Tuesday, 9th May (Cambridge)

1. Short notice – but I hope not too short notice – of an adventurous National Geographic Learning event tomorrow about the ‘Boiling River’ in the Amazon jungle in Peru with DaVida Alston & Andrés Ruzo:

A short video here with the boiling river in the background https://www.dropbox.com/s/5uagjtcyj26654n/Project%20Exploration%20Boiling%20River%20video.mp4?dl=0

More info and registration here for Grades 3-5 at 08:00 UK time https://cengage.zoom.us/webinar/register/9716826096297/WN_dBvNFacmR36LvABKniMZqQ#/registration

and register here for Grades 7-9 at 09:15 London time https://cengage.zoom.us/webinar/register/3516826102627/WN_dphlLm8lTWSWbK9-jS8qQw#/registration

I wonder what Grade 6 did wrong?

2. I took great pleasure in attending the first two days of the 70th anniversary conference of the International House World Organisation (IHWO) in London yesterday and today alongside representatives of International House schools from all round the world.

IHWO have just published Issue 50 of The International House Journal, which covers a wide range of topics, including “Teacher, are you going to teach me good English?”, Teacher Talking Time: Is it really that bad? and ChatGPT for EFL Teachers https://ihworld.com/ih-journal/issues/issue-50/

The main IHWO website is here https://ihworld.com/ and I’ll include more items from the conference in Thursday’s message.

3. And while we’re on the no-longer-simply-fashionable topic of ChatGPT, here’s Nik Peachey’s splendidly clear new presentation, Best Ways to Use ChatGPT to Develop Learning https://view.genial.ly/643d34a6cf3fb70019180981

4. And, finally, a podcast based on Anthony Burgess’s iconoclastic and idiosyncratic 1984 book, Ninety-Nine Novels: The Best in English Since 1939 https://www.youtube.com/playlist?list=PLCYRFb8ZbLXA11J5qUoPeCV6Jz1o_gFPq 20 down, 79 to go!

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Thursday, 4th May (Cambridge)

1. OUP (Oxford University Press) have a new position paper just out, The Key to Self-Regulated Learning (SRL) More info and download here https://elt.oup.com/feature/global/expert/?cc=gb&selLanguage=en

OUP claim that it will help you “nurture confident, successful, life-long learners with a practical framework that embeds SRL throughout your curriculum!” – well worth a look, then! PDF below, just in case, but I could imagine that OUP would like you to register on their site – it’s free and quick to do so.

2. Colleagues from Leeds University and three Indonesian universities have just published Common sense and resistance: EMI policy and practice in Indonesian universities. Online version and download available here (and PDF below, to make life easier) https://www.tandfonline.com/doi/full/10.1080/14664208.2023.2205792

The authors note that “this case reminds us that public language policy should be based on careful analysis of needs at national and institutional levels” – with the clear implication being that this is not always the case. Gramsci’s notion of common sense was a new one for me.

3. Gamma is a new AI presentation tool which Nik Peachey has just brought to the attention of his followers on LinkedIn. I gave it as a theme something that is currently apparently impossible, Managing Leeds United Football Club and in less than four minutes, including my signing up for a (free) account, it came up with this https://gamma.app/docs/Managing-Leeds-United-Football-Club-1kaxjtc30yuhrms

It’s a little out of date (sadly!) but I could imagine it would cope very well with less topical subjects. You can sign up here https://gamma.app/

4. And, finally, a poignant (and joyous) TED talk from Tony Luciani, A mother and son’s photographic journey through dementia https://www.ted.com/talks/tony_luciani_a_mother_and_son_s_photographic_journey_through_dementia

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Tuesday, 2nd May (Richmond)

1. Two pieces on ChatGPT first today:

a) the more academic of the two is this piece by Chung Kwan Lo for the Education Sciences journal, What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature https://www.mdpi.com/2227-7102/13/4/410 (PDF below);

b) the more accessible of the two is this discussion between Marcus James and Karen Waterston on the TeachingEnglish Facebook page, AI and teaching https://www.facebook.com/TeachingEnglish.BritishCouncil/videos/130698643285159/

Scroll down the page for a wide range of other videos. (You don’t have to log in to Facebook to watch them.)

2. Why Autism is a Difference not a Deficit is a succinct new video from the Autism Education Trust (AET) https://youtu.be/h-bc1CJlhbM

The AET’s Autistic Young Expert’s Panel lively YouTube channel is here https://www.youtube.com/@autisticyoungexperts7988/featured

and the AET website is here https://www.autismeducationtrust.org.uk/

3. Alexandra Mihai’s latest post on her blog, The Educationalist, is entitled Are universities learning organisations? https://educationalist.substack.com/p/are-universities-learning-organisations

Alexandra observes wryly that “while we (universities) do talk a lot about learning, when we get to unpack the concept and apply it to universities as a workplace, it’s surprising how little of what we preach we are actually putting into practice”.

4. And, finally, how many of these health advice myths listed by The Guardian are believed in globally, I wonder? https://www.theguardian.com/lifeandstyle/2023/apr/29/20-health-advice-myths-investigate

Have I been religiously drinking kefir daily for no good reason?

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Thursday, 27th April (Richmond)

1. Just in time, I hope, this one: Creativity and 21st century skills in English language teaching is the title of tomorrow’s mini-event from TeachingEnglish which features four webinars with ELT experts from around the world, with the first one starting at 11:00 UK time. More info and registration here https://www.teachingenglish.org.uk/news-and-events/webinars/webinars-teachers/creativity-and-21st-century-skills-english-language

2. ‘An astonishing regularity in student learning rate’ is the title of a new research article published by the Proceedings of the National Academy of Sciences (PNAS), the research question for which was ‘(Why)  do  some  students  learn  faster  than  others?’ “Much to our surprise”, the authors say, “we found students to be astonishingly similar in estimated learning rate (..) These findings pose a challenge for theories of learning to explain the odd combination of  large  variation  in  student  initial  performance  and  striking  regularity  in  student  learning rate.”

Here’s a summary from Futurity https://www.futurity.org/fast-learners-2909972/

and here’s the article itself, which is pretty readable as long as you’re able to take the byzantine formula in Figure 1 on trust – or understand it! https://www.pnas.org/doi/epdf/10.1073/pnas.2221311120 PDF below.

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3. Here’s a piece from History Today by Erik Linstrum, It’s Not Just Cricket: did the British Empire have a culture? https://www.historytoday.com/archive/review/its-not-just-cricket “Like so much else, the modern idea of culture is an invention of the Victorians. In fact, they invented it more than once. Poet Matthew Arnold famously opted for an elitist definition – ‘the best that has been thought and known’ – because he feared the flattening and dehumanising effects of mass society.”

Two other pieces by Linstrum here https://www.historytoday.com/author/erik-linstrum Legalised Lawlessness: the British empire’s playbook of force and Boredom and the British Empire: the promise of exotic thrills in distant lands built up expectations which inevitably collided with a mundane reality.

4. And, finally, courtesy of The New Yorker, a new novella by Joyce Carol Oates, ‘The Bicycle Accident’ https://www.newyorker.com/books/novellas/the-bicycle-accident-joyce-carol-oates

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Tuesday, 25th April (Cambridge)

1. The next NATESOL online event, Inclusive pronunciation practices making space for everyone in the ELT classroom with Gemma Archer from the University of Strathclyde, is at 10:00 UK time next Saturday, 29th April.

“For many international students of English”, says Gemma, “perceptions of the language and its speakers are still intrinsically tied to outdated and unrealistic notions of prestige native speaker models. This, however, is at odds with modern English which is a global, diverse, and dynamic language, used more by L2 speakers than L1 (Crystal, 2019). It also does not reflect the rich distinct varieties spoken throughout the British isles, which students have to adjust to upon arrival here. So how can we make room for our students, and indeed, our own Englishes in the ELT classroom, moving away from stringent native speaker model replication, and instead towards a goal of clear intelligible speech regardless of the variety?”

Register here: https://forms.gle/qDt513obJokyA5Hc9 PDF of event flyer below.

2. The new issue of EL Gazette has just come out and includes

an interview with Hanan Khalifa from Cambridge University Press & Assessment about the new PISA Foreign Language Assessment Test (three skills only, no writing, and only English) that will launch in 2025

and Linguistics and Grammar – time for a divorce? by Andrew Rossiter, who wishes they’d never got married in the first place! https://www.elgazette.com/elg_archive/ELG2304/mobile/

3. The lawyer Adam Tolley’s recent report into the accusations of bullying against the UK Deputy Prime Minister, Dominic Raab, was an extremely carefully calibrated piece of writing which left plenty of space for reading between the lines. Here’s four sample paragraphs: (PDF of full report below.)

Para. 119: “The DPM tends to take a clear view of an issue, whatever it may comprise. This applies across the range of matters with which he deals, from policy decisions to the presentational format of papers. In the context of the investigation, this approach manifested itself in what I considered to be a somewhat absolutist approach in his response to certain points, such as whether a particular conversation had occurred, either at all or in a certain way. His responses were frequently put in ‘black or white’ terms, with no room for nuance even where nuance might reasonably be expected. I did not find this approach persuasive. However, I have in every instance of factual dispute considered what appeared to me to be the inherent probabilities, the evidence as a whole and the overall context before reaching any conclusion.”

Paras 127 & 128: “In the context of the FCDO (Foreign, Commonwealth and Development Office) Complaint, there was a factual dispute as to whether, following a particular meeting at which the DPM referred, in the context of the work of the civil servants present, to the question of their compliance with the Civil Service Code, Sir Philip (the Permanent Secretary) communicated to the DPM that he should not do this. The DPM denied that there had been any such communication. The DPM suggested that, in view of media reporting of the allegations against him (the DPM), Sir Philip was under pressure to explain what he had done in respect of the allegations. The DPM also questioned why there were no minutes of the discussion.

Sir Philip’s evidence was convincing, and I do not think that he had any good reason to make up such a conversation with a view to protecting himself after the event. None of the details of the FCDO Complaint has been the subject of media reporting and there would therefore have been no reason for Sir Philip to react defensively. Contrary to the DPM’s assertion, I did not regard it as plausible that the meeting should have been minuted or the occasion treated as though the DPM were an employee and Sir Philip the representative of his employer.”

Para. 129: “In the context of the MoJ (Ministry of Justice) Complaints, there was a similar factual dispute between Antonia Romeo (Permanent Secretary) and the DPM as to whether she had on a number of occasions (said to have been 9 March 2022, 14 July 2022 and 27 October 2022), drawn to his attention concerns about his tone and behaviour in interactions with civil servants, as distinct from matters of work pressure and overall departmental morale. Ms Romeo produced notes of these conversations, which I was satisfied were derived from her contemporaneous records. The DPM sought to challenge the reliability of these notes on various grounds. I was not convinced by those challenges and did not consider that Ms Romeo would have had any reason to manufacture or manipulate the content of these notes.”

4. Here’s how Martin Rowson, The Guardian cartoonist, chose to depict Mr Raab’s resignation following the publication of the Tolley Report. It involves toys and a pram. https://www.theguardian.com/commentisfree/picture/2023/apr/21/martin-rowson-on-dominic-raabs-resignation-cartoon

What I hadn’t noticed before is that you can access the whole archive of cartoons by opening the full screen version – click on the cartoon – and then use the forward and back arrows that appear on the right to navigate through the archive.

5. And, finally, Arthur Conan Doyle’s own selection of his top ten Sherlock Holmes short stories https://lithub.com/the-12-best-sherlock-holmes-stories-according-to-arthur-conan-doyle/

Here’s number 7, The Five Orange Pips

https://en.wikisource.org/wiki/The_Adventures_of_Sherlock_Holmes_(1892,_US)/The_Five_Orange_Pips PDF below, just in case that’s easier.

You can also click left and right to read (and listen to) all the other stories as well.

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Friday, 21st April (Richmond)

1. Two events with a sustainability focus to start with, mindful as I am of the carbon footprint of the IATEFL conference that I’ve just very much enjoyed attending in Harrogate:

a) Green Action ELT are running a webinar next Friday, 28th April at 14:00 UK time on Appointing a green lead at your language school with Sasha Beswick, Sustainability Officer at Barnsley College, which is intended to help you achieve “real, lasting change at your organisation” – more info and registration here https://green-action-elt.uk/events/ Still likely to be of interest, even if you don’t work in a ‘language school’, as such.

b) OUP are hosting the Oxford Forum – steps to a sustainable future next Tuesday, 25th April, with three sessions in the course of the day exploring “our shared mission of building a sustainable future for education and research”. More info and registration here https://events.oup.com/series/oxford-forum/series_summit

2. No fewer than four podcasts for teachers of English that I discovered in a splendid session yesterday given by Laura Wilkes from TESOL Pop:

a) her own, TESOL Pop, ‘the mini podcast for busy teachers’ https://tesolpop.com/ There’s a short introductory video here https://tesolpop.com/listen-tesolpop-podcast/2022/12/30/learn-about-tesol-pop

b) Anna Ciriani-Dean and Shey Riel’s The Teacher Think-Aloud Podcast, which aims “to create a reflective listening experience for teachers of the English language” https://www.teacherthinkaloud.com/

c) Ola Kowalska’s Get Richer, Teacher! unabashedly aims to “help language teachers build sustainable, profitable and fun businesses”  https://olakowalska.com/podcast/

d) The Everything EFL podcast, which offers a range of “fun, engaging podcasts to help you plan, engage your students and breathe some life into your lessons” https://everythingefl.com/

3. Three from the excellent Cambridge University Press & Assessment English for what purpose? panel discussion yesterday:

a) WAM stands for We Are Multilingual, and their vision is “to encourage everyone to recognise the languages they have and be able to say: ‘WE ARE MULTILINGUAL’” https://www.wamcam.org/

 b) a free copy of Chris Sowton’s book, Teaching in Challenging Circumstances https://issuu.com/cambridgeupelt/docs/9781108816120book_p001-232 PDF below as well.

c) a photo (below) from Harry Kuchah Kuchah’s talk, the very definition of resourcefulness

4. And, finally, two more podcasts, the first recommended to me by the person sitting on my right in Laura Wilkes’s session

Feel Better, Live More from Rangan Chatterjee – try this episode on the Modern Epidemic of Perfectionismhttps://drchatterjee.com/the-science-of-what-really-makes-us-tick-how-status-impacts-your-health-the-modern-epidemic-of-perfectionism-with-will-storr/

and the second by the person my left, The Adam Buxton Podcast https://www.adam-buxton.co.uk/ Scroll down the podcast page https://tinyurl.com/4arr8x9n to click through the archive, which has lots of additional links and material.

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Wednesday, 19th April (Harrogate, with apologies for delay!)

1. Launched yesterday here in Harrogate, the British Council’s new research exploring “the key themes shaping the future of the English language and its role in our world”, The Future of English: Global Perspectives. Get your free copy here https://www.britishcouncil.org/future-of-english

2. The first of three items mentioned in talks I went to yesterday, also very recently published, by AINET & the A S Hornby Educational Trust, and edited by Amol Padwad and Richard Smith, Decentring ELT: Practices and Possibilities https://irp.cdn-website.com/a6c67b5e/files/uploaded/Padwad%20-%20Smith-%202023.pdf

The collection has “a particular focus on mapping, publicizing and further supporting what teacher associations (TAs) in countries of the Global South do to value and develop local expertise”. No PDF below (for the time being, at least), as it’s too big a file for the wifi in this hotel to cope with!

There’s also an ELTJ article on the topic, Decentring ELT: teacher associations https://academic.oup.com/eltj/article/76/1/69/6491225 and here’s one of its authors, Dario Banegas, elucidating the concept https://youtu.be/3DAIg8cOeuM PDF of the article is below.

3. Also mentioned yesterday, Trinity College London have published a series of twelve short videos on Assessment Literacy series https://www.trinitycollege.com/qualifications/teaching-english/resources/assessment-literacy

As the series blurb has it: “This series of 12 videos is designed to give teachers an introduction into the area of assessment literacy. Each video covers a different area of assessment literacy and is accompanied by a worksheet to help guide learning. The series does not set out to provide a definitive explanation of the areas (dealt with), but to introduce some key ideas and considerations in assessment literacy.”

4. And the third from yesterday: Hugh Dellar and Andrew Walkley are Lexical Lab https://www.lexicallab.com/ and they have a long-running ‘One Minute English’ YouTube series which this week saw Hugh explaining the idiom ‘to blow it’ with reference to his beloved football team, Arsenal https://www.youtube.com/watch?v=0OewDOm_HHM

5. And, finally, here’s Philip Larkin reading one of my favourite poems of his, The Importance of Elsewhere https://youtube.com/shorts/H5_m5SlXyQI?feature=share

Shoe-horned it into my own talk at IATEFL today …

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Thursday, 13th April (Cambridge)

1. I was chatting with a university teacher friend the other day about the implications for their work of essay factories, ChatGPT, etc. and learnt that the guys who will write your essays for you (for a fee) are also quite prepared to blackmail you with the threat they’ll tell your university you’re cheating if you’re slow paying! University teaching and learning is going to have to change, there’s no doubt of that. Here’s a piece from Faculty Focus entitled Death of a Traditional Lecture that explores some of the options https://www.facultyfocus.com/articles/course-design-ideas/death-of-a-traditional-lecture/ (Not quite sure about that indefinite article, though.)

2. Here’s a copy of the Council of Europe publication, Enriching 21st-Century Language Education: the CEFR companion volume in practice that I stumbled over the other day https://tinyurl.com/fm9tpfy4 It’s a very rich resource, and you’ll do well if you manage to read the table of contents this weekend. Big PDF below, which I hope survives the journey.

3. Do you want to learn more about multilingualism? Try this quiz https://multilingualmind.involve.me/quiz-multilingualism

4. Something that’s a bit close to home from BBC Radio 4 this week, Dementia: Unexpected Stories of the Mind https://www.bbc.co.uk/programmes/m001kww0

5. And, finally, I don’t know whether the proprietor of this sandwich shop I spotted in Darlington yesterday gets bonus points for honesty or loses points for being irresponsible.

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Tuesday, 11th April (Richmond)

1. Thanks to Robin Skipsey for this one in response to the piece in last Thursday’s message comparing newly qualified teachers with their more experienced colleagues. Teacher quality: What it is, why it matters, and how to get more of it is a piece that Dylan Wiliam from UCL wrote recently for Impact https://my.chartered.college/impact_article/teacher-quality-what-it-is-why-it-matters-and-how-to-get-more-of-it/

Wiliam is adamant that we can neither identify good teachers by observing them nor identify good teachers from changes in test scores; he suggests how teaching quality might, nonetheless, be enhanced.

2. Despite President Macron’s willingness to speak English in public, it’s maybe not so very surprising that this French government publication, Le poids des langues dans le monde, has only been published in French https://tinyurl.com/52r5pnuj Lots of links to interesting websites in the article, many of them English-language ones.

PDFs below of the article discussing the barometer and the Excel spreadsheet of the data underpinning the barometer.

Also below a PDF of Google Translate’s excellent translation of the article, done in less than thirty seconds – which left me well and truly abasourdi! (French for dumbfounded, says Google.)

3. I found the link to that last one in the new issue of the ECML’s European Language Gazette https://www.ecml.at/News3/TabId/643/ArtMID/2666/ArticleID/2821/European-Language-Gazette-63-enjoy-the-latest-issue.aspx

which is where I also found this newly updated Inventory of ICT tools and open educational resources https://www.ecml.at/Resources/InventoryofICTtools/tabid/1906/language/en-GB/Default.aspx

4. Currently trending on TED talks three years on, Bright Simons’s talk, To help solve global problems, look to developing countries https://www.ted.com/talks/bright_simons_to_help_solve_global_problems_look_to_developing_countries

5. And, finally, “a compelling and thought-provoking story about a community’s response to an escaped lion in a city (Tallinn)”, The Lion, the winner of the Best European Drama Award at the 2022 Audio Drama Awards https://www.bbc.co.uk/programmes/m001kx9b

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Thursday, 6th April (Cambridge)

1. Following on from John Hattie’s new book on Tuesday, here’s a report in The Conversation on some more classroom research from down under, New teachers perform just as well in the classroom as their more experienced colleagues https://theconversation.com/our-study-found-new-teachers-perform-just-as-well-in-the-classroom-as-their-more-experienced-colleagues-200649

The research team from the University of Newcastle (in New South Wales in Australia, just up the coast from Sydney), led by Jenny Gore, analysed data from two major recent studies and found it did not matter if teachers had less than one year of teaching experience or had spent 25 years in the classroom – they delivered the same quality of teaching. The team’s conclusion is a positive one: “these results indicate teaching degrees are preparing new teachers to deliver quality teaching and have a positive impact in their classrooms right away”.

There are clearly all sorts of factor to take into consideration, but is anyone else just a bit surprised that twenty-four extra years of experience, on balance, make no difference?

2. Teachers change lives – but what makes a great teacher? is the title of another recent piece in The Conversation, this one by Zayd Waghid from the Cape Peninsula University of Technology in South Africa https://theconversation.com/teachers-change-lives-but-what-makes-a-great-teacher-198313

Those (teachers) who stand out, says Zayd, “are devoted, imaginative, motivated and motivating, and eager to overcome challenging conditions to make a positive difference in the lives of young people”. See what you think of his five key characteristics.

3. Zayd’s piece mentions the UCL ‘Learning Designer’ https://www.ucl.ac.uk/learning-designer/, the full extent of which is best explored over a cup of coffee at the weekend.

There’s a free FutureLearn course starting today which explains the Learning Designer in more detail https://www.futurelearn.com/courses/blended-and-online-learning-design

and Diana Laurillard and her colleagues wrote an article about it for the British Journal of Educational Technology, Using technology to develop teachers as designers of TEL: Evaluating the learning designer https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12697 PDF below.

If, like me, you weren’t quite sure what TEL stood for, it’s ‘Technology Enhanced Learning’.

4. Here’s the latest issue of HLT (Humanising Language Teaching) from Pilgrims, this time with a focus on Germany https://www.hltmag.co.uk/apr23/

Try Peter Lutzker’s two pieces from an unusual perspective, one on Concepts and Practice of Steiner/Waldorf Foreign Language Teaching https://www.hltmag.co.uk/apr23/concepts-and-practice and the other on The Teaching and Performance of Literature in a Foreign Language https://www.hltmag.co.uk/apr23/teaching-and-performance

5. And, finally, a Granta In Conversation piece in which Pico Iyer and Caryl Phillips discuss migration, V. S. Naipaul and the meaning of home from their different perspectives https://granta.com/in-conversation-pico-iyer-caryl-phillips/

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