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What is sustainability? |
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By Michelle Shackleton
The word seems to be on everyone’s lips these days and, like a game of Chinese whispers, by the time it reaches your ears it may have lost all meaning. It's being talked about everywhere; in government, in businesses, in educational institutes and perhaps even in your home; but how does it relate to you?
You may be switching to more energy-efficient lightbulbs and recycling your household waste (both of which are important actions in the quest to become more sustainable) but sustainability is a concept as much about the bigger picture as it is about individual action. It's about equality and justice for all people as well as the protection of the environment, both at present and in the future. It's about asking yourself what you want the future to look like, and trying to bridge the gap between your aspiration and the current projections of the future. It's about taking a little more time to consider the decisions you make in your everyday life, and the far-reaching impacts they have. And it's about being aware that we are all responsible global citizens as well as active members of our local communities.
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Culture in the Classroom |
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By Karen Bell，Leader, English Studies
Cultural differences in the classroom affect many areas, such as the body language and gestures which can be used, expectations of the teacher’s role, attitudes to correction, classroom management, topics which can be discussed, turn-taking during conversations, the students’ behaviour and much more.
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Total physical response - TPR |
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Richard Frost, British Council, Turkey
This is an introduction to the teaching approach known as total physical response.
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Teaching English to children – an activity-based approach |
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In recent years, much of EFL methodology and curricula have been developed for the purpose of teaching highly motivated adults or exam-driven teenagers. General EFL teacher-training courses, therefore, may not always be relevant to the teaching of children. It is therefore essential to give additional support and guidance to teachers who are teaching English to children for the first time. The teaching approach is necessarily different. Many of the techniques and attitudes that are essential for the teacher of children seem to conflict with general EFL methodology.
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Project work with teenagers |
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Lynn Gallacher, British Council, Spain
Project work is becoming an increasingly popular feature within the ELT classroom. Common projects are class magazines, group wall displays about students' countries and designs for cities of the future. A project involves students in deciding together what they want to do to complete a project whilst the teacher plays a more supporting role.
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What is Content Language Integrated Learning? |
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Steve Darn, Izmir University of Economics, Turkey
Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject. In ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'.
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Teaching CLIL to Young Learners (YL) |
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From Korea and Malaysia to Costa Rica and Spain, teaching children is always a challenge, but at the same time, it can be surprising, rewarding, entertaining and often heart-warming.
In this session, we looked at theory and practice. The tasks and ideas you have done covered areas which, in my mind, are essential for the YL teacher. A better understanding of this content will hopefully encourage you to continue developing as a YL teacher and Teacher Trainer now and in the future.
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