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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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Minds Matter: Psychology of language learning | Q&A

Psychology of language learning

Recently, I held three webinars for OUP focusing on the topic of learner psychology. I chose to concentrate on what I termed the 2Gs and 3Cs: Growth mindset and Grit; A sense of Competence, Control, and Connectedness. There were many fascinating questions that came up and I’m afraid time ran out to answer them all. Here I respond to a selection of the key questions related specifically to the talk and connected with each other.

  1. Do we need to address mindsets with adults?

I found this an interesting and important question for two reasons. Yes, we can and should still work on promoting a growth mindset in adults. There is increasing evidence for the plasticity of the brain throughout the lifetime and adults can also adapt, change and learn new skills as they age. However, that is not to say changing mindsets is easily done. As the other name for them, implicit theories, suggests, mindsets are deeply rooted beliefs and we may not always be conscious of them. To change the way we think, especially for those beliefs we may have held for a long time, takes reflection and patience. However, we know that beliefs can change, no matter what our age with awareness, will, practice, and concerted effort.

The second reason I think this question is important concerns its implications for our own mindsets as teachers. It is well known that people may claim to espouse certain beliefs but then their actions may reveal a different set of underlying beliefs. In other words, we may talk the right talk but perhaps don’t walk the corresponding walk! Our behaviours and language as teachers serve as critical models for the implicit messages we send to our learners. Therefore, our own mindsets are incredibly important, not only for our own learning and growth but also for supporting our learners in developing their own mindsets. We need to monitor how we talk about our own learning and abilities as well as those of our learners. Ideally, teachers need to hold a growth mindset about their language learning abilities but also about their pedagogical and didactic competences. We can improve our skills as language educators throughout our career. Growth mindsets about our teaching competences are the foundation of our own continuing professional development. We need to keep an eye on whether we are really walking the talk for our learners and ourselves?

  1. At what point should we create the ‘mistakes most welcome’ culture in our classes?

The culture of a class can be defining for the interpersonal relationships within it, not only between teacher and learners but also among the learners. Research asking learners if they are nervous about speaking in class found that it is not the teacher and their response that makes them nervous, but rather how their peers might respond. For that reason, I think it is vitally important from day 1 of the class to set the right tone helping students to connect as a group with a shared sense of identity, common guiding purpose, and sense of trust. It also means we have to ensure all our learners feel comfortable and confident to explore the language with each other within the group. Learning and growth can only take place when learners push their competences out of their comfort zones and risk making mistakes. As such, mistakes should be welcome in any class when they indicate that the learner is trying to make progress and when they are used as an opportunity to learn. The kind of ‘mistake culture’ we develop concerns how we respond to mistakes, how learners react to each other’s mistakes as well as how they feel about their own mistakes and what action we take in respect to learning from them. Essentially, we can help learners reframe how they think about and respond to mistakes in language use and learning. They can present a learning opportunity and be an outward sign of courageous, progress-oriented learning growth. To support this ‘mistakes most welcome’ culture, we can start on the very first day of class to foster positive group dynamics and develop a cohesive classroom community built on mutual trust and respect.

  1. How is a knowledge of learning strategies useful?

Assuming that learners hold a growth mindset and fundamentally believe that their abilities can improve, they also need other skills in order for that to translate into actual improvement. The beliefs form the foundation on which other dimensions of their psychology and behaviours are built. Having a growth mindset predisposes the learners to being more motivated – it means there is a purpose and potential benefit to investing time and effort in their learning. However, motivation and effort alone are still not enough. Learners also need to have strategic pathways of how they should reach their goals. They need to know how to learn so that their efforts are purposeful, goal-directed and ultimately effective for them as individuals. This suggests that we can support learners by working with them explicitly on their metacognitive knowledge about themselves as learners, as well as about the tasks involved in learning a language and the strategies one could use to approach those tasks. Having knowledge of strategies to manage and regulate learning is empowering for students and, ironically, can also strengthen growth mindsets by showing learners concrete pathways to progress. It actually helps learners to believe they can overcome obstacles and challenges by providing direction and ideas of how to do that. Having a growth mindset and metacognitive knowledge of learning strategies go hand in hand.


Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology and Deputy Head of the Centre for Teaching and Learning in Arts and Humanities. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area including, ‘Psychology for Language Learning’.


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Minds matter: Psychology of language learning

Psychology of language learning

‘It’s all in the mind!’ – How true when it comes to learning a foreign language. Every teacher knows that you can have the best resources in the world, but if the learner is not in the right frame of mind to engage with the new language and use the opportunities before them, then they are unlikely to do so. There are all kinds of reasons why a learner may put obstacles in their own way or simply avoid engaging, but many of these reasons often lie in how learners view themselves, their competences, and their relationship to the language, classroom, peers, and the teacher.

Our psychologies are complex, and care must be taken not to oversimplify, but I have chosen to focus on 5 key areas of learner psychology which I think can make a difference to learning and which we as language educators can work on developing. Introducing the two Gs and the three Cs!

Have they got Grit?

Firstly, learners need to have a Growth mindset and become Gritty about their language learning. It is a well-known adage that learning a foreign language is like a marathon, not a sprint. It takes time, progress is slow and incremental, and there can be many setbacks along the way. Language learners need to develop persistence and even in the face of challenges, be able to roll up their sleeves undeterred and tackle problem areas all over again with renewed vigour – that is grittiness.

Learning a foreign language is like a marathon, not a sprint.

Growth Mindset

To have grit, language learners first need to have a growth mindset. This is when they believe that their abilities in learning a language are not fixed but can be developed. Not all learners will reach the same level of proficiency, but with the right kind of effort, strategies, and investment of time and will, every learner can improve. However, if a learner holds a fixed mindset, believing that language learning competences stem primarily from a fixed ability, then they are more likely to give up easily, and in some cases not even try to succeed. These learners feel helpless, believing there is little they can do to improve or overcome difficulties. In contrast, those with a growth mindset are typically willing to put in the effort to improve and explore a range of possible pathways to proficiency.

With a growth mindset, learners believe that their abilities can be developed.

What are the 3 Cs?

In terms of the three 3 Cs, learners need to feel a sense of Competence, Control, and Connectedness.

Competence

Learners need a sense of ‘I can’ in respect to learning a language. Much of this can stem from their mindset; however, they also need to feel that they are personally able to manage and cope with learning a language.

Control

A key part of that feeling can be generated when learners are empowered with a sense of control. Learners benefit from being able to intentionally and proactively select and initiate approaches to learning where possible in their contexts. A sense of control also concerns how learners explain their perceived successes and failures to themselves and others. Do they attribute these outcomes to factors within their control or to external factors beyond their control? With internal attributions, learners are likely to be motivated and willing to expend effort on learning, knowing that they can make a difference.

Connectedness

The third C refers to learners feeling connected not only to their teachers, but also their peers, their institution, and the language per se. When learners feel they belong in a group or institution and when they feel cared for as people and in terms of their learning progress, they are much more likely to engage and be active in their own learning. However, learners also need to build a personal connection to the language itself. Even if they feel competent and able, without a compelling reason to engage with the language, they might not bother! Help your learner’s to find a purpose, why are they learning a language and what value could it have for them and their future lives – be that in terms of relevance, importance, utility, and/or interest.


 

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology and Deputy Head of the Centre for Teaching and Learning in Arts and Humanities. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area including, ‘Psychology for Language Learning’.