SARAH MERCER

The self in language learning and teaching: Understanding social processes

28 SEPTEMBER 2021 | 4pm (UK time)

All language learning and teaching processes are mediated through the lens of our sense of self. What we think and feel about ourselves as teachers and learners is defining for how we approach the experiences and opportunities in our social contexts.

In this class, we discuss the notion of ‘self’. We explore definitions of what this is, how it develops over time, and how it impacts on our behaviours. In particular, we focus on relationships and the social context surrounding our sense of self.

We examine the role of emotional and social contagion processes in self formation, and critically reflect on how and why we engage in social comparison. In our discussions, we will reflect on issues of rapport, group dynamics, social inclusion, psychological safety, wellbeing, mindsets, and confidence.

The class will conclude by considering practical implications not only for fostering a positive sense of self among each and every learner, but also for ourselves as educators.

SCOTT THORNBURY

Conformity vs creativity in language teaching

12 OCTOBER 2021 | 4pm (UK time)

Teaching language is all about finding a balance between conformity and creativity. We expect our learners to apply the rules of grammar accurately, i.e. to conform. But we also know that real language use is creative. How can we reconcile these two goals: conformity and creativity? Is it just about accuracy and fluency?

In this class I will argue that, in fact, creativity is a precondition for, and an outcome of, accuracy, and that conformity is a prerequisite for fluency. In the end, these two strands - creativity and conformity – should be interwoven into the curriculum -. To illustrate this, I will look at a number of activities from Teaching Grammar Creatively (Helbling 2006; 2021).

JEREMY HARMER

“If you want students to learn English don’t teach language”: lessons from online

26 OCTOBER 2021 | 4pm (UK time)

What have we learnt from the suddenness of ERT (Emergency remote teaching)? Have we ended up re-evaluating what we do after those relentless online hours?

In this class I want to explore the disadvantages and affordances of the online experience and suggest how it should make us think again about the relative merits of language and content in the curriculum.

Perhaps our insistence, over the centuries on the pre-eminence of language over the importance of what it is used for has blighted generations of students. And yet, of course, an ability to manipulate the form of the language is a vital ingredient of successful language use.

So the question is then whether CLIL proselytiser Phil Ball was right when he told us “don’t teach language.” These are the questions that we will investigate in this class.

JANE REVELL

Exploring objectives in a climate of change and uncertainty

9 NOVEMBER 2021 | 4pm (UK time)

Embarking on a journey to somewhere you really want to go is exciting and energising. But it’s not always that easy to decide where to go (or how to get there), especially in this present time of shifting certainties.

This class aims to help you to explore a personal or professional goal, using some different approaches. Some techniques are more cognitive and analytical, designed to appeal directly to your conscious mind. Others are more intuitive and holistic, designed to indirectly engage your unconscious mind. Between them they offer a powerful ‘objectives toolkit’.

This class is primarily for you! It’s an opportunity for you to focus on yourself as a person, inside and/or outside the classroom. However, all of the ideas can also be adapted for use with your students in relation to their language- learning or wider academic objectives, and even to their life goals.

TIM MURPHEY

Language Hungry for the BioPsychoSocial and Educational Partnerism

23 NOVEMBER 2021 | 4pm (UK time)

There are two main concepts I would like to address in this class: the biopsychosocial well-being platform and the educational partnerships potential. The first contends that everything is connected. Our biologies, pyschologies and sociologies interact and influence each other. While I am hired to teach languages, I also need a concern for students’ general well- being in order to approach language learning ecologically.

A great contribution to one’s BioPsychoSocial is the degree of partnership and respect that students feel between their teachers, schools, and themselves (Eisler, 2000). Partnering our students entails getting feedback and recommendations from them and showing them that they count and can change the teacher, class, and their learning (Hattie & Clarke 2019).

Languaging these aspects in our everyday classrooms creates respectful environments of collaborative and communal autonomy as well as a student’s language learning hunger. A domineering educator decimates learning; the partnering educator stimulates and inspires eco-flourishing.

HERBERT PUCHTA

Emotional Engagement in ELT

7 DECEMBER 2021 | 4pm (UK time)

For a long time, the standard beliefs and assumptions about successful language learning have been that the main challenges, particularly those relating to memory, are cognitive and behavioural ones. In this class we will however be looking at recent findings in cognitive sciences which indicate that in fact the brain is fundamentally an ‘organ of emotion’, and that engagement is a multi-dimensional process that involves students not just behaviourally but also emotionally and cognitively.

Drawing on neuroscientific studies and on psychological and educational theory, we will discuss the key role of engagement in the learning process, and how factors such as challenge, personal discovery, passion, commitment, ‘anticipated movement’ and relevance can lead to a greater sense of control in the learning situation and ultimately to greater success.

In the practical part of the class, we will look at: the foundation the teacher can lay to create healthy relationships in the classroom; what we can do to trigger our students’ arousal so they are initially more likely to be engaged; and how we can support them in sustaining and deepening their engagement through facilitating a sense of ownership, control, making choices and finding their voice.

PSYCHOLOGY IN PRACTICE

Marion Williams, Herbert Puchta, Sarah Mercer

This innovative book focuses on how to integrate an understanding of psychology into the everyday practice of language teaching. It clearly lays out what concrete steps teachers can take to promote the positive beliefs, emotions and attitudes that lead to successful language learning, whilst remaining mindful of the uniqueness and complexity of the individuals within their classes.

Read more here

TEACHING GRAMMAR CREATIVELY (2nd Ed.)

Herbert Puchta, Scott Thornbury

The second edition of this best-selling title offers a greater variety of activities and new complete lessons (55 total) covering a wide range of grammar structures, learner levels, and age groups, designed to stimulate the imagination, humour and creativity of your students. Downloadable texts, pictures, and recordings are also available.

Read more here

STORY-BASED LANGUAGE TEACHING

Jeremy Harmer, Herbert Puchta

Linguistic and emotional development happens when students have Englishlanguage ‘ownership’ of their stories.
Simply re-telling stories doesn’t do that, but something else clicks when students interact with the stories and harvest their language and content. This book offers useful practical ideas and activities to get students to engage with the content of a story and elaborate it in a personal way. Storytelling videos available on helbling.com/story

Read more here

ENERGISING YOUR CLASSROOM

Jane Revell

Sitting still for long periods is not hugely conducive to learning. We slow down physically and mentally. Switching on activities can help energise us. And if we need a break, switching off activities give us a chance to relax, recharge and refocus. This book explores ideas for helping students switch on and switch off, and so enhance their learning potential.

Read more here

LANGUAGE HUNGRY! (2nd Ed.)

Tim Murphey

It teaches you how to learn in an effective way while exploiting your brain’s potential. You will learn not to waste time and resources, have more control over your thoughts and increase your fun and success within the classroom.

Read more here