IATEFL Webinar – “Research is for teachers? You must be joking!”

I have a geeky liking for research so my interest was piqued by the title of this IATEFL webinar by Richard Smith of Warwick University, so I decided to attend. It was an interesting way to spend an hour on a grey Saturday British winter’s afternoon. Here is what I managed to catch with my ears and fingers: 

Richard aims to offer positive solutions to the research – teaching gap. He wants to advance the claim that there can be research for ELT Practitioners but we need to rethink how we think about research in some ways. He wants to focus on teacher research.

Background:

There have been articles recently and last year in the ELT journal stating that research is largely irrelevant to teachers. Richard did a poll for what we think from strongly agree to strongly disagree 1-5. It can’t be denied that there are many teachers that would agree with this. R isn’t going to go over all the arguments in the articles by Medgyes and Maley. Teachers say researchers just talk to one another, research isn’t accessible to teachers, we have to pay for access to them and even then they are written in a language we can’t understand, while researchers say they need to be precise, use a precise language, hedge, show the complexity of issues. The argument can go back and forth, with quite a lot of heat. If you look at the articles to Medgyes and Maley, you will see there some good responses, some supportive and some against.

Richard thinks there is a lot of truth in the idea that a lot of research is not so relevant to teachers but there are some quite bad stereotypes regarding what research is, imagining it as positivistic and experimental, but also imagining that researchers are very far from teachers. Smith sees himself as a teacher, a teacher educator and a researcher, and this is how he has always seen his role. He feels that in his work he relates what he is doing to how he was as a teacher and how he is now as a teacher, and that other researchers do too. He thinks we need to find a middle way where we are not stereotyping or dichotomising researching and teaching.

He did a poll regarding “not all applied linguistic educational research is relevant to teachers”. Which was mostly agreed with. He said that suggests that some research IS and shifted the focus to that more positive direction. He showed us this:

In this book, Palmer was trying to set up something like applied linguistics, a research field of study that would help teachers to found their teaching or base their teaching on firmer foundations. In the book is a lot of complex jargon but also it’s an explicit attempt to link science and language teaching. 1917 is considered the beginning of a scientific period in language teaching that went for at least 50-60 years, and you could argue still continues now. How can we improve language teaching through reference to background disciplines? A past example is the audio-lingual period, based on ideas that linguistics can provide answers to language teaching in a very direct way. There were also things going on before Palmer:

Non-native speakers in France wanted to use phonetics, something from linguistics, in the classroom, as something helpful for language teaching. The indispensable foundation for language teaching according to Henry Sweet.

According to Palmer, we don’t lack method, we lack the basis for the  method. He wasn’t a dogmatic methodologist, he believed that we needed research to have a rational basis for decisions regarding what is good in different contexts. For different kinds of classes or students. Prabhu, in India, has said the same thing – that there is no one best method, we need different ways of teaching to meet different needs. However, this has not always been the case, there have been plenty of people with attachment to one particular method or another, in a quite dogmatic way. Palmer says we don’t just take from background disciplines, we have to as practitioners confirm and justify these principles by putting them to the test of actual and continual practice. As a teacher, in Belgium, he explored the possibilities of various methods, one after another, adopting and discarding one or another as the result of research and experience. He was an action researcher. In 1922 he went to Japan and founded the Institute for Research in English Teaching.

This institute involved many Japanese school and university teachers and was like a teacher association. There were annual conferences. They issued “The Bulletin”. He also put out books e.g. English through actions.

It was just one way. There were different ways, and the idea was for the teachers to pick and choose.

Michael West was another person who worked in a similar way, in Bangladesh, producing especially reading materials. He and Palmer were both active in the development of extensive reading, and reading material for teaching a foreign language language e.g. graded readers. Palmer’s materials influenced Hornby’s approach (situational language teaching).

<My internet died briefly at this point so some more information along this vein is missing. I pick up with the return of my internet below:>

1970s – there was a golden age of good links between theory and practice, in terms of applied linguistics in the UK. This was when communicative language teaching was developed. Smith says it was perhaps unfair of Maley to say there was nothing coming from research to teaching. There was a lot of good linkage but nevertheless there is a perception that the two sides have grown apart again. The ‘problems’ regarding English language teaching are now ‘bigger and wider’, maybe?

Smith says we can try to change the situation and this is the focus for the next part of the talk. He talks about a project that started in 2009, whereby British council recognised that real world concerns of practitioners not being addressed by research. So, they wanted to do a survey of ELT research. They were keen for the project to look for research that is relevant to English teachers. ELT research was defined as:

He did this with Sheila Rixon. They were interested themselves, as they didn’t know what research was going on that wold be relevant to teachers. The answer was, more than you might expect. The project has now finished, so the database is no longer updated but at the time a lot of research was going on around testing, much by Cambridge Assessment/CRELLA. There was also a lot of research being done by publishers to find out more about materials and target markets, but that isn’t published research. There was not much research into English for young learners. Which is a paradox as it is the most widely taught across the world. There was also not a lot of research into language teaching in developing countries except by visiting PhD students. Finally, there was also not a lot of teacher research published.

Positive ways for bridging the gap that Smith has seen:

  • TESOLacademic has recorded keynote speeches and made them freely available.
  • ELT research bites (E.g. Language Teaching in the past)
  • Blogs e.g. by Scott Thornbury, Geoff Jordan who mediate between research and teachers, making it more accessible.
  • There are also an increasing number of open access journals/articles/chapters.

However, there is a perception that research is still very much removed from teachers.

Smith argues that we should take the idea of ELT research further. Define it more strongly as research for ELT practitioners. He thinks it has started to happen in some ways. British council has started some research awards:

He puts forward something that sounds good in theory:

And says he has seen it in practice. E.g. researcher/teacher collaboration. Allan Waters was very keen on this idea. It doesn’t go on as much as it should but there are some positive examples. University/training college partnerships and teacher association research are other possible contexts for this. Encouraging teacher research is another form of this reconceptualisation of research.

Teacher research is:

In the context of these debates, teacher research has come up to some extent but could be addressed more. It’s quite common for teachers to say they don’t have time, researchers may look down on it. Smith doesn’t want to go into that today. Instead, he wants to share some of his own experience in introducing teachers to teacher research. He has come to see it as a useful and important way to address and solve (to some extent) problems. We need to address the images that teachers may have about research not being for them but for scientists, involving a lot of reading and report writing. We need more appropriate definitions, images and models of research.

Here are defintions that he has used with teachers:

If we use definitions like this, we can start to show teachers that research is something they carry out in their everyday lives.

This is something Smith does in his teaching fairly often:

Do we think it is research, he asks. Data is collected. Categorising is analysis of data. It’s useful for him. Does research have to be shared widely? Not necessarily? It’s also feasible for teachers to do.

Research is exploration, he puts forward. Feasible for teachers even in difficult circumstances. With a group of teachers he went through the following process: What are the problems? Turn the problems into questions. Try to answer the questions. Go away and try out some of the ideas put forward in the answers.

Exploratory action research – The Champion Teachers project in Chile. This was a more gentle introduction to action research, ensuring that the action would come from the exploration of the context. He didn’t have time to talk us through the example but you can read about it in British Council open access book about exploratory action research.

If you are interested in this topic and want to know more:

  • In January/February there is an Electronic Village online where there will be aClassroom-based research for professional development. The link to it is on the page of links here. It is free and gives you guidance on doing classroom based research. They will have 25 voluntary mentors. It takes place over five weeks from January to February.
  • There is also a Facebook group for Teacher research.
  • There is the Research SIG.

Here are some useful links that were shared in the “Links” part of the webinar platform by various people:

From the Q and A at the end:

Coming up with questions related to the situation – what is bothering you? Un-peeling the onion of the situation. Asking yourself questions and then finding the answers by collecting and analysing data. (Exploratory) Then you plan some change, try the change and analyse what happens (action research).

If it is so close to practice and what we do anyway, then why call it research? Is the word research itself the problem?

It does have the connotation of being far from teachers, reflected in the arguments that go on, Smith has been arguing that it shouldn’t be seen in that way. Research can be an empowering form of inquiry into what goes on in the classroom. ELT research can include teacher research and university researchers who work with the concerns of teachers, with a coming together in the middle. This goes back to the collaborations that he spoke of earlier. We should aim to find the middle ground.

If you attended (or are Richard!) and think I got anything down wrong, do let me know so I can edit it! Thank you Richard and IATEFL for a great webinar. 

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My top ten ELT books – how many have you read?

Faced with the hundreds of ELT-related books there are out there, an oft-repeated question, when teachers want to learn more about their profession and develop themselves as educators, is “What should I read first?”. Here is a list of books that I believe you can’t go wrong with. I have made the list deliberately wide-ranging in terms of what is covered (i.e. it’s not a list of ten vocabulary-related books!), again slightly stretching the concept of “top ten” with a little bit of grouping! 

If you disagree and feel that there’s another book that definitely ought to be on this list instead of one of the ones listed, please comment and say so! 🙂 Hopefully in the end, this post will be a list of books that everyone believes are a good starting point for teachers who are also motivated learners… And do comment in relation to the title question too! 😉

NB, I am not on commission! Also, I do not condone downloading any of these for free from any online sources. Some of them are available as e-books but you still have to pay! I do recommend checking if your school has them available to borrow. If your school is a CELTA (or equivalent) or a Delta (or equivalent) centre, then it is very likely to do so, and even if it isn’t, it may have acquired a few books that it makes available for teachers to borrow. University libraries (if the university does any ELT/TESOL/Applied linguistics type degrees) are good place to try too, if you can get access. 

In no particular order, then…

  • Learning Teaching by Jim Scrivener

Screenshot from www.amazon.com

Screenshot from http://www.amazon.com

Initial teacher training courses tend to have a core text that trainees are required to buy and from which various portions are set as compulsory reading. For me, that was Learning Teaching (though this was pre-inclusion of free DVD). The usual alternative is The Practice of English Language Teaching by Jeremy Harmer. Either of these two general methodology books are a great starting point for a novice teacher  – or an experienced teacher looking to refresh their memory. I’ve read both from cover to cover. I also dipped into Learning Teaching extensively in my first post-qualification year of teaching. They give you a good overview of the many different elements that come together to make up language teaching. I’ve chosen Learning Teaching over The Practice of English Language Teaching to list here on a purely subjective basis: I found it more readable. I’m sure there are people who will read this post who would staunchly argue the reverse. My advice would be, take your pick – you can’t go wrong with either!

  • About Language by Scott Thornbury

Screenshot from Amazon.com

Screenshot from Amazon.com

How is your language awareness? By this I don’t just mean are you a grammar genius. What about discourse? lexis? Phonology? I didn’t use this book until I was preparing for my Delta but I firmly believe that all language teachers should make their way through it at some point. The great thing about it is that it doesn’t just describe things, it makes you do hundreds of tasks (for which the answer keys are at the back of the book) so you can test your understanding of what is being discussed. Why not do ten or fifteen minutes on a regular basis as part of your continued professional development?

  • Teaching and learning second language listening: metacognition in action by Larry Vandergrift and Christine Goh

Screenshot from Amazon

Screenshot from Amazon

This gem of a book was in close competition with John Field’s Listening in the language classroom but won its place on the list by combining its extensive treatment of teaching listening with discussion of metacognition and how to integrate development of metacognitive awareness into listening pedagogy. It has a strong theoretical thread running all the way through, but manages to be very readable as well as containing plenty of very practical ideas for implementing the theories discussed. I’ve read both Vandergrift&Goh and Field from cover to cover, as well as dipping into them repeatedly since, both are well worth investing in and reading.

  • How languages are learned by Patsy Lightbown and Nina Spada

Screenshot from Amazon.com

Screenshot from Amazon.com

How languages are learned is an accessible introduction to the theories behind first and second language acquisition. As teachers of language, it is helpful for us to have an understanding of theories surrounding learning and acquisition, as these have informed the approaches, methodologies and teaching techniques that evolved over the course of time. This book is good because as well as discussing a wide range of FLA and SLA theories, it encourages reflection on the topics discussed through the reflective questions that punctuate it at the end of every chapter. There are also activities that you can do to explore topics further. I read this book in preparation for Delta but I think there’s no need to wait until you are doing such a qualification before you open it.

  • Beyond the sentence by Scott Thornbury

Screenshot from Amazon.com

Screenshot from Amazon.com

Another Scott Thornbury gem – his name features rather heavily in this list, I’m afraid! – Beyond the sentence is a great introduction to discourse analysis. Each chapter has a corresponding task, for which there is an answer key, to focus you on the main points of what has been discussed and get your brain zooming out from individual grammar and lexical items to think in discourse terms. The activities are readily adaptable for use with students. A lot of of the lexical and grammatical choices we make are down to the influence of language we use not existing in a vacuum but as discourse, so it is worth learning about how discourse works. It makes more useful pre-Delta reading, and whether or not you plan on doing the qualification, is worth spending time on.

  • Implementing the lexical approach

Screenshot from Amazon.com

Screenshot from Amazon.com

Some will argue that I should put The Lexical Approach in instead of Implementing the lexical approach but what I like about the latter is that as well as presenting all the theory around the lexical approach, it also offers lots of ideas for using the approach in the classroom. The best thing to do, of course, would be to read both! And then follow that up with Teaching Collocation. All three of these were published by Thomson and Heinle, but Teaching Collocation is edited by Michael Lewis with contributions from Peter Hargreaves, Jimmie Hill and Michael Hoey. All three contain valuable information about how lexis works and why we should change our focus from grammar which we slot bits of lexis into to looking at the grammar of lexis and the company words keep. I didn’t read these until I was doing my Delta – I didn’t know about them before then. So here we go, the secret is out! 😉

  • “The How to…” series – especially How to teach vocabulary and How to teach speaking, both by Scott Thornbury

Screenshot from Amazon

Screenshot from Amazon

Screenshot from Amazon

Screenshot from Amazon

How to teach speaking doesn’t actually look like that anymore – now it’s a green version of How to teach vocabulary! Both are really great in terms of being very readable and combining theory with practice, in terms of giving you lots of ideas to try out, as well as the rationale behind them. I read them both cover to cover before starting Delta and found they gave me a really good grounding, which I was able to build on with more in-depth theoretical stuff when it came to essay-writing. Both highly recommended whether or not you intend to go on and do a further qualification.

  • Conversation: From description to pedagogy by Scott Thornbury (!) and Diana Slade

Screenshot from Amazon

Screenshot from Amazon

This book is fascinating. It analyses conversation, taking it apart and explaining how it works, why and how we do what we do when we speak, as well as looking at the implications of this for language teaching. Not a whizz-bang of activities to deploy following a five minute flick through, but well worth making the effort of sitting down and reading it, to expand your understanding of how conversation works. This is another book I didn’t discover until I was doing my Delta – the library had multiple copies so I had one out while preparing my LSA4 on speaking, but again merits not being consigned only to being read by Delta/equivalent trainees!

  • Sound foundations

Screenshot from Amazon

Screenshot from Amazon

This was one of the first books I read (apart from Learning Teaching) post-CELTA. I happened upon it in the teachers’ library at my second school. It absolutely revolutionised my understanding and teaching of pronunciation. That was also when I learnt about phonemic symbols and used to practice writing with them. Then it turned out that it was very useful to have already read the book and processed it, as well as having learnt the symbols, prior to starting Delta, as I had a good knowledge base to take in with me. However, it is definitely recommended regardless of your further qualification plans, in order to extend your pronunciation teaching skills. It contains theory written in easily understandable language, as well as lots of discovery tasks to help you understand how sounds work and lots of activities you can take into the classroom with you too.

  • Teaching and learning in the language classroom by Tricia Hedge

Screenshot from Amazon

Screenshot from Amazon

This is another more general book, and its strong points are that it goes into reasonable depth on a range of things, including course design and assessment, learner autonomy and so on, as well as the treatment of the more obvious elements like teaching the skills (reading/writing/speaking/listening), grammar, vocabulary and pronunciation. It is a good, solid all-rounder to have at your finger tips. It also sports “further reading” lists at the end of each section, which are a great place to start if you are looking to explore something further and increase your depth of knowledge and understanding with regards to that topic.

A good grammar reference

As well as this list of books, every self-respecting language teacher should have (access to) a good grammar book. This will probably have been written by someone with a surname that is also an animal. E.g. Martin Parrott (Grammar for English Language Teachers), Michael Swan (Practical English Usage)…! Which you choose will be a matter of taste. Ideally, try and have a go at using a few different ones and find one that best suits the way you think. For me, it’s Parrott, but that’s largely because it’s the one I bought and used during my CELTA, and I became rather attached to it!

Reference Lists/further reading

And don’t forget: if you have read all of the books on this list, they all have bibliographies/reference lists, in which you can find the details of a whole load more books and articles that could be worth your attention! You can never run out of things to read! And that is a Good Thing. 🙂

Happy reading! And don’t forget to suggest books that YOU think should be on this list!!

reading glasses pixabay

Image taken from pixabay.org via google search for images licensed for commercial reuse with modification

 

Top ten resources for teachers

The internet is a great place for English language teachers, if you know to where to look! Here are my top ten resources (ok I cheated a bit by grouping some!) – have you used them all yet?

Conversely: What is your favourite resource?

– Have you used any resources that completely wowed you, that aren’t on this list?

Please comment and let me/everybody else know about them!

In no particular order then…

British Council Teaching English – website and Facebook page

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http://www.teachingenglish.org: screenshot of the home page

The British Council Teaching English website and Facebook page are both very valuable resources for teachers with any level of experience.

The website contains a wealth of freely available content, such as:

  • teaching ideas
  • articles on methodology, skills etc.
  • webinar recordings
  • downloadable ELT-related research
  • links to the blogs that have been awarded the popular “blog of the month” award and associate blogger posts
  • information about professional development courses

…and much more besides!

Screen Shot 2014-05-11 at 20.40.44

Screenshot of the British Council Teaching English Facebook page

 

The Facebook page is where links are shared and people can be found discussing the ELT-related issues that those who run the page raise for this purpose on a regular basis. Both are well worth a visit!

Onestop English

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http://www.onestopenglish.com: screenshot of the homepage

onestopenglish is another goldmine of ideas for lessons and articles about different aspects of teaching. Good things about this website include the breadth of its resources (which are regularly added to) – as well as general English (divided into Grammar and Skills, which in turn are sub-divided into numerous other categories) the site holds ideas for teaching:

  • Business English
  • CLIL
  • TKT
  • ESOL
  • Young learners and teens

– and the ease with which it is possible to find things due to clear categorisation. In addition to resources, they also have a handy jobs section. Some of the resources are freely available, while some are only available if you subscribe.

Academia.edu

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Academic.edu: screenshot of homepage.

Academia.edu might seem less user-friendly than the above two websites, but is nevertheless a very valuable resource: as a researcher, you can register and upload .pdfs of articles that you have written, to share with the community, and as a teacher/reader, it gives you access to research for free, which is not something to be sniffed at!

English Teaching Professional magazine’s website

www.etp.com : a screenshot of the home page

http://www.etp.com : screenshot of the home page

You have most probably read, or at least heard of, the ETp magazine for teachers, which contains articles and activity ideas, book reviews and much more. Well, the ETp website is equally worthwhile and demonstrates commitment to professional development in the resources it provides to this end. Each of the different sections contain links to articles around various topics and the site also has its very own registered blogger, Chia Suan Chong, whose posts are always worth reading. Currently, EtP are also organising a one-day conference, which will be held on 21st June 2014 in Brighton.

Twitter

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The ubiquitous Twitter bird via Google search for images licensed for commercial use with modification.

Naturally! By Twitter, I don’t mean the Twitter website, per se. What I mean is the wealth of links it can make available to you and the discussions you could participate in, if you use it professionally. As everything you need to know is in the afore-mentioned link, I’ll leave Twitter right here.

Teacher blogs

Many ELT professionals these days maintain a blog. It is considered to be a valuable form of professional development to do so. It is easy to follow these blogs and be notified each time a new post is added. Here are a few to get you started:

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Sandy’s blog – a screen shot

  • Sandy Millin’s blogSandy is a DoS at IH Sevastopol and has been blogging for a number of years now. Her blog contains a wealth of teaching ideas that she has tried and tested, reflections, collations of useful links, for example relating to the Delta qualification that she recently completed and to Cambridge exams like FCE. You might also like to check out her (Almost) infinite ELT ideas blog too, if you require an injection of fresh inspiration! In this blog, which is all about collaboration, she publishes a potential resource and canvasses ideas for how to use it with students. Now that she has finished Delta and is settled in her post-Delta new job, this site has been resurrected so keep checking back.
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Adam’s blog – a screenshot

  • Adam Simpson’s blog:Adam works at a Turkish university and is dedicated to his students and to his own professional development, as well as sharing these passions with others. His blog contains a wealth of interesting posts related to this.
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Rachael’s blog – a screen shot

  • Rachael Roberts’s blog Rachael Roberts is a teacher, MaW SIG committee member and materials writer, and her blog contains lots of useful teaching resources and materials that she has developed, together with the rationales behind them, and tips for creating your own materials too.

Some of these blogs sport a “blog roll” of other blogs that the owner has found interesting and useful, so it would be worth checking these out too. Of course there are hundreds more I’d love to name, but this post would get awfully long if I did so!

Some of the “big names” in ELT  also maintain blogs:

Jim and Adrian’s Demand High ELT blog – a screen shot

  • Demand High ELT is a growing site, owned by Jim and Adrian, and devoted to Demand High ELT. There is discussion, links to relevant resources, materials for seminars and more.
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Scott Thornbury’s blog: a screen shot

  • An A-Z of ELT is Scott Thornbury’s blog, containing a wealth of articles about a range of ELT-related topics and issues.
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Adrian’s pron blog – a screen shot

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Hugh’s multi-faceted blog – a screen shot

  • Hugh Dellar’s Blog is full of interesting discussion about various ELT-related topics and ideas that you could try out in your own classes, as well as recordings of talks he’s given at past events.

Of course, the kind of blogs you read will depend also on your own interests within the profession.

For example:

To see links to blogs which relate to ELT management, please click here.

To see links to blogs which relate to Delta please click here.

Why not start blogging yourself, too, if you don’t already? There are lots of good reasons to do so!

Free Webinars for Teachers

Free Webinars for Teachers

Free Webinars for Teachers

Free Webinars for Teachers is a Facebook group where people share information about free webinars that teachers can attend. This makes it a good way of keeping up with what is available in this area of online professional development. You need to make a request to join and posts are moderated so that content remains useful to members. You can choose whether or not to receive notifications when something new is posted.

Technology

There are three major players in the technology game, all of which are worth keeping an eye on in order to stay abreast of technological innovation:

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Nik’s technology lover’s paradise – a screen shot

Russell Stannard's website which answers "How to..." for pretty much anything technology-related.

Russell Stannard’s site which answers “How to…” for pretty much all techy questions – a screen shot

The Consultants-E

The Consultants-E – a screen shot.

  • The Consultants-E : These guys offer training courses and consultancy services but also carry some freely available great resources relating to technology on their website. You can find these by clicking on “Resources” on their home page.

#ELTChat

You could argue that this is part of Twitter, but these days #ELTchat exists beyond the bounds of Twitter too. There is the website, where you can find all the summaries carefully indexed by date, as well as links to podcasts and videos.

ELTchat - a PLN in the making: a screen shot.

ELTchat – a PLN in the making: a screen shot.

And there is also the Facebook group, where people share links to interesting sites they’ve found, to recent chat summaries and more.

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…and the Facebook group page – a screen shot.

IATEFL

IATEFL is the International Association for Teachers of English as a Foreign Language. This organisation has a website , a Facebook group page , and lots of satellite pages run by various of the SIGs or Special Interest Groups.

IATEFL.org - a screen shot

IATEFL.org – a screen shot

The website contains information about forthcoming events, links to webinars that the association has put on (as well as information about those forthcoming), information about the afore-mentioned SIGS and of course its jobs pages where you can see job advertisements, especially in the run up to the annual IATEFL conference, due to the job market place that runs during this event.

IATEFL Facebook group page

IATEFL Facebook group page – a screen shot

The Facebook page is a space to discuss ELT-related issues and share links of interest to others in the profession. It is not a place for self-promotion and advertising (or spamming!).

In terms of SIG pages, here are a few that I know of:

  • MaW SIG Facebook page : For materials writing fans –  here you can find information about events run by MaW SIG, links to materials writing-related blog posts and sites, information about other materials writing-related events and connect with people who are also interested in materials writing.

Here is a list of all the SIGs currently in action, so if you find one in your area of interest, google it and you will doubtless find a Facebook page and/or a website that it maintains. You could also email the coordinator (name and contact details given in the list) for more information.

SIGs are a great way to connect with like-minded individuals and keep up with issues in your professional area of special interest.

You have to pay to join IATEFL, as well as any of the SIGs themselves (which is highly recommended, as you get plenty of membership benefits), but following their Facebook pages and Twitter handles is open to all.

image taken from openclipart.org via Google search licensed for commercial reuse with modification

Don’t forget: share your favourite resources too, by commenting on this post!  – image taken from openclipart.org via Google search licensed for commercial reuse with modification.

I hope this post gives you some new resources to look at and I look forward to hearing about the other resources you’ve tried…