#ELTchat Playlist for January 2019

Wednesday, January 9, 2019 14:11 | Filled in General Announcements

Hello everyone and Happy New Year from #ELTchat

The #ELTchat hashtag is now well in its 8th year!!!

Our call for topics has generated some great ideas amongst our members and here are some of them below!

  1. @haannaahmac suggested the topic “Learner autonomy for adults (tips and tricks)” which sounds very interesting although we have so far looked at the topic of autonomy from a variety of angles and have done at least four more chats on aspects of learner autonomy.

Still, it’s always a topic of interest in any learning situation.

2. @malmohamady80 Suggested “motivation and engagement” but changed it to “Student Engagement” when I mentioned how many times we have talked about motivation, Motivation may not necessarily result in student engagement, so what are some great ways of engaging our learners?

3. Irina Babaskina suggested “Elementary teenage learners reading authentic Harry Potter books: mission possible.” We did recently hold a chat on teaching via literary texts but this one looks a bit like a specific project… we may have to put this on ice for a few weeks.

4. @TonyP_ELT suggested “Learner Differentiation Strategies in the Classroom”, another very popular subject with at least two chats held recently!

5. @philipmerasmus suggested not one but four topics!!

  • Reducing the affective filter;  
  • Teaching the learning of lexis;
  • The lexical approach;
  • Knowing our learners and helping them know themselves as learners;

Which one shall we do today? There is a great variety and some are familiar, some less familiar topics.

A lot of good topics for the rest of the month and for February as well!!!

Topis for January 

January 9 #ELTchat

As this month’s DJ, I will first go with student engagement – how can we keep our students engaged?  Is motivation enough? 

photo by @Marica_C

January 16  #ELTchat

This Wednesday we will go with the topic suggested by @philipmerasmus

Lowering the affective filter 

What do you do to improve rapport, reduce anxiety and put your learners in a mood that promotes trust, learning readiness, motivation and engagement?

See you all at 19.00 UK time on Twitter – type #ELTchat in the search box and save that search!!! 

Start talking to us!!!

Click on the image below or this link to find your local time

#ELTChat for Wednesday 28th November How can you be sure your teaching is relevant and up-to-date? Can we trust the coursebook?

Monday, November 26, 2018 14:07 | Filled in General Announcements

Here is our topic Wednesday 28th November



Join us for #ELTChat on twitter on Wednesday at 7pm GMT and share your thoughts.

How do you know that what you are teaching in class is still up-to-date and relevant?


Can we trust the coursebook?



How to take part in the chat


To join in you just have to follow the hashtag #ELTChat. You’ll see the conversation and anything you tag with #ELTChat will be part of it


You can also follow it on Twubs even if you are not a member of twitter but, if you are not, you won’t be able to add your own ideas and comments!!!


If you already use a Twitter app like Hootsuite or Tweetdeck, you can follow #ELTChat in there.


You can find a guide to these twitter apps here.


Join us for #ELTChat on twitter every Wednesday at 7pm GMT and share your thoughts.

Native and Non-Native Speaker Teachers an #ELTchat Summary 30/05/2018

Thursday, September 27, 2018 16:37 | Filled in Summary

This summary is posted rather late, possibly because it was in a new format which we tried to figure what to do with – but eventually we thought about it and decided why not post as is. After all, #ELTchat is responsive to its member requests and comments on what topic of ELT to cover, why not attempt new summary formats!!!  The comments on the topic of native vs non-native speaker teachers come from trainees following a course taught our good colleague Csilla Jaray-Benn, ( @CsillaBenn ) who introduced them to our online community by suggesting the topic and involving them all in the proceedings, from chatting to commenting in writing! 




The #ELTchat on 30th May was a beautiful example how the weekly organised ELTchats can bring together new faces from around the world and create a dynamic professional learning community or network (PLN) for one hour around a pre-selected topic of common interest. The organisation of this particular chat goes back to the ETAS (English Teachers Association Switzerland) conference in January 2018 where Marisa Constantinides @Marisa_C kindly accepted my request to involve a group of trainee teachers, who are completing a teacher training course at Université Grenoble Alpes in France, in one of the chats.


As @Marisa_C said in her introduction on the #ELTchat website, despite the fact that “we have held #ELTchats on some aspects of this topic in the past, it’s always a hot topic given the demand for teachers and the many non-native well qualified ELT teachers who feel discriminated upon for many of the jobs. And it has been a while since we talked about this topic!!”


We have chosen to discuss this topic again and bring up new facets of this very complex issue due to its relevance in the French context where the teacher trainees work. Over ten teachers from our group, located in various parts of France joined the discussion moderated by Marisa Constantinides @Marisa_C based in Athens and Sue Annan @SueAnnan on the Jersey Island. For most of these teachers it was the first time of using Twitter and being involved in an online discussion. They have written the summary below collaboratively and after getting a taste of the lively and welcoming #ELTchat community, they might join other discussions in the future.


Thank you @Marisa_C and @SueAnnan!


(Csilla Jaray-Benn, @CsillaBenn)




Please find hereafter the summary of the twitter chat hosted by the ELT group #eltchat on May 30th. This group of English Language Teachers holds an online discussion every Wednesday on a topic they have selected. On May 30th, the topic was about Native and Non-Native Speaker Teachers. Those teachers from all around the world kindly accepted to welcome our group of trainee teachers #DU18chat .


(Stéphanie ASTIER)

Hi! I’m dina  @grebaux. This is the first time I’ve taken part in an #ELTchat and the first time I’ve ever written a collaborative summary.


Csilla Jaray-Benn @CsillaBenn, teacher trainer at Grenoble University  and Marisa Constantinides @Marisa_C in Athens hosted the @ELTchat on May 30th. The topic was suggested by Csilla Jaray-Benn @Csilla Benn who wanted to introduce her trainee teachers to Twitter and hash tagged discussions. @Marisa_C stated that the topic  has been of high interest recently and a lot has been written about it. She raised the question: “ What does each side bring to the ELT classroom?” @CsillaBenn asked “What difference can you see between native and non-native teachers?” @SueAnnan, a native speaker of English, stated that she did not feel any better equipped to train than Marisa, a non-native . She added that “ It really shouldn’t need to be an issue in today’s world.”


(Dina Forouzin, @grebaux)


On the 30th of May we had an hour chat on twitter, with several people, mainly English teachers in Europe.


In this chat we mentioned the fact the NNS and the NS teachers were differently equipped : one side would be better at explaining grammar, the other side at pronunciation… But someone mentioned to be careful with generalities… which I find very true… Some NNS have no skills at explaining grammar, and you can have NS with a very very strong accent quite hard to understand… What I didn’t get an answer for, and I’m still very curious with is : why are we (all over the world) so convinced a NS teacher is a better teacher ?  and as Dina asked, how can we change this ? May be by changing our own thoughts first… but then; how can we change our students/employers/society point of view ? :/


(Claire, @381Clarita)




It also seems that the discussion was about the fact that Native Teachers are perceived as a better seller “product” for private companies and used as a marketing tool (which is a shame) until we are able to prove “teaching is not question of passport but depends on qualification, knowledge, experience and understanding students and their needs” (dixit Csilla). We also discussed the fact that the interest of teaching a language is to open students’ mind to diversity which is a  wealth (different backgrounds, accents, approaches) and we shouldn’t limit the teacher to a single model. Unfortunately, as the debate is still going on, the feeling of discrimination is still alive.


(Pascale, @Pascalune12)


It seems we have all been faced with the NEST v NNEST question during our teaching careers. I have been penalised for being a NEST, and some of my colleagues on the DU have been penalised for being a NNEST.


There is not a perfect solution, but we all agree that being a good, motivated teacher is the most important. During our chat this evening it was suggested that NEST and NNEST teachers could share or divide roles, which seems logical, but the risk is that the tasks given to the NEST would be the least “serious” ones.  Others difficulties for the NEST is discipline (younger students tend not respect the foreign teacher), and the inability to guide our students efficiently through the French education system. We agreed that the main issue for the NNEST is teaching pronunciation, prosody and culture, supplemented with real-life stories and hands-on knowledge.


(Maria, @RacchioMaria)



I wasn’t aware of this issue here in France even if my work placement tutor agreed to work with me and not with another NNEST student from the DU.

I think open-minded people aren’t concerned about this issue and understand that they will learn different things with different teachers.

Both NEST and NNEST can make equally good or bad teachers. In fact, it depends on personal traits, qualification, experience and demonstrated language proficiency.

But the good news is that changes are about to occur and I’m sure that in a few years time everyone will agree to having NEST and NNEST. Furthermore, they will benefit from both.



(Sabine, @Slhotel1)


Discrimination against NNESTs is alive and well in Private sector schools in France, at least in the Grenoble area. I’ve seen employers turn down candidates who did not come from an anglophone country. I became an English teacher by default (pigeonholed by the French national employment agency, go figure!) and I must say it helped to have known some French before starting because whether students believe it or not, they need a reference point from which to start learning. NESTs may have pronunciation, knowledge of their home country and its customs as an advantage over NNESTs, but it doesn’t mean that the latter won’t ever be able to offer the same. More often than not, native speakers who teach their language without prior training, are unable to explain grammar and pronunciation rules (we’re not that hung up on rules anyway), however, their clients are obsessed with it. From time to time, you’d get the odd request to have a teacher who spoke Hinglish or Chinglish, but they are very few and far between.


(Amelia, @trinigyul29)


Here’s Dina picking up the threads of the discussion: The French National Education is rather archaic! Have you ever had a look at the school textbooks?! And the methodology is rather rigid. Probably only  French people can survive in the state schools! Private Language Schools are aware of the shortcomings of the French system, and they tend to hire NESTs. They believe that NESTs are better language teachers. This can lead to a lot of discrimination. Non-NESTs cannot find jobs easily. For people like me who are neither French (I do have a French passport but I don’t consider myself French), nor a native speaker of English, finding a job as an English teacher can be a Herculean task! Many private Language Schools don’t hire non-NESTs. Even if you’re lucky enough to get a job at a private language school, you’ll have to teach lower level students. Upper Intermediate and Advanced students only want NESTs. It’s true that NESTs can be better models for teaching pronunciation, but native speakers don’t have the same accent. What do we mean by native speaker of English any way? American, British, Irish, Australian, South African, or New Zealander?!  I used to have an Irish colleague whose accent was so strong that nobody understood him. He had to teach in French to make himself understood!

All in all, teachers should be great motivators. Having a good knowledge of the target language is not enough. Even having a degree in education and teaching is not enough. A good teacher is someone who can motivate his/her students by understanding the students’ needs. A good teacher is passionate and enthusiastic… Nativeness should not be  the main criterion.


(Dina Forouzin, @grebaux)


Language is innate for a native speaker. To me, it has its pros & cons. For instance, if you are a NEST who want to do listen & repeat exercises the great advantage is that you can use your own voice in your recordings. Thus, your learners will benefit from your genuine English accent & prosody and have a model. However, I think what needs to be pointed at is the discrepancy between a language & culture teacher vs a Native Speaker. For instance, I can speak French very good because French is both my mother tongue and France is the country I have lived in for more than 23 years now.  However, am I nonetheless able to teach French -culture and language? As we have seen throughout this DU, to be a good a teacher, we need pedagogy, didactics, psychology and experience can also be a plus one. When it comes to teaching a language and a culture, to me, what should be considered, is not your “nativeness” in this language, but your capabilities to transmit your knowledge. What is the point if you know many things, but you cannot transmit your knowledge? To transmit your knowledge, you need to be aware of your learners’ difficulties or needs and have the methods to transmit knowledge and explain the rules of a language. Being a native speaker does not mean you can do all these things. At some point we should make a distinction between a teacher- someone who knows how to transmit knowledge and a native speaker -the man or woman in the street but whose English is his/her mother tongue and culture.


(Lara, @Sidgard73)


In my opinion co-teaching is a very interesting approach that could mend the great Native vs Non Native divide. Co-teaching was first defined in 2003 by Friend and Cook as “two or more professionals jointly delivering substantive instruction to a diverse, blended group of students in a single, physical space”. Applied to languages, co-teaching would allow 2 teachers in a class, one putting the stress on pronunciation and the other dealing with the acquisition of lexical and grammatical structures. All would be for the best in the best of all possible worlds, but the ultimate obstacle is probably going to be the financial cost.

On the other hand, there is also discrimination in France towards Native speakers!
If a person born in an English-speaking country wants to teach his native language in a French state school, and even if he/she is holder of a Celta certificate or a Delta diploma, he/she will have to sit for the teaching exam, Capes, to be allowed to teach English.
Recently I had an internship in a big French secondary state school. The teachers I observed were all NN; they were good teachers and their pronunciation was fine. But I never saw a language teaching assistant in their classrooms (this would have allowed co-teaching!). The school policy regarding language assistants was the following: ‘Students are here to study and pass exams, not to chit-chat with language assistants’. Well, what a short-view policy!

(Marie-Hélène, @aBeeOnThePeony)




Previous #ELTchats


NEW: Native and Non-Native Teacher Perspectives discussion platform: https://nativeandnonnativetesol.org


Péter Medgyes. (2017) The Non-Native Teacher. Callander: Swan Communication



Silvana Richardson. (2016) The ‘native factor’, the haves and the have-nots

…and why we still need to talk about this in 2016. IATEFL Conference 2016 Birmingham



TEFL Equity Advocates & Academy



Teacher Talk #ELTchat Summary 06/06/2018

Sunday, June 10, 2018 20:57 | Filled in Summary

Teacher talk” is everything you say when you’re in the classroom.  There is a lot of research into the types and function of teacher talk and we have had two more chats about it – here they are: 


  • Effective ways to minimize Teacher Talk Time and maximize Student Talk Time. Transcript Summary 
  • If teachers talked less wouldn’t the students speak English more? Transcript Summary


Our most recent one was summarised by @ELTC_TD and is posted here with her permission 





With @Marisa_C, @SueAnnan, @ELTC_TD, @este_moscow, @fionaljp, @kenteris, @naomishema, @angelos_bollas, @Oscars_place, @Shujaat_English, @tesolmatthew, @MartinaEmke (and other lurkers who liked and retweeted things).


When it’s right, you have engaged students who have a clear idea what you want them to do and a brilliant classroom atmosphere.


When it’s wrong, you have a teacher who stands there waffling and students who are bored and lost.


Teacher talking time can be a tricky thing to master, regardless of whether you’ve been teaching for months or decades. Why is it so easy to get it wrong and what should teachers remember to help them get it right?


A bit of forethought before and during the lesson


For many new teachers, most unnecessary TTT can be caused by a lack of preparation or by not planning what to say beforehand (@Marisa_C and @Oscars_place).


Lesson planning should also involve thinking carefully about how you’ll give instructions, formulate concept checking questions, elicit information etc. so you know that you’ll be speaking concisely. As @Marisa_C and @tesolmatthew both added, this requires explicit training, particularly at CELTA level.


Recording yourself actually teaching in class is also a great way to check your own TTT (@angelos_bollas) or teachers could ask their observer to focus specifically on TTT (@fionaljp).


@Marisa_C suggested a simple ticking system that observers could use to think about categories of talk, which might encourage teachers to be more aware of different types of TTT (i.e. are you lecturing or are you managing?).


Remember who is the focus of the lesson


If a lesson is too teacher-centred then there is a greater risk that there’ll be too much TTT (@kenteris). Teachers should remember that the learners are the focus of the lesson, not the teacher.


There are also times when we should rethink who needs to do the speaking: do all questions need to come from the teachers or might we be able to encourage more critical thinking and active involvement if we let the learners take the lead in going through answers to exercises or asking questions (@ELTC_TD)?


Don’t fear silence


Learners need time to process what a teacher has just said. Quite a lot of time. Probably more time than the teacher realises and probably more time than the teacher can comfortably stand there in silence for. So it’s quite common for teachers to say something, not get an immediate reaction and then quietly panic, presume the learners haven’t understood and then speak again. @tesolmatthew describes this student processing time as “an invisible action zone” and says that teachers should actively make space for it in class. In other words, give students time to think.


Don’t worry about how much/how little


Instead of thinking about what might be an ideal ratio of student talking time to teacher talking time, it was generally agreed that we should think more in terms of what’s relevant (@fionaljp). Good quality TTT can be used as a language model (@SueAnnan and @Shujaat_English) and to create a good relationship between learners and the teacher (@ELTC_TD) but a balance needs to be achieved and the teacher needs to know when, why and how to speak.



There is lots of great further reading on this padlet here:

Made with Padlet



Good Language Learners and their Characteristics #ELTchat Summary 23/05/2018

Thursday, May 31, 2018 11:18 | Filled in Summary

This #ELTchat was created to review the knowledge gained from ‘good learner studies’ in the 80’s. From the word go, all the participants expressed objections as to the use of the term ‘good’ and suggested we use ‘effective’ – for the purposes of this summary, I shall leave the original title in place.

This summary was contributed by one of the participants,   @ELTC_TD

It is posted on our blog with their permission. 






We all recognise a good student but what makes them different to other students and can these things be taught or do they just come naturally?


This was the topic of the #ELTchat on Wednesday 23rdMay, with @SueAnnan,@angelos_bollas, @ELTC_TD, @fionaljp,  @ELTJayney, @e_d_driscoll, @elkdell, @Shujaat_English, @tesolmatthew and @Marisa_C.


The right characteristics


These are the things that are probably hardest to teach if learners aren’t naturally this way. Self-motivation and some sort of linguistic talent were mentioned several times plus, as @e_d_driscoll suggested, an ability to wonder about a language and constantly hypothesise, which is probably a natural disposition rather than something you can train learners to do.


The importance of a goal was also mentioned. This could be professional (I want to improve my English because I want to do an MA) or personal (I want to learn English because I really like a boy who speaks English). This seems to be particularly important when students reach a plateau in their learning, at which point those without a goal might start to lose enthusiasm if they can’t continue to see improvements.


@ELTC_TD added that patience also helps and students should understand that they won’t become fluent in a couple of weeks or even a couple of months. @angelos_bollas pointed out that although this is true, some language schools advertise courses that will get students to certain levels in unrealistic periods of time (from beginner to FCE in two months etc.) and this can have a negative effect on intrinsic motivation levels if students don’t see results.


A final point was an acceptance of the fact that learning can’t always be fun and sometimes you have to sit down and do the hard work, which also came up in an article provided by @fionaljp called The Seven Characteristics of Good Learners.






Most people agreed that autonomy played a large part. @angelos_bollas said that learners need to be in charge of their learning and @SueAnnan and @e_d_driscoll added that this means choosing to do homework and seeking out opportunities to communicate where possible. Depending on where learners are based, this idea of practising English outside of class time might prove harder for some than others. Learners based in English-speaking countries obviously have more opportunity to find native speakers to talk to, although if students have access to the internet then they also have access to plenty of online resources (@ELTC_TD) and this means they can build up useful Personal Learning Networks (@ELTJayney).


The teacher


You can have the best learners in the world but it was generally agreed that a learner’s attitude to their studies can be greatly affected by what the teacher does or doesn’t do. Providing a friendly, supportive environment (in which students feel comfortable asking questions) is hugely important (@angelos_bollas) and this should be the setting for delivering interesting lessons. Incidentally, many teachers think interesting needs to mean fun, but that’s not really the case: “high levels of engagement” might be a better way of looking at it.


Feedback is also important (though there was some debate as to whether this should be through continuous assessment or not) as well as helping the learners think about what they have learnt and what they can feel proud about (@angelos_bollas).


It was also agreed that learner autonomy can be developed if the teacher can get learners to see the importance of it and knows enough about the interests of the learners to provide solid examples of homework activities that they’ll personally find enjoyable (@ELTC_TD), instead of just expecting students to be motivated by the idea of doing gap-fill exercises (@ELTJayney).


Further reading:










#ELTchat Playlist for May & June 2018

Saturday, May 5, 2018 12:21 | Filled in General Announcements, Propose a Topic









May 30th 2018 Topic



Based on a request by  Csilla Jaray-Benn @CsillaBenn who hopes to also introduce her trainee teachers to Twitter and hash tagged discussions:


Native and Non-Native Speaker Teachers.  


Although we have held #ELTchats on some aspects of this topic in the past, it’s always a hot topic given the demand for teachers and the many non-native well qualified ELT teachers who feel discriminated upon for many of the jobs. And it has been a while since we talked about this topic!!



Here are the summaries or transcripts of previous #eltchats on the same theme




May 23rd 2018 Topic


On May 23rd our topic was good language learners and to what degree learners can be trained to this end. Here is a collection of resources to think about before and after the chat.


Made with Padlet



May 16th 2018 Topic  


How to train learners to be autonomous in and out of class


In the past we have talked about the same topic on at least two separate occasions but today the focus is on the learner training rather than the tools which should feature – if at all – as part of helping learners become more self-driven in their efforts to acquire the foreign language.


Here are links to our past #ELTchats on the same subject



May 9th 2018 Topic 



Better lesson plan writing : Tips for better timing: How to make time for Student-centred activities.



Do you find yourself never having enough to get to the fun parts or productive parts in  your lessons? Let’s share some tips about how to get there in good time!

Come and join us on Wednesday 9th May for our #ELTChat @7pm GMT on Twitter






If you have a special request, just trot off to our  #ELTchat topics submission form and your DJ may just be able to find that special track for you!


Sue Annan @SueAnnan, Angelos Bollas @angelos_bollas and Marisa Constantinides @Marisa_c















How will #Brexit affect the ELT industry? #ELTchat Summary 29/06/2016

Saturday, March 10, 2018 20:25 | Filled in Summary

How will #Brexit affect the ELT industry?

#ELTchat on 29/06/2016

  1. #ELtchat now – How will the Uk’s departure from the EU affect the EFL industry?
  2. Hi Marisa. I’m not directly concerned but sympathise with those who are. #ELTchat
  3. @GlenysHanson Hello Glenys – many of us though will be and we don’t yet quite know how #ELTchat
  4. @Marisa_C Any idea how it will affect you? #ELTchat
  5. @GlenysHanson No idea yet #eltchat – may be more people will stop going to the UK for TEFL courses because of the visas but not easy to tell
  6. I think tho that whatever change affects it will be slow motion – I don’t see anything drastic happening anhy time soon #ELTchat
  7. @Marisa_C And it may never happen. The referendum is not binding. It has to go through parliament. #ELTchat
  8. @GlenysHanson and Cameron very slyly left that to his successor – we’ll see #ELTchat
  9. @Marisa_C The result of the Greek referendum doesn’t seem to have been respected either. #ELTchat
  10. @GlenysHanson which is why in Greece we joked – “Cameron, ask Tsipras how he did it” 😀 #ELTchat But that was a force majeur from the EU
  11. Hi there. Anna from Canada joining because I want to hear more on views about #Brexit from teachers #ELTchat
  12. @Marisa_C been following news and am disturbed by the xenophobia I’ve seen – want to hear your observations for a diff perspective #ELTchat
  13. @Marisa_C @ambartosik @TESLOntario So could I. Do you think we could fool people as well politicians do? #ELTchat
  14. @ambartosik Did you read @DiLeed ‘s post? Let me find it – not pretty! #eltchat and some of the hate episodes on buses etc
  15. I read the @teflgeek response and it was disturbing, the possibilities#ELTchat
  16. @Marisa_C @DiLeed Not that one, no, but I saw the vermin references, graffiti, and some videos #ELTchat
  17. @ambartosik @teflgeek Paricularly the last sentence for you Canadians. 😉 #ELTchat
  18. @Marisa_C Oh yes,I did read that. There’s some strong research in Canada that dual literacy demonstrates long-term benefits in chil #ELTchat
  19. @Marisa_C Important to understand why. Long term unemployed, poor, elderly.Foreigners is target as source of problems. #ELTchat
  20. @GlenysHanson Same everywhere – poor low education groups tend to form such views #eltchat
  21. In Greece, for years, the target group was the Albanians, poor people who were exploited #eltchat
  22. @Marisa_C And the rich and powerful manipulate them. #ELTchat
  23. @GlenysHanson we said almost the same thing #eltchat 🙁
  24. I think most colleagues feel a little bit lost and helpless and unable to predict quite what will happen #eltchat
  25. @Marisa_C I had a student express that;he was conflicted cause he identified more w/ the dominant culture &resented it at same time #ELTchat
  26. Racism is part of all of us. As a child I believed not only people in next village were inferior but that they smelt bad too. #ELTchat
  27. @Marisa_C Will it affect ELT jobs like the other piece threatened? That is a big industry hit #ELTchat Reputation also sullied?
  28. @Marisa_C just dropping in briefly but certainly big concerns around#esol – funding and attitudes towards students too #eltchat
  29. To go forward we have to understand the dark side of ourselves and others. To go beyond the “them” and “us” mindset. #ELTchat
  30. My parents did not think that way – it was entirely invented by the village children. #ELTchat
  31. @ambartosik I think the result was a blow and a wake up call for many #eltchat I am not sure how learners will interpret it #ELTchat
  32. @Marisa_C yes – scary times. It’s not as if life was particularly easy before this #eltchat
  33. @ambartosik It’s true we are privileged so less likely adopt simplistic solutions such as racism. But Brexit not only about racism. #ELTchat
  34. @GlenysHanson Understood. But it may fan the flames of discontent & cause unexpected financial ramifications in ELT field #ELTchat
  35. Someone just tweeted the results of disrespecting that referendum #eltchat and succumbing to all EU demands  https://twitter.com/teacherdude/status/748225686658252800 …
  36. @Marisa_C Yorkshire – in an FE college. Students have finished so not talked abt it with them directly this week #eltchat
  37. @ambartosik @GlenysHanson I think a lot of jobs will be lost – cannot predict the hit to regular jobs but summer work for sure #ELTchat
  38. Do you think making it more difficult for NST to get work in EU will mean it’s easier for NNST? #ELTchat
  39. @GlenysHanson It may affect no of jobs available but it all depends on post #brexit agreements and negotiations #eltchat
  40. There is a suspense in the air as to whether #Brexit will in fact happen #eltchat – it may or may not, apparently
  41. One of the reasons I left the UK nearly 50 years ago was the dreadful food. It may be coming back.  http://www.newyorker.com/culture/culture-desk/what-brexit-means-for-british-food?mbid=social_twitter …#ELTchat
  42. Found Diarmuid’s blog post on #brexit  http://bit.ly/29bhNRx  #Eltchat it’s not specific to teachers but interesting to read
  43. @Marisa_C @teacherdude: “It’s back to potato, cabbage lard and mutton, lads” Apparently #Brexit = blockade of UK food imports. #ELTchat
  44. @teacherdude @ambartosik @GlenysHanson Well, Greek cuisine esp up in Thessaloniki yum yum makes up for that month!!! #ELTchat
  45. @ambartosik @Marisa_C @ambartosik When I worked in Poland about 1990 the food was fab – including in the canteen – fruit soup Mmmm! #ELTchat
  46. @Marisa_C how is the situation in Greece with language schools etc? #eltchat
  47. @dianatremayne Lots of schools closing down – falling numbers of Ss – parents cannot pay – jobs lost #ELTchat
  48. School owners paying 4 or 5 euros an hour, untrained staff – more loss of course #eltchat
  49. @Marisa_C Am giving a talk to a bunch of them on Monday – I have no idea how to deal with them #ELTchat
  50. My talk “Is your school future ready?” How can it be when Ts are paid less than my cleaner? #ELTchat
  51. @Marisa_C sorry – have been teaching. Wanted to be here but will happily write summary #eltchat
  52. It seems like free movement of workers likely to be kept in any new trade deal, so UK workers in EU could be OK #eltchat
  53. Will Brexit make it more difficult for ELT publishers to be based in the UK? Other industries have spoken about moving to Europe. #ELTchat
  54. Hello everyone – we talked about the effects of #Brexit on #ELT and look forward to hearing more colleagues’ views/predictions #ELTchat
  55. @Marisa_C It is likely to have a bad effect on research as funding often linked to EU #ELTchat

#ELTchat Playlist for February 2018

Tuesday, January 30, 2018 17:14 | Filled in Propose a Topic


This is Marisa_C, your DJ for the month of February!!!



For the next four weeks  I will be “spinning” the hottest teaching topics for #ELTchat Wednesdays – topics that’ll make you wanna dance (intellectually) and groove (reflectively) with your fellow teachers in the #ELTchat disco.


If you have a special request, just trot off to our  #ELTchat topics submission form and your DJ may just be able to find that special track for you!


For the month of November I am picking my way through some of the topics you suggested late in 2017 and which we have kept in our google drive but also asking #ELTchat followers on Twitter and on Facebook through short and sharp mini polls.

February 2

Reflective teaching

This is a  a topic suggested by Faten Romdhani  – @RomdhaniFaten on Twitter and which seems to be getting some more attention on other chats as well – and blog posts, like the guest post on Sandy Millin’s blog I saw shared on Twitter earlier today


  • Are reflective teachers more effective teachers?
  • How can we encourage reflection on training courses?
  • How can we continue on our own?


These are just a few of the questions we will be dealing with in this our first #eltchat in February,

February 7

 Academic Research and ELT 



There have been quite a few recent blog posts about the lack of filtering of research to teachers and the poor mediation, or even lack of mediation, between researchers and classroom teachers found in certain publications consumed by foreign language teachers (known as ‘methodology books’).


Teachers are often accused of operating on the basis of partial or no evidence at all.  So, according to some, we are doing a poor job because we have not read the latest research.


It is obvious, even from the way I have written this very short paragraph, that teachers feel somewhat defensive about these accusations, and the ‘knowers’, the possessors of the knowledge of the latest research findings – which they can usually access for free through some university job – feel justified and, indeed, indignant that we don’t do much to educate ourselves.


This looks like an impasse – I hope we can find some useful solutions in this our next #ELTchat



February 14

 Using a back channel in a face-to-face classroom


It is true! We’re having an #ELTchat on Valentines Day!  Let me play you a little song to get you in the mood for February ladies and gentle men of #ELTchat. If no one turns up for that #ELTchat, we will know why!!



The topic of back channelling was suggested by Fiona Price a while ago and was voted by more than 20 people!!!




Topics to be announced soon – keep suggesting please! Here #ELTchat topics submission form

February 21

 Using Instagram 


This topic was voted by more than 10 #ELTchat friends and followers in the latest poll, so I thought it was worth exploring since I don’t know much about how to use it myself!


The topic was suggested by  Kenneth Kuo – @mr_kuo on twitter!



Haven’t decided yet about the last topic of the month – I kind of like Sue Annan’s suggestion to talk about changes to the profession and what, if anything, has raised the standard of ELT – thinking. Let me know if you like this or if you have any other suggestions, go to the #ELTchat topics submission form 

February 28

Changes to ELT that raise the standards of the profession

This, the last topic on our playlist for February, has great universal interest to all colleagues in foreign language education. Proposed by our moderator, @SueAnnan, it promises to be an interesting review of the last decade and may be even further back!


Public Domain Alexas_Fotos Alexas_Fotos / 17392 images CC0 Creative Commons Free for commercial use No attribution required (from www.pixabay.com


Your DJ this month 






This February has five Wednesdays!!!! 



If you have a special request, just trot off to our  #ELTchat topics submission form and your DJ may just be able to find that special track for you!







Eltchat for 10th January 2018

Tuesday, January 9, 2018 23:06 | Filled in General Announcements

Hello #ELTchatters and Happy New Year to you all.

Come and Join us on Wednesday 10th January on twitter at 7 pm GMT

Don’t forget to use the hashtag #Eltchat


This week’s topic will be: All the things that normally get swept under the carpet.

Are you uncomfortable when Race, Cultural issues, Politics or Gender raise their heads in class?  How do you handle things?

Taboos and Issues in the ELT classroom.


DJ Sue  will be moderating, together with a dedicated team of co-moderators.

#ELTchat topic playlist for November 2017!

Tuesday, October 31, 2017 13:24 | Filled in General Announcements

Hello #ELTchatters!

If you haven’t read the announcement of some changes to how we choose topics for #ELTchat, have a look at a previous post. 

Here, I will be posting the topics we will cover in following chats.


Please, keep suggesting topics on the #ELTchat topics submission form 

1/11: Writing your first conference proposal: Dos and Don’ts

This topic was suggested by @sanchiadanielle – Experienced conference speakers, members of proposal committees, and colleagues who are thinking of putting together an abstract or a speakers proposal for an upcoming conference are all welcome to attend 🙂



8/11: The ideal staffroom


Why are staffroom important places for teachers? How can we make them better? Is there an ideal staffroom? Join this chat and let’s explore the role of the staffroom in our development.




15/11: Blogging for teachers 101 




Blogging is a great tool for professional development. Novice teachers feel intimidated by it though. Where should they start? What should/shouldn’t they do? Come and share your experiences with them 🙂



22/11: Integrating virtual reality into ELT



Like many of you, I do not know much on this topic. If you are an expert – and there are many of you out there, come and share your experiences. Let’s explore how we can use virtual reality to enhance our learners’ experience.





29/11: Learning Grammar vs Teaching Grammar



How did you learn grammar? Did you learn it explicitly, using grammatical terminology? What approach did your teacher or your textbook(or book) adopt? Did you in fact have a teacher, or did you learn by a more natural method? Did you enjoy learning grammar, or otherwise? How does your learning experience relate to the way you teach grammar yourself?


Your #ELTchat moderator for November















Please, keep suggesting topics on the #ELTchat topics submission form !