How Do L2 Users Think Differently from Monolinguals? (Vivian Cook’s Career Highlights)

How Do L2 Users Think Differently from Monolinguals? (Vivian Cook’s Career Highlights)

We interview second language acquisition legend, Vivian Cook about his career in second language teaching and learning. Professor Cook tells us about how L2 users think differently to monolinguals, his own experiences as a language learner, teacher and researcher and what has changed in language teaching over the course of his career.

Getting Time on Your Side (with Allan Crocker)

Getting Time on Your Side (with Allan Crocker)

Timing causes so many problems for teachers – activities which run on too long, running out of time at the end of a lesson, not finding time to plan or reflect – but we rarely discuss time and how to deal with it. In this episode Ross and Trinity CertTESOL course director Allan Crocker discuss the issues related to time; how time influences how we teach, the problems it causes and how we can spend it better.

Questions About Questions (with Matt Courtois & Karin Xie)

Questions About Questions (with Matt Courtois & Karin Xie)

We spend a lot of our time asking questions, either to our students, our trainees or ourselves. What makes an effective question? We discuss different models of asking questions to students, typical mistakes trainers make in asking questions and the most powerful questions we can ask ourselves to reflect.

Native-speakerism in the Classroom (with Marek Kiczkowiak)

Native-speakerism in the Classroom (with Marek Kiczkowiak)

You've probably heard (possibly on this podcast) about the discrimination "non-native English teachers" can face finding jobs, in being promoted or receiving equal pay. But how does Native-speakerism affect what happens inside the classroom? How do attitudes about native speakers affect the content in our course books, the confidence of teachers and the goals of our students? We speak with Marek Kiczkowiak to find out.

How to Challenge Yourself as a Teacher or Trainer (from IATEFL 2019 with Matt Courtois, Simon Galloway & Dave Weller)

How to Challenge Yourself as a Teacher or Trainer (from IATEFL 2019 with Matt Courtois, Simon Galloway & Dave Weller)

In our second of two podcasts recorded at IATEFL Liverpool (this one recorded at the end of day one), we speak with our favorite podcast guests Matt Courtois, Simon Galloway & Dave Weller about how teachers and trainers can challenge themselves and discuss sessions by Paula Rebolledo, Adrian Underhill and Julie Choi & David Nunan.

Podcast: Engaging and Inspiring Teenagers (with Ed Dudley)

Podcast: Engaging and Inspiring Teenagers (with Ed Dudley)

Teenagers can be one of the most challenging, frustrating and also rewarding groups to teach. We interview ELT author and teacher trainer Edmund Dudley about why teaching teens can be so enjoyable, how to avoid sabotaging your classes and how to inspire your students with the right activities.

What Teachers Need to Know (and What’s Stopping Them) (with Stephen Krashen)

What Teachers Need to Know (and What’s Stopping Them) (with Stephen Krashen)

We talk with Stephen Krashen, Professor Emeritus at the University of California, about the teacher research knowledge gap: what do teachers need to know about second language acquisition, what are the barriers stopping them and what we can do to solve this problem. We discuss open access journals, the Grateful Dead compressible input, compressible output and evidence based language teaching.

Context – Tyranny or Triumph (with Diederik Van Gorp)

Context – Tyranny or Triumph (with Diederik Van Gorp)

All language lessons need a context. Language must be learned and practiced in context. Without context, students cannot remember or use new vocabulary. You've probably heard these arguments before (possibly on this podcast), but are they true? We discuss the pros and cons of context with our friend and teacher trainer (and former many other things!) Diederik Van Gorp.

Podcast: How not to Teach Phonics (With Debbie Hepplewhite)

Podcast: How not to Teach Phonics (With Debbie Hepplewhite)

I speak with phonics guru, Debbie Hepplewhite, about common mistakes teachers make in teaching phonics. Not sure if you’ve been teaching reading right? Listen to find out what you might have been doing wrong…

Who Learns Languages Best and How Long Does it Take? (with Professor Patsy Lightbown)

Who Learns Languages Best and How Long Does it Take? (with Professor Patsy Lightbown)

Patsy Lightbown, Professor, author and second language acquisition researcher tells us about language learners of different ages. Are kids better language learners than adults? Who learns languages faster? Are there any advantages to learning a language later in life? Listen to find out…

How to Market Yourself or Your School

How to Market Yourself or Your School

In the the words of McKinsey, "we're all marketers now". But what can teachers and schools do to better promote themselves? We interview three ESL marketing experts (David Weller, Jonny Arthur and Peter Liu) about how (if you're a teacher) you can promote yourself and (if you're a manager) how you can promote your school.

Podcast: Learning from Theory, Learning From Practice (with Dave Weller)

Podcast: Learning from Theory, Learning From Practice (with Dave Weller)

Everyone learns from their experiences in the classroom, and if you’re listening to this, you’ve probably learned from theory too. What are the differences and similarities between the two? Ross and Dave Weller discuss the differences between theory and practice in teacher development and the most effective was to learn from theory and learn from practice.

Podcast: What Can Neuroscience Teach Us About Language Teaching

Podcast: What Can Neuroscience Teach Us About Language Teaching

We speak with Carol Lethaby about what neuroscience can do for language teaching. We know more about how the brain works and how learning occurs than ever before, so why does so little of it get used? Carol is an English language teacher, teacher trainer, ELT consultant and author who has coauthored Just Right Second Edition (Cengage Learning) and English ID (Richmond Publishing) as well as articles on Neuroscience in IATEFL Voices and Neuromyths in the Teacher Trainer Journal.

Podcast: Learning Through Observations (with Ray Davilia)

Podcast: Learning Through Observations (with Ray Davilia)

We often assume that observations are more about being assessed and judged than about learning. But observations don't necessarily need to be trainer centered. This episode we look at how we can observe through three types of observations - being observed, observing others and observing ourselves.

Episode 50: Stop Complaining and Start Adapting - How to Make Best Use Of Your Coursebook (with Professor Brian Tomlinson)

Episode 50: Stop Complaining and Start Adapting - How to Make Best Use Of Your Coursebook (with Professor Brian Tomlinson)

Whoever you are, whatever you teach, you’ll probably use a coursebook. How can you make the best use of the coursebook you've been given? We celebrate our fiftieth episode by interviewing world expert on language learning materials, Professor Brian Tomlinson from University of Anaheim about how teachers can better adapt their coursebooks.

Lying Less in Language Teaching (with Jessica Keller)

Lying Less in Language Teaching (with Jessica Keller)

"By lying, we deny others a view of the world as it is. Our dishonesty not only influences the choices they make, it often determines the choices they can make—and in ways we cannot always predict. Every lie is a direct assault upon the autonomy of those we lie to" (Sam Harris).  So what of lying in language teaching? How honest are we with our students? How honest are schools with their teachers? And how can we be more honest with ourselves? We discuss with ESL recruitment guru, Jessica Keller.

Applying Critical Thinking In Classes and Materials Writing (with John Hughes)

Applying Critical Thinking In Classes and Materials Writing (with John Hughes)

We speak with ELT course book author and teacher trainer extraordinaire John Hughes about critical thinking: what is it, how can teachers use it and what challenges it presents for teachers and students