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The Power Of Proficiency: How English Changed My Life

Valeria: "It has given me confidence."

Valeria, a 22-year-old computer engineer and programmer, first started learning English from her father at home in Costa Rica.

“He spent time in Canada and the States. But I think I’m better at English than him now – don’t tell him, though!”

English proficiency for a brighter future

Her father saw the opportunities that can come from learning English during his travels overseas, and now Valeria has seen them firsthand too. “I have better job opportunities, and I get paid more because I can prove I have a great level of English.”

This became clearer when she landed her dream job — working for a company whose headquarters are based in Atlanta, making English language skills a must for any member of staff. “Most of our clients and vendors are in Atlanta, so we have to use English every day.” Luckily, she was able to get her B2 certificate while at university. Knowing she could prove that she had a good level of English gave Valeria the confidence to apply for the role in the first place.

It was all made possible when her professor arranged for her class to sit the Oxford Test of English at the end of their course. She found the experience of taking the online test quite relaxing and was able to complete all the modules in two hours. And, unlike other English proficiency tests, the students didn’t have to learn a particular way to answer the questions, which Valeria appreciated.

“I could focus on my English instead of learning how to take a test.”

It also didn’t hurt when she learnt that her Oxford Test of English certificate is valid for life.

“Whenever I need evidence of my English proficiency, I can show my Oxford Test of English certificate. You can use it for business or travelling – the possibilities are endless. It’s amazing for anyone who needs to prove they have a good level of English.”

Like Francisco, for example – a Mechanical Engineering Student & Basketball Coach from Spain.

Proving English proficiency to study abroad

Francisco: "It takes just two hours."Francisco needed to prove he had a B2 level of English when he was applying to spend a year studying abroad in Finland, as all his classes there were in English.

Once he arrived, he found his English also came in handy when he was socialising too, as not that many of the locals or other foreign students spoke Spanish.

 

“I realized that if you can speak English, you can communicate nearly everywhere you go.”

Just like Valeria, Francisco certified his English level with the Oxford Test of English, and also enjoyed the fact that it was online and adaptive.

“The structure of the test is great; it adapts to your ability, getting harder or easier depending on your answers. It’s nice because you’re being tested during the whole exam.”

So would he recommend it?

“Yes, absolutely! The test takes just two hours, and then the certificate endorsed by the University of Oxford stays with you and remains useful for your whole life. It’s ideal for people who need to prove to a company they can operate in English, and it looks great on a CV.”

Not to mention, it helped open the doors to a once in a lifetime experience of studying in Finland –

“I think it was probably the best period of my life. It was just four months, but they were so special. I travelled around the Nordic countries and Russia and met people I’d never meet in any other situation. I’m so glad I was there – and all because of the Oxford Test of English!”

 

You can read other students’ success stories and find out more about the Oxford Test of English on our website.

Find out more

Don’t forget to share this link to our Learning Resources Bank with your students – where they can find additional tips and support to guide them through their English learning journey.


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The Complete Professional Development Guide: Books You Need To Read In 2020

man reading bookTeaching during COVID-19 has challenged us to adapt quickly and learn on the go this year! But how much time have you spent on your own professional development, and how prepared do you feel for the start of next term? As the holidays approach there is a sense of relief as we get to have a well-deserved break, but it is also a chance to get ready for the new term, whatever it may bring. To help you prepare for every scenario, we’ve created an essential reading list with English language teachers in mind! Explore the pros and cons and get practical tips for teaching online, prepare to assess your students in new ways, and learn to prioritise your own wellbeing. We’ve got you covered with best-sellers and the latest professional development books and papers written by ELT experts.

 

Our Professional Development Book Of The Year

Teacher Wellbeing book cover

Teachers… have the power in their own hands to make things better and to nurture and enhance their own wellbeing. This is a welcome message at any time, but perhaps most of all now when there is so much uncertainty in the world.

– English Teaching Professional

Teacher Wellbeing

Our book of the year serves as a practical guide to help individual teachers promote and nurture their wellbeing. Discover effective tips and strategies to help you meet your needs, and improve your wellbeing by finding techniques that work for you. You’ll also find tips to help you maintain a healthy work-life balance, and nurture your personal and professional relationships.

 

Three Professional Development Best Sellers

Bestselling professional development book covers

  • Exploring Psychology in Language Learning and Teaching: This award-winning book explores key areas of educational and social psychology and considers their relevance to language teaching. Learn learners’ and teachers’ beliefs about how a subject should be learned and taught, relationships with others, the role of emotions in learning, and more…
  • How Languages are Learned 4th edition: Prize-winning How Languages are Learned shares how language learning theory works in the classroom and provides you with practical techniques and activities developed from research. Perfect for new and experienced practising teachers.
  • Teaching Young Language Learners 2nd edition: A clear introduction to teaching young learners. It covers child development, L1 and L2 learning, vocabulary and grammar, and more by combining theory and practice in an accessible way. It draws on up-to-date international research and classroom practice.

 

Support For Teaching Online

  • Mobile Learning: Get clear guidance and essential support for using mobile devices in and outside the language classroom. Full of practical ideas and activities, it emphasizes the power of the mobile device as a tool for language learning.
  • Learning Technology: Learning Technology provides a clear guide to how teachers can introduce learning technology to the classroom. Explore different ways of putting it into practice, including virtual learning environments, social learning platforms, blended learning and the flipped classroom, mobile learning, and adaptive learning.

 

Recommended Assessment Books

  • Language Assessment for Classroom Teachers: This book presents a new approach to developing and using classroom-based language assessments. The approach is based on current theory and practice in the field of language assessment and on an understanding of the assessment needs of teachers. Split into four parts, this book is the ultimate practical guide to classroom-based language assessment, with advice that can be applied in any classroom setting – both real and virtual! A professional development must-read!
  • Focus on Assessment: This book develops your ability to design, implement, and evaluate language assessment in your classroom, helping you relate the latest research and pedagogy to your own teaching context. Explore the multiple roles teachers play in language assessment such as ensuring a positive assessment experience and promoting learner autonomy, and improve your assessment competence with activities that help you to apply assessment theory to your own classroom.

 

Recommended Vocabulary Books

  • How Vocabulary is LearnedHow Vocabulary Is Learned discusses the major issues that relate to the teaching and learning of vocabulary. Written by leading voices in the field of second language acquisition, the book evaluates a wide range of practical activities designed to help boost students’ vocabulary learning, starting with ‘Which words should be learned?’…
  • Focus on Vocabulary Learning: Explore teaching vocabulary to language learners aged 5-18. Discover the considerable challenges of learning the vocabulary of a new language from a range of perspectives, and become equipped to teach with practical solutions. Find a rich variety of useful activities and examples from real classrooms, and ‘spotlight studies’ of important research, that link theory to practice.

 

ELT Position Papers

Our position papers provide expert advice and guidance on the burning issues shaping English Language Teaching today. Download them for free and you’ll also receive exclusive training and resources for your classroom.

ELT Position Paper covers

  • Global Skills:  Creating Empowered 21st Century Learners: Help every learner develop the skills they need for success in a fast-changing modern world! Get expert advice and discover the five global skills clusters that prepare learners for lifelong success and fulfilment.
  • Oxford 3000 and Oxford 5000: The Most Important Words to Learn in English: Interested in expanding your learners’ vocabulary? Discover our core wordlist of all the most important words for learners to know! Deliver a well-founded vocabulary syllabus with confidence, and encourage independent vocabulary learning at home.
  • Inclusive Practices in English Language Teaching: Create an inclusive classroom, and make learning a positive experience for each and every learner. Discover expert advice to help you identify and support students with special educational needs, and pick up practical solutions for building an inclusive classroom environment.

Professional Development On The Go!

Download our free focus papers to access bite-sized insights and practical tips for the ELT classroom! Each paper is easy to use, and immediately useful, covering topics like:

  • Online Teaching
  • Project-Based Learning
  • Mediation
  • Oracy Skills
  • Managing Online Learning
  • And more!

 

Which new teaching skills are you trying this year?

Let us know in the comments below!

 


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Girls and Autism: Tips and Activities to Support Your Learners

group of girls and boys at school

What is autism? You may or may not have taught individuals in your English language teaching classrooms with autism. Autism Spectrum Disorder (ASD) is linked to brain development and can affect the way learners socialise, communicate, and behave.

Did you know? Many girls go undiagnosed with autism or are diagnosed later in life because they present differently to boys. By this, I mean they behave in a different way that may cover up the signs. For boys, their autism is often externally expressed, whereas girls tend to conceal or internalise what is worrying them.

 

Masking or camouflaging: what do they mean?

When a girl ‘masks’ or ‘camouflages’ she essentially modifies her behaviour. This might be in an attempt to fit in with her peers, for example copying the behaviour or voice of a classmate, in order to be similar to the group. It may also be her way of hiding her autism or the anxiety she is feeling in order to appear calm on the surface. This means girls can spend a lot of time covering up their emotions, which must be extremely exhausting (and as teachers we certainly know how this feels!)

In fact, girls with autism are often very good at making eye contact and holding conversations, which you don’t typically expect with autism. And unlike boys, their special interest subjects tend to be similar to their ‘neurotypical’ peers, for example horses or boy bands, making it difficult at times to spot autistic traits.

 

A few tips for including learners with autism: 

1) Listen

Every girl (and boy) with autism is different. They often say their brains are wired differently so they may learn in unconventional ways. It is important to remember that what works for one learner might not necessarily work for another.

2) Support

Statistically, learners with special educational needs are more likely to develop mental health issues. As we know, there are a multitude of pressures on young girls, so openly discussing mental health and managing anxiety is essential.

3) Strengthen

Girls with autism tend to struggle with self-worth and self-belief. Helping girls become aware of their sensory issues and emotions and how to regulate these helps them understand themselves and others.

4) Talk, talk, talk…

As teachers, we’re pretty good at this one! In order to overcome the lack of knowledge in this area, we need to discuss autism. We need to speak to colleagues and parents/carers, search for and share information, but most importantly we need to talk to our students and learn from them.

 

Practical activities (expanded from Into the Classroom: Special Educational Needs)

REMEMBER: Not every activity works for every student, it’s important to get to know your learners and understand what works best for them.

1) You’re the expert

Ask students to prepare a presentation on their special interest subject. Ask the rest of the class to ask questions. If learners don’t feel comfortable presenting to the class, why not get them to video and edit a short clip? Or run a Facebook Live, you could direct the conversation, but this may be less daunting for those who are anxious as they can join from elsewhere.

2) Name the feeling

Make pairs of cards with 1) photos of people expressing different feelings (according to students’ age and ability and 2) cards with the words that best describe the feelings.

Older students can play this game as ‘pelmanism’.

3) Pelmanism: Create pairs of cards where one card has a picture of a vocabulary item, and the other has the written word. Students place the cards face down on the table and take it in turns trying to find a matching pair by turning over two cards at a time. If players find a match, they keep it and have another go. If they don’t, they turn the cards face down again. Older students can practise homophones or homonyms, or match verbs with their tense forms.

 

Bonus activity: Tell me a story

Social stories and/or comic strips are a great way to engage learners. They can help children with autism in a number of ways, from teaching them how to behave in certain situations to developing their social skills. Why not get your students to draw or design stories of their own?

 

Want to find out more about autism and special educational needs? Get your hands on our Inclusive Practices position paper:

Download the position paper

 


References

  • Autism.org.uk.(2020) Autism Support – Leading UK Charity – National Autistic Society [online]. Available at: https://www.autism.org.uk
  • Carpenter, B, Happé, F, and Egerton, J. (2019) Girls and Autism: Educational, Family and Personal Perspectives. New York: Routledge
  • Delaney, M. (2016) Into the Classroom: Special Educational Needs. 1st ed: Oxford University Press
  • Sutherland, R, Hodge, A, Bruck, S, Costley, D, Klieve, H (2017) Parent-reported differences between school-aged girls and boys on the autism spectrum. Volume: 21 issue 6: 785-794.

 

Leanne Atherton is a further education lecturer with experience of teaching both in the UK and internationally. She qualified in post 16 education at City of Bath College and has ELT experience teaching young learners in Thailand and aboriginal students in Australia. She holds a TEFL qualification, a PCGE PCET and is currently studying for her Masters of Education (Special Educational Needs) in Oxford.


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Rigor, Routines and the Real (Global) Skills

The five Global SkillsAdvanced-level English language instruction focuses on helping adults achieve the language proficiency they need to transition out of their English language lessons onto their educational or career paths, engage with their communities, and advocate successfully for themselves and their families. One of the gifts of teaching at this level is the ability to communicate the adult education principles at the heart of our instructional design.

We can overtly demonstrate respect for learners’ prior knowledge and build upon that knowledge to address essential questions that transcend basic skills. We can provide the tasks and projects that support self-directed and rigorous inquiry alongside the development of language strategies that are critical to learners’ successful language skill development.[i]  We can also share evidence of the direct connection between learners’ future goals, 21st-century adult life, and essential language strategies along with an array of global skills (i.e., communication and collaboration, creativity and critical thinking, intercultural competence and citizenship, emotional self-regulation and well-being, and digital literacies.)

Routines and Rigor

Of course, even with all the opportunities and advantages of the advanced-level class, instructors have the universal challenge of finding the time to plan for—and teach—units of instruction with rigorous, relevant, high-interest, skill- and strategy-building lessons. One workaround is to look at task-types and routines that naturally incorporate a number of the language strategies and global skills advanced learners need. Routines that accompany task types help learners be intentional in their use of skills and strategies and, with a few tweaks, a routine can also provide additional rigor.

Consider a lecture and note-taking task. This type of task typically includes a wealth of language strategies, e.g., focusing on the speaker’s opening and closing statements to identify the gist of the lecture, using clues in the oral text to identify key ideas for note-taking, paraphrasing information in notes, summarizing the speaker’s ideas, and using the content of the lecture to address a question or problem. This task process is rigorous in its own right. However, if we add the routine of comparing and clarifying the lecture notes with a classmate through a Turn and Talk, we can increase the rigor of that routine by requiring that learners:

  1. use academic language during the exchange,
  2. reach consensus on the most important points in the lecture, and
  3. cite evidence to support their view,

and now we’ve incorporated opportunities to use English to demonstrate collaboration, clarification, consensus building, and critical thinking skills—real skills for the world outside the classroom.

A research-and-report task is another example that incorporates numerous language strategies, e.g., previewing complex text to determine if it meets the reader’s needs, scanning text for necessary information, note-taking to record sources, outlining or organizing ideas for an oral report, using intonation to help the listener identify important information, etc.  Not surprisingly, this task requires critical thinking to select, analyze, and evaluate information. Some routines that would increase learners’ use of other global skills and heighten the rigor of the task include having learners:

  1. take on roles requiring decision making,  team management, and resource management,
  2. use a checklist as they research to confirm the validity of their sources and build information literacy skills, or
  3. use a mobile device to record, rehearse, and upload team reports to increase digital skills.students in class asking questions

Rigor and Scaffolds

Of course, all classes have learners at different levels of proficiency. Even if the class level is fairly homogeneous, learners experiencing a task or routine for the first time will need support to be successful. The following scaffolds are just some of the ways to support learners as they engage with the rigorous requirements of a task:

  • provide graphic organizers with prompts and/or some sections filled in to help learners organize their thinking,
  • post charts with academic language stems and frames for use in discussions and writing tasks,
  • create checklists with the task instructions for learners to reference as they work,
  • reveal the steps of a task in stages rather than all at once, and
  • show examples of the task product created in previous classes.

Routines and Novelty

Using a repertoire of routines and task-types can streamline planning and allows advanced learners to regularly cycle through the skills and strategies they need, rather than approaching global skill development as a “one and done” process.  When we add rigor to our routines and tasks, we ensure a connection between the academic, civic, and work-place routines and tasks our advanced learners will perform outside the classroom. The rigor in the routines and tasks gives learners a global skills “work out.”

Even with these benefits, some instructors might equate routine with a lack of novelty—knowing that novelty is an important factor in learning.[iii] The trick is to employ tasks and routines to help learners engage with an array of essential questions, complex and high-interest texts and media, and thought-provoking prompts. This juxtaposition of rigorous routines and complex content encourages learners to make novel connections between ideas: the learners and content provide the source of the novelty essential to motivation and retention.[iv]

Advanced level learners have a wide variety of transition goals. When they have the opportunity to demonstrate and refine global skills such as strategic thinking, planning, problem-solving, creativity, and collaboration, alongside their language skill development, they are more likely to see the connection between their classwork and their future goals. When they engage with rigorous routines and tasks, they are better prepared to apply their global and language skills in the complex world outside their classroom’s walls.

In her webinar “Picture This: Promoting English Language Learners’ Access to Online Language Teaching” on April 1, Jayme will discuss tools to teach your students online and how to incorporate global skills.

Register for the webinar

 



Jayme Adelson-Goldstein is a teacher educator and curriculum consultant. Her work focuses on supporting adult English language instructors with rigorous and contextualized task-based, problem-based, and/or project-based instruction. She is currently working with the American Institutes for Research (AIR) on The Skills That Matter project. Jayme’s publications include The Oxford Picture Dictionary and Step Forward. She also hosts the podcast Oxford Adult ESL Conversations. 


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5 Easy Classroom Activities Involving Movie Trailers

Teenagers watching a movieAlmost thirty years ago, when I first started teaching, the use of feature films in the classroom was considered a ‘Friday afternoon treat’ – something to give the students as a reward and, perhaps in some cases, to give teachers a chance to catch up on some marking! Some schools used movies randomly and at inappropriate levels, meaning students often got little to nothing in terms of language learning.

Having originally studied Film at university I was always keen to use movies in class, and some years later I ran a series of workshops for teachers on the use of video in the classroom (‘video’ gives an idea of exactly how long ago that was) and how to maximise learning opportunities. I offered a selection of lesson ideas I’d used to good effect in my own classes and now 25 years later, with increased online access to materials that are often not subject to copyright issues within an educational context, I’m sharing a few of those ideas here!

Why use movie trailers?

These ideas will concentrate on movie trailers specifically as promotional tools studios use to get audiences interested in films coming soon. The interest level in trailers is unquestionable – being among the top five forms of video content viewed by users (as an example, Marvel’s Avengers Endgame trailer had 129,527,344 views at the time of writing).

You can find trailers on YouTube or sites like iTunes Movie Trailers. A typical trailer will be between 2 and 3 minutes long, although teaser trailers – those released sometime before the movie’s planned release – will be shorter, and typically give less of the plot away, aiming to create a general mood instead (these can be useful in their own right).

You should ensure you are not breaking any copyright laws in your use of movies in class and be aware of the suitability of the subject matter for the students you are teaching. Note that the majority of trailers will be suitable for class use, but ‘red band trailers’ are those which feature violence and/ or abusive language.

1) Pick a Movie

If you do show movies in your school, as part of a ‘movie club’ or similar, trailers can provide an excellent opportunity to decide what movies are shown, while encouraging students’ analytical and presentation skills!

Method: Show three trailers. Students divide into three groups according to which movie they would prefer to see. Within each group, they decide what it is about their choice that appeals to them. A help guide could be provided with keywords to assist them: words like genre/ stars/ director/ themes etc. After half an hour, selected representatives present their choice reasons to the broader group. After presentations, the choice is put to a class vote.

2) Film Pitch

This is a more ‘drama’ based version of the ‘pick a movie’ idea and uses the concept of familiar social events such as the Cannes Film Festival etc. where filmmakers will try to sell their films to would-be studio buyers.

Method: Show a trailer and ask the students to consider it along the lines of stars/ genre/ look and feel/ what they saw. Invite students to write a ‘pitch’ for the movie, as if they were the maker. Their job is to pick out the most positive points about it and why people would want to see it. The second group of two/ three students will act as a ‘movie producer panel’ who can buy a movie. Their job is to decide whether they would buy the film in question, based on the quality of the presenters’ persuasive powers.

3) Red Light/ Green Light

This is a variation on Film Pitch, which doesn’t even need a trailer!

Method: Students in small groups come up with their own ideas for a film, and present a 2-minute ‘pitch’ of it to a panel of students who will decide whether their ‘studio’ will give it the green light (make it), or a red light (turn it down).

4) What Happens Next

The point of a trailer is to give a feel for what the movie will be about, without giving the whole plot away (some do this better than others). They often use ‘tropes’ – a movie language shorthand which allows an audience to see there is enough in the movie that reminds them of things they have previously liked without being ‘exactly the same’. If you have students who are interested and watch movies in their own time and depending on your class subject, this can work as a fun ‘warmer’ exercise.

Method: Show a trailer and ask students what they think will happen in the movie. Students can work in pairs or individually and either fill in a response or call out suggestions (from experience these can be humorous or serious, depending on your class…). If you are using an old movie then you can tell them who was closest (although they may have seen it), if it’s a new film then there will be a period of waiting before the answer is revealed…

5) My Favorite Genre:

… a fun self-study preparation/ classroom presentation project for classes who have an interest in movies.

Method: explain to students what a ‘genre’ means in film terms. This can be a fun classroom warmer to encourage students to take part: in the past I’ve put genre headings up on a board (e.g. Western, Sci-Fi, Horror etc.), and provided post-it notes of terms or words such as ‘Ghost’, ‘Horse’, ‘Time-travel’ etc. then asked students to put them under the appropriate genre. Students can then add their own elements under the genre they think is most fitting.

To extend this ask students to think about what their favourite genre is and tell them to find a trailer which they believe demonstrates this genre. Students can do this in their own time and present it to their classmates, pointing out what ‘genre’ elements it uses. This can lead to interesting discussions around cross-genres and storytelling techniques.

How do you use movies in the classroom? Let us know in the comments below!

 


 

Simon Bewick worked in ELT for 25 years and has watched movies for nearly 50. He is the author of several short story collections for both adults and young adults, available on Amazon. He writes about films, literature and culture on his website bewbob.com