As a Spanish learner, I once faced the awkward situation of thinking I was having a conversation about new potatoes being on the menu, when in fact the hotel manager had diverged from the conversation to give me the news that there was a new Pope! Being in a Catholic Latin American country at the time, I should have been more aware of the context and cultural importance of the vote going on in the Vatican that week. However, my focus was simply on the words. Hence intercultural competence is so important and should not be ignored in the language classroom. It is especially so with English because it facilitates communication between so many people from diverse backgrounds (ELT Position Paper on Global Skills, 2019). Continue reading
This year may have been difficult for everyone across the globe, but it has been especially challenging for teachers. They have had to transform their lessons into online sessions and adapt to rules and advice to keep their students safe and make sure they can continue learning. In this two-part blog series, we contacted this year’s Headway Scholars to find out more about their pandemic teaching experiences and any advice they have for our teaching community. Read their stories below! Continue reading
Marina, a 27-year-old teacher from Zaragoza in Spain, loves learning English.
“I love English vocabulary. It’s both practical and beautiful, and it’s easier than other languages.”
For Marina, English presents the opportunity to communicate, not only with native English speakers but with people from across the globe who also have English as their second language. Continue reading
If we’re looking for positives from this year’s enforced move to online lessons, then surely one is that authentic material is easier to incorporate!
Unlike coursebooks which, as good as they are, often employ language graded to the level of the students, authentic materials give students the chance to experience language through natural means and with a real-world purpose. Additionally, they can provide an insight into the target language culture and if introduced well, can be motivational. Continue reading
Allowing students greater agency in their learning can be a liberating experience. Rather than the teacher as expert, inquiry-based learning allows learners to assume the responsibility of becoming experts of the knowledge they are constructing through a process self-discovery and trial and error, while the teacher’s role is to monitor their students’ process of constructing new meaning and step in when they need help. Continue reading