Hornby Trust ELT-Journal Mentoring Scheme
2022-2024: Bangladesh, India, Madagascar, Uganda, UK
The Hornby Trust commissioned me to provide mentoring support to five teachers/teacher educators from the global South as they took individual research projects to publication in the Oxford University Press publication: ELT Journal.
British Council East Asia Teacher Continuing Professional Development Experiences and Needs of English Language Teachers
2021-2022: China, Japan, South Korea
I played a lead role in this consultancy carried out by Trinity College London for the British Council. We investigated the professional development experiences and needs, both online and face-to-face of over 7000 teachers in China, Japan and South Korea, offering insights into teachers' preferences, concerns and experiences during the Covid-19 lockdowns. The full project report is available here.
British Council English Connects Project: English Club resource development consultancy
2020-2021: Angola, Benin, Cameroon, Cote d'Ivoire, Congo (DRC), Djibouti, Gabon, Guinea, Mali, Mozambique, Niger, Senegal
As part of the wider English Connects project across francophone and lusophone Africa, this consultancy involved initial baseline research with focus groups and online teacher communities regarding the scope and nature of school English Clubs at secondary level, followed by the development, trialing and modification of resource materials to support the clubs. Resources to encourage sustainable future materials development for English Club leaders and follow-up training were also provided. See here for more about the English Connects project. Click here to view/download the English Club Resource Book that I wrote during the project, and click here to view/download 'Our English Club Resource Book', created by the teachers during the materials development workshop.
Learning points in Cambridge University Press coursebook materials (Cambridge University Press)
Consultancy for Cambridge University Press, involving analysis of learning outcomes and affordances implicit in a range of primary, secondary and adult coursebooks. Drawing on Rebecca Oxford's research into language learning strategies, both potential affordances and key learning intentions were found across several domains, involving both declarative and procedural knowledge, as well as affective, metacognitive and sociocultural-interactive domains.
The School Education System in India: An overview (British Council)
British Council India commissioned Amy Lightfoot and me to conduct a detailed literature and data review leading to a report on the education system in India, including an overview of K12 education, teacher education and development, languages and technology in education and details on educational boards, institutions and major initiatives since independence. Click here to view and download the report.
Warwick University Shanghai Jiao Tong University: Tertiary teacher professional development programme
Unversity teachers of English and critical thinking skills from two of the lowest income provinces of China (Yunnan and Guizhou) participated in a 4-week development programme including exploratory action research projects, the exploratory phase of which was conducted in groups during the course, followed by action research carried out in their home institutions with support from peers.
Translingual practices in Indian classrooms: Exploratory research project
Involving quantitative and qualitative research into the classroom practices of teachers of English in India with regard to code choice preferences, code-meshing and L1-inclusivity. Findings presented at ELTAI Annual Conference 2017.
Lead materials development consultant for British Council / Thai MoE Regional English Training Centre project
Involving situation analysis and report on current nationwide teacher education cascade programme for English language teachers. Leading team of materials writers to improve current course materials to increase relevance and appropriacy for Thai primary teachers.
"Concepts and practice" teacher development course for Aaron Babel Academy
Included teacher education seminars on aspects of lesson planning, structuring and delivery, observation of and feedback to course participants, materials development and recommendations for the Aaron Babel Academy.
Visiting consultant at the Austrian Teacher Training College
Included observation and analysis of the ABCi bilingual classroom initiative for primary and secondary schools, workshops for teacher trainers and student teachers and recommendations for future development and project upscaling.
The role and impact of short teacher training courses when used for in-service teacher education, Pharos University
Exploratory qualitative research project investigating the role of short teacher education courses on communicative language teaching on the practices and careers of experienced Egyptian English language teachers.
Lead materials developer for UNICEF Malawi in-service primary teacher education support strategy
Working as part of a team of national and international experts for UNICEF Malawi/MOEST via Hydea Consulting Ltd., we performed a situation analysis for in-service teacher development nationwide and consulted key stakeholders at national level. Alongside MOEST partners, we developed a professional in-service diploma for primary teachers. I contributed several modules and oversaw the editing of materials and initial training for materials writers.
Consultant teacher educator and materials developer on the UNICEF Bangladesh Child-centred methodology project
Designing and delivering the training of UNICEF and NAPE/PTI (Bangladesh Ministry of Primary and Mass Education) resource persons in Child-centred teaching/learning methodology as part of the Football Club of Barcelona (FCB) and Reach Out To Asia (ROTA) project to improve the quality of learning in 600 schools in Bangladesh. Also involves follow up training and support, monitoring and evaluation of the impact of the project at the classroom and learning outcomes levels.
Teacher Trainer on the British Council Pro-ELT Project in Sabah, Borneo
2013 -2014: Malaysia
Working as part of the Pro-ELT teacher training team, I was responsible for training teachers in both English language proficiency and teaching methodology. As well as direct training, I was also responsible for developing teacher training materials for use all across Malaysia to help teachers prepare for the British Council Aptis exam.
Lead educator and materials design co-ordinator for the UNICEF Malawi Child-centred Learning Workshops; consultancy for UNICEF Malawi and MOEST Malawi
2012 -2013: Malawi
I co-led a team of core national trainers to design and roll out a teacher training programme for primary school teacher trainers and teachers at national level. The project included capacity building of core trainers and development of materials. Content included methodology on interactive, collaborative learning, development of stimulating classrooms and TALULAR resources.
Designer of course, materials and validation oversight for a new Trinity College London CertTESOL pre-service teacher training course, London, UK
Working initially as a consultant and then as director of teacher training, I created a new 4-week initial teacher training programme, leading to the Trinity Cert TESOL (English teaching) Qualification. An inspection by ISI (Independent Schools Inspectorate, UK) carried out in September 2012 rated the course as 'outstanding', their highest provision.
M&E consultant developing criteria and instruments for evaluating UNICEF Child-friendly Schools Manuals in 10 countries worldwide; for the Commonwealth of Learning, Canada
2011: UK-based for Africa
Working as a consultant for Commonwealth of Learning, Canada, I created criteria and instruments to facilitate the evaluation of the effectiveness of UNICEF Child-friendly Schools manuals developed by national UNICEF offices working in conjunction with local MOE offices in 10 countries in Sub-Saharan Africa.
Rwandan Primary English Curriculum Developer
I participated in the revision of national primary English curricula for grades 1-5, leading to a more child-centred, participatory curriculum that was introduced nationwide across Rwanda in 2012.
Lead trainer and materials designer for national Training of Trainers in Child-centred Methodology Workshop for UNICEF Kenya and Kenyan Ministry of Education
Designed and co-facilitated a training workshop for teacher trainers, school inspectors, curricula designers and MOE staff with other consultants that led to cross-country implementation of child-centred teaching methodology in 2011. Part of the UNICEF Kenya Child-friendly Schools project.
Co-trainer and materials designer for national Training of Trainers in Child-centred Methodology Workshop for UNICEF Rwanda and Rwandan MINEDUC
Co-facilitated a training workshop for teacher trainers, school inspectors, curricula designers and MOE staff with other consultants that initiated the teacher training phase of the UNICEF child-friendly schools project in Rwanda.
"This attractively designed photocopiable resource book will prove invaluable for anyone who would like to use role plays in their classroom. . . This is a thoroughly well-thought-out and well-designed book which should prove a good addition to any teacher's shelves."
"Anderson provides an excellent balance of activities for the four language skills and at all levels. The author has made a special effort to provide varied and engaging tasks which can easily be incorporated in all types of classroom settings, from language schools to universities."