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Showing 18 of 274 articles
Co-teaching can bring subject and language expertise into the same classroom, provided schools protect time to plan together.
Rhymes and shared reading can give young children playful practice with the sounds and patterns that later appear in print.
Testing a subject through a language pupils are still learning can obscure what they know about the subject itself.
Digital literacy lessons need repeated source checks, discussion and the language to pause before sharing.
A youth-led school climate project in Nepal raises a practical question: how can pupils keep a role after the launch event ends?
An Indigenous language archive shows why recordings must remain useful and accountable to the community that gives them meaning.
A teacher's decision to stay in online tutoring raises questions about work flexibility, family life and close attention to learners.
A Bosnian illustrator's work invites teachers to treat pictures as part of how children read, infer and tell stories.
Following one Wikipedia footnote can teach more about evidence than a blanket rule about using the site.
Nigeria's reversal of a mother-tongue education policy brings the practical and educational stakes of language choice into focus.
A study of an oral phonemic-awareness routine asks how early literacy lessons connect sound work to letters and reading.
Research in Indigenous Chiapas schools shows why digital access depends on language, teacher preparation and local conditions.
Caribbean efforts to teach conflict resolution show why safe schools need practiced skills and sustained support, not a one-day campaign.
Proposed cuts to an Australian dictionary centre raise a wider question about who records the history of a language.
A national survey points to gaps in teacher preparation and curriculum materials for multilingual learners.
Research on multilingual maths discussion shows why a home language can support reasoning, not just translate instructions.
A Tanzanian women's cooperative shows how local enterprise can support school buildings and wider community services.
A new pilot linking AI literacy to algebra asks whether understanding a technology can give abstract mathematics a clearer purpose.
Betawi language activists are using collaborative online knowledge projects to challenge the idea that their language belongs only in informal speech.
School-based coaching and teacher leadership can make professional development part of everyday practice rather than an occasional event.
Three teachers' classroom practices show how mathematical confidence grows when pupils can explain, revisit and test their reasoning.
A free online TESOL development programme offers a reminder that teachers learn from one another across countries and classrooms.
Involving multilingual families begins with clear information, trusted contacts and invitations that fit their lives.
Disciplinary literacy asks teachers to show pupils how historians, scientists and other specialists read for different purposes.
A university translation class working with real stories illustrates how audience, collaboration and careful use of AI can shape language learning.
Editable digital lesson bundles can save preparation time if they keep room for teachers to respond to the pupils in front of them.
A teacher's account of school and public library collaboration suggests a practical way to expand children's reading lives.
A parent poll suggests strong interest in bilingual schooling and exposes the gap between a preferred education and an available place.
A close look at an English proficiency test shows why academic speaking and writing belong across the school day.
A debate about French in Togo illustrates the choices schools face when a shared official language meets many home languages.
A Scottish arts project offers a reminder that writing gains purpose when a real reader is waiting on the other side.
Schools facing bilingual teacher shortages may find promising future teachers among the multilingual staff already supporting pupils.
Co-teaching can give English learners access to rich reading while making the language of complex texts visible and teachable.
Translating professional learning takes more than replacing words. Educators need examples and explanations that make sense in their own teaching contexts.
Teaching prefixes, roots and suffixes can help readers make sense of academic vocabulary, provided the words stay connected to real learning.
Collaboration between language and special education teachers begins by treating both needs as part of one pupil's education.
A Yoruba science project shows how digital lessons can extend access when subject knowledge is allowed to speak in a local language.
Research on reading groups points toward brief, flexible support for specific skills while keeping rich texts open to everyone.
A graduation percentage is a useful warning, but schools need to inspect course access and longer routes to completion before deciding what it means.
A language teacher's proposed chatbot dialogue shows both the promise and the limits of AI conversation practice for beginners.
Knowledge-building literacy lessons ask teachers to teach the subject of a text, not only the skills used to read it.
Kusunda classes in Nepal show both the promise and the difficulty of rebuilding everyday use of a severely endangered language.
A collaborative storytelling programme reminds teachers that speaking, listening and feedback can bring hesitant writers into the work.
Language-aware teaching is a responsibility shared across a school, not a specialist’s private task.
Early teacher trials of ChatGPT show why a quick draft still needs subject knowledge, classroom context and human judgement.
A debate about France’s regional languages asks whether schools can teach a common language without making other languages disappear.
Difficulty recruiting world language teachers is also a question of respect, working conditions and how schools value language learning.
Collaboration between subject teachers and language specialists can keep multilingual learners inside demanding classroom work.
A survey of adults’ school experiences shows why media literacy needs time, teacher support and practice across subjects.
GPT-3 made fluent text easy to produce and gave teachers a reason to inspect the thinking that an essay is meant to show.
Research on English learner labels asks how teacher expectations and classroom support shape a pupil's confidence.
A Jamaican environmental club shows how student-led projects can turn school values into practical learning, communication and action.
An aviation curriculum suggests how a demanding real-world task can give mathematics, language and problem solving a shared purpose.
A missing language online raises a classroom question: whose languages can learners find, hear and use through digital tools?
Task-Based Learning (TBL) is a learner-centered approach in ELT that focuses on engaging students in real-world tasks, promoting meaningful communication, language discovery,…
Research on audiobooks invites educators to value listening for comprehension while still teaching the distinct skills of reading print.
A Bolivian radio school paired broadcasts with printed booklets and local stories for children who could not rely on internet lessons.
Older students who need foundational reading help also need texts, routines and respect that fit their age and language histories.
Teachers make countless small decisions during a lesson. Supporting their judgement may matter as much as adding another new programme.
Open education work in Bangladesh shows that access, local examples and teacher confidence all matter when replacing costly course materials.
Malaysian students used online storytelling, music and discussion to draw attention to indigenous languages and the people who speak them.
New reporting on vision and reading is a reminder that schools need a route from noticing a problem to making learning materials usable.
Remote learning suited some pupils with learning differences or social anxiety. Their experience can help teachers rethink participation in the classroom.
A large review of flipped classroom studies invites teachers to ask which parts of learning truly benefit from moving outside class.
Educators discussing translanguaging offer a reminder that a learner's familiar languages can help them think, participate and learn English.
A Jamaican reading initiative shows why access to stories, local representation and adult encouragement matter alongside digital learning.
As educators reconsider assessment for English language learners, the most useful question may be what each task actually allows a learner to demonstrate.
A new report on teacher preparation puts a practical question before training providers: how do we know a new teacher can teach reading?
New guidance for Hong Kong schools raises a wider question: how can teachers handle evidence and disagreement when curriculum rules narrow debate?
New media literacy standards offer a reason to teach students how claims, evidence and sources fit together across languages and subjects.
As learning moves between home and school, librarians can turn scattered digital resources into a dependable route to reading and research.
As teacher development moves online, its value depends on useful exchange and classroom application, not simply a lively screen presentation.
A learner's difficulty expressing an idea in English should prompt better teaching questions, not a quick judgement about what the learner knows.
India's pandemic-era university entrance exams raise a question for every high-stakes test: can candidates reach the same starting line?
An open licence lets educators adapt a lesson; local teachers still have to make it usable for their learners.
Emergency online teaching in Ghana shows why a smaller digital file is not necessarily an accessible lesson for every learner.
Student protests in Pakistan expose a flaw in emergency online teaching: a lesson is not accessible simply because it appears on a screen.
With in-person evaluation disrupted, schools must understand new English learners' needs without confusing access problems with language ability.
Sierra Leone has ended its ban on pregnant girls and teenage mothers attending school. The next test is making re-entry meaningful.
As schools move lessons online during the coronavirus crisis, teachers need clear support and professional trust more than close monitoring.
As schools consider coronavirus contingency plans, online learning offers one route to continuity, provided access and teaching remain central.
A call for compulsory foreign languages raises the harder question of what kind of language education students would actually receive.
Teacher development matters when a course changes practice in a real classroom and colleagues can build on what was learned.
International assessment of computer literacy raises a timely question: who teaches students to use digital tools with judgement?
The next unfamiliar word is a practical test of a reading lesson: has it taught the child a way to use the letters on the page?
Comics are entering mathematics lessons, offering a way to show sequence and reasoning if the pictures serve the mathematical idea.
A refugee-run learning centre in Indonesia shows what multilingual communities can teach schools about access, continuity and educational agency.
Research reported in July raises a difficult question for educators: can a language-support label change what teachers expect a learner to achieve?
UNESCO's 2019 draft puts a neglected question beside open licensing: who will keep educational resources findable, current and usable?
Teachers need preparation to see language development and disability together, without mistaking one for the other or ignoring either.
Storytime in a laundromat invites educators to rethink where early literacy begins, and how to make a book part of an ordinary family errand.
A critique of teacher standards asks a practical question: what does culturally responsive teaching look like in decisions a teacher can make?
Remembering Afghan educator Mohammad Sharif Fayez raises a question about the freedom students need to challenge ideas in a university.
An Inuit organisation's word series shows how a social media post can invite living language practice beyond the screen.
A breakfast programme in Yemen raises a practical question for schools everywhere: what must happen before a child can benefit from a lesson?
Liberia's promise of tuition-free public university study is welcome news for students, and a demanding test of how access is funded.
Teachers' letters to education deans raise an awkward professional question: how should training prepare novices to teach reading?
A disrupted programme in Sarajevo shows that inclusive education depends on staff, funding and a door that actually opens.
Facebook's new lesson library raises a practical question for teachers: can a platform explain the parts of digital life that are hardest to see?
Recognition for bilingual graduates is spreading, but schools also need routes that help multilingual people become teachers.
Central European University's uncertain status in Budapest asks what a university owes students when its legal future remains unresolved.
Creative Commons' new certificate points to a professional skill teachers increasingly need: knowing how to reuse and share learning materials responsibly.
A disputed slavery assignment in Jamaica shows why difficult history needs sharper questions, sound evidence and careful classroom design.
A familiar beginner pronoun exercise raises a larger question about how English teachers handle real language and learners' identities.
A translator's experience in Jordan puts a difficult question to universities: what should students be told about a degree and work?
A university harassment case raises a question every education institution must answer: can students report harm safely and expect a clear response?
Open educational resources promise more than free textbooks: teachers can adapt them to the learners in front of them.
A November report on newly arrived teenagers shows why language lessons, subject learning and a realistic route to graduation must be planned together.
New tools can check and convert course files, but teachers still have to make the material usable for every learner.
An early AI tool tackles the overload of online lesson resources, while leaving the hardest planning decision with the educator.
A new review asks a better question than whether paper beats screens: what kind of reading are pupils doing, and how do we know they understood it?
A small study of children's voice recognition invites teachers to notice a part of listening that language tests rarely measure.
New teacher training efforts show how news literacy can move from a warning about false stories to a teachable classroom practice.
A regional discussion of open educational resources shows why licences, languages and teacher support must work together.
A large educator survey exposes the gap between support for pupils' independent reading and the time schools actually give it.
A study of English learner reclassification asks why pupils with similar results can receive different decisions at different schools.
An early mathematics pilot shows why explaining a solution matters for English learners, and how lesson study can help teachers listen.
A survey across 89 countries reveals a gap between the literacy topics attracting attention and the needs educators judge most important.
A 2016 report on LGBT pupils asks what classroom silence teaches, and what support educators need to make discussion safer.
Counting how quickly English learners reach a proficiency threshold tells us too little about the teaching that helped them get there.
Teacher-written reviews of literacy software offer a more useful question than a star rating: what happens when the tool meets a real lesson?
A Chilean curriculum debate asks whether critical thinking needs a protected subject, a place in every lesson, or both.
A Namibian publishing project shows that open educational resources still need selection, adaptation and a way to reach teachers offline.
A reported fine for speaking Tetum raises a wider question: can a school promote a new language by punishing pupils for using one they know?
A hip-hop literature course shows how familiar cultural texts can become demanding work in reading, discussion and analytical writing.
Debates over bilingual, sheltered and pull-out teaching often outrun the evidence. Classroom practice deserves a closer look than the programme name.
A fifth-grade science study suggests that inquiry and language support can be planned together without lowering the intellectual demand.
A study of sustained writing development shows how coaching, useful materials and local adaptation can change what students actually write.
Teacher departures in a remote Venezuelan region show why staffing plans must account for the cost of living and the value of local knowledge.
Digital reading platforms promise a shared topic for learners with different reading needs. The teacher still decides what should stay common.
Bilingual office staff can make family engagement an everyday practice, not an appointment made only when a translator is available.
A lottery-based study of dual-language immersion finds stronger English reading without a measured loss in maths or science.
South Africa's 2015 fee protests forced a concession, but lasting change depended on who joined the negotiations and what they could decide.
Teachers challenge stereotypes in early-reader books, showing why literacy materials need a cultural review as well as a skills review.
A review of teacher preparation requirements asks whether new teachers get enough practice teaching reading before they lead a class.
A trial of Philosophy for Children puts careful listening and reasoned disagreement beside reading and mathematics.
A proposed online university for refugees challenges the paperwork and language barriers that can interrupt higher education after displacement.
When a school loses migrant funding, teachers still need a plan for pupils whose academic language develops over many years.
A search lesson becomes more interesting when pupils investigate the ranking that placed one answer before another.
A 2015 literacy-teacher initiative argues that assessment should help teachers respond to learning while it is still happening.
Tanzania's renewed debate over Kiswahili and English in schools asks whether language policy helps pupils understand subjects and cross educational stages.
Duolingo for Schools links app practice to teacher-managed classes, raising questions about feedback, access and language use beyond the screen.
New California reporting on long-term English learners asks schools to examine years of instruction, not just a student's latest language score.
Leicester's decision to let 84 schools share teaching resources openly shows how permission and practical guidance can widen professional collaboration.
A 2014 study finds that strong teaching benefits English learners, while bilingual knowledge adds value that a general effectiveness score may miss.
A 9 a.m. school start in South Korea exposes the tension between adolescent sleep, family routines and the pressure to study longer.
At the 2014 German Language Olympiad, young learners use writing, presentation and cultural exchange to show what a language can do.
A computer writing pilot asks whether young pupils can show what they know when the keyboard becomes part of the test.
A four-year literacy study challenges low expectations for pupils with intellectual disabilities while exposing the resources serious instruction requires.
A change to Oklahoma's reading policy asks a wider question: how should schools weigh a test result when deciding a child's next year?
A daily story can make reading an appointment. The classroom value lies in anticipation, discussion and a reason to return.
Student photographs of Macedonian dormitories expose an educational question that universities cannot keep outside the lecture hall.
Calls for better teacher data literacy raise a larger question: what training helps educators use evidence without reducing pupils to numbers?
Bangladesh's mass distribution of free textbooks shows why the timing of learning materials matters as much as their availability.
UNESCO's new open-access repository raises a practical question for educators: what becomes possible when research can be read and reused?
Monolingual early-years teachers can make space for children's home languages through families, books and purposeful classroom routines.
A survey of reading assignments raises a practical question: how can teachers offer demanding texts without leaving learners alone with the difficulty?
Finding a plausible page is only the beginning. Pupils need to trace its claim, test its evidence and explain what they can trust.
As subject standards demand more reading and explanation, language specialists need a clear role alongside colleagues across the school.
Zambia's education debate asks what happens when primary access grows faster than places and support in the next stage of schooling.
New assessment guidance for English-language learners puts familiar support and shared decisions at the centre of fair testing.
A new way to describe learning resources online could help teachers find materials by educational purpose, not only by title or keyword.
Can schools teach care through real decisions? Explore how pupils can practise perspective taking, weigh consequences and discuss responsibility without moral labels.
A Gambian computer instructor's move to online tutorials shows why reusable lessons can extend teaching beyond a fixed classroom hour.
Singapore's bilingual school policy offers an international case for examining how shared and heritage languages meet in the classroom.
A new open education initiative puts translation and local adaptation at the centre of access to science learning.
A new guide to education accountability asks whether schools can still see the progress of multilingual learners inside broad performance figures.
A debate over Portuguese courses in French universities shows why enrolment alone is a poor measure of a language's educational value.
Hong Kong withdrew the deadline for a contested curriculum. The harder work is showing students, families and teachers how their objections can change the plan.
A preschool language policy exposes the distance between an ambitious promise and the educators prepared to deliver it.
A budget-driven switch to online French and German raises a harder question than whether a computer can deliver a lesson.
Revised English-language-development standards ask teachers to see the language demands inside demanding subject lessons.
The Paris OER Declaration asks governments to support learning materials that teachers can find, adapt and share across languages.
Aymara contributors in Bolivia are expanding what can be read and written online. Their work offers a lesson about language, knowledge and digital literacy.
Reading aloud in a child's home language can support the transition to school. Families, health workers and teachers each have a role in building early literacy.
A new international open education project asks whether freely available courses can lead to recognised academic credit.
A debate over close reading asks how much a reader can learn from the words on a page without the knowledge brought to them.
A forthcoming international week asks educators to share the materials, questions and practical knowledge behind open education.
Formative assessment asks teachers to use classroom evidence while there is still time to change what happens next.
A 2011 standards revision asks how foreign language learning connects with wider literacy goals without losing its own purpose.
Shared environmental data can connect local observation with global questions, provided pupils learn to examine the measurements.
Mentoring works when experienced educators share the unwritten rules of professional life, not only advice about teaching.
Word Generation draws attention to the academic words pupils need across subjects, especially when learning through English.
A student occupation forces educators to hold two responsibilities at once: protect learning and take young people's political claims seriously.
When bilingual children avoid a home language, the social life of that language may matter as much as their ability to speak it.
A 2011 dispute over open educational resources asks who should be allowed to adapt lessons paid for with public money.
Dictogloss turns a short listening passage into shared writing, giving English learners a reason to notice meaning, grammar and each other's ideas.
PISA's planned financial literacy assessment asks whether schools are preparing teenagers to understand everyday money decisions, not just calculate them.
A bilingual learner can be placed in classes that are too easy in one language and too difficult in another; placement should follow actual work.
A US plan for shared English-proficiency tests asks how schools identify multilingual learners, measure progress and decide when support should end.
A school timetable reveals which knowledge pupils are actually offered, especially when tested subjects claim more hours.
Digital literacy becomes useful when pupils practise judging a claim, sharing responsibly and disagreeing well during ordinary lessons.
Malaysia's plan to replace one major exam with school-based assessment raises questions about teacher preparation, trust and what pupils should learn.
A 2010 family reading survey finds interest in e-books alongside a stronger, simpler signal: children are more likely to finish books they choose.
Preparing for study or work abroad means practising the language of real decisions, not only the vocabulary of travel.
Seoul's move to halt corporal punishment asks a difficult professional question: what support do teachers need to build authority without fear?
An ESL teacher's doubts about formulaic exam essays ask how writing lessons can prepare learners for both tests and real readers.
Access to cultural study depends on time, status and curriculum choices as much as on whether a course exists.
A five-year reading study complicates the English-immersion versus bilingual-education argument and brings instructional quality into focus.
An open course library pairs affordable college materials with better course design, asking how both could help more learners finish.
A Ghanaian book-making project puts children’s own stories first and uses modest technology to help those stories reach new readers.
An online group for teachers of English learners offers a small 2010 experiment in professional learning beyond the school building.
South Africa's Kontax mobile story invited young readers to comment and propose a sequel in English and isiXhosa. Participation can turn reading into authorship.
International teacher exchanges can add language expertise, but schools need mentoring and a long-term staffing plan.
In early literacy lessons, a well-timed pause can reveal a child's thinking and guide the next question.
Secondary pupils need to learn how each subject builds and tests meaning through its own texts.
Student publishing creates an authentic audience, but it also asks young writers to verify, edit and take responsibility for what they share.
Interpreting an exam score fairly requires attention to interrupted schooling and to the support a learner receives afterward.
Media literacy grows when learners examine how words and images invite them to accept a particular version of events.
A school's language support should expand access to demanding subjects, so course schedules deserve the same scrutiny as test scores.
When a learner becomes quiet about school, adults need a dependable way to listen, respond and check what changes.
A teacher's online course becomes useful when its ideas are tested with learners and revised with peers.
Printing a book on demand changes access, but teachers still have to decide which text deserves a place in learning.
A forecast of English learner enrolment matters only if schools also plan how to prepare and keep specialist teachers.
Years spent under an English learner label conceal different schooling histories and call for different teaching responses.
Teaching a subject through another language requires deliberate attention to both the concept and the words that carry it.
Test support should remove an avoidable language barrier while preserving the skill the assessment is meant to show.
Evaluating teacher development means tracing a chain from new knowledge to classroom practice to pupil learning.
Online teachers need to practise how they notice confusion and build relationships, beginning with a real conversation.
Recording an audio project can give language learners a reason to research, rehearse and listen to one another.
Evidence for first-language literacy is useful when teachers distinguish a supported direction from a universal timetable.
A blog, a shared knowledge page and a public review ask different things of a language learner. Choose the destination to fit the writing task.
A shared language curriculum is most useful when teachers can explain what a moving pupil has already learned and what comes next.
Giving a family a computer can widen language learning, provided the school plans for books, conversation and reliable support.
Adapting an open lesson calls for more than permission: the teacher must keep its learning purpose clear for new pupils.
A phone can carry a small language task into an ordinary day when that task connects to practice, feedback and a larger goal.
A settlement can reopen schools; rebuilding trust requires teachers, pupils and leaders to see what changes in daily work.
A connected language lab can give learners control over listening and a reason to speak beyond the exercise.
A child who moves with a family needs an enrolment process that can recognise prior learning and make access real.
Short assessment windows can obscure how pupils build subject knowledge and literacy across two languages.
Text-to-speech can open a demanding text to a learner, but the lesson still needs a clear reading purpose and usable access.
A lesson is shareable only when another teacher can understand, adapt and credit it for a different group of learners.
Making a short announcement for a real audience teaches pupils to choose evidence, language and images responsibly.
Reading research becomes useful to teachers when professional learning gives them time to test an idea against pupils' work.
Assessment should make English learners visible while showing clearly what a score can and cannot measure.
The Silent Way is an innovative teaching method that emphasizes learner autonomy and discovery by minimizing teacher talk. Through tools like Cuisenaire rods and sound-color…
A school near Lake Atitlán prompts a practical question: how can three languages carry learning rather than compete for timetable space?
Immigrant status, home language and school-language proficiency are different. Better learner profiles can lead to better teaching.
Podcasts are digital audio programs that provide ELT teachers with a versatile tool to enhance listening skills, expose learners to authentic language, and introduce cultural…
A simulated class can give trainee teachers room to explain and revise decisions before they teach real pupils.
A fair discussion of teacher pay must include the time and conditions needed to teach well, alongside the salary figure.
Online teacher preparation can widen entry to the profession, provided candidates receive supervised practice and useful feedback in classrooms.
Continuing education empowers ELT teachers to stay updated on new methodologies, improve their teaching effectiveness, and enhance career opportunities through lifelong…
Adolescents need explicit opportunities to plan, explain and revise writing across subjects, with evidence guiding the teaching choices.
Reading programmes need scrutiny of both pupil learning and the fairness of decisions about public grants and approved materials.
Peer observation is a collaborative professional development practice where teachers observe each other’s lessons, provide constructive feedback, and reflect on teaching…
EFL writing becomes more purposeful when pupils prepare for a reader who can ask questions and respond, then revise accordingly.
Shared reading gives young children language, attention and conversation in the languages their families actually use.
A tutoring offer is meaningful only when families can find out who can teach their child and whether the promised support is available.
Interactive whiteboards revolutionize English language teaching by enhancing engagement, supporting multisensory learning, and integrating digital tools for a dynamic…
Student protest can reveal questions about access and quality that routine school reporting fails to hear.
Content and Language Integrated Learning (CLIL) combines subject teaching with language acquisition, offering learners a meaningful and engaging way to develop English skills…
A digital English lesson may extend provision when specialists are scarce, but pupils still need adults who can hear and guide their language.
Smooth reading aloud can conceal problems with meaning, while slow reading can use attention a pupil needs for comprehension.
Asking for wider participation works best when pupils have time and a safe way to prepare an answer before speaking aloud.
An ELT code can help teachers discuss promises to learners, honest credentials and fair treatment across varied teaching settings.
Reflective practice, a key focus in ELT professional growth since 2006, empowers educators to evaluate and adapt their teaching strategies for continuous improvement. By…
Academic language develops through subject work when teachers make each discipline's ways of explaining and arguing visible.
The useful question is what a course site should hold, and which parts of learning need people and sources beyond it.
This 2005 blog post focuses on the Communicative Approach in English Language Teaching (ELT), detailing its principles, classroom implementation, challenges, benefits, and…
An earlier start matters when the added lessons connect to prepared teachers and the next stage of learning.
A teaching credential can mark important knowledge, but schools also need evidence of how a teacher responds to pupils and improves practice.
Moving a test from paper to computer can alter how pupils encounter questions, so score comparisons need evidence of what changed.
This article examines the integration of technology in English Language Teaching (ELT), discussing tools like language labs, computer-assisted learning, the internet,…
Online writing becomes a richer language task when learners can choose their language, reach readers and revise for a purpose.
A fair assessment of multilingual pupils begins by asking which knowledge a score is meant to represent and what else the test demands.
Teaching a subject through an additional language works when pupils can reason about the subject while learning words to express it.
This article discusses current trends and research in English Language Teaching (ELT), focusing on methodologies like Communicative Language Teaching, Task-Based Learning,…
Distance study can widen access to college, but the promise depends on teaching, financial aid and timely support after enrolment.
Adding French or German in primary school creates a teacher preparation challenge as well as a new opportunity for pupils.
A class blog can give pupils a reason to revise for readers, if the teacher designs the conversation and protects children's privacy.
This article outlines a commitment to exploring professional growth in English Language Teaching (ELT), focusing on classroom practices, workshops, continuing education,…
An optional language course is a real choice only when pupils can enter it, succeed in it and continue it beyond one school year.
Older pupils need reading instruction that grows with the demands of each subject, even when they can already decode words fluently.
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