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Interview: Plug into the digital zeitgeist


Digital tools for the classroom should be ‘quick and dirty’, focusing on four key areas, Thomas Strasser tells Melanie Butler

An academic once told me that if you think long enough, you can explain anything simply. If you can’t explain it simply, you haven’t thought about it hard enough.

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The proof is in the (remote) pudding


A UK company is plugging a teaching skills gap by using videoconferencing technology to deliver English lessons to state school children in South America, Irena Barker reports

When the pupils at the Nucleo de Convivencia Menino Jesus supplementary school attend English classes, they never quite know what to expect.

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Out of the box: Time Granny went to the hairdresser?


Language school feedback surveys may be asking the wrong questions

When language schools hand out questionnaires to EFL students at the end of their courses, it suggests that the school values their opinions about the teaching they have received.

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Point of View: ‘The university sector is failing international students before they even arrive’


Using technology to check students’ English is up to scratch during the application process could save everybody a lot of pain, says Andrew Stokes

At the age of 16, Adrian Chu boarded a flight from Kuala Lumpur to the UK to start his A Levels in London. Over the next two years he worked hard, passed his exams and got into Durham University to study politics.

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Comment: Why ELT fell for the lexical sets myth – hook, line and sinker


Evidence shows learning semantically related vocabulary in groups isn’t the best way to learn lexis, but the idea is entrenched in language classrooms, writes Melanie Butler

Iam now officially ancient. I must be. I was around at the birth of at least one ELT myth and I expect it will outlive me. If there is one thing I have learned in forty years in ELT, it is that a good myth is hard to kill.

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