IH Journal of Education and Development

IH Journal Issues:

Editorial issue 40

“Trainer: a person who teaches skills to people or animals and prepares them for a job, activity, or sport”1 Welcome to the 40th Edition of the International House Journal! It’s summer for most of the world as I write, and with the sunshine comes a busy period in teacher training. With many private language schools and public institutions enjoying a well-earned break from regular course provision or the stresses ...

Kylie issue 40

With the 20th Anniversary of the IH Journal and the launch this year of #MyTEFLstory it seemed right for this issue’s Five in a Flash to be about Teacher Development for YL Teachers. Whilst this issue’s column is more of a fleshy five and not exactly a flash to read, I hope the longer than ...

Maria Conca issue 40

Can we teach speaking to YLs? One of the most frequently asked questions on YL training sessions I have been to or that I have run is ‘Can we teach speaking to YLs?’. While many ESL/EFL teachers agree with the idea that ‘it is not necessary (or even possible) to teach speaking in any real sense’ ...

Paul Neville issue 40

How many times have we flicked through the coursebook and thought “My teenagers won't be interested in this” and yet, we go ahead and base our lesson around it anyway? In just a few minutes, you can create much more meaningful contexts which should engage your students more, and hopefully provide a few laughs along the ...

Christina and Lou issue 40

Benefits of Games for YLs (3 – 17 years) Games are an essential part of any YL teacher toolkit. The reason for this is understood when we compare adult and young learners. YLs are in the process of learning how to learn, and games assist YLs in cognitive, social and linguistic development (McKay, 2006). There are ...

Jamie King issue 40

What is this article? How much do teacher educators (TEs) practise what we preach by adapting/customising programmes to suit the needs of candidates in their context/s? Here I will explore this notion to counter the danger of the ‘one size fits all’ approach. Who cares? TEs should, that’s who. In asking ourselves the question, ‘How well do I ...

Emma and Ania issue 40

Reflections on using Learning Design in the language classroom  Scenario We’d like to introduce you to Jane. Jane works as a teacher educator, preparing students to teach English in state schools. Part of the preparation is a practicum which allows her trainees to put theory into practice. Jane’s course is very busy and the few one-to-one consultations ...

Sandy Millin issue 40

“It introduced me to an amazing group of educators around the world. It opened my eyes to the range of classrooms and contexts in which English is taught. It gave me ideas for my classes. It inspired me. It led me to start my blog and to many of the posts on it. It took me to conferences. It gave me ...

Lee McCallum issue 40

Assessment mysteries and fears In my current Higher Education teaching context, we are gearing up for final exams and to say students are worried, stressed and anxious would be an understatement. While I began my teaching career working with YLs, teens and adults in a variety of different contexts and situations, the commonality between these settings ...

David Mann issue 40

An approach to teaching English to Japanese students from highly specialised fields. I’ve been involved in English for Specific Purposes (ESP), particularly with technically-minded students, for the last 18 years in Japan. I quickly began to notice a yawning chasm between the English teacher’s world and the world of the technical specialist. This article is an ...