IH Journal of Education and Development

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Emma pratt

The aim of this article is to take an exploratory first step into a discussion about arts practice and how it interplays with the classroom, language learning and teaching.   I’ve worked alongside many artists during my 18 years in English language teaching. For almost every arts discipline I can think of, there has been a colleague who ...

Mike Bilbrough

Introduction.  The following thoughts and comments are taken from the findings of classroom research on the introduction of gestures in the English language classroom for Spanish primary school children. Gestures were incorporated in an attempt to increase the amount of exposure and comprehension of spoken English without relying on the written word as a referent.  One of the principal strategies we teachers usually use to facilitate the understanding of spoken language in the classroom is to include text. Text, that immense relief for so many comprehension issue headaches! It is ...

Magnus coney

I’ve always been a fan of research. Primarily as a consumer, and occasionally uninformed critic, culminating in a presentation at the IH AMT conference where I cautioned against overreliance on the work of John Hattie himself, a giant among education researchers. My nonexistent track record of actually doing any research nagged at me, so at ...

More and more language learning is taking place, fully or partially, on online platforms and the affordances of these platforms for communicative interaction are exciting. Unfortunately, most platform-based language learning experiences are a relentless diet of drag-and-drop, drag-till-you-drop grammar or vocabulary gap-filling. The chat rooms and discussion forums that the platforms incorporate are underused or ignored. ...

20170615 IH Journal_42 v2 4

After the success of our 20th Anniversary edition of the IH Journal last time out, we’re picking up where we left off to keep the momentum going. The journal reaches ever more readers with each iteration and the response to our call for papers this time was hugely encouraging. Almost 50 teachers from all over ...

20170615 IH Journal_42 v2 6

Leading up this year’s YL Conference in Bucharest, it dawned on me that as YL teachers we are kind of spoilt (for choice) - it’s never been easier to find, and in abundance, information, resources, and new ideas. But, we are also kind of saturated and in danger of that age old struggle – making ...

20170615 IH Journal_42 v2 10

This is obviously not an appropriate title for an article in a fashion magazine, but for us working in the field of English language teaching, this might just be a gateway to lessons designed for the 21st century. What I will aim to do in this article is to give you some ideas and tips ...

20170615 IH Journal_42 v2 14

Why Teach Listening? Teaching listening skills is possibly the hardest part of our job as EFL teachers. It is much harder when you teach listening to Young Learners (YLs) in a non-English-speaking environment. With very little English exposure at home or in mainstream schools in countries where English is not widely spoken, YLs need thorough guidance ...

20170615 IH Journal_42 v2 18

What is Oxford Owl? Oxford owl is an online site with an archive of free graded readers available to anyone, once they’ve set up an account. The archive contains a fantastic collection of beautifully illustrated books, including the Biff Chip and Kipper series, which I grew up reading as a child. Each book has an audio ...

IH Journal - Issue 42 22

What is this article? An esteemed colleague of mine once talked of the ‘dumbing down’ of teacher training, citing the excessive use of abbreviations and acronyms (e.g. ICQ, CCQ, etc.) on CELTA courses as indicative of this in that they tended to “…discourage critical analysis of techniques and… limit trainee options” (Hazell, 2015). It is an ...