I am an early-career academic, currently working towards the completion of my PhD in Education at The University of Manchester. In my research, I have used complex systems theory to understand foreign language pedagogy in the “periphery” of the English-speaking world, i.e., those places where the English language is not used natively or officially, but it is nevertheless extensively and intensively taught. Some of my work has been published in journals and edited collections, which are listed here.
In the past, I worked at the Epirus Institute of Technology, where I was responsible for the delivery of courses in English Language and Language Teacher Education. You can find information about the courses I taught in this page. I have also worked in various teaching and managerial capacities in primary and secondary schools in Greece, of which the most recent post was at the University of Ioannina 2nd Model Experimental Primary School.
In this site, I have put together some information about myself and my academic work, which I hope you find of interest. This site also hosts my blog, where I record information that I find interesting, as well as comments on English language pedagogy and research methodology.
Do take a look around, and feel free to contact me for comments or questions.
ACTA, the Australian Council of TESOL Associations, is the national coordinating body for all associations of Teachers of English to Speakers of Other Languages (TESOL) across Australia.
to represent and support the interests of teachers of English to speakers of other languages and dialects and their students
to ensure access to appropriate English language instruction for speakers of other languages and dialects
to encourage implementation and delivery of quality professional programs at all levels
to promote study, research and development of TESOL at local, regional, national and international levels.
Membership of ACTA comes automatically through membership of one of its constituent associations.
About the Blog
We’ve both been teaching advanced learners and sharing material with each other for quite a while now. We’ve also been inspired by the variety and quality of ELT blogs out there, and this blog is our contribution to the blogosphere.
The idea is to provide lesson plans to go for teachers of advanced learners ( C1 and C2 ). The lessons will focus on helping learners to improve their listening and speaking skills, and we hope, at the same time, that these resources are stimulating, fun, and effective.
Everything that appears here has been tried, tested and tweaked in the classroom.
We hope you enjoy it.
Actually, it’s about education, training and LEARNing. It’s for educators and teachers who are interested in making a real difference to the lives of their students, their colleagues and their organisations – basically, people who are interested in “doing business” differently in education.
People in education are often divided into two categories – “the thinkers” and “the doers”. We are also grouped into categories based on who we do business with –primary, secondary, tertiary. There are other classifications such as “teachers”, “administrators” and “support staff”. And, then…there’s the various disciplines or sub-sectors – mathematics, engineering, literature, ELT – to name but a few.
Traditionally, many of our discussions have been about “TEACHing”. The problem here is that these “conversations” have been based on a “design flaw” (Barr and Tagg, 1995) and“TEACHing” is still the dominant paradigm that governs our structures, practicesand behaviours (the way we “do business”) – across all the classifications people have for us.
This “design flaw” confuses the means and ends in education – and keeps all of us apart.
What we need is more “thinking doers” who come together – across the lines that have been drawn in the sand (or the “schoolyard”) – to talk about “what really matters” in education.
LEARNing – student LEARNing, educator LEARNing, institutional LEARNing!
Just as artists use charcoal or paints or clay to create an experience, teachers use research, best teaching practice and personal insights to craft the best learning experience for their students. I consider what I do to be an art form. I’ve worked hard to learn my craft, and I’m still learning. I always learn from my experiences…why something worked well or didn’t. And I always learn from my students…what helps move them forward faster in their goals, and what doesn’t.
I’ve lived in Spain since 1981. I worked at ESADE, Barcelona for 28 years, first as a language teacher and then as Director of Studies. With my boss, Pat Mills, I helped to organise and run an MA TESOL programme, run jointly by the Institute Of Education (London University) and ESADE from 1994 to 2003.
Since 2004, I’ve worked freelance, doing English immersion courses at home, working with post-doctoral students at the Universitat Politecnica de Barcelona and as an associate tutor in the Distance Learning MA in AL and TESOL pogramme at Leicester University.
My main academic interests are: theories of SLA, psycholinguistics, teaching practice and computational linguistics.
Hobbies: chess, listening to Dylan, Charlie Parker and Bach, waiting for Pynchon to write another good novel, walking in the forest with dogs and donkies, and watching my wife gardening.
This is a hobby site and all the exercises are written by me, Bob Wilson, except the junior worksheets. I'm an English teacher working in Valencia, Spain. My aim is to provide a free resource for students and teachers of English. Why? Eeer, I'm not really sure. Maybe someone will offer me a fantastic job one day. Maybe that person is you!
My brother Jim is also an English teacher. He works in Hat Yai, Thailand and loves Thailand as much as I love Spain. He writes the junior worksheets.
Hi! I’m Barbara Hoskins Sakamoto. I’m an English teacher currently living in Kitakyushu, Japan. I’ve taught English as a Second or Foreign Language (ESL/EFL) for a little more than 20 years, and in those years I have taught all ages in many different environments–private language schools, public schools, businesses, community centers, my home, and even a university extension class or two.
Why do I use three names? Well, my married name is Sakamoto, and most of my friends know me as Barb Sakamoto. However, I’m co-author of a children’s English textbook series called Let’s Go, and most of the teachers who use Let’s Go know me as Barbara Hoskins. So, to be safe, I use all three names!
I’m passionate about teaching, especially about teaching English to young learners. I want to learn about anything that will make me a better teacher. These days, that includes learning how to use web 2.o tools and virtual worlds in the classroom and for professional development, learning about new teaching methodologies and techniques, trying to keep up with research about how children learn. Luckily, I have found generous online friends who help me learn. Hence the title of my blog: Teaching Village. I know that I’m a better teacher when I can work with others. I think we all benefit from sharing with each other.
I’m hoping that Teaching Village will help me connect with EFL teachers I’ve met in workshops around the world, and to make new friends, too!