Resources for English for Academic Purposes

The e-book "Resources for Training English Teachers for Academic Purposes", written by teachers and doctors Marília Mendes Ferreira and Carolle MacDiarmid, is the result of a collaborative project between the University of São Paulo and the University of Glasgow. The initiative was part of the UK-Brazil Collaboration Call in English, a call to support applied research in English conducted by the British Council between 2018-2019. Divided into two parts, the book presents a summary of the [...]

Language assessment literacy for learning-oriented language assessment

This paper reflects on the findings of a small-scale and exploratory study which attempted to explore whether and how learning-oriented assessment opportunities might be revealed in, or inserted into formal speaking tests, order to provide language assessment literacy opportunities for language teachers teaching in test preparation courses as well as teachers training to become speaking test raters. Hamp-Lyons and Green (2014) closely studied a set of authentic speaking test video samples [...]

Cascading training down into the classroom: The need for parallel planning

Cascade models of in-service training are widely considered to be a cost effective means of introducing educational change to large numbers of teachers. Data from 511 teachers completing a cascade training programme that introduced current ideas about and procedures for teaching English to young learners, suggests that the factors determining whether cascade training aims actually reach the classroom are complex. The paper considers implications for cascade project planning, suggesting it [...]

Decoloniality at school, from the perspective of school leaders

English language teacher, who worked in teacher training, and library manager, who gave a new role to the library space, share their experiences

My experience: The challenge of involving teachers in the decolonial approach

Ruan Nunes, English language teacher, who worked with monitoring interns and teacher training in language schools and the municipal network of Rio de Janeiro (RJ)

Teacher wellbeing: Five lessons from the experts

The National Health service (NHS) in the UK recognizes five steps to mental health and wellbeing. When Katherine Bilsborough first came across them, she was struck by how simple the advice is and also how appropriate it is for the teaching profession. The steps are based on evidence and the NHS claim that trying these things ‘could help you feel more positive and able to get the most out of life’. In this article, Katherine Bilsborough summarizes each point and adds a personal note about [...]

Racism in English Language Teaching: Autobiographical Narratives of Black English Language Teachers in Brazil

A hundred thirty years after the abolition of slavery and post-slave trade in Brazil, Black people remain the minority amongst teachers in English courses of private and public schools. This situation is tagged in their professional situation insofar as an aftermath of racism and coloniality are concerned, as I shall argue here. In this study, […]

Rio Global Child Programme

Interview with Gláucia Morais, an English teacher from the municipal network of Rio de Janeiro who works in bilingual schools of the Rio Global Child Programme since the first experimental units were implemented in 2013. She tells her experiences along this path, as the project became a public policy and what are the impacts on the lives of the students served, who live in conflicted areas of the capital of Rio.

Exploratory practice and the creation of a pleasent environment for english teaching: Stories, laughs, reflections and learnings

Here I present some considerations about a research that I developed in a project called: “About professor and researcher: the role of affection in the two-way professors experiences narratives”. Thus, I expose my reflections about the influence that the affection seems to engage in the English language acquisition process, as well as the relationships that […]

Use of active methodologies places the student as the protagonist of the teaching and learning process

In language teaching, these approaches allow the development of skills and gains in working with students who have different levels of knowledge