Spring 2017

Cover of journal issue Spring 2017

ETAS CROSSING BORDERS: Sharing expertise, linking cultures – Voices from Brazil-TESOL

In this issue: Thirty four years on... As it has always done, ETAS Journal remains attentive to teaching and learning issues, and continues to question assumptions and thinking about teaching while exploring effective ways to improve learning and teaching in the various professional contexts of our readers.

Editor’s Notes: Six years ago, with the goal of serving as the forum for creating contacts, conversations, contemplation, and collaborations, ETAS Journal began taking virtual journeys beyond our borders, each time returning to enthrall us with the gifts of its travels: enriching professional practice and worldviews through encounters with other ELT communities and practitioners worldwide. As beneficiaries of these treasures, readers are quick to acknowledge the impact that exposure to a diversity of learning contexts, cultures, and expertise has on their professional lives. At the same time, the way cross-cultural and intercultural teaching perspectives provide complementary and contrasting viewpoints to our own practice, experience, and understanding of ELT has been much appreciated.

In this Spring edition, ETAS Journal embarks on yet another virtual journey through the ETAS Crossing Borders special feature. This time the journey is far and wide, requiring much vaster disciplinary, cultural, and geographical crossings to share expertise with fellow ELT professionals in the vibrant teaching-learning landscape of Brazil. On behalf of ETAS Journal, a warm welcome and many thanks to the members of BRAZ-TESOL for generously sharing their insights and experiences through their articles that explore the discursive shape and texture of English Language Teaching. At the same time, these authors give us a glimpse of the rich cultural context that provides the backdrop to their writings.

As usual, collections like this reminds us that text is embedded in networks – writing is more than just a way of expressing an individual voice; it is also a means of entering into an intellectual conversation. This issue is only one of the many ways of keeping in touch, joining in the conversation, and experiencing another culture.

Content Overview

VOICES OF EXPERIENCE

   ELT for personal growth and success / Dina Blanco-Ioannou

INSIGHTS

    ‘Not surviving but thriving’: Teacher psychology and professional wellbeing – A conversation with Sarah Mercer/ 

         Rachael Harris

PERSPECTIVES

    Modern Shakespeare studies or Shakespeare and the sleuths: An interview with James Shapiro / Jean-Martin Büttner

ETAS CROSSING BORDERS: Sharing expertise, linking cultures – Voices from Brazil-TESOL

INSPIRED/INSPIRING PRACTICES

Why critical thinking in ELT teacher education? / Inés Kayon de Miller 

     Understanding critical thinking in the ELT classroom / Anderson Maia 

Developing critical writing skills in L2 / Doris de Almeida Soares 

Autonomy: Sharing responsibilities in the classroom / Elaine Hodgson 

Approaching grammar in the student-centred classroom / Paullo Abreu 

To get more out of writing activities / Lucas Rigonato 

Six tips for a successful EFL lesson / Catarina Pontes 

Putting learners at the centre of the learning process through drama projects / Alexsandro Silva 

    Digital literacies: Collaborating beyond the classroom / Karina Fernandes 

From internet memes to concept checking / Marcelo de Cristo 

    OMG! There is a native speaker in the room! / Cintia Rodrigues