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Top image credit - work and courtesy of Ceres Pioquinto

Exploring Drama in Education: An interview with Professor Jonothan Neelands

Eva Göksel

How did you come to work in Drama in Education?

I started out as an English teacher and I literally bluffed my way into a drama job in a high school in Leicestershire in the UK. At that time there were huge resources for supporting drama – lots of advisory teachers, youth theatre, all kinds of stuff. I was brought up teaching in the Drama in Education (DiE) tradition as well as working in youth theatre. In fact, it is very important for me that I was involved in both.

Keeping your eye on the prize: Insights from Ian McMaster

David Kaufher

Can anyone teach Business English (BE), or is a background in business necessary? Why?

I certainly don’t think that anyone can teach Business English! Or, to be more precise, I don’t think that anyone can teach Business English well, which is, of course, the aim. 

Not surviving but thriving: Teacher psychology and professional wellbeing: A conversation with Sarah Mercer

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is also Head of ELT Methodology, and Deputy Head of the Centre for Teaching and Learning in Arts and Humanities. Her research interests include all aspects of psychology in language learning, focusing on issues of self and identity. She is author and co-author of several books, including Towards an Understanding of Language Learner Self-concept (Springer, 2011), Psychology for Language Learning: Insights from Research, Theory and Practice (Palgrave Macmillan, 2012), Multiple Perspectives on the Self in SLA (Multilingual Matters, 2014), New Directions in Language Learning Psychology (Springer, 2016), Positive Psychology in SLA (Multilingual Matters, 2016),  and Exploring Psychology for Language Teaching and Learning (Oxford University ELT, 2016). This interview took place during the 33rd ETAS Annual Conference and AGM in Zürich, 21st January 2017, shortly after Sarah’s plenary on the subject of relationships in the classroom.

‘Beyond monolithic thinking and practices in ELT’: Daniel Xerri on teacher research

Hannah McCulloch

Daniel Xerri’s engaging plenary, Supporting teacher-researchers through the development of research literacy, at the 34th Annual ETAS Conference and AGM in Zofingen left a lasting impression on many in the audience. This interview delves deeper into the alluring idea of teachers positioning themselves as researchers.

What exactly do we mean by research literacy and why is it so important for English teachers?

‘Teachers want to know answers to questions’: Dudley Reynolds on teacher research

Daniel Xerri

The value of teacher research as a source of professional development and change within the classroom has grown in importance in the past few years. In this interview, Dudley Reynolds, the 51st President of TESOL International Association, shares his views about the benefits of teachers engaging in research, the challenges they face when seeking to do so, and how teacher associations can provide them with support.

Popularity of teacher research

‘Research by teachers for teachers’: Richard Smith on teacher research

Daniel Xerri

Academic conceptions of research are sometimes foisted on teachers and might serve to alienate them from a process that can have a significant impact on teaching and learning. In this interview, Richard Smith argues that research can empower teachers if they are given the freedom and the support to engage in teacher-initiated forms of research.

Popularity of teacher research

Mieke Kenis - Dreams, vision, and intention

INSIGHTS: ETAS Journal Volume 33 No. 2 Spring 2016 

Dreams, vision, and intention: The secret behind a great association

Interview with Mieke Kenis, BELTA co-President

The Belgian English Language Teachers Association has grown in leaps and bounds, garnering 150 members in its short life thus far. Co-founded in 2012 by James Taylor, Mieke Kenis, and Guido Van Landeghem, BELTA boasts a lean organisation, low membership rates of 45 euros (or a little over CHF 48!), and rich learning opportunities for its members.

‘A classroom is a centre of inquiry in all its forms’: Thomas S. C. Farrell on teacher research

Daniel Xerri

Despite being widely heralded as an effective form of professional development, teacher research has also been criticised as being too closely aligned with the priorities and expectations of academics rather than those of classroom practitioners. In this interview, Thomas S. C. Farrell indicates that current conceptions of research might need to be broadened so as to embrace reflective practice.

Conceptions of teacher research

Matthew Hill - Training techniques

INSIGHTS: ETAS Journal Volume 33 No. 1 Winter 2015

Training techniques: The ‘golden treasure’

Interview with Matthew Hill

Author, leadership trainer and coach, conflict mediator, and intercultural facilitator, Matthew Hill has over 20 years of experience in training, coaching, executive search, and country-entry consulting. As the owner and head trainer at Hill Networks Limited, he helps directors and managers get to their goals with new and international teams.

Chrissi Florides – Creativity in the ELT classroom

INSIGHTS: ETAS Journal Volume 33 No. 3 Summer 2016 

Why we need creativity in the ELT classroom

Interview with Chrissi Florides, Director of Studies, The Globe English Centre, Exeter, Devon (UK)

Chrissi Florides has worked in EFL for over 30 years, with experience in teaching all ages from children to teenagers and adults. Chrissi is currently Director of Studies (DOS) at the Globe English Centre in Exeter.

What is creativity?

Creativity means getting students to participate in activities that encourage them to think of new things, letting them input their own ideas, and use their imaginations. 

Herbert Puchta - Engaging teens emotionally

INSIGHTS: ETAS Journal Volume 32 No. 3 Summer 2015

Engaging teens emotionally with Herbert Puchta 

Herbert Puchta holds a PhD in ELT Pedagogy and was Professor of English at the Teacher Training University in Graz, Austria. A former President of IATEFL, Herbert has been doing research on the practical application of findings from cognitive psychology and brain research to the teaching of English as a Foreign Language.

INSIGHTS: ETAS Journal Winter 2016

Exploring language assessment literacy with Professor Anthony Green

Professor Anthony Green is Director of the Centre for Research in English Language Learning and Assessment (CRELLA) and Professor of language assessment at the University of Bedfordshire. He has extensive experience both as a language teacher and as a tester, and making connections between the two has been a focus for his research. His most recent book is Exploring Language Assessment and Testing (Routledge, 2013) which aims to help teachers make better use of assessment in their work.

Inspiring women at the helm

INSIGHTS: ETAS Journal Summer 2015

Inspiring women at the helm


An interview with Eleanor Satlow, Chair, English Teachers Association of Israel (ETAI)
and JoAnn Salvisberg, President, English Teachers Association, Switzerland (ETAS)

ETAS Journal caught up with ETAI Chair Eleanor Satlow and ETAS President JoAnn Salvisberg to discuss goals and challenges.

Alan Maley - On the creative life

INSIGHTS: ETAS Journal Volume 32 No. 1 Winter 2014

On the creative life, friendships, walking and ‘effortless effort’: Alan Maley in his own words

For over 50 years, Professor Alan Maley’s work has revolved around the uses of literature in English language teaching through what he calls the aesthetic/creative teaching approach. After working for the British Council in the UK, Yugoslavia, Ghana, Italy, France, China, and India, he then worked in universities in Singapore, Thailand, and Malaysia.

John Potts - On becoming a teacher trainer

INSIGHTS: ETAS Journal Volume 31 No 3 Summer 2014

On becoming a teacher trainer: Could you have what it takes?

An interview with John Potts

John Potts is a well-known teacher trainer, who has helped thousands of teachers develop and enhance their classroom skills. In this interview, John shares his experience of over three decades, in particular, why a teacher might embark on the journey of becoming a teacher trainer and ideally, what qualities they would possess. 

Ken Wilson: A life on the ELT stage

INSIGHTS: ETAS Journal Volume 31 No. 2 Spring 2014

Ken Wilson: A life on the ELT stage

An Interview

The only difficulty in interviewing Ken Wilson is deciding what to focus on. A teacher since the 1960s, he started his career in Seville, before moving back to London and recording his Mister Monday album, the first ever collection of ELT songs. He wrote TV and radio programmes for BBC English, and became a member of the English Teaching Theatre, a theatre group that toured the world, performing in 55 countries.

Jim Scrivener - In ‘High Demand’

INSIGHTS: ETAS Journal Volume 31 No. 1 Winter 2013

In ‘High Demand’: An interview with Jim Scrivener

Jim Scrivener is currently Teacher Training Ambassador for Bell. Previously, he has been Head of Teacher Training for International House, Hastings and Director of Education for IH Budapest. He is the author of a number of award-winning publications.

Annie Hughes - Teaching young learners

INSIGHTS: ETAS Journal Volume 30 No. 3 Summer 2013


On the University of York’s MA in TEYL, teaching young learners, music, and The Beatles

An Interview

TEYL consultant, teacher trainer, materials writer, and teacher, Dr Annie Hughes is the creator and programme leader of the award-winning MA in Teaching English to Young Learners at the University of York. 

We thank Annie for joining us today and sharing some of her amazing accomplishments in building up a programme that continues to attract many TEYL students and professionals who live and work all over the world, as well as revealing snippets of a musical life. 

Jeremy Harmer’s reflections on ELT

INSIGHTS: ETAS Journal Volume 30 N0. 2 Spring 2013

Jeremy Harmer’s reflections on ELT, language, verse, and music 

Jeremy Harmer is currently on the faculty of the MA TESOL program at the New School University, New York. Among his writings are How to Teach Writing (2004), How to Teach English (2007), The Practice of English Language Teaching (2007), and Essential Teacher Knowledge (2012)– all published by Pearson Education ESL.

Dr David Britain - On dialect studies

INSIGHTS: ETAS Journal Volume 30 No. 2 Spring 2013 

On dialect studies, linguistics research, and the University of Bern’s Linguistics Program

An interview with Dr David Britain

Dr David Britain has held the Chair of Modern English Linguistics at the University of Bern since January 2010 and is the co-author of Linguistics: an introduction (CUP, second edition, 2009). Prior to UNIBE, he was a Senior Lecturer at the University of Essex in Colchester, England, where he also earned his PhD in Sociolinguistics.

Briony Beaven - Professional development

INSIGHTS: ETAS Journal Volume 30 No. 1 Winter 2012

Professional development and beyond: An interview with Briony Beaven

Briony Beaven is an ELT consultant, teacher trainer, materials writer, and teacher. She was for many years the Director of Studies in the English Department of the Münchner Volkshochschule, and is currently the Münchner Volkshochschule Delta (Cambridge ESOL teaching awards) Tutor Team Leader. She is also a CELTA tutor and assessor.

Simon Greenall - Pragme

INSIGHTS: ETAS Journal Volume 29 No. 3 Summer 2012

Pragme - where common sense, intelligence, sensitivity, and instinct prevail: Simon Greenall’s modest proposal

Simon Greenall is the co-Editor-in-Chief of New Standard English for Chinese schools and the New Standard College English and Lower Level College Englishfor Chinese universities published by Foreign Languages Teaching and Research Press, Beijing, and Macmillan Publishing (China) Hong Kong.