In praise of non-native speakers part five: localizing texts
So here we go with the fifth and final installment in a series of posts initially inspired by a desire to counter the appalling Open English advert – and to point out the many potential advantages that non-native speaker teachers, especially those teaching monolingual groups with whom they share a first language, possess. Following on […]
In praise of non-native speaker teachers part four: Translation
Used wisely, translation can be one of the best weapons in the non-native speaker teacher’s armoury. Yet whilst it may have been undergoing something of a renaissance over the last few years, translation has certainly not always a good rep in ELT. Indeed, my own path to recognizing its potential has been a long and […]
In praise of non-native speaker teachers part three: modelling
It’s a wet and windy Monday night – in June (!!) – and I’m sick to the back teeth of the ridiculous Jubilee nonsense that’s all over the TV, so now seems as good a time as any to pen my third eulogy in praise of the potential powers of non-native speaker teachers. As with […]
In praise of non-native speaker teachers part Two: localising lexis
Here’s the second of what I’m hoping will be five short posts in praise of non-native speaker teachers. Following on from some of the comments on the first post I did here, I should make it clear that in a sense I’m talking about the IDEAL of a non-native speaker teacher here in many ways. […]
The Open English advert debacle: In praise of non-native speaker teachers Part One
Over the last couple of weeks, some of you may have encountered an advert by a relatively new online school based in Brazil called Open English. The advert became semi-viral among many in the ELT community thanks to facebook and Twitter and this sweeping sense of outrage seems to have its intended effect as it’s […]
Now I am one!
On the 1st of April 2012 – almost exactly a year ago – I published my first modest blog post on this site. Which means that now I am one. Someone has to say it, and it might as well be me: Happy birthday to me, Happy birthday to me, Happy birthday dear me, Happy […]
Ways of exploting lexical self-study material in the classroom part three: beyond personalisation
In the two previous posts in this little mini-series, I have talked firstly about how I might tackle any given piece of vocabulary-based / lexical self-study material that you bring into class in terms of what I’d do, say, ask and write whilst checking the answers, and then in the second post I looked at […]
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