The challenge of being a non-native English speaker in a native English speaking world I recently came across EFL teacher James Taylor's blog post about NNESTs' struggle to be respected as English teachers by students and employers. In his guest blog post, James lists a number of advantages of being a NNEST over a being a NEST. Wow! I'd never given much thought to the issue of NNESTs (non-native English speaking teachers opposed to NESTs -- native English speaking teachers), and yet I have belonged to this group most...

10 years ago I was teaching in in a school in central London. At that time the internet as a teaching resource was just beginning to take off, and while I and many of my peers were starting to get to grips with how to get the most out of it, there was always the trusty Metro. Metro was (and still is) a popular free newspaper which is distributed on the London underground. It has broad appeal both due to the nature of it's articles and the range...

I always say that one of the things I like the most about teaching is that I’m always learning. And I’m quite sure I’m not the only one… We teachers learn a lot not only from our students and from fellow teachers but also from what we read, from conferences we attend, and so on. And this all has got to do with teacher development. Bell and Gilbert (apud Evans, 2002) state that “teacher development can be viewed as teachers learning, rather than as others getting teachers to change....

The way I see it, reading vastly and variedly is the most important language-learning exercise there is. Extensive reading — which Thornbury (2006, p 191) defines as being the more leisurely reading of longer texts, primarily for pleasure, or in order to accumulate vocabulary, or simply to develop sound habits of reading — helps develop general language competence; develops general, world knowledge; extends, consolidates and sustains vocabulary growth; helps improve writing; creates and sustains motivation to read more. (Click here for article on ER). It also makes you...

Trying to respond to a high demand for English instruction, English schools pop up  everywhere, without a proper control from the government in relation to  the educational background of the teachers  who will work in such schools.  Called  “cursos livres” by the Ministry of Education, they are not part of the regular school system, which means they don’t follow any specific regulations . Since there is no criterium regarding the teaching of English in preschools and day care centers, a theoretical background is many times substituted by the  teachers’...

I was supposed to have published this post on May the 01st. As I knew I was going to be in João Pessoa for the 14th BRAZ-TESOL International Conference, I really wanted my post to be about teacher development – mainly about attending conferences. I had even read some articles and blog posts on it in order to find inspiration for my post (“Teacher Development belongs to Teachers” by Willy C. Cardoso, “Attending Conferences” by James Taylor, “7 things about reflecting on conference presentations” by Willy C. Cardoso, “Teachers...

Being a teacher for almost 30 years I have a clear idea of how demanding, time consuming and rewarding this profession is and how tough it can get sometimes. If you’ve been teaching for 2, 3 years, you probably have this idea already. Yes, I gave up my Psychologist career to become a teacher. Being in the market for a long time I’ve attended lots of seminars and webminars, conferences, delivered lots of presentations , published articles , wrote materials and became a teacher trainer after doing lots of...

Here I am, in the middle of a semester, catering for lessons, teachers, groups, students and an ICELT programme when a fellow teacher came to me and asked me about lesson observations. Lessons observations might be feared by some teachers, but they are such a fantastic tool for development, both for the observer and the teacher. As long as the atmosphere is kept concerning a developmental path, there is nothing to be afraid of. The very nature of a lesson observation is to share best practices. Whenever we teach we...

I was doing a CELTA course assessment last month and observing the post-lesson feedback with the tutor and the trainees when an interesting issue arose. The tutor asked one of the trainees to comment on the amount of teacher talking time (TTT) which had occurred during her lesson. The trainee agreed that there had been quite a lot of TTT. Indeed, a whole 10 minute chunk of the initial part of the lesson had been devoted to the teacher telling a story to the group of elementary students...