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arrowCultural Change in the Arab Gulf; Natural Progression or Imperialist Plot? by Neil Mc Beath
More articles by Neil

arrowA Refresher on the Passive Voice by Tanju Deveci
More articles by Tanju

arrowGlobal Business Etiquette & Intercultural  Communication by Hasan Bilokcuoglu
Hasan Bilokcuoglu, B.A. the European University of Lefke & M.A the European University of Lefke, and PhD in ELT in progress, is currently working at the European University of Lefke, Cyprus. He is deeply interested in the applications of the schemata theory on reading comprehension. Additionally, he is interested in the effects of cultural schemata and reading comprehension, and English for Specific Purposes. He can be contacted at: hbilokcuoglu@yahoo.co.uk

arrowWorm's-Eye View; The Impact of Policy and Research on the Classroom Practitioner by Neil McBeath
More articles by Neil

arrowSignificant considerations in esl/efl literacy - Theories of reading and their implications to the teaching of reading in esl/efl classes & the place of Schemata theory on foreign language reading comprehension' 
by Hasan Bilokcuoglu

arrowRaising awareness of academic expectations: collaborative work in the EAP classroom by Scott J. Shelton Strong
More articles by Scott

arrowWorking across Cultures – Issues in Managing a Teacher's Association by Alan S. Mackenzie, Senior Training Consultant, British Council India & Sri Lanka & Amol Padwad, President ELTAI

arrowAnalysis Of Turkish Students' Morphological And Syntactical Errors In Writing by Ali Karakas
More articles by Ali

arrowA rationale for an integration of explicit and incidental learning approaches to vocabulary acquisition at a post-intermediate level by Scott J. Shelton-Strong
More articles by Scott

arrowCritical Thinking—What the Mainstream Classroom Can Learn from the ESL Classroom by Steve Schackne
More articles by Steve

arrowThe role of questions posed to young learners in classroom interaction by Ali Karakas

Ali Karakas is a Research Assistant  at Mehmet Akif Ersoy University, Burdur, Turkey. He holds BA in ELT at Uludag  University,Turkey and is currently an Integrated PHD student in Southampton University, UK.
akarakas@mehmetakif.edu.tr

arrowFirst Certificate Speaking: Part 2. Avoiding"ermmm": Adding coherence to spoken discourse using discourse markers by Jonny Frank

Currently Teacher and Academic Coordinator at British Council Madrid Young Learners, Spain, Jonny also examines for Cambridge ESOL and writes and designs materials for the British Council LE Kids website.  He has also presented at Spain TESOL 2012.  You can follow him on Twitter @ Jonny Lewis Frank

arrowEnglish, What Next? Perspectives; Approaches; Attitudes by Neil McBeath
More articles by Neil

arrowMove, act, speak! by Jerry Thekes

arrowThe Story behind Graded Readers by Zainab Al Bulushy

arrowNative versus Non-Native Teachers of English by Zainab Albulushy

arrowThe new requirement in the 21st century TEFL classroom: entertaining grammar by Jerry Istvan Thekes

Jerry Istvan Thekes is Director of Studies at IFF Iskola Hungary-Romania (the largest central European private language academy) He holds an MA TESOL and has received his TEFL Certificate in Barcelona. He has been involved with TEFL for 11 years. He has just completed his 6-week teaching project in Saudi Arabia. Jerry has been invited as a presenter to TEFL conferences in Timisoara, Sarajevo, Izmir and Athens this year.

arrowPeer Editing, a GOOD Idea? by Zainab Al Balushy

arrowUsing the Mother Tongue in the English Language Classroom by Zainab Al Balushy

arrowMaking logical-mathematical EFL learners talk by Rolf Palmberg
More articles by Rolf

arrowPaper Dictionary or Electronic One? by Zainab Saleh AlBulushy

arrowBilingual Education and Code-Switching by Zainab Saleh AlBulushy

Zainab Al Bulushy is a Senior Language Instructor at the Language Centre, Sultan Qaboos University, Oman. She has been teaching English since 1998. She holds a Master degree in English for Specific Purposes from University of Warwick, UK. She is interested in the areas of linguistics, students' needs and motivation

arrowTeaching Connected Speech by Abdullah Coskun
More articles by Abdullah

arrowTESOL Transformed; From Job to Career? by Neal McBeath
More articles by Neil


arrowSharing Thoughts in the Language Classroom by Hall Houston
More articles by Hall

arrowAn Analysis and Example of Consciousness Raising in the EFL Classroom by James Broadbridge

arrowEnglish in Military Culture, Academic Culture and Omani Culture – Maintaining the Balance by Neil McBeath
More articles by Neil

arrowThe Changing Face of English by Abdullah Coskun

Abdullah Coskun is an EFL teacher at Abant Izzet Baysal University,Turkey. He has BA and MA in ELT at Abant Izzet Baysal University,Turkey and is currently a PHD candidate. abdullahenglish@gmail.com

arrowEducation for...Peace? by Michael Reid
More articles by Michael

arrowReading tasks for logical-mathematical language learners by Rolf Palmberg
More articles by Rolf

arrowWrong about Business English and ESP by Alex Case
More articles by Alex


Using Photography To Inspire Writing 8 by Hank Kellner
Using Photography To Inspire Writing 7 by Hank Kellner
Using Photography To Inspire Writing 6 by Hank Kellner
Using Photography To Inspire Writing 5 by Hank Kellner
Using Photography To Inspire Writing 4 by Hank Kellner
Using Photography To Inspire Writing 3 by Hank Kellner
Using Photography To Inspire Writing 2 by Hank Kellner
Using Photography To Inspire Writing 1 by Hank Kellner

Hank Kellner is a retired educator and the author of WRITE WHAT YOU SEE: 99 PHOTOGRAPHS TO INSPIRE WRITING. Although the official publication date for the book is April 1, 2009, it should be available directly from Cottonwood Press earlier than that--most likely in late January, 2009. Visit the author’s blog at http://hank-englisheducation.blogspot.com. Contact the author at hankpix@gmail.com. Visit Cottonwood Press at www.cottonwoodpress.com. Photo by the author. Poem by Jerry Kato. The author will contribute a portion of the royalties earned from the sale of this book to The Wounded Warriors Project.


Materials Development in English (as a second) language: An Indian Experience by Rama Meganathan

Rama Meganathan is currently a senior lecturer in language education in the Department of Languages, National Council of Educational Research and Training (NCERT), New Delhi, India. He has worked as a school teacher, teaching English as second language at secondary and senior secondary stage for a decade. He was part of the National Curriculum Group (NCERT) during the recent curricular revision and the development of National Curriculum Framework (NCF) – 2005. He is a member of textbook development team in English for class VI and member coordinator of textbook in English for class X, developed as follow up to NCF- 2005. He has authored articles, research papers on ELT, classroom teaching, language policy and school management. He has also published a poetry collection titled, Sounds of Silence. He is currently working on a research programme on language policy in school education. His interests include material development, classroom processes, language policy in education, teacher training, teaching young learners and poetry writing.


The New Michigan ECPE Speaking Test by Michael Reid

Michael Reid is a teacher, author of ECPE Challenge and contributor to www.fullspate.net


A Profile of Dumindi - Sri Lankan Learner by Sharon Buddemeier

Sharon Buddemeier has been teaching at the British Council in Colombo, Sri Lanka since 1996. She has previously taught in various southeast Asian countries including Thailand and China


How should CLIL work in practice? by Alex Mackenzie

Alex Mackenzie is Academic Director/Co-owner at Mackenzie School of English, Edinburgh. The school specialises in providing innovative education, culture & activity programmes to groups of learners at secondary school age with task-based, content-driven General English lessons as well as CLIL courses. He taught in Poland for six years and has been based in Edinburgh for three, working in both public and private sectors. His main areas of interest are CLIL, task-based learning, syllabus design and learner motivation.


Iranian Non-English Majors' Language Learning Preferences: The Role of Language Institutes by Azam Noora

Azam Noora graduated from Isfahan University with an M.A in English language teaching . She has been collaborating with Dr. Eslami R. ( now teaching at A&M University of Texas), in his research team. Her latest work is a paper in Pragmatics & her major fields of interest are Pragmatics, SLA and ESP.



CLIL, or Deep Level ESP? by Neil McBeath


The Three Most Critical Factors in ELT by Neil McBeath

Teachable versus Unteachable Materials; Two Examples of English for Military Purposes by Neil McBeath


Singing the Praises of Songs: Some Practical Ideas for Using Music with your EFL Students by Gabi Bonner

'Lessons Taught and Lessons Learnt': Reflections on my First Year as a TEFL Teacher by Gabi Bonner

“Silence is Golden“: Going to Extremes to Reduce TTT by Gabi Bonner

Gabi Bonner has been teaching at Akcent International House in Prague since completing her CELTA there in 2006. She has an MA in Applied Linguistics from the University of Auckland, New Zealand, and her current research interests lie in motivation in Second Language Acquisition, methodology and using songs and music in the EFL classroom.


The Shyness Myth by Christian Burrows

Christian Burrows has been teaching at various levels within the Japanese education system over the past 8 years. Since April he has been teaching at International Pacific University, Okayama. He graduated from the University of Sheffield (England) with a B.A. in Politics and the University of Birmingham (England) with an MA in TESOL. When he is not devising ways to make Japanese students speak in English during the class he continues the struggle of mastering the Japanese language.


From limitation to motivation: fourteen tips on how to enhance motivation in the EFL class by Glenda Demes da Cruz

Glenda Demes da Cruz has bas been an EFL teacher for 14 years, a teacher trainer for 10 years and a professor at UECE (a State University in Brazil) for the last two years . She holds a degree in Letras from UECE and a Master’s Degree in Applied Linguistics from the same University. She can be reached at demes@yahoo.com.


Breathing Life into Checking Answers by Hall Houston

Warming Up to Creativity: Starting Points by Hall Houston

Hall Houston has taught EFL for over a decade in Hong Kong and Taiwan. He is currently a full-time English Instructor at Kainan University in Luzhu, Taiwan. His first book, The Creative Classroom, was published in 2007. His second book, Provoking Thought, was published in 2009.His professional interests include task-based teaching, group dynamics, discourse analysis, creativity and critical thinking.


How the future of textbooks has to be by Alex Case

Writing While Listening - Tackling the Double Challenge of Note Taking by Alex Case

Reading: Preparing Intermediate Students to Tackle Authentic Texts by Alex Case

Discourse analysis, advanced learners and the Cambridge CPE Exam by Alex Case & the accompanying lesson plan

Formal Letters for Everyone: Ideas of why and how to bring formal letters into every classroom in fun, interactive ways by Alex Case

Alex Case is working as Senior Teacher (Materials and Teacher Development) and a freelance EFL writer in Tokyo, after working in Turkey, Thailand, Spain, Greece, Italy and the UK. He is also Reviews Editor of TEFL.net and you can comment on this article and other TEFLy things on his blog- "TEFLtastic with Alex Case" (www.tefl.net/alexcase)


Movement & Drama in ELT - by Juliet du Mont

Juliet du Mont has had a dual career in dance/theatre and ELT in various countries. Now, after three years with the British Council in Kenya, she is resident in Brazil where she freelances and gives workshops in teacher development at the Universidade Federal do Amazonas. She has a special interest in exploring the use of physical movement in ELT.


Dogme ELT by Małgorzata Bryndal & the accompanying lesson plan
More by Malgorzata

Demystifying the ‘horrible phrasals’: a closer look at learner problems and the ways of approaching teaching multi-word verbs by Małgorzata Bryndal & the accompanying lesson plan

The importance of predicting and interacting with texts in developing learners reading skills by Malgorzata Bryndal & the accompanying lesson plan

Malgorzata Bryndal has been involved in English language teaching for ten years. She has taught in schools in Poland and the UK. From 2005 she has been an Assistant Examiner for Cambridge ESOL upper main suite examinations and an Oral Assessor for Cambridge ESOL Skills for Life speaking and listening exam. She is also a freelance interpreter and translator.
Malgorzata's qualifications include a PhD in Linguistics from Adam Mickiewicz University in Poznan, Poland; an MA in Linguistics and Information Science from Adam Mickiewicz University in Poland, the RSA Cambridge Diploma (DELTA).
She is currently working for East Lancashire Adult Learning, developing and delivering ESOL courses across the region. Her professional interests include teacher development and teacher training, L1& L2 phonology and idiomaticity. You can contact Malgorzata at: mbryndal@poczta.fm



How are teachers performing in the new TKT? by Nadezda Novakovic, Research & Validation Group, University of Cambridge ESOL Examinations

The development of the Teacher Knowledge Test by Mick Ashton and Clare Harrison, University of Cambridge ESOL Examinations


Inspiring teenagers: issues of motivation and discipline by Philip Prowse and Judy Garton-Sprenger

Judy Garton-Sprenger and Philip Prowse are co-authors of Inspiration, a four-level secondary course for Macmillan.
J udy Garton-Sprenger is a freelance materials writer and teacher trainer. She has written numerous adult, secondary and primary coursebooks and has run teacher-training seminars in many countries, including work for the British Council, the Soros Foundation, and universities throughout Britain. She has also been a Cambridge ESOL examiner and syllabus consultant and written radio scripts for BBC English.
Philip Prowse began his professional life with the British Council in Egypt, Portugal, Greece and Poland. Returning to the UK he became Principal of Bell College, Saffron Walden. He has been a full-time writer and trainer since 1994. Philip’s publications include graded readers, three integrated skills series (as series editor), primary, secondary and adult coursebooks and articles in professional journals. He is Reviews Editor of English Language Teaching Journal.


Critiquing Qualitative Research Articles by Mark Firth


Teaching professionals to take stock with the Cambridge ESOL Teacher Portfolio by Clare Mitchell Crow, Project Manager, Projects Office, Customer Services Clare Harrison, Subject Officer, Assessment & Operations Group


A Professional View Of Teacher Training & Development by Frank Farmer

Frank Farmer has been a Profesor Investigador at the Universidad de Quintana Roo since 1996. He holds the COTE qualification in language teaching, is a certified oral examiner for Cambridge ESOL, is an examiner for IELTS, and has a Master of Education degree in Educational Technology and ELT from the University of Manchester.


Can the DELTA help you to teach EAP? by Gerald Kelly

Gerald Kelly is a Senior Lecturer at the English Language Centre, Northumbria University, Newcastle-Upon-Tyne, England. He is the author of "How to Teach Pronunciation" (Longman, 2000). He has been teaching since 1986 and teacher-training since 1991.


A Process Genre Approach to Writing Transactional Letters by James Frith & the accompanying lesson plan

Listening Using Authentic Video for Overseas Learners of English and the accompanying lesson plan by James Frith

Webquests - an experiment by James Frith

James is currently working at Bell Cambridge, having spent several years at IH Madrid as a teacher, teacher trainer and manager. His professional interests include motivation, the learner, learner autonomy and new technologies.


Vocabulary Notebooks – Ways to make them work by Robert Ledbury

Robert Ledbury has been involved in English language teaching in Turkey since 1987. He worked in various language schools in both İzmir and Ankara, including a period as Director of Studies at English Fast, Ankara. Between 1994 and November 2001 Robert worked for Oxford University Press as an Educational Consultant. During this time, as well as giving ELT related seminars and presentations all over Turkey, he regularly worked as a teacher trainer on Ministry of Education in-service training courses. Robert's qualifications include the UCLES Diploma in Teaching English as a Foreign Language to Adults (DTEFLA), and the MSc in TESOL (Teaching English to Speakers of Other Languages) from Aston University. He joined İzmir University of Economics in March 2002. robert.ledbury@ieu.edu.tr


Has EAP instruction at Canadian universities been successful?
by Robert Berman

For eight years, Robert Berman has been an Associate Professor and the Director of the English Language Program at the University of Alberta. The funding for the study from which this article stems was received from the Social Sciences and Humanities Research Council of Canada. In August 2006 Robert will take up a position as Associate Professor at the Iceland University of Education, where his research interests will involve the teaching and learning of writing.


Thinking Locally: Addressing the dilemmas raised by Critical Pedagogy in ELT by Graham Hall

Graham Hall works at Northumbria University, English Language Centre Lipman Building, Northumbria University, Newcastle-u-Tyne.


Problem-based learning in an LSP classroom at higher education institutions by Dubravka Celinšek and Irena Kuštrin

Irena Kuštrin has been an LSP teacher at the University of Ljubljana, Faculty of Social Work for 12 years. Previously, she taught German and English at a grammar school in Ljubljana for 15 years.
Dubravka Celinšek has been an ESP teacher at the University of Primorska, Faculty of Management for 6 years. Previously, she taught English and Slovene at the Technical School Centre in Nova Gorica for 10 years.


CLIL – The question of assessment by Richard Kiely

Television in TESOL – The research agenda by Richard Kiely

Cultural mirrors – Television drama in the EFL classroom by Richard Kiely

The role of television and televisual literacy in language teaching and learning by Dr Richard Kiely

Richard Kiely has taught English and trained teachers in Zambia, France, Malaysia, Mexico, Hong Kong and Poland. He is a Senior lecturer in the Graduate School of Education, University of Bristol where he coordinates the masters in TESOL, directs the CREOLE Research centre, and teaches and supervises research on the EdD and MPhil/PhD programmes.


Speaking & the Internet: an unlikely match? by MJ. Auria, E. Lozano & M. Mansilla



Emotional Intelligence by Steve Darn

A Nonverbal Communication Lesson by Steve Darn

Steve Darn has lived and taught in Turkey for over 20 years, in the high school, private language school and university sectors. He was formerly the Director of the British Council Teachers’ Centre in Izmir, and is currently a teacher and trainer in the School of Foreign Languages at Izmir University of Economics. He also trains teachers and trainers for the British Council in Turkey and is a tutor and assessor for Cambridge ESOL Teaching Awards. He is a regular contributor to a number of ELT magazines.


Classroom Observations - making them useful for teachers by George Murdoch

George Murdoch teaches courses for international students at Regent Language Training in Margate. His overseas career in EFL took him most recently to UAE University in Al Ain, where he held positions as a team supervisor, curriculum leader and lecturer in the English department. In the early 90s, he worked for the British Council as an ELT Adviser in Sri Lanka. There he was responsible for updating lecturers in teacher training colleges and establishing a new B.Ed. course for in-service teachers. He has also worked in Oman, Kuwait, Iran and France.
George’s areas of interest include teacher development/supervision, curriculum development and literature in ELT. He has published several articles on these topics and has given presentations at international conferences, most recently IATEFL 2004 in Liverpool.


Models & samples as a resource for writing by Greg Gobel & the accompanying lesson plan

How Grammar Can Help to Maintain Motivation of Advanced Learners by Greg Gobel and the accompanying lesson plan

Some problems with functions and speech acts and some solutions through pragmatics to help upper intermediate learners by Greg Gobel and the acompanying lesson plan

Frankenstein - a CAE error awareness plan by Greg Gobel

Teaching Interaction Management Directly: Helping Learners with Part 3 of the CAE Speaking Exam & the accompanying lesson plan by Greg Gobel

Greg Gobel lives in Madrid both teaching at Chester School of English and as a freelance teacher trainer. He has been an English language teacher since 1997 and a teacher training since 2000. After more than 7 years in Prague, Greg moved to Madrid in autumn, 2004. You can contact Greg at gobelgj @hotmail.com


The Chinese Student Learning English in Greece: The Meeting of Three Cultures by Sara Hannam

Sara Hannam is the Director of the English Language Unit at City Liberal Studies (Affiliated Institution of the University of Sheffield, UK), as well as a sessional teacher trainer in the Department of Theoretical and Applied Linguistics at Aristotle University of Thessaloniki.  She holds the RSA Cambridge Diploma (DELTA) and an M(Ed) in English Language Teaching from the Department of Education, Sheffield University, UK.  Sara is currently carrying out her PhD in the same Department at Sheffield. From October 2003 until present, Sara has been the Vice-Chair of TESOL Macedonia Thrace, Northern Greece and the Coordinator of the ESP/EAP Special Interest Group.


Classroom Debates: Shifting the Focus by Vivian Chu

Teaching Global Unity Through Proverbs, Metaphors, and Storytelling by Vivan Chu

Vivian Chu (B.A. English, RSA CELTA), teaches English to international students and immigrants in Vancouver, Canada. She is also a TESOL Instructor and curriculum developer, with interests in peace education, intercultural communication, and teacher development. Email: globalun@telus.net


Language and Music - The Parallels Between Learning/Teaching Language and Learning/Teaching Music by Mark Lowe

Is Grammar Innate? by Mark Lowe

Language Philosophy and Language Teaching by Mark Lowe

The Shibboleths of TEFL, or Sense and Nonsense in Language Teaching by Mark Lowe

Mark Lowe studied philosophy at Cambridge University. He has maintained his involvement with the subject, and is particularly interested today in the uses of philosophy in sorting out real-world problems. He likes to play the piano in his free time. He is currently Director of Studies at International House, Tbilisi, Georgia.


The role of practice in foreign and second language learning by Ron Sheen

Ron Sheen is an associate professor of applied linguistics  in the Department of Modern Languages, University of Quebec, Trois Rivieres, Quebec, Canada, at present on leave in Department of Language and Literature, American University of Sharjah, UAE, PO Box 26666.  His research interests centre on the search for optimal teaching options and the critical scrutiny of advocacies based on SLA theory and not on reliable supportive empirical evidence.  E-mail: rsheen@aus.ac.ae   and   rsheen@uqtr.ca


Young Learners : step by step on the road to autonomy Pierre Pinet


Teachers' Perceptions of Learner Difficulty in Vocabulary Learning by Craig Smith and Akira Tajino

Craig Smith is a Professor in the Department of British and American Studies at Kyoto University of Foreign Studies, Japan. He is interested in vocabulary acquisition, especially the teaching of delexicalized verbs, and team teaching methodology for vocabulary. He is also involved in several experiential and service learning projects with foreign language students. His email address is craigkufs@hotmail.com.
Akira Tajino is Associate Professor of Educational Linguistics at Kyoto University, Japan. His current research areas are curriculum development , pedagogical grammar, and vocabulary learning and teaching. His publications include two books on pedagogical grammar (Kodansha, 1995; Maruzen, 1999) and articles on English language teaching methodology for journals such as ELT Journal, Language Culture and Curriculum, and Prospect. His email address is akira@tajino.mbox.media.kyoto-u.ac.jp.


Adult first-time readers in a second language Martha Young-Scholten

Martha Young-Scholten is a senior lecturer, recently relocated with four Durham University Linguistics & English Language colleagues to the University of Newcastle’s School of English Literature, Language & Linguistics. Before becoming an academic, I taught both EAP and all levels of refugees and immigrants in Seattle. My research since the early 1990s focuses on the development of L2 morphosyntax and phonology, primarily by adults in 'naturalistic' contexts.


Teaching negotiations by Dr. Piotr Jednaszewski

EFL Colleges Management by Piotr Jednaszewski

Philosophy of EFL management - a personal view by Piotr Jednaszewski

Piotr Jednaszewski is a methodologist, graduated with degrees: Doctor of Philosophy, TEFL, American University of London Master of Art in Education and Professional Development (Teaching English as a Foreign Language), University of East Anglia Master in Science in Engineering, Post Graduate Diploma in Management and Marketing, Post Graduate Diploma in Education and Professional Development. For 10 years he has been language counselor, proofreader and has been preparing managerial staff for international talks. English teacher: - preparing for negotiations, business plans and projects presentations - English for Banking - English for Lawyers - General English - preparing for University of Cambridge exams From 1992 Director of Diplomat Colleges in Poland. email: st_university@hoga.pl


8 Smarts in ELT Materials by Beril Ayman Yücel

Beril Ayman Yücel works as the Head of Teacher Training and Development Unit at the English Language Department of Baskent University, Ankara, Turkey. She has a BA in ELT and holds an MSc in Educational Sciences from Middle East Technical University, Ankara. Her most recent work with Meral Güçeri is on Action Research and was published in May 2002. Her professional interests are materials design, teacher education, research and educational administration.


To DVD or not to DVD - Is that the Question? by Deniz Dündar & Adam Simpson

Deniz Dündar has been the head of the computer assisted language learning department of Bilgi University's English preparatory school for the past two years, and is interested in the use of modern technology in language learning and teaching. This is an area of interest shared by his former assistant in the CALL Center, Adam Simpson, who now works in the School of Languages at Sabanc? University, also in Istanbul.


Recognising and dealing effectively with student goals and aspirations by Katie Evans & Seth Atkin

Katie Evans is currently involved in a project working with asylum seekers, and is setting up and running ESOL classes in local community settings. She also works to place asylum seekers in volunteering opportunities and trains volunteer ESOL tutors. She has previously taught ESOL in the further education sector, both at main sites and in community settings.
Seth Atkin is an Equality and Diversity Manager and runs a variety of projects working with various student groups. He is also a teacher trainer, and was previously Team Leader of a large and successful ESOL provision in the Further Education sector. He has also taught English in Malaysia for many years.


Advancing the advanced Diane Hall & Mark Foley

Diane Hall has been involved in English language Teaching and Publishing for over 25 years. She taught for several years in the UK and Germany before moving into publishing and writing. She has written a number of books, notably the Longman Advanced Learners' Grammar and Distinction, a course for advanced learners (with Mark Foley), and Pacesetter, an upper secondary course, with Derek Strange. Diane has a teaching qualification in ELT and an MA in Second Language Learning and Teaching from the University of London.
Mark Foleyhas worked in English Language Teaching for over 23 years and has extensive experience in teaching (mostly in the UK and Spain), teacher training, examining and materials writing. He is the co-author of a number of publications, including the Longman ELT advanced titles Distinction and Advanced Learners' Grammar.


Teaching Academic Writing by Kendall Peet

Teaching vocabulary to L2 learners by Kendall Peet

To grammar, or not to grammar? by Kendall Peet

Kendall Peet has taught in Thailand, South Korea, and Turkey, and is currently teaching at FIBSB in Bucharest. He has completed the RSA DELTA and is presently completing his MA in Applied Linguistics. His key interests include teaching academic writing and developing a needs-based (learner-led) approach that encourages greater learner autonomy. Kendall can be contacted at: kendallpeet@hotmail.com


Lexis - the new grammar? How new materials are finally challenging established course book conventions by Paul Meehan

Paul Meehan is a London-based EFL/ESOL teacher and freelance writer uleepa@aol.com


EUROLTA - The European Certificate in Language Teaching to Adults by Mandy Jore

Mandy Jore, EUROLTA, Rue Fausse Cave 1, B-5032 Gembloux.
mandyjore@eurolta.de


Bridging Belief Gaps in ELT Teacher Education in Cross-cultural Settings by Qing Gu

Dr Qing Gu, a former Lecturer in EFL at a Chinese university, has recently completed her doctoral research on in-service language teacher education in cross-cultural contexts in the School of Education of the University of Birmingham. Her research interests are language education, teacher education and comparative education. She has several publications in national and international journals. qinggu@yahoo.com


Discourse in Writing by Emma Worrall & the accompanying lesson plan

Course Planning - a process by Emma Worrell

Problems & Solutions - Lexis at Pre-Intermediate Level by Emma Worrall
& the accompanying lesson plan

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