Episodes
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"It's such social injustice to expect people to use English like native English speakers, whichever country they're in." We dive into this and English as a Lingua Franca (ELF) with Jennifer Jenkins.
Jennifer Jenkins is a British linguist and academic. She was Chair Professor of Global Englishes at the University of Southampton until her retirement in 2019. She is a leading figure in the study of English as a Lingua Franca (ELF), and is an expert on communication in English between non-native speakers. She has published and lectured widely and is a founder editor of the Journal of English as a Lingua Franca.
In this episode, Jennifer tackles:
what English as a Lingua Franca (ELF) isnative speakers vs local speakerswhy she was shunned from many rooms for her viewsthe cultural and linguistic bias in language testing how tests are not predictive of academic successthe myth that ELF lowers English standardsthe role of adjusting language rather than mimicking it having a pioneer mindset even when people dismiss youhow international universities have hypocritical linguistic standards the future of English as a global languageFOR MORE FROM JENNIFER JENKINS:
1. Her Google Scholar page
2. Her page at the University of Southampton
3. Accommodation in ELF: Where from? Where now? Where next?
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
RESOURCES TO HELP YOU:
1. Book a free 1:1 chat with us to strategize your teaching business.
2. Follow the LYE YouTube Channel
3. Learn how to monetize your teaching skills with TAP
4. Download our free guides for teacherpreneurs.
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Learners can think a native teacher is a vaccine against poor pronunciation. Equally, native teachers can be misinformed in thinking that students should just follow them.
We dive into pronunciation, intelligibility, and teacher effects on learner performance with the great John Levis.
John is Professor of Applied Linguistics and Technology at Iowa State University. He is founding editor of the Journal of Second Language Pronunciation and the founder of the annual Pronunciation in Second Language Learning and Teaching Conference. His research focuses on pronunciation, intelligibility, pronunciation, and accent. John has received university awards for Excellence in Graduate Teaching, for Career Achievement in Research, and was named Angela B. Pavitt Professor of English in 2018.
In our conversation, John talks about:
accent vs pronunciationthe nativeness principle vs the intelligibility principlehow he coined "the intelligibility principle"high and low value features of pronunciation why some vowel sounds don't matternative and non-native teacher effects on learner performancelearners viewing native speakers as a vaccine for poor pronunciationsome native teachers believing learners should just follow themgetting "caught" with accentFor more from John Levis:
1. Pronunciation for Teachers
2. His faculty page
3. His publications
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat with us to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Native speaker or non-native speaker? Monolingual or plurilingual? Why do we have a binary bias in modern society?
These are some of the questions we tackled with Dr. Angelica Galante.
Dr. Angelica Galante is an Associate Professor in Second Language Education and Applied Linguistics, and William Dawson Scholar at McGill University. As the Director of the Plurilingual Lab, Dr. Galante conducts studies with language learners, teachers and educational leaders in the areas of plurilingual education, language teaching and learning, linguistic discrimination and justice, teacher education, and curriculum design. She speaks Portuguese, English, Spanish, and a bit of French and Italian.
In our conversation, Dr. Galante talks about:
Linguistic and Cultural DiscriminationStrategies to Combat Prejudice in EducationPlurilingual and Pluricultural CompetenceNavigating Binary Bias in Language DiscussionsExploring Common Ground in Controversial TopicsThe Role of Language in Identity and Mental HealthPractical Applications of Plurilingualism in EducationBalancing Plurilingualism and Language AcquisitionChallenges and Facilitators of PlurilingualismFor more from Angelica Galante:
1. Her professional page
2. McGill's Plurilingual Lab
3. Her publications
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat with us to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Book a free 1:1 to strategize your goals for your teaching business.
Escaping precarity in ELT? Join our free support group here.
Why do some teachers thrive as entrepreneurs while others struggle? We dissect this question.
Many teachers want to earn more, teach online, and gain more clients - but struggle to implement a sustainable strategy. We go over seven "Cs" to help.
In this episode, we dive into the "seven Cs of success for teacher entrepreneurship" and discuss:
confidence as a skill rather than a feelinggetting granular on goalsstrategizing goal achievement at both the macro and the microreflecting on why having a business is (or isn't) a priority how consistency compounds over timewhy getting more clients is nearly impossible if you have nothing to sellnormalizing struggle and self doubtfirst steps to starting your business in 2025Your Action Plan from this Episode:
Pick one “C” to focus on this week.Journal daily to track your progress and reflect on your journey.Share your experience in our community to inspire and be inspired.Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat with us to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Book a free 1:1 to strategize your teaching business goals.
Black Friday 2024: 50% off CPD (click here).
Escaping precarity in ELT? Join our free support group here.
If you use vocabulary and grammar tests, you don't teach communicatively. Audrey Rousse-Malpat tells us why.
Audrey Rousse-Malpat is an assistant professor in second language acquisition at the University of Groningen in the Netherlands. She is also an entrepreneur and leads a teacher training company called Project Frans specializing in usage-based pedagogies for French as second language. She hosts the "Je suis #profdeFLE" ("I am a French language teacher") podcast.
Her research focuses on the AIM method: the Accelerative Integrated Method. In our conversation, she argues why it's a method education should adopt.
In our conversation, Audrey talks about:
thinking like a scientistschools as factoriesAIM (Accelerative Integrated Method) and how it worksfeeling like the Marry Poppins of error correction structure-based teaching vs Dynamic usagewhy teachers need to relinquish controlwhat went wrong with the communicative approachtips for implementing AIMmultilingual approaches in higher educationFor more from Audrey Rousse-Malpat:
1. Project Frans
2. Connect on LinkedIn
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Book a free 1:1 to strategize your teaching business goals.
Escaping precarity in ELT? Join our free support group here.
Education is designed around focusing on the learner first and the teacher as a medium to support the learner. Sarah Mercer tells us why this leads to unhealthy teachers.
Sarah Mercer is a Professor of foreign language teaching at the University of Graz, Austria. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is co-editor of Multilingual Matters’ Psychology of Language Learning and Teaching book series, currently vice-president of IAPLL, and ambassador for IATEFL.
In this episode, Sarah expounds on:
why connecting with learners is fundamentalcell phone addiction and what we CAN'T do about itre-framing what "student-led" meansdefining "engagement" and pedagogical caringstudents faking engagement out of respect for their teacherburnout and stress are the result of the systemic element of teacher well-beingFor more from Sarah Mercer:
1. Visit her website
2. Read her publications
3. Her handbook "Teacher Wellbeing"
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Book a free 1:1 to strategize your teaching business goals.
Escaping precarity in ELT? Join our free support group here.
ELT is full of disasters, including the destruction of the communicative approach. Dr. Enrica Piccardo tells us why.
Dr. Piccardo is a Professor of Applied Linguistics and Language Education at the Ontario Institute for Studies in Education, University of Toronto. Her research spans language teaching approaches/curricula, multi/plurilingualism, creativity and complexity in language education.
She recently published The Action-oriented Approach. A Dynamic Vision of Language Education 2019) Bristol: Multilingual Matters, co-authored with Brian North.
In this episode, Dr. Piccardo discusses:
leveraging the messiness of learninghow Headway destroyed the communicative approachmultiple disasters in ELT: the separation of languages, the native speaker model, organizing curriculum around grammar, and othershow we're still teaching in a grammatical way because it's easierwhat mediation is, its role in learning, and its 3 typesupdating the CEFR to include mediation the link between mediation and plurilingualismthe action-oriented approach and its benefitswhy teachers need to delegate learningFor more from Dr. Enrica Piccardo:
1. Check out her new book here.
2. Her University of Toronto profile
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Book a free 1:1 to strategize your teaching business goals.
Escaping precarity in ELT? Join our free support group here.
What do toad venom, the 5 stages of grief, and precarity all have in common? Andrew, Leo, and Mike explain.
Sustainability in the ELT industry as a teacher is pretty simple:
1. It is precarious
2. We all need to earn more money
3. It's unlikely to do that by having just one job.
In this episode, we discuss strategies to earn more by creating your own offer. Specifically, we dive into:
the 5 stages of grief pertaining to precaritytwo paths teachers have: stay in ELT or move onwhy earning more money is a requisite to stay in the industryhow to create a compelling offer that will actually sellwhy focusing on lesson frequency is restrictingnot creating solutions to problems no one cares about toad venom and how you can apply it to your teaching businessThank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Escaping precarity in ELT? Join our free support group here.
Want to move faster? Book a free 1:1 to strategize your teaching business.
ELT provides the wrong input: language as it should be spoken not as it is spoken. This is wrong and Sheila Thorn gives us another way.
Sheila Thorn is a teacher, teacher trainer and materials writer whose niche focuses on teaching listening. She founded The Listening Business in 1998 and is the author of countless seminal books that have moved our industry forward. She has recently embarked on a new career as an artist, specialising in portraits of people and animals.
Her latest publication, "Integrating Authentic Listening into the Language Classroom" is a must-read.
In this episode, Sheila discusses:
ELT having the wrong input coursebooks as impoverished languagelearners being scared of real language how teacher training fails teachers as much as coursebooks fail studentsthe 5 listening goals every learner should havea 3-pronged approach to teaching listeningthe problem she is trying to solve in ELTFor more from Sheila:
1. The Listening Business
2. Connect on LinkedIn
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Join our free support group for teachers building their business.
Grammar instruction or grammar learning? We dive into this with today's guests.
Tania Ionin is a Professor of Linguistics and Director of Graduate Studies in Linguistics at the University of Illinois at Urbana-Champaign. Her areas of expertise include second language acquisition and experimental semantics, with a focus on the nominal domain.
Silvina Montrul is Marjorie Roberts Professor of Liberal Arts and Sciences, Professor in the Department of Spanish and Portuguese and Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign. She is the director of the Second Language Acquisition and Bilingualism Lab, founder and director of the University Language Academy for Children, and former director of the Doctoral Program in Second Language Acquisition and Teacher Education (SLATE).
Together, they have written and published the book "Second Language Acquisition: Introducing Intervention Research."
In this episode, they discuss:
grammatical knowledge in the context of language acquisitionwhat intervention research iswhy we expect too much of adult learners how instruction contributes or doesn't contribute to grammar acquisitionefficacious conditions for grammar instruction how educators can influence the learning of grammarwhy studying monolinguals helps to understand L2 acquisitionliterate vs illiterate native speakers for a study on grammatical knowledgeFor more on today's guests:
1. Get their book "SLA: Introducing Intervention Research"
2. Silvina's website
3. Tania's website
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Book a free 1:1 chat to strategize your teaching business.
2. 5in30: Get 5 clients in the next 30 days
3. Just starting your business? Get free guidance in our support group.
4. Download our free guides for teacherpreneurs.
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Join our free support group for teachers building their business.
So many teachers focus on teaching when they should focus on something else. In this episode, we dive into this with the great Bill VanPatten.
Bill VanPatten is an award-winning scholar and teacher with an international reputation in the fields of second language acquisition and second language teaching. He is a requested speaker at conferences and meetings and over the course of his career he has given over 500 keynote speeches, plenaries, invited talks, and workshops.
We chat with Bill about why:
the majority of teaching is not in accordance with SLA researchKrashen was rightteachers need to get rid of the "Atlas Complex" most people don't understand what a communicative classroom meansgrammar rules are not psychologically realmany researchers don't want to talk to teachersunderstanding how non-college educated L1 speakers process language shows explicit instruction's ineffectiveness if learners can do your assignments using AI, the assignment is flawedFor more from Bill:
1. Visit his website.
2. His recent article "Krashen forty years later: Final comments"
Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. 5in30: Get 5 clients in the next 30 days
2. Just starting your business? Get free guidance in our support group.
3. Already have clients? Share your vision with us: book a free chat to strategize your business goals.
4. Follow us on IG: @learnyourenglish
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Join our free support group for teachers building their business.
So many teachers feel they can't teach pronunciation if their speech doesn't sound a certain way. Listen to this episode to discover why that isn't true.
Robin Walker and Gemma Archer are pronunciation specialists who co-authored "Teaching English Pronunciation for a Global World," which aims to encourage pronunciation instruction from a lingua franca and intelligibility perspective.
We chat with Robin & Gemma about:
intelligibility, comprehensibility, and accentednesswhy the Lingua Franca Core is what teachers should learntheir disdain for Jennifer Jenkins' criticism of them - before realizing she was righthow intelligibility is the thing that allows pronunciation to do its jobweak forms and why they're not necessary for intelligibility why the goal of international intelligibility doesn't exclude other goalshow to measure intelligibility & use Linca Franca Core diagnostics with your studentsGrab their book here.
For more from Gemma:
1. Follow her on LinkedIn
2. The Scottish Sound School
For more from Robin:
1. Follow him on LinkedIn
2. His website - Englishglobal.com
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. 5in30: Get 5 clients in the next 30 days
2. Just starting your business? Get free guidance in our support group.
3. Already have clients? Share your vision with us: book a free chat to strategize your business goals.
4. Follow us on IG: @learnyourenglish
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Find your niche & get 5 new clients. Start here.
Many teachers are wary of using a task-based approach. Learn how to overcome that and start using it in your business or classrooms.
Lara Bryfonski is an applied linguist and assistant professor of linguistics at Georgetown University. Her research focuses on task-based language teaching and she is the Project Director of STARTALK-TASK, an NSA-funded task-based training program for critical language teachers. She recently co-authored the book The Art and Science of Language Teaching with Alison Mackey.
In this episode, we chat with Lara about:
if "TBLT" is a fadthe myth that novice teachers can't handle TBLTwhy experienced teachers are often the most resistant to try itusing a TBL approach within a strict syllabus where grammar instruction fits into a TBL approachwhat a task is and isn'tnavigating a learner's internal syllabus task design and how to apply it in your courses tomorrowTwitch, gaming, and asynchronous TBLT her advice for aspiring TBLT practitionersFor more from Lara:
1. Connect on LinkedIn
2. Find her new book "The art and science of language teaching"
3. Read her published works
4. Her website
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. 5in30: Get 5 clients in the next 30 days
2. Sandbox your own course ideas in our free support community for teacherpreneurs.
3. Map your first course in 60 minutes or less - your free guide here
4. See our free guides for teachers starting their own business
5. Try our TAP program free for 7 days
6. CPD: Teaching Listening Made Easy
7. Follow us on IG: @learnyourenglish
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Our 5in30 community helps you get 5 new clients in 30 days. Start here.
Donna M. Brinton is a methodologist, trainer, author, and distinguished figure in applied linguistics. A key aspect of Donna's work is her advocacy for Content-Based Instruction (CBI). Over her five decades in the field, she has authored and co-authored many books, including the famed "Apple Book."
In this conversation, Donna expounds on:
her beginnings as a teacher & her struggles with methodologywhy she decided to focus on methods as a point of emphasiscontent-based instruction and how it impacts language learningdeveloping and using a CBI syllabusthe 6 "t's" framework & the 3 CBI prototypesCBI case studies around the worldthe problem with minimal pairs and what can be done insteadthe future of methodology & teacher developmentFor more from Donna, connect on LinkedIn
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. 5in30: Get 5 clients in the next 30 days
2. Sandbox your own course ideas in our free support community for teacherpreneurs.
3. Map your first course in 60 minutes or less - your free guide here
4. See our free guides for teachers starting their own business
5. Try our TAP program free for 7 days
6. CPD: Teaching Listening Made Easy
7. Follow us on IG: @learnyourenglish
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Our 5in30 helps you get 5 new clients in 30 days. Start here.
Leo, Mike, and Andrew grab some nog, get in the holiday spirit, and chat about authenticity - Merriam-Webster's word of the year for 2023. We delve into what the word means to us and how we and anyone building a business can bring as much authenticity as possible into 2024.
Specifically, we dive into:
LYE's beginningsour process and struggles with niching downwhy the response "teachers will love that" to our first offer was a bad answerthe highs and lows of developing your own businessthe "do one thing" philosophy to business growthunconventional niche fusions how you can develop sustainable practices in your business in 2024Watch the Pharrell Williams/Maggie Rogers niche-fusion video mentioned in this episode.
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. 5in30: Get 5 clients in the next 30 days
2. Sandbox your own course ideas in our free support community for teacherpreneurs.
3. Map your first course in 60 minutes or less - your free guide here
4. See our free guides for teachers starting their own business
5. Try our TAP program free for 7 days
6. CPD: Teaching Listening Made Easy
7. Follow us on IG: @learnyourenglish
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We help teachers start their own online business for free. Click here to join in.
Cecilia Nobre is a Ph.D. student in Applied Linguistics at Warwick, has been an EFL teacher for over 20 years, and is a trainer on DipTESOL, CertTESOL, and Celta trainer. She has co-authored the book "Using Video to Support Teacher Reflection and Development in ELT" with Steve Mann and Laura Baecher.
Her research interests lie in the areas of teacher development, video reflection, and reflective practice. In this episode, Cecilia touches on:
video-based observation as a form of developmenthow videos can foster more critical reflectionusing video recordings in both the physical and digital classroomwhy every teacher should record their own lessons - and then watch themhow video observation can be incorporated into pre-service training courseswhy video observation reduces the hierarchical relationship of traditional observation and how it can foster community building advice for new educators just getting startedFor more from Cecilia:
1. Follow her on LinkedIn
2. See her co-authored book "Using Video to Support Teacher Reflection and Development in ELT"
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. 5in30: Get 5 clients in the next 30 days
2. Sandbox your own course ideas in our free support community for teacherpreneurs.
3. Map your first course in 60 minutes or less - your free guide here
4. See our free guides for teachers starting their own business
5. Try our TAP program free for 7 days
6. CPD: Teaching Listening Made Easy
7. Follow us on IG: @learnyourenglish
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We help teachers start their own business for free. Click here to join in.
Geoff Jordan is a teacher, trainer, academic, and author. Geoff has a Ph.D. in Second Language Acquisition, has worked at ESADE, Barcelona for 28 years, and recently co-authored a book with the late Mike Long called "ELT Now and How It Could Be."His main academic interests are: theories of SLA, psycholinguistics, teaching practice and computational linguistics.
Specifically, Geoff touches on:
his beginnings in the ELT industryworking alongside Mike Long, Peter Skehan and Henry Widdowson in the early dayshis new book "ELT Now and How It Could Be," co-written with the late Mike Longhow commercialization has hurt the language industrywhy students should be angry after 300 hours of study when they still can't "go to the pub in London"why task-based learning is the only way to gowhy "presenting" language is inefficacious how the future of the industry is in niche courses advising students to be more resourceful in their learning listener questionsMore on Geoff:
1. Follow him on Twitter/X
2. Check out his website
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Sandbox your own course ideas in our free support community for teacherpreneurs.
2. Map your first course in 60 minutes or less - your free guide here
3. See our free guides for teachers starting their own business
4. Try our TAP program free for 7 days
5. CPD: Teaching Listening Made Easy
6. Follow us on IG: @learnyourenglish
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See our free CPD and business growth guides for teachers. Click here.
Paul Nation is an Emeritus Professor of Applied Linguistics at the University of Victoria and a renowned author and scholar in our industry. He joins us for a discussion on learning, putting research into practice, and - of course - the four strands 27 years later.
Paul touches specifically on:
his vocabulary nichethe birth of the four strandshow it's a basis for course construction, not lesson designhow he learned Greek on a 2 hour flightwhy teachers who activate extensive reading in class are bravewhy teachers need to believe that by not teaching, people can learnthe only 3 things that matter in learningif there is a fifth strandAs always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Sandbox your own course ideas in our free support community for teacherpreneurs.
2. Map your first course in 60 minutes or less - your free guide here
3. See our free guides for teachers starting their own business
4. Try our TAP program free for 7 days
5. CPD: Teaching Listening Made Easy
6. Follow us on IG: @learnyourenglish
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Want to get your first 5 clients in the next 30 days? Click here.
Deep in the Dogme Days of Summer, Mike, Leo, and Andrew get into part 2 of their series.
Here, we delve into:
using Dogme in the scope of outcome-based instructionchallenges implementing reactive teaching in different contextsobstacles in moving from a structured approach to teaching to one of transferenceusing the "so you can" framework to get to the heart of your client's desired transformationhandling student objections to Dogmeutilizing self assessments and reflections so students gauge their own progresswhy your course needs guiding principles and how to create themapproaching grammar as a choice, not as rulesAs always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Sandbox your own course ideas in our free support community for teacherpreneurs.
2. Map your first course in 60 minutes or less - your free guide here
3. See our free guides for teachers starting their own business
4. Try our TAP program free for 7 days
5. CPD: Teaching Listening Made Easy
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Click here to join our free teacherpreneur support community to grow together.
Andrew, Mike, and Leo sit down and ponder Dogme....as a new approach? It certainly has experienced a resurgence since the pandemic and we are curious why that is.
We also dive into:
the role of the teacherthe shift away from planning & towards reactingwhat authentic communication actually meanshow teachers can model lifelong learning habitsusing Dogme in your business and using the less is more philosophyAs always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. Sandbox your own course ideas in our free support community for teacherpreneurs.
2. Map your first course in 60 minutes or less - your free guide here
3. See our free guides for teachers starting their own business
4. Try our TAP program free for 7 days
5. CPD: Teaching Listening Made Easy
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