How do our experiences as students affect our attitudes about teaching? What's missing from teacher training courses? What would a training course including attitude and awareness look like? We talk with Alan Maley about these and other problems with teacher training and development.
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.
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.
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.
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.