INSIGHTS

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.

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. 

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.

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. 

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.

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.

INSIGHTS: ETAS Journal Summer 2015

Inspiring women at the helm

JULIE MANGOLD-KECSKEMETI:

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.

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.

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. 

INSIGHTS: ETAS Journal Volume 30 No. 3 Summer 2013

ANNIE HUGHES - TEACHING YOUNG LEARNERS

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. 

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.

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.

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.