In this issue of Modern English Teacher

English for Academic Purposes

Andrew Barker outlines a process for programme design which includes all stakeholders, Anthea Fester suggests a three-stage approach to developing critical thinking, and Gus Wong considers how we help learners to see the link between learning and assessment.

Other topics in this issue include: kinetic English, building rapport to reduce anxiety, and managing millenials - the generational challenge and what it can teach us..

In this issue of Modern English Teacher

English for Academic Purposes

Andrew Barker outlines a process for programme design which includes all stakeholders, Anthea Fester suggests a three-stage approach to developing critical thinking, and Gus Wong considers how we help learners to see the link between learning and assessment.

Other topics in this issue include: kinetic English, building rapport to reduce anxiety, and managing millenials - the generational challenge and what it can teach us.

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How are notebooks still a thing in 2020?

We live in an age when technology opens up all sorts of beneficial learning possibilities: access to multimedia materials, instant file or note syncing, collaboration that knows no borders... and yet, the humble notebook remains a classroom staple.

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Peter Brereton describes his career and the opportunities offered to him.

Managing millennials – the generational challenge and what it can teach us

Matthew Hallett

Matthew Hallett describes some of the challenges and solutions managing the next generation of language teachers.

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Building rapport to reduce anxiety

Nadiah Ammar

Nadia Ammar suggests a wide range of activities which will help create a positive atmosphere in your classroom.

Closing the feedback loop using screen capture technology

Neil Richards

Neil Richards turned to technology and uses screen capture video to provide feedback to his classes. He describes the process and the benefits.

Entrepreneurship education in ELT

Daniel Xerri

Daniel Xerri describes ways of developing entrepreneurial skills within schools.

Building rapport to reduce anxiety

Nadiah Ammar

Nadia Ammar suggests a wide range of activities which will help create a positive atmosphere in your classroom.

Closing the feedback loop using screen capture technology

Neil Richards

Neil Richards turned to technology and uses screen capture video to provide feedback to his classes. He describes the process and the benefits.

Entrepreneurship education in ELT

Daniel Xerri

Daniel Xerri describes ways of developing entrepreneurial skills within schools.

New for subscribers

Building rapport to reduce anxiety

Nadiah Ammar

Nadia Ammar suggests a wide range of activities which will help create a positive atmosphere in your classroom.

Closing the feedback loop using screen capture technology

Neil Richards

Neil Richards turned to technology and uses screen capture video to provide feedback to his classes. He describes the process and the benefits.

Entrepreneurship education in ELT

Daniel Xerri

Daniel Xerri describes ways of developing entrepreneurial skills within schools.

Sponsored advertorials

Implicit and explicit critical thinking activities

National Geographic Learning

Paul Dummett presents a few examples of what implicit and explicit critical thinking activities look like.

A Working Model for Critical Thinking in the ELT Classroom

National Geographic Learning

In our October article on the topic of Critical Thinking in ELT, my co-author Paul Dummett suggested that critical thinking in English language teaching should involve more than simply identifying fact from misinformation or searching texts for supporting evidence. We argue instead that critical thinking is more encompassing and should be viewed as a ‘critical disposition’ (Davis and Barnett, 2015) or as an enquiring mindset towards learning.

Bringing Shakespeare into the classroom

Helbing English

‘To be or not to be…’ This famous Shakespeare quote may be familiar to your students even if they haven’t read or seen Hamlet. In fact, given much of our everyday language contains expressions and idioms from Shakespeare, your students might recognise more words from his plays than they think. Consequently, it is worth tapping into his plays to enrich your language classroom.

Implicit and explicit critical thinking activities

National Geographic Learning

Paul Dummett presents a few examples of what implicit and explicit critical thinking activities look like.

A Working Model for Critical Thinking in the ELT Classroom

National Geographic Learning

In our October article on the topic of Critical Thinking in ELT, my co-author Paul Dummett suggested that critical thinking in English language teaching should involve more than simply identifying fact from misinformation or searching texts for supporting evidence. We argue instead that critical thinking is more encompassing and should be viewed as a ‘critical disposition’ (Davis and Barnett, 2015) or as an enquiring mindset towards learning.

Bringing Shakespeare into the classroom

Helbing English

‘To be or not to be…’ This famous Shakespeare quote may be familiar to your students even if they haven’t read or seen Hamlet. In fact, given much of our everyday language contains expressions and idioms from Shakespeare, your students might recognise more words from his plays than they think. Consequently, it is worth tapping into his plays to enrich your language classroom.

Sponsored advertorial

Implicit and explicit critical thinking activities

National Geographic Learning

Paul Dummett presents a few examples of what implicit and explicit critical thinking activities look like.

A Working Model for Critical Thinking in the ELT Classroom

National Geographic Learning

In our October article on the topic of Critical Thinking in ELT, my co-author Paul Dummett suggested that critical thinking in English language teaching should involve more than simply identifying fact from misinformation or searching texts for supporting evidence. We argue instead that critical thinking is more encompassing and should be viewed as a ‘critical disposition’ (Davis and Barnett, 2015) or as an enquiring mindset towards learning.

Bringing Shakespeare into the classroom

Helbing English

‘To be or not to be…’ This famous Shakespeare quote may be familiar to your students even if they haven’t read or seen Hamlet. In fact, given much of our everyday language contains expressions and idioms from Shakespeare, your students might recognise more words from his plays than they think. Consequently, it is worth tapping into his plays to enrich your language classroom.

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