The English Language T-Ching

Should we mourn the lost age of ELT photocopying (and the even more ancient Roneo Gestetners)? Has the era of handout-driven teaching come to an end? Is “heads up” to an IWB better than “heads down” to a handout? Plus ... there’s a bit of nostalgia for the creativity of DIY handouts

What do teachers think will happen when they say "Pay attention" to a learner? What does the learner have to do in order to "pay attention"? And what is attention anyway? How does it connect to "engagement" and "presence? If you have a question, suggestion or comment we'd love to hear from you. Write to: adrianandjimpodcast@gmail.com

Recent interesting research about whale and chimp language starts us wondering about question asking and communication in the language classroom. Can whales have a conversation? What stops chimps asking questions? Does repetition still have a role to play?

What makes karate classes so different from language teaching lessons? What does this suggest about the value of learner-centredness, choice, decision-making and self-discipline? Should we approach different types of classroom subject in different ways? Who has the power in a classroom? Who decides the goals and the route? If you have a question, suggestion or comment we'd love to hear from yo...

Adrian worries about whether he should have praised his four-and-a-half year old grandson's map-reading skills. He relates this to his own attitude to praise, encouragement and feedback in the classroom. Should we praise in class? Or does praising reduce the learner's ability to recognise and value their own achievements? If you have a question, suggestion or comment we'd love to hear...

What do we miss when we speed through our coursebook pages? Does a “fast lesson” reduce the quality of experience for teachers and learners?  Is there time in our busy classrooms for “slow learning”? Could going slow actually be pacier and less boring than going fast? The article Adrian refers to is at: Slow learning - by Alexandra Mihai - The Educationalist If you have a question, suggestion or c...

This episode we're following a suggestion from one of our listeners - Thanks, Elvira! We're looking at how much movement and physicality play a role in the ELT classroom. If you have a question, suggestion or comment we'd love to hear from you. Write to: adrianandjimpodcast@gmail.com

What is intuition? How can a student access it? Does intuition come from our store of previous experiences or might it be something more esoteric? Could intuition be tapping into some universal field? Might it be similar to Rupert Sheldrake's idea of Morphic Resonance? Even if these ideas are nuts, what would happen if we went into class as if they were true?

Might consciousness be "non-local"? Why do some people seem to learn languages so easily? Could language be a "field" like gravity or magnetism?

So why does the Moon always keep the same side to us? What didn't Adrian's French teacher do? How can you help learners sound much more like fluent speakers?

Can a day be longer than a year? What does Adrian mean by "holding a space" in lessons? How can learners and teacher be "busy together"?

Am I too "busy" in class? Does my "busyness" get in the way of learning? Is "facilitation" the same thing as "classroom management"?

Should we be teaching the language "bits" so that learners can put them together to express themselves or encourage them to express themselves and assist with the "bits" along the way? Can Adrian's car journey metaphor possible make it to the end of the podcast?

Why has Adrian got a bag full of shells? How can a language learner express themselves in their new language? How does that fit in with all our coursebooks and exercises? ... We'd love to hear your questions and comments. Write to: adrianandjimpodcast@gmail.com