Tuesday, 4th August (Cres)

Posted on August 4, 2026 by roycross

1. Field Station describes itself as

an action lab investigating the future of work, the reach of technology, and the shape of society. Based in North East England, working globally. We study digital sovereignty and build civic tech, in the open.

Here’s a piece by its two founders, Tom Watson & Doug Belshaw, Decisions Have No Autopilot: AI doesn’t replace organisational judgement — it amplifies whatever decision-making culture already exists https://notes.fieldstation.xyz/essay/decisions-have-no-autopilot/

At just before half past two in the morning on 1 June 2009, three pilots with more than 20,000 hours of combined flying experience were at the controls of Air France Flight 447, cruising over the Atlantic on autopilot. When ice crystals blocked the plane’s speed sensors and the autopilot disconnected, the aircraft asked its pilots to do the one thing they had stopped practising: fly it themselves. They disagreed about what the instruments meant, corrected against each other, and ran out of altitude before they ran out of confusion. The automation hadn’t failed. The judgement underneath it had gone soft, and nobody noticed until it was needed. Organisations are doing something similar with AI, at lower stakes and much greater speed.

2. Ruben Hassid is a BIG fan of Claude. The latest post on his blog, How to AI, is 27 Claude tips after 1,800 hours https://ruben.substack.com/p/1800-hours-of-claude

You loaded 40 files into a (Claude) Project, and now every answer is a remix of your own documents. Claude answers FROM your files instead of thinking. That’s why your post all sounds the same. Project is awesome if you want to write a contract or standard procedures. But it’s not as good for creative work. The rule: use Projects for repeated tasks with fixed material (client reports, weekly formats). Use a normal, empty chat every time you want a new idea.

It’s not obvious that Ruben’s on the Claude payroll, but I might well be being naïve!

3. I thought I’d mentioned the HELE (History of English Language Education) Studies Society in this blog before, but I can find no evidence of my having done so – remiss of me! A recent HELE initiative is a webinar series, ongoing, that has so far looked at English education in missionary schools in 19th–20th century China, ELT textbooks in the Soviet Sixties, the history of English textbooks in Italy, and soft power and standardized testing in the Middle East. The series was opened with a discussion between two of the prime movers in HELE, Amol Padwad & Richard Smith https://youtu.be/62AboYBOiVA Here’s all the other talks in the series https://www.youtube.com/@HELESociety

4. The July/August issue of EL Gazette, which has a focus on AI, is out https://elgazette.com/elg_archive/ELG2607/mobile/ You’ll need to create a free account if you haven’t already got one, but PDF below just this once!

ELG2607 Jul Aug Issue 501Download

[file x 1]

5. And, finally and more challengingly for this last item than usual, courtesy of OLDaily, On Exercising Epistemic Agency by Mona Simion https://www.mona-simion.com/_files/ugd/a31fb2_67539ed4bcd6414fac7905d2e2398c88.pdf PDF below.

Scepticism about epistemic agency is widely spread. Agency is about making our own decisions in an importantly autonomous fashion. We can’t form beliefs at will, however, so the epistemic is simply not the proper locus of agency.

Or so the sceptic thought goes. In contrast, optimists about epistemic agency point out that the sceptic is making a mistake in thinking that agency requires a level of control that eludes belief formation. Agency, they argue, simply requires the capacity to act for reasons. Mutatis mutandis, the thought goes, epistemic agency is cheap: insofar as your belief formation is evidence responsive, you’ve got the capacity to act for epistemic reasons. You’re fine.

This paper is an exercise in optimism …

On Exercising Epistemic Agency SIMIONDownload
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Thursday, 30th July (Cres)

Posted on July 30, 2026 by roycross

The wifi’s much better if you sit at the front of the library, it seems!

1. Pride of place today to English Teacher – a memoir by John Drew, described by John as

a compilation of portraits and anecdotes shading into autobiographical memoir recording what it was like to be a student and teacher of English Literature in various parts of the world between Canada and China in the late 20th century… PDF below.

People often talk loosely of inimitable style. John’s is. Here’s a sample:

I must confess to a bias. Over the years I have had various jobs that might qualify me for the title of man of letters: journalist, postman and, yes, English teacher. But, as the latter, I too have never been altogether comfortable with the idea of literature as a subject or a discipline. Keats once bemoaned that reducing all to rule and line was to unweave a rainbow.

Keats’s perfect complement, Shelley, who unlike him never did load every rift with ore, suggested the analyzing faculty was not sufficient for creating or understanding poetry. When a scholar with such a forensic mind as A.E. Housman, noted for his ability to restore lacunae in texts by the Roman poet Manilius, wanted to write poetry of his own he resorted to a pint of beer to dull the cutting edge of his mind.

EnglishTeacherDownload

2. By way of follow up to the piece about Peter Gray’s views on parenting yesterday, here’s How Not to Screw up Your Kids by psychologist and parenting expert Dr Maryhan, intended for “parents, grandparents, educators, and anyone else who wants to be part of a movement to raise confident children who grow up believing in themselves”. One of The Guardian’s top five podcasts for parents https://open.spotify.com/show/0FODMv29UzdFZYRvI1zdfM

Try this episode with Sam Wass from the University of East London, Why Your Child can’t Concentrate: Focus, Distraction and ADHD, If you’ve ever wondered why your child can spend 40 minutes talking about Minecraft but can’t concentrate for four minutes on homework https://open.spotify.com/episode/0GeNH24BszANs1DqWcVBTs

3. This month’s free IATEFL webinar is at 15:00 UK time this Saturday, 1st August: Boosting Non-Native Students’ Confidence in Pronunciation Through AI-Assisted Teaching with Patricia Ibiapina https://www.iatefl.org/event-details/#/?id=848

In an increasingly globalized world, effective pronunciation is key to confident communication in English. This webinar explores how AI-assisted teaching can empower non-native students to improve their pronunciation, fostering both accuracy and confidence. Participants will discover innovative strategies that integrate AI tools into language learning, offering personalized feedback and adaptive support tailored to individual needs.

4. The History of Libraries from William Whyte from Oxford University https://youtu.be/r3GKoMBRHqc “takes us on a journey from the earliest libraries (i.e., a box) through to gleaming 21st-century symbols of learning. Along the way, he explains why damp-proofing shouldn’t involve sources of ignition and why jealousy may have inspired Europe’s great libraries”.

5. Imitation Game by Evan Gorelick is his account for The New York Times of how chatbots “navigate the gray areas – it feels like everyone’s talking to chatbots these days. The questions we’re bringing them are getting more personal, and a lot less black and white” https://tinyurl.com/29tvcenn

6. And, finally, some short holiday reading from The Conversation, The ten best short novels under 150 pages – chosen by experts https://theconversation.com/the-ten-best-short-novels-under-150-pages-chosen-by-experts-284253 Chosen by experts, mark you, rather than a bloke I met in the pub last night!

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Wednesday, 29th July (Cres)

Posted on July 29, 2026 by roycross

Time moves a little more slowly here on the island, as does the wifi, which is why this message is a little late!

1. A piece from Ol’ Grumpy, a.k.a. Richard Watson Todd, with which to resume normal service, Brave New Academic World https://grumpy.hcommons.org/2026/07/27/brave-new-academic-world/

“Congratulations.”

“Thank you. Er, for what?”

“Your work as Associate Dean for Research, of course. Your faculty has seen the biggest improvement year on year ever, so I think congratulations are in order.” The VP for Research smiled. “In fact, I think the other faculties could learn from you. I’d like you to talk about how you made so much progress so quickly at next month’s university research meeting, say, 20 minutes at the beginning, OK?”

“Yes, be happy to.” Inside I was grimacing. What on earth had we done to make so much progress? What could I present?

(…)

Then I noticed that 3 teachers, who I had down as research journeymen, had suddenly quadrupled their output. Ajarn Noi was a case in point. Previously, she had published one or two surveys of dubious value in local journals every year, just meeting the university requirements for research. Now she was close to an article a month, all in Scopus journals. Since she had previously shown little interest in developing her research skills, where had this sudden spurt come from?

2. A gift article from The Atlantic, How Netanyahu Lost America: the prime minister, a self-styled expert on the U.S., has shattered his country’s standing by Franklin Foer https://tinyurl.com/y3a2k3ye

In 1982, Benjamin Netanyahu was the marketing director of a Jerusalem-based furniture maker when Israel’s ambassador in Washington decided that the 32-year-old had been pitching the wrong product. Instead of selling cupboards to Israelis, he should have been selling Israel to Americans. The ambassador, who met Netanyahu at a conference a few years earlier, brought him to Washington as his deputy. Almost instantly, Netanyahu became the face of Israel on American television—a fixture on Nightline and Larry King Live, pugnacious, eloquent in unaccented English acquired as a boy in the suburbs of Philadelphia.

3. Another piece from The Atlantic, What if It’s Not the Phones? An evolutionary psychologist is challenging the popular understanding of kids and technology by Kaitlyn Tiffanyi https://tinyurl.com/yet44pbw

When the 82-year-old psychologist Peter Gray describes the way he grew up, he punctuates the anecdotes by saying that modern parents would be arrested for letting a child have such fun. When he was 4 years old, he would walk to a store in Minneapolis to buy cigarettes for his grandmother. When he was 11, he would sometimes stay home from school in Hill City, Minnesota, to operate a newspaper printing press owned by his mother and stepfather. His parents were not arrested, and that’s because the childhood they permitted him to have was basically normal at the time (…)

4. From Cambridge University’s CRASSH – which seemed like a good acronym at the time? –  its Centre for Research in the Arts, Social Sciences and Humanities, Cambridge Conversations: Digital Humanities transforming how we understand the world https://www.youtube.com/watch?v=Nq9d41bFKPU

Joanna Page, Director of @CRASSHCambridge and fellow panellists explore the emergence of Digital Humanities as a leading interdisciplinary field and reflect on how new areas of research develop and flourish within today’s academic landscape. Drawing on their diverse experiences, the speakers examine the growth of Digital Humanities, the opportunities created by interdisciplinary collaboration, and the ways digital methods are transforming research across the humanities. Whether you’re a researcher, student, alumnus, or simply curious about the future of scholarship, this conversation offers valuable insights into one of the most exciting developments in contemporary academia.

Here’s a recent piece from the CRASSH blog on 25 Ideas that shaped us https://www.crassh.cam.ac.uk/blog/25-ideas-that-shaped-us/

5. And, finally, Involuntary Musical Imagery (INMI), known to most of us as earworms: a piece from BBC Music magazine,  Why’s that tune stuck in your head? The science behind earworms. Read to the end to find out how to get rid of one! https://tinyurl.com/ya7p6bd8

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Tuesday, 30th June (Cambridge)

Posted on June 30, 2026 by roycross

This will be the last ‘Free Resources’ message until Tuesday 28th July, by which time (Cross fingers crossed) we will have installed a new boiler in Boba’s Zagreb flat, not (Cross fingers still crossed) had to fish Mateo out of a canal in Venice, and made more trips than I can count (on my uncrossed fingers) by ferry to and from the island of Cres. See you in four weeks!

1. From Andy Brock’s blog, Re Education, a guest piece by Sharon Tao, Founder and Director of Level The Field, What Happened to Girls’ Education? The quiet erosion of a global priority https://abrock.substack.com/p/re-education-issue-32-what-happened

The History / Herstory

A decade ago, girls’ education sat at the centre of international development. It was difficult to attend a major education conference, donor meeting or global summit without hearing commitments to girls’ learning. Governments competed to demonstrate leadership. New funding streams emerged. Large-scale programmes were launched. Champions spoke confidently about transforming the lives of millions of girls. Today, the mood is very different. At a time when nearly 133 million girls remain out of school and millions more face harmful gender norms that limit their learning, support for girls’ education is receding. Whilst this is often explained by shrinking aid budgets, funding tells only part of the story.

Here’s Level The Field’s mission statement:

Why we focus on marginalised girls

​Throughout the world, groups of people are marginalised due to poverty, rurality, caste, disability or displacement, amongst others. These marginalised groups often have a very limited share of power, respect, resource, participation and safety within their contexts and societies. Within these marginalised groups, any privileges that remain are rarely distributed equally amongst men and women, and boys and girls. This is due to unequal gender norms, which disadvantage girls even further. Level The Field aims to address this situation so that marginalised girls can realise their full potential. This is not meant to advantage girls to the detriment of boys. Rather, the focus on marginalised girls is an effort to correct for generations of unequal treatment, rather than create it. In the end, when girls and boys have a level playing field – no matter what their background – everyone will benefit. The multiplier effect that comes with gender equality means that families will be better off, people will be healthier, there will be less violence and more security, and economies will develop. We think this is a goal well worth aiming for.

2. A gift article from The Atlantic – hope I’m not giving you too many! – by David Brooks, The People Who Will Thrive in the AI Age: what will differentiate people is not how smart they are but their relationship to mental effort https://tinyurl.com/7pkbyta6

Remember when AI was going to take away our jobs and leave humans with nothing to do? So far, that doesn’t seem to be happening. Researchers from ActivTrak analyzed the digital activity of more than 10,000 workers and found that when people adopted AI, their work life became more intense, not less. The time that these early adopters spent on email, messaging, and chat apps more than doubled. Their use of business software rose by 94 percent. Researchers from UC Berkeley’s Haas School of Business found that when using AI, workers started taking on tasks that they had previously outsourced, because activities such as coding and engineering became easier to do. They squeezed in work bursts in the evening, on weekends, in waiting rooms, and whenever else they had a spare moment and AI was handy. They also did a lot more multitasking, supervising a bunch of bots doing different things simultaneously.

3. On the same topic, here’s a good paper from The World Economic Forum, Artificial Intelligence and the Future of Entry-Level Work: A Framework for Safeguarding and Reinventing Early Career Pathways https://www.weforum.org/publications/artificial-intelligence-and-the-future-of-entry-level-work-a-framework-for-safeguarding-and-reinventing-early-career-pathways/ PDFs below of both the full report and the executive summary only.

Artificial intelligence (AI) is reshaping work, and this is most visible at the entry level. Globally, more than one in three (37%) young workers are employed in occupations with medium to high exposure to AI-driven task change, including three in four young workers in Eastern Asia (75%) and two in three young workers in Northern America (69%) and Europe (63%). Sectors with the highest exposure include Financial Services, Information and Communication, Professional Services, Science and Education, whereas entry-level roles in sectors such as Agriculture, Construction and Food Services are comparatively less affected.

The World Economic Forum website has lots of good content but is almost too clever/interactive for its own good – for me at least! https://intelligence.weforum.org/ See what you think.

WEF_Artificial_Intelligence_and_the_Future_of_Entry_Level_Work_2026 EXEC SUMMARYDownload
WEF_Artificial_Intelligence_and_the_Future_of_Entry_Level_Work_2026Download

4. Yet more on the AI theme, a typically engaging video from Hannah Fry, Why AI Agents are either the best or worst thing we’ve ever built https://youtu.be/WnzR5aOElvw

I built an AI agent. She opened a shop selling novelty mugs, emailed a journalist without being asked, and then leaked our passwords to a total stranger. AI agents don’t just answer questions – they act. They can browse the web, send emails, and spend your money. Anyone can build one. So my friend Brendan and I did. We gave it a bank card and a few weeks to show us what it could do. The mugs she designed can be bought here https://www.teepublic.com/user/cassandralabmugs Although frankly why you’d actually want one is beyond me.

No CassandraLab mugs in stock any more: they must have sold out!

5. And, finally and degenerately, Why did so many people want to see “Degenerate Art” in 1937? from Katja Hoyer, with a lengthy extract from John-Paul Stonard’s new book, ‘The Worst Exhibition in the World’ https://www.katjahoyer.uk/p/why-did-so-many-people-want-to-see

The Nazis were hoping that by viewing some of the 21,000 items they had seized, people would “gain harrowing impressions of Jewish cultural Bolshevism,” and leave “the exhibition with a feeling of gratitude towards the Führer, who had had these products of madness removed from the museums.” In an effort to give the impression of moral depravity, the authorities banned anyone under the age of eighteen from visiting. According to the Nazified press, the Weimar showing was a resounding success, with some 6,000 people visiting the State Museum in the first week alone. It’s impossible to know who attended and why …

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Friday, 26th June (Cambridge)

Posted on June 26, 2026 by roycross

One day late, occasioned by a late train home from London yesterday evening!

1. Frank Cottrell-Boyce is the current Waterstones Children’s Laureate here in the UK. He gave the annual ‘Laureate Lecture’, The Kids Are Not Alright, earlier this week. He invited a number of guests speakers to share his lecture with him. Well worth a listen/watch! https://youtu.be/_HvrXL50Vb4

Frank and his guests spoke about the impact on children of technology and the digital world, the power of reading to build communities, and all the wonderful work he’s seen across the country during his Laureateship, as different services collaborate and support families to read together.

2. What does good teaching at university level look like? Here’s one university’s take, this year’s Pilkington Prize winners for ‘excellence in teaching’ from Cambridge University https://www.cctl.cam.ac.uk/pilkington-prize/2026

3. Growing apart – The evolution of the disadvantage gap is the title of a sombre recent report from the Education Endowment Foundation https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/growing-apart-evolution-of-disadvantage-gap PDFs of Executive Summary and of full report below.

The summary of the summary? Once you’ve fallen behind with your education, it’s very difficult to catch up again – especially so if you fell behind early on, likely through no fault of your own.

growing_apart_the_evolution_of_the_attainment_gap EXECUTIVE SUMMARYDownload
growing_apart_the_evolution_of_the_attainment_gap_v.1.0.0-1Download

4. Here’s a robust exchange about Brexit between James O’Brien and a hapless caller called Richard with whom one could almost – almost – sympathise https://www.facebook.com/reel/1630519421540696

5. And, finally, from an age when you could still smoke on television chat shows, Orson Welles’s meetings with Hitler and Churchill https://youtu.be/YDecEVfVhcw

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Tuesday, 23rd June (Cambridge)

Posted on June 23, 2026 by roycross

1. A piece by Gal Beckerman for The Atlantic, The Theory That Explains Trump’s UFC Fight https://tinyurl.com/3ar6zjz3

Bo Nickal, his face shiny with Vaseline, had just finished pounding the nose and eyes and ears of his opponent, Kyle Daukaus, who lay on his back like an overturned, squashed bug. Immediately, Nickal jumped over the edge of the Octagon and landed just in front of Donald Trump, who stood up and grabbed the fighter’s hand. Still panting, Nickal thanked the president: “This wouldn’t be possible without you.” So ended the second bout of last night’s UFC 250, the extravaganza of squirting blood and patriotic kitsch that took place—to the stupefaction of all, including a giddy Joe Rogan—on the South Lawn of the White House.

Not an easy read, references to Roland Barthes included, but a good one!

2. UKCISA, the UK Council for International Student Affairs, have just published a new report on International students’ experiences of English language requirements https://www.ukcisa.org.uk/our-work/international-students-experiences-of-english-language-requirements/ PDFs below of the executive summary and of the full report.

Across the UK higher education sector, there is increasing scrutiny and discussion about English tests and requirements for international students, as well as their English language proficiency and preparedness for study. However, the experiences of international students themselves have been underrepresented. UKCISA’s new research report, ‘International students’ experiences of meeting English language requirements for UK higher education’, brings student voice into a debate that can too often focus only on systems, standards, risk, compliance and immigration rhetoric.

international-students-experiences-meeting-english-language-requirements EXEC SUMMARYDownload
international-students-experiences-meeting-english-language-requirementsDownload

3. The Observer got the big guns out quickly in support of Andy Burnham, Andy Burnham’s credo of business-friendly socialism is winning backers from Will Hutton https://observer.co.uk/news/columnists/article/andy-burnhams-credo-of-business-friendly-socialism-is-winning-backersScrew

One of the tragedies of Sir Keir Starmer’s premiership has been his avowed disinterest in ideas; witness his much-quoted, off-the-cuff line in opposition that there will be no such thing as “Starmerism”. In his world, progress is to be achieved by a diligent process of case-by-case reasonable compromises, and, as one insider once told me, so achieving socialism by stealth. Except it has worked neither as a political project nor as a compass for driving forward the fissiparous British state – let alone leaning into the intellectual zeitgeist to offer any kind of vision. Starmerism has become synonymous with indeterminacy.

4. Here’s a recent episode of the How Not to Screw up your Kids podcast from Maryhan Baker, Why Your Child Can’t Concentrate: Focus, Distraction and ADHD https://tinyurl.com/3kx4vpyz

If you’ve ever wondered why your child can spend 40 minutes talking about Minecraft but can’t concentrate for four minutes on homework, this episode explains everything. I’m joined again by Professor Sam Wass (who) breaks down what concentration actually is from a neuroscience perspective, why young children are wired to be easily distracted, and why some children struggle far more than others in noisy classrooms, during revision, or when faced with a blank page. We dig into the two types of concentration every child needs, why the frontal cortex develops painfully slowly, how screens hijack attention, and why understanding something is the single biggest predictor of whether a child can focus on it.

5. And, finally, from Hyperallergic, the story of May Morris and her father William, How a Father-Daughter Duo Changed the Course of Textile Art https://hyperallergic.com/how-father-daughter-duo-william-may-morris-changed-the-course-of-textile-art/

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Thursday, 18th June (Cambridge)

Posted on June 18, 2026 by roycross

1. it’s probably fair to say that the world of assessment and testing is in ferment at present. Just in case your experience of taking exams is as out-of-date as mine is, here’s advice from Duolingo (ear scanning included!), How to set up your space for the Duolingo English Test https://blog.englishtest.duolingo.com/duolingo-english-test-setup-secondary-camera-room-scan/#

The Duolingo English Test (DET) was designed to make language testing accessible to everyone, wherever they live, and your testing environment plays a big part in that. Taking an English test from home is convenient and flexible—but the right setup helps ensure a smooth, secure experience.

This 7-step guide walks you through how to prepare your space, your equipment, and yourself for success—especially now that the DET includes a secondary camera, room scan, and ear scan as part of our standard security check. These checks help ensure every Duolingo English Test score is reviewed fairly and can be certified without delays.

2. More on the same theme: Assessment Evolved: The ELT Edition is a Pearson webinar at 15:00 UK time next Wednesday, June 24th which is repeated at 09:00 UK time the following day, Thursday June 25th. More info and links to registration for both sessions here – scroll down the page for the registration buttons https://events.zoom.us/ev/AriBpXzF2pZGmP8-brza8YNGMgqSoqUo4idj3WtiRUgI2ENfUT6Y~ApSadZDlz-I3BDjJo60yTRRtt6xoBY-l3IV6PVKxAzxqkTL9kw45EeZ3WA

The webinar is based on Pearson’s new report, Assessment Evolved: The ELT Edition (copy below) and will explore:

  • How AI is changing language teaching and assessment
  • Why formative assessment matters more than ever
  • Practical ways to integrate AI meaningfully into ELT classrooms
  • How teachers can focus on process, thinking, and communication — not just outputs
  • Strategies to support learning integrity while preparing students for an AI-driven future
assessment-evolved-reportDownload

3. What Should Pre-Primary English Achieve? Early Language Learning Explained with Sarah Hillyard & Faidra Faitaki is the first in a four-part series from Oxford ELT exploring not only what effective language teaching looks like in the very early years but also how to do it well! https://youtu.be/lF0bqrRC8jA

What should we really aim for when teaching English to very young learners? In this episode, Sarah Hillyard and Faidra Faitaki explore how language learning for very young learners differs fundamentally from teaching older learners, and why a traditional focus on vocabulary and grammar is not enough in pre-primary English language teaching. Instead, they highlight the importance of supporting the whole child, where language develops alongside cognitive, social, and emotional growth. Through practical examples, they show how meaningful input, interaction, stories, and everyday experiences create the foundation for early language learning, offering a more realistic and effective framework for pre-primary English.

4. I’ve just subscribed to The Atlantic for the first time and get ten ‘gift’ articles a month which I must remember to use. Here’s their take on the Trump Iran peace deal https://tinyurl.com/9y4hnejs There’s an audio version, too.

President Trump has announced that the United States and Iran have reached a deal to end their war. “Congratulations to all!” he said in a posting on his Truth Social site this evening. He then headed off to oversee the garish public spectacle he’d arranged for his birthday on the South Lawn of the White House. The United States, however, has little to celebrate: Trump and his team, in record time, just lost a war to a militarily mediocre—but nonetheless extremely dangerous—adversary.

Plus, a gift article from The Daily Telegraph on Iran with a different perspective on Iran, In post-war Iran, Khamenei is more vulnerable than ever: Islamic Republic’s supreme leader will struggle to hold on to power in a hotbed of rivalry and plotting https://www.telegraph.co.uk/gift/7a15233dd58a3515

5. And, finally, you can decide whether Louis de Bernières is simply an old fart (who wrote one great novel) or is actually making a valid point in this piece for The Guardian, The hill I will die on: I really don’t like ‘like’ – or other imprecise and redundant speech https://www.theguardian.com/commentisfree/2026/jun/13/the-hill-i-will-die-on-like-imprecise-redundant-speech-junk-food-britain

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Tuesday, 16th June (Cambridge)

Posted on June 16, 2026 by roycross

1. Global Englishes: Research agendas and tasks in English as a lingua franca by Will Baker, Fan Fang & Telma Gimenez has just been made available open access by Cambridge University Press https://www.cambridge.org/core/journals/language-teaching/article/global-englishes-research-agendas-and-tasks-in-english-as-a-lingua-franca/9D8CABD3D9DEFBC5B45AB7D66237052A PDF below.

global-englishes-research-agendas-and-tasks-in-english-as-a-lingua-francaDownload

Global Englishes, and within that the field of English as a lingua franca, is a huge and expanding area of research and pedagogy. This paper provides a sample of our beliefs about productive areas of research. The nine tasks presented suggest the importance of research in the areas of intercultural and digital communication, especially through the adoption of trans theories such as translanguaging, transmodality, and transcultural communication. Furthermore, concepts such as communicative competence will need rethinking to match the multilingual, multimodal, and multicultural resources that appear in such communication. The implications for pedagogy are extensive …

2. And, in the interests of Oxbridge balance, here’s a free paper from Oxford University Press, Digital Pedagogy https://elt.oup.com/feature/global/expert/digital-pedagogy?cc=gb&selLanguage=en PDF below.

What does it mean to teach and learn English effectively in the digital age? This is the central question guiding this position paper. As digital tools have become increasingly embedded in the daily realities of English language teaching, many teachers find themselves navigating a rapidly evolving landscape (…) Amidst the buzz and potential innovation, a deeper, more urgent question remains: how can digital tools be used to genuinely support more meaningful learning?

digital-pedagogyDownload

3. Here’s Jessica Mackay’s latest update of her list of CPD opportunities, for the months of June and July https://eim-ub.blogspot.com/2026/05/upcoming-cpd-opportunities-summer-2026.html?m=1 I’m not quite as late as last time: you’ve only missed two events!

4. Keir Starmer’s motivation for banning young people from social media at precisely this point in his political career has been questioned. Here’s The Daily Telegraph’s take, Social media ban is Starmer’s desperate scramble for a legacy https://www.telegraph.co.uk/gift/54d0c64ef8e131a2

And here’s the website of an activist organisation very much in favour of such a ban https://www.smartphonefreechildhood.org/

5. Abdullah Ibrahim died yesterday at the age of 91. Here’s (one version of, there are several on YouTube) the very best of him https://youtu.be/n_pGN_pASB0

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Thursday, 11th June (Cambridge)

Posted on June 11, 2026 by roycross

1. Pride of place today to the ‘personal passion project’ that Chris Sowton has been developing over the last few months, Teach Any Class https://teachanyclass.org/ It’s a wonderfully rich resource, covering Professional Development, Classroom Activities, Skills Development, Important Concepts, Great Thinkers, Amazing Objects, English Resources and Teaching Terms.

In Chris’s own words: Teach Any Class is a 100% free-to-use resource hub for teachers, with professional development materials, ready-to-use activities, teaching tips, student-facing skills development work, a huge English language resources section – and much more besides. In total, there are already nearly 2,000 separate resources on the website, but I hope this is just the beginning, and that Teach Any Class can grow into a significant global teaching community. I wanted to build something practical, open, and genuinely accessible – learning which does not sit behind a paywall and has not been created by big publishing companies. Everything is completely free to use, and there is no sign-up required. Whilst the resources can be used by any teacher, they are especially designed for those working in challenging situations, where class sizes may be high and mobile data may be limited.

2. This LSE online event next Wednesday, 17th June, at 18:30 is likely to be an engaging and lively one, Surviving Extreme Times with Mishal Husain & Lea Ypi: sign up here https://www.lse.ac.uk/events/lse-festival/2026/surviving-extreme-times

In their books, both Mishal Husain and Lea Ypi have explored their family histories through periods of authoritarianism, conflict and political upheaval. In this conversation they will explore the resonance with the present of themes from the past, like the rise of fascism, migration, colonialism and inequality. What can history tell us about how to live through difficult political times, and where to find hope?

More events in the LSE Festival, which begins next Monday, 15th June, and runs all week, here https://lselive.eckoenterprise.net/festival/2026/presentations

3. The last NATESOL free webinar of this academic year is next Tuesday, 16th June, at 16:00 UK time,  A Brief Journey into the Science of Learning and How It Applies to Foreign Language Learning with Dr Carolina Kuepper-Tetzel from Glasgow University. More info and registration here https://www.canva.com/design/DAHLl2KOfAo/6Jva7TOrfeoDrtLtiuFonw/view#1

In this session, Carolina will take the audience on a journey that explores how our memory works and how we can use this knowledge to tweak foreign language teaching. She will share research insights on human learning that can directly inform activities in the classroom and provide hands-on practical tips. There will be demonstrations to experience the learning strategies, and the audience will leave the session inspired and ready to apply new ideas.

4. A good piece from Geoff Mulgan, Rethinking universities’ social contracts … and how to avoid the fate of the monasteries  https://geoffmulgan.substack.com/p/rethinking-universities-social-contracts

Universities are in a paradoxical position. In some respects, they have never been stronger – richer, more influential, more deeply embedded in national economies than at any point in history. Yet they are simultaneously under attack from multiple directions, and the threats are serious enough to warrant more than defensive reassurance. I was struck by an analogy suggested by Glyn Davis, Vice-Chancellor of the University of Melbourne and head of the Australian public service. Five hundred years ago, monasteries dominated Europe as centres of learning, wealth and prestige. Yet over the next two centuries they steadily declined. In England they were suddenly dissolved by an angry King Henry VIII who simply stole their treasures and left them in ruins. Institutions that had seemed permanent and powerful faded to the margins of society. It turned out they had no divine right to exist. They had failed to understand the profound change in systems of knowledge that was happening around them, involving printing, the renaissance, religious innovation and a new spirit of inquiry.

5. And, finally, and less light reading than is often the case in this last item, Ethan Mollick’s latest blog post, What it feels like to work with Mythos: Claude Fable represents another big jump in AI https://www.oneusefulthing.org/p/what-it-feels-like-to-work-with-mythos

I had early access to the first Mythos-class AI model being released to the public, Claude 5 Fable. Much of the discussion of Mythos has centered on its impact on software security, but I tested it on everything except that (the guardrails around Fable essentially prevent it from being used for cybersecurity at all). My conclusion is that it represents a very real leap over every model I have used before, and, maybe more important, suggests our relationship with AI is changing in drastic ways.

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