Students need to speak to learn a language and the more students talk, the more they learn. Not according to Professor Stephen Krashen. For 40 years he has championed the concept that what students should be doing in class is reading (and listening), not speaking. In this episode, Stephen tells Ross some of the arguments against forcing students to speak, something which might not just be inefficient, but in some cases counterproductive.
In this episode, I had the privilege of speaking with Professor Lesley Painter Farrell about how we can help students retain more language lessons for the long haul. During the podcast, Lesley outlines the difference between short-term learning and long-term memory. We discuss evidence-based techniques teachers can implement to optimize retention. Lesley also shares some simple but effective techniques such as recycling content across lessons, building in reflection time, avoiding cognitive overload, and using retrieval practices. Listen now to uncover how we can help our students remember more.
Professor Kathi Bailey joins us to discuss teacher evaluation. Teacher evaluation can do so much good, but it can also end up doing even more harm. Professor Bailey tells us about what supervisors can do to earn trust, why supervision and evaluation is important, and how everyone can make the most out of the process.
Professor Michael McCarthy joins me to talk about using corpora in language teaching. Mike tells us how teachers should use corpora when planning lessons, the advantages and disadvantages of showing corpora to students. We discuss how teachers can create their own corpora and how to use corpora to create better materials.
We talk to friends and experts and ask two questions about changes they’d like to see in classrooms: what common teaching practices would you like to see less? And, which less common teaching practices would you like to see more? Guests include Penny Ur, Karin Xie, Ian McGrath, Kathleen Baily, Donald Freeman, Rod Bolitho, Anne Burns and Tessa Woodward.
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.
What are the real differences between "native" and "non-native" English teachers? How did we end up with these distinctions in our industry? And what should we be doing about discrimination? We meet with Dave Weller to discuss the issues surrounding "native" and "non-native" English teachers such as attitudes of parents and teachers, the responsibilities of language schools and how to change opinions.
