Can technology help teens when learning a language or is it just a distraction? Is bilingual education the way forward or can it confuse younger learners? We use lots of games in primary classes, but do they actually serve an educational purpose?
New Year resolutions – testing … our resolve to learn more about language assessment!
In our first post in this series, we introduced (or re-introduced) the concept of “language assessment literacy” and invited readers to briefly reflect on their current assessment practices and tools and think about the importance of analysing the different types of assessment available and the appropriacy, advantages and overall validity of each, depending on different scenarios, and on just what we want to measure… and why. We offered some initial pointers as to how and where teachers might find opportunities, both individually and collectively, to further their training and development in this area.
At the start of this new calendar year and mirroring the New Year´s resolutions many of us may have undertaken now in our personal lives, the month of January seems like an appropriate time to re-visit and expand on the brief overview we provided back in the Autumn and showcase some more resources and training and development opportunities now available to us. But beyond that, this post lays down a challenge or, if you prefer, an invitation, to commit to 3 professional resolutions this year – on a term-by-term basis.
Over the Christmas holidays I experienced my first Escape Room (in Ávila, successfully breaking out in 54 minutes: see photographic proof!) and last week I held my first Escape Room for teachers on a gamification course (they broke out in 59, living dangerously!). I enjoyed both immensely. Participants work together and are extremely focused on their goal so work hard – behaviours we like to see in our students. In this blog post I’d like to look at ways to set up activities to make your own ELT Escape Room.
Over the coming weeks our Teacher Trainers will be attending three key conferences in Andalucía for English Teachers interested in upping their skills and keeping abreast of the latest trends in the profession. All of the talks will focus on external exam preparation.
Written texts: A thing of the past?
The advent of digital technologies and the rise of the internet have altered the way we read and write considerably over the past few decades, but it has also increased access to written texts and made them easier to produce, share and publish. And we are not just talking about posting on social media either. The rising popularity of English as a Medium of Instruction (EMI) and CLIL, or the use of English in the workplace means both students and professionals are increasingly exposed to written English. So despite the general perception that we are witnessing the demise of these skills, they very much remain a central part of how we study, how we work and how we interact. Consequently, assessing these skills is as important as ever for us as language teaching professionals.
It’s that time of year again! For some, the run-up to Christmas hasn’t yet started in earnest, but for others it’s already in full flow: In Britain, Christmas adverts tend to appear on the TV from mid-November onwards, making the countdown to Christmas very long indeed! These short videos are a great resource to use with your students, who will also be starting to feel festive. The adverts often tell a story with a message, contextualise lots of Christmas vocabulary and can be used as an inspiration for student production. In this post I’ve chosen five new adverts from 2018 and added a few ideas on how to use them in class. Give them a try with your students!
At Pearson, we’re committed to understanding what teachers need in order to create the right materials for your classes. That why we’re calling on all pre-primary (infantíl) teachers of English in Spain to fill out our survey.
As a token of our gratitude, all teachers who fill in the survey will be entered into a draw to win a 100€ Amazon gift voucher.
The survey is in Spanish. And if you’re not a pre-primary English teacher, but you know someone who is, feel free to forward it on to give them a chance of winning!
Don’t forget to fill in your personal details at the end of the survey to be entered into the draw. The survey closes on 25 November, so don’t delay!
Thank you…and good luck!
Our Teacher Trainers will be involved in two conferences this Saturday 17 November which will almost certainly be of interest to you if you are in either Valencia or Barcelona.
Michael Brand will be taking part at the ACEICOVA People Teach People Conference in Valencia with two talks, both in the Salón de Actos G. At 11.45 he will be giving the talk Making all the right noises: a closer look at B2 speaking skills, and at 14.15 you can hear To C1 and Beyond! Hitting the high notes with advanced learners.
Brian Engquist will be in Barcelona at the 6th Annual ELT Conference put on by Exams Catalunya. His talk, Making all the right noises: a closer look at B2 speaking skills, begins at 15.45 in the auditorium.
And if you would like to see any of our materials visit our ELT Consultant Lola Martinez at our stand in Valencia and Marta Cervera in Barcelona.
Hope to see you there!
That’s right, people tend to focus on speaking when asking this general question about language proficiency. And think of one of your classes and how students perceive one another’s level: you can bet your bottom dollar that, as well as by comparing exam results, it will be on how well they seem to speak. This blog post, the third in our series on language assessment literacy, will focus on assessing speaking.
Listening: a vital skill
One of the first things new teachers learn is that simply exposing students to lots of listening will quickly increase their ability to communicate orally. Even beginners armed with a very limited repertoire of vocabulary and grammar can often get their ideas across provided they generally understand what other people are saying to them. In fact, Feyton is often cited as estimating that listening makes up a full 45% of what we do in a language. So invariably the assessment of listening will be of paramount importance in the overall evaluation of our learners’ communicative ability. And yet it remains one of the most elusive skills to reliably test.