Editor's Choice: Author Videos

Freire’s problem-posing model: critical pedagogy and young learners

Nadine Nelson and Julian Chen discuss their article, 'Freire’s problem-posing model: critical pedagogy and young learners' which has been selected as an Editor's Choice article for ELT Journal.

Engaging in pedagogical translanguaging in a Shanghai EFL high school

Xiaozhou (Emily) Zhou discusses her article, 'Engaging in pedagogical translanguaging in a Shanghai EFL high school class' which has been selected as an Editor's Choice article for ELT Journal.

Learner-initiated exploratory practice: revisiting curiosity

Yoshitaka Kato and Judith Hanks discuss their article 'Learner-initiated exploratory practice: revisiting curiosity' which was selected as an Editor's Choice article.

From learners to users—errors, innovations, and universals

Elina Ranta discuss her article ‘From learners to users—errors, innovations, and universals' which was selected as an Editor's Choice article. 

Decentring ELT: teacher associations as agents of change

Darío Luis Banegas discusses the article 'Decentring ELT: teacher associations as agents of change', which was selected as the Editor's Choice article in ELT Journal 76/1 (January 2022). 

Synchronous computer-mediated communication as a peer observation tool

Paul Bates and Helen Donaghue discuss their article 'Synchronous computer-mediated communication as a peer observation tool' which was selected as the Editor's Choice article from the ELT Journal.

A brief history of ELT Journal

Richard Smith, from the University of Warwick, discusses his article, 'A brief history of ELT Journal' in this video, to mark the 75th anniversary of ELT Journal, exploring the evolution of the journal to what it is today and the evolution of the field of ELT (English Language Teaching) itself.

 

Reading to Learn

Tatiana Becerra, Paula García, and Luisa Díaz discuss their article which highlights the benefits of Reading to Learn for enhancing L2 students’ meaning-making potential.

 

Learning most with least effort

Karolina Baranowska discusses her study investigating the effects of different subtitling conditions on cognitive load, incidental vocabulary learning, and comprehension.

 

Tackling native speakerism in writing materials for English as a lingua franca

Marek Kiczkowiak suggests seven research-based principles which can help materials writers not only write materials that are truly global and authentic, but also contribute to tackling native speakerism by addressing some of the discourses that support it.

 

Are teachers willing to engage with instructed second-language acquisition research?

Masatoshi Sato and Shawn Loewen investigate the  research–pedagogy link to find out if and how teachers should be engaging with Instructed second-language acquisition (ISLA) research.

 

Language teacher action research: achieving sustainability

Emily Edwards and Anne Burns explore how the impact of action research as a means of continuous professional development can be sustained over time.

 

Doing reflective practice: a data-led way forward

Steve Walsh and Steve Mann make the case for an approach to reflective practice (RP) that is both evidence-based and data-led.

 

Affordance, learning opportunities, and the lesson plan pro forma

Jason Anderson proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions to modify the pro forma and its role in lesson observation.

 

‘Education is not just teaching’: learner thoughts on Exploratory Practice

Judith Hanks focuses on the experiences of learners engaging with EP for the first time in an undergraduate English for Academic Purposes context.

 

What should we talk about? The authenticity of textbook topics.

Aki Siegel investigates the authenticity of textbook topics and their relevance to students.

 

Key themes and future directions in teaching English to young learners

Fiona Copland and Sue Garton review key themes and issues in the teaching of English to young learners.

 

Learning English by walking down the street

Chiou-lan Chern and Karen Dooley discuss the use of the four resources model of literate practices to systematically map some of the potential of literacy walks in multilingual, multimodal linguistic landscapes.

 

Engaging learners: conversation- or dialogic-driven pedagogy?

‘Conversation-driven’ ELT privileges classroom talk as a primary source of language learning, yet it is often unclear to what the term ‘conversation’ is referring. Philip Chappell reports on an investigation responding to this problem. 

 

Designing tasks for the Business English classroom

Stephen Evans suggests ways in which materials writers can incorporate key characteristics of workplace communication into the design of tasks for Business English courses for adult learners.

 

Unpackaging the past: ‘CLT’ through ELTJ keywords

Duncan Hunter and Richard Smith discuss their study which aims to explore a more rigorous, less ‘mythologizing’ way of viewing ELT history, as an alternative to the methods-based perspective on history that tends to dominate in the ELT profession.