majority of 116 'EFL' learners anticipated a need to use English translingual in the future. Practical ideas and resources are also suggested. Resources here. References here
 

"Translingualism and translanguaging: What are they and why are they important for the future of ELT?"
The Future of English Language Teaching Conference - Regent's University, London, UK: June 2017
In this workshop we compare and share our understandings of the term 'translingualism' and the practice of 'translanguaging', exploring their possible implications for us as English langauge teachers, both in the UK and around the world. Resources here. References here
 

"Context, analysis, practice: The hidden paradigm in contemporary ELT"
IATEFL Glasgow, UK: April 2017
Recent shifts towards more text-based approaches in published materials and 'communicative' classroom practices lend support to a lesson planning model involving 3 stages: Context, analysis, practice. This talk explores how it can be used to support trainees on pre-service courses, and its wider application in ELT. Resources here.


"Peer needs analysis: Sensitizing learners to the needs of their classmates"


Devon DOS Association, UK: March 2017 

There are a number of advantages to raising learners' awareness of the needs of their classmates. This workshop investigates how it can be done effectively, why it's a good idea and provides some useful resources for experimentation in the classroom. Resources here

 

"Sharing our intentions with the learners" 
Embassy English, London, UK: March 2017 
Exploratory workshop in which we discuss and compare how we make our intentions clear to our learners. We also look at evidence-based research on this issue, and its implications for our practice. Related article here. 

  

"The uniqueness of gameplay" 

Teaching House, London, UK: February 2017 


Exploratory the Role of gains in language learning, issues of authenticity and how games can include an explicit focus on languageWhile still retaining authenticity. Watch it on YouTube here.  Related article here.


"Playing games with younger learners"
English Teacher Training College, Austria: December 2016  
Concluding plenary talk/workshop investigating the the relative merits of cooperative and competitive gameplay for children and teens, and how we can use them to facilitate learning effectively.

 

"Peer needs analysis: Sensitizing learners to the needs of their classmates"


English UK 2016 Teachers' Conference, London, UK: November 2016 

There are a number of advantages to raising learners' awareness of the needs of their classmates. This workshop investigates how it can be done effectively, why it's a good idea and provides some useful resources for experimentation in the classroom. Resources here. 


"Teaching English in Large Classes: A sociocultural approach"


Webinar for the British Council: October 2016

In this webinar recording, we explore 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. Watch it here.


"Using learners' mother tongues for teaching English in Egypt"
Pharos University International ELT Symposium, Egypt: September 2016 

Closing plenary exploring how Egyptian English teachers can use Arabic (and other L1s) effectively when planning, teaching and assessing their learners. Slides here. Resources here. 

 

"Why PPP won't (and shouldn't) go away"
IATEFL 2016, Birmingham, UK: April 2016 
The most enduring paradigm in recent language teacher education is communicative, 'learner-sensitive' and can no longer be argued to be incompatible with SLA research evidence. Resources here.

 

"Translingual competence and the EFL learner"
Stafford House, Cambridge, UK: March 2016 
Conference opening plenary presenting the results of experimental research on the degree to which 116 EFL learners may need translingual competence in the future, and what this means for their teachers. Resources here.

 

"Sharing our intentions with the learners"
London School of English, UK: January 2016  
Exploratory workshop in which we rationalise and compare how we do or don't share our intentions for a lesson with the learners. We also look at evidence-based research into this question, and its implications for our practice. Related article here.

 

"Translingualism and translanguaging - what do they mean for TEFL... if anything?"
International House, London, UK: June 2015  
Presentation followed by plenary discussion on the concept of translingualism and the practice of translanguaging from bilingual studies, relating them to our work as language teachers. Slides here. Handout here. 

 

"Using Learners' Mother Tongues in the ELT Classroom" May 2015 
British Council ELT Conference, Oran, Algeria Workshop investigating the advantages of using Algerian learners' L1s, and ideas for activities. Booklet: Multilingual language learning in Algerian classrooms (created by Algerian teachers) here. 

 

"Why lying is the best policy... to get learners speaking"
IATEFL 2015, Manchester, UK: April 2015 
Workshop in which we try out a range of deception-based activities from Speaking Games. Resources here.

 

"Have I got a dragons' den for you?"
English UK Conference: London, UK November 2014  

Workshop in which we look at ELT classroom activities based on popular television and radio shows. Resources here.




All publications and resources by Jason Anderson can be browsed and (most) downloaded free here