The self-styled ‘bad boy’ of language teaching, Thomas Farrell, dropped by my office to take about self reflection. What do we do in the classroom and, importantly, WHY do we do it? Who are YOU as a teacher and what do YOU bring into the classroom?
Start adding this reflective practice regularly to your professional life and you’ll be surprised at the difference it can make to your personal and professional development.
Also a good lesson about having a safety net. I recorded this with my fancy MICs but the recordings failed for some reason, so this is based on my phone back-up recording. Phew….
Well, discourse markers are kinda a feature of, like, natural speech in, you know, basically every language. Jon Campbell-Larsen takes us through the how and why of teaching Discourse Markers. Here is a link to an example of how to scaffold students practicing these markers (based on Jon’s KOTESOL hand out). Feel free to adapt it for your own classes.
Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, discourse markers, discourse, markers, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition, students, education,
Hello to the people who attended my KOTESOL pronunciation workshop. I’ve managed to upload the colour vowel chart already. I’ll be uploading the video and the materials and ideas after the insanity of midterm grading has subsided. So check back soon!
Plurals are easy, right? There’s one or there’s more than one… pretty straight forward. “All”, “every”, “All the” “each” – that’s pretty simple too, isn’t it? Well, hold on to something sturdy as Eytan Zweig gets you to think a little deeper about how we both form and understand language.
The literal meaning (semantics) and the meaning of the use (pragmatics) of the language is a vital part of how we communicate in real life. So, let’s a show like this is chomping at the bit to dig down into this topic.
Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, pragmatics, semantics, linguistics, language, second language, teaching, learning, English, Israeli, Hebrew, bilingual, mulitlingual, York, University of York, UK, England, cognition, Eytan Zweig,
In the first of this batch of hit-n-run quickie interviews from the KOTESOL conference in Seoul at the end of 2016, I spoke to Justin McKibben about how we can expand students roles. By giving students certain speaking tasks the traditional classroom would consider a teacher’s job, we can vastly increase student talk time and give them a broader sense of control in their own classroom.
Justin takes us through some of the techniques we can use in our classrooms to shift away from the traditional teacher-fronted classroom. You can start using these techniques immediately.
STT, TTT, ESL, EFL, TEFL, TESOL, CELTA, DELTA, teacher-fronted classroom, teaching, English,
In this end-of-year episode, we get the funnier side of teaching English with stories from listeners and future interviewees. Special thanks to Grace, Thomas, Matthew, Jon, Fergal, James, Mierkamil, Oksana, Jacob, Roger, Gordon, and Jake.
We cover accidental phallic drawings, mistranslations, unintended puns, uncontrollable sweating…
If you have a good story, you can be part of a future episode. Record it and send it to firstname.lastname@example.org .
Cool people subscribe on:
EFL, ESL, English Teaching, TESOL, TEFL, CELTA, EIL,
I’m making a Christmas episode of the podcast and I need your help. Yes, YOU. The person reading this right now. Don’t look around, I’m talking to you~!
As serious, devoted education professionals, we all love hearing about things going wrong or weird in a lesson, so the end-of-year episode is going to be a collection of funny stories from the classroom. I’ve already recorded a few with the recent interviewees. If you’d like to contribute, I’d love to have your story.