Please Vote for #ELTchat on 04/06/2014
Next #ELTchat on Wednesday 04/06 at 12:00 p.m. BST
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Propose a topic
If you are proposing a topic, please make every effort to join the chat if your topic is chosen. You can find out information about how to follow an #ELTchat here.
Please also note that the chat moderators do monitor the voting. Cases of block voting are followed up and, in such a case, the votes will be disqualified and results of poll will be announced on our blog.
Since we started #ELTchat in September 2010, we have discussed a wide number of topics, but with many new members joining our conversations every week, it is very natural that we will get requests for topics which we “have done”.
Check out our Summaries & Transcripts Index
Make sure your idea has not already been discussed in the past.
Check our summaries page to see if your idea has already been included in a past #ELTchat.
Here you can find links to all the transcripts and summaries available
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If you see your topic but would still like to discuss a different aspect or set of issues, do submit it and we will consider including it again!
Read those great posts which we have collected and make sure you visit the pages of the bloggers who contributed them too!!!!
Please, include topics which
- have not been covered already in previous #ELTchats
- are relevant to ELT teachers and teaching foreign languages
- are not targeted attacks on individuals or institutions
- are simply and clearly expressed.
Editing your topic
The #ELTchat moderators reserve the right to edit or reword a topic or not to include in the poll if it does not follow the above guidelines.
How to prepare for and teach ‘demo classes’ effectively in teaching training courses, interviews and other forums where you are delivering a lesson for real learners who you may know almost nothing about.
Adrian Underhill’s ideas about “The Inner Workbench”: seeing/planning from ‘inside the heads’ of our learners, esp. with pronunciation. The work of Earl Stevick as well, informs conversations about the purely psychological stance/movement of learners during classroom interaction(s). How to YOU imagine the “Inner Workbench”?
What do language teachers need research for? Is there a bias against research in the teaching profession (or vice versa)? Do the two tribes (teachers and researchers) need to engage in dialogue more?
Should qualified teachers claim legal status? If so, how?
Can you please elaborate a little on this issue, Angelos. I am not sure I understand what you mean.
You are right! It is a topic that has to do with our profession and legal recognition. I will use the example of Greece because I am more familiar with it: In our country, whether someone is trained or not doesn’t make any difference in terms of legal status (i.e. a trained teacher cannot claim better income; it is an employer’s decision). I am pretty sure that this is the case in other countries, as well. How fair is this? What is the situation in other countries, etc.
Hi Philip – we were not able to include your topic as we have talked about research at LEAST twice – see summaries linked below and there is one more chat which doesn’t have a summary on the page even
Hi Marisa – no worries, I wouldn’t want to flog a dead horse! I’ll have a read of the summaries you’ve posted.
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