Came across this post on my Google Drive. I think I wrote it with someone like NALDIC in mind, but not sure they responded/I sent it. It’s not the best, but if you’re interested in Brian Tomlinson’s work it might be of interest.
A text-driven approach: making reading more meaningful
There is far more to reading than just comprehension. When I first started teaching over a decade ago I felt that many global English language coursebooks tended to prioritise comprehension in reading sections. Resources these days seem to include more meaning-building tasks, such as those I outlined in this blog post, and those mentioned by Rachael Roberts. I find tasks that develop meaning-building skills are more engaging for my learners, as they are often more personalised, more challenging and give learners more chance to process a text.
Year 9 Geography. The assessment task involves looking at the impact of tourism in Kenya. Some of my EAL learners are quite new to English, and their prior knowledge of Kenya is limited. They’re gonna need some support. I get two EAL lessons a week with these kids, and mainly use the time to help them access their learning in other subjects.
Before we get into the tourism side of things, we need to lay some foundations. We also need a fun activity – learning can be fun, right?
I’ve heard that it’s the end of the road for LTC Eastbourne. I haven’t come across an announcement from the school itself (now a Twin Language Centre). I’m only going on contact with staff, past and present.
I wrote this in 2019. Just came across it again. My loose thoughts on a random post-writing, pre-COVID evening…
Balancing writing alongside teaching (and other) commitments isn’t always easy. I try to be realistic about the amount of time I can give to writing. My general rule is that I never take on writing projects which require over 20 hours a week – that’s when things start to get stressful. Having said that, sometimes you just can’t turn the work down, especially when it’s a gamechanger for your career.
There was a good post from Russ Mayne recently on the importance of criticism. He mentioned overly unpleasant criticism and unnecessary venom that might accompany it. Russ mentioned both academic and social media contexts. This post is about the latter, and mainly blogs.
I’ve directed unnecessary venom and ad hominem attacks at somebody in ELT before. I once called Geoff Jordan a false idol and even referred to him as, quote, ‘the Bam Margera of ELT’. That was poor form – I don’t even know if he owns a skateboard. Honestly, it was in the heat of the moment and I apologize.
This book from Garnet Education explores various issues around the integration of 21st Century Skills in the ELT classroom (!). In the foreword, Christopher Graham (Editor) states that while each chapter is framed with reference to research, the focus is more on practical takeaways for teachers.
The resource doesn’t have to be read cover to cover. Each chapter provides a concise take on a specific aspect of teaching 21st Century Skills, so teachers can dip into the resource as needed.
Each chapter has been authored by a different expert in the field; Graham stresses that this may result in contradictions or repetition, as authors were encouraged to share their own take on things with disagreement providing a springboard for discussion.