From student writer to subject authority: a social semiotic approach to EAP
In this post, I shall be proposing that an exploration of the positioning of writers within texts, coupled with an
Read more.16th April 2018
Teaching deaf, hard of hearing and visually impaired students
As someone who spends a fair amount of time meeting and working with teachers in different contexts, I get asked
Read more.14th February 2018
Grammar nonsense 6: future forms
“It is a truth universally acknowledged that EFL students attending a class must be in want of a good grammar
Read more.23rd January 2018
Complicating the coursebook debate: part 4
In this post, I’m going to look at how I would use the material from Outcomes Intermediate that I mentioned
Read more.28th October 2017
On the over-use of concept-checking questions: part 2
I recently wrote a post outlining why I’m not a fan of using concept-checking questions – CCQs – when dealing
Read more.13th October 2017
On the over-use of concept-checking questions: part 1
There aren’t many things that I think should be comprehensively banned from EFL classrooms, but the use of closed CCQs
Read more.6th October 2017
Something better change: taking a stand against gender bias in ELT
Earlier this year I spoke at the very first International Language Symposium in Brno, the second-biggest city in the Czech
Read more.22nd September 2017
Grammar nonsense 5 (and some curiosities): indirect questions
I can’t quite decide if the EFL view of indirect questions is pure foolishness or more a question of a
Read more.26th May 2017
Complicating the coursebook debate part 3: coursebook use
Today’s post follows on from another recent post that looked at some of the so-called false assumptions that supposedly lie
Read more.19th May 2017
When porridge is not porridge: dealing with culturally specific phenomena in English
It happens to me almost every time I’m in Russia. In fact, it’s happened so many times now that I’ve
Read more.12th May 2017