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ELT workshops: teaching English to adults

About the 2017/18 series

A series of 8 two-hour workshops designed as a cohesive series forming a course in teacher development for teachers of adults.

Teaching English to adults

Participants may enrol for all eight sessions, or for individual sessions.

Teachers attending the whole course of eight sessions will receive a certificate at the end of the course. Certificates will not be issued for single sessions.

Note that the 2017/18 series has now finished. The next series starts in November 2018 (details available from September).

Whose language is it anyway?

TD Session 1 — November 10, 2017, 10.00-12.00

In this workshop we will be looking at attitudes and beliefs regarding English as an international language and whether or not "non-standard" varieties of English should be taught as opposed to English as a Lingua Franca (ELF), currently a hot topic in academic circles. However, little seems to have been written about what students see as important.

Non-emergent language

TD Session 2 — November 24 10.00-12.00

The notion of emergent language and how teachers should base their syllabus on what students are trying to say or write has been around for some time now. Teacher feedback suggests that students don't have much "emerging" but stick to what they know. In this workshop we will be looking at practical ways to encourage emergence based on the notion of content obligatory language.

Teaching (not testing) listening skills

TD Session 3 — December 15 10.00-12.00

Traditional approaches to listening skills involve testing understanding by the use of comprehension questions and tasks. In this session we will be looking at what inhibits student understanding and analysing practical classroom approaches designed to deal with these.

Teaching (not testing) reading skills

TD Session 4 — January 19, 2018 10.00-12.00

Much as with listening skills, reading skills work usually involves students in comprehension testing tasks and little else. In this session we will be looking at alternatives which address the factors which can inhibit understanding when reading and show students how they can deal with authentic text autonomously.

Teaching speaking skills

TD Session 5 — Friday February 23 10.00-12.00

We have grammatical, functional and lexical syllabi but no syllabus for speaking skills. In this session we will be analysing such a syllabus and seeing how it can be implemented at all and any level.

Teaching writing skills

TD Session 6 — March 9 10.00-12.00

Much as with speaking skills in this session we will be analysing a syllabus for writing skills via a number of practical, classroom factors and approaches.

L1 in the classroom

TD Session 7 — March 23 10.00-12.00

For decades using the students’ mother tongues has been frowned upon as bad practice even though translation might be the single most natural thing students do when encountering a new word or expression.

In this workshop we will be exploring judicious uses of the mother tongue in class whether or not the teacher actually speaks the L1 of the students.

Content based approaches

TD Session 8 — April 13 10.00-12.00

Rather than a grammatical/lexical syllabus, in this workshop we will be looking at content based approaches with a focus on such topics as students’ favourite apps and computer games, sports, history, and fashion and how language can be integrated alongside the topic in much the same way as writings on CLIL suggest.

See also

Enrolment form

Payment details

Young Learner workshops




Roger Hunt
Roger is Head of Education at IH Barcelona and is a tutor on both CELTA and DELTA courses -- and many of our other courses, too

Aims of the series

Roger says:

The underlying aims of these workshops are twofold: firstly to rethink some attitudes about language and language learning which have perhaps become taken for granted and ritualized; and secondly to provide those attending with practical, classroom ideas for experimentation to try out some of this rethinking.

Current computer-based research into language has revealed we may not be giving students a complete picture and that discourse and pragmatics frequently suggest more traditional approaches to language have gaping holes: we will be trying to fill these gaps in the workshops.

Equally many teachers may have become disillusioned with the same, tired old teaching recipes and are likely to appreciate some of the new teaching ideas presented.


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