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Hello everyone! I want to start this month’s post apologizing for my… silence last month. I’ve got only myself to blame – anyone writing about organization skills out there? – and can just promise it won’t happen again. Scout’s honor. So let me pick up from where we left off last time:  I ended by asking you whether you’d feel insulted if someone (a teacher trainer, a colleague, your coordinator) told you you had to work on your English. There weren’t many replies, I’m afraid, but the very few people...

I picked this title from Goodreads' weird book titles. By the way, the title above is from a book by English author and academic Malcom Bradbury (1932-2000), whom I have never read and whose book I am now curious about. The reason why I  picked a random title for my post was because I wanted to  illustrate it with a simple task that fosters collaborative creative writing. I like creative writing tasks because they follow a very important principle that allows language to emerge in a real communicative...

Creativity is certainly a desired trait for teachers to have, especially nowadays, when we have to compete with much more appealing sources of knowledge.  But what is creativity?  Is it innate? Can we do anything to enhance it? Well, these are some of the questions I plan on answering at the next Tesol Convention in João Pessoa, where I will present a workshop titled “Creativity as an asset in Language Teaching”.  This article is a very brief summary of some of the information I plan on sharing with the...

  In my last post, I focused on giving Twitter a chance. Before saying No, try a resounding YES! And if I haven´t convinced you last time, how about considering Twitter as your daily professional development hub? For most ELT conferences, there are great tweets coming from the backchannel. Educators who share the resources of the presentations they are attending, ideas, thoughts, quotes. If nothing appeals to you, PD in microdoses might convince you. Here´s a list of the conference hashtags I´ve been following lately and also sharing. If you couldn´t be...

Think of a baby. What is it you associate with it most - the smell? The sound of the baby crying? Perhaps you think about how it feels to hold a baby, or even just what it looks like? The chances are that most people reading this (assuming there's more than one!) will have answered that question differently, since it's intuitive to think that we all perceive and interact with the world around us in different ways. ...

Olá a todos! Para o artigo deste mês, pensei em voltar ao assunto da tecnologia. Acho que é sempre importante encontrar e pesquisar coisas novas, principalmente devido à rapidez com que o mundo digital se move. Então, pensei em juntar, mais uma vez, dicas de recursos que podem render boas atividades em sala de aula (e fora dela). Vamos lá, então: Quizlet: já ouviu falar deste serviço? Muito interessante (e gratuito), legal para quem curte e gosta de aprender através de flashcards. Dá para criar os seus próprios, organizá-los...

[caption id="attachment_894" align="alignleft" width="300"] What can you learn about yourself from your Scrabble words? (garlandcannon - CC BY-SA-2.0)[/caption] Why do we use language?  This has to be one of the questions we ask ourselves as language teachers as it will probably inform our beliefs about how to both teach and learn languages. One of the main reasons we use language is in order to communicate needs and desires, to fill information gaps or to perform some sort of transaction.  It is through this struggle to meet our various needs that...

Na semana de 01 a 05 de abril aconteceu na Inglaterra a 48ª Conferência Anual da Associação Internacional de Professores de Inglês como Língua Estrangeira  - IATEFL.  Com tudo o que vimos e ouvimos ainda ecoando, me pergunto o que podemos fazer para ajudar nossos alunos a aprender mais, mais rápido e com mais eficácia. Por exemplo: “Dar o recado”. Como em qualquer evento internacional, usamos uma língua franca para a comunicação entre participantes falantes de diversas línguas. O interessante para nós, profissionais da área, é que estamos...

“Listening is the Cinderella skill in second language learning”. (Nunan, 2005). For many years, listening skills were not prioritized in language teaching. Teaching methods emphasized productive skills, and the relationship between receptive and productive skills was poorly understood. Richards (2005) provides a clear description of how listening comprehension is achieved by native or non-native listeners. He refers to this listening process as bottom-up and top-down processing. Bottom-up processing refers to the use of incoming data as a source of information about the meaning of a message. From this perspective, the...

In the 70s and early 80s, when functional syllabuses and communicative language teaching gained prominence in ELT, our profession was a relatively gap-fill-free zone. For controlled and semi-controlled practice, students were usually asked to engage in A-B exchanges, role-plays or any other activity types that included some degree of choice, information / context gap, personalization and unpredictability. Even certain types of contextualized oral drills were considered more mainstream than "Fill in the blanks with...