The aim is to develop a freely accessible, online repository of infographic summaries of secondary research on various topics in TESOL (Teaching English to Speakers of Other Languages) in a reader-friendly way.
Secondary research has the potential to inform English teachers' practices because it presents concise empirical evidence on 'what works', 'what may work' and 'what is unlikely to work'. Equally, it can address important questions like 'what learners think' and 'what good teaching practices are'.
English teachers are busy and do not always have time and access to secondary research papers, so the idea is that these infographics will only take a few minutes to read and will include pedagogical tips from the university's research team.
In order to select the most relevant secondary research which meets the needs of EAP/ESL/EFL teachers around the world, the university team would like you to complete this very short questionnaire by 16 June 2021 to let them know what you think.
Comments
Re: How to teach to learners with disabilities (esp. ASD/ASC)
Hi, Thank you for your comment. Have you seen our resources for teachers here: https://www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices ? There are lots of articles and support for teaching learners with disabilities.
Thanks
Paul (TeachingEnglish team)
I work at a college for people with disabilities (primarily learners with autism-spectrum conditions). Many of these learners have non-verbal autism and others display unique combinations of heightened anxiety, challenging behaviour and, often, a lower language-learning level. As a result of this, "how to teach" (speaking/listening/reading/writing) never applies as a "one-size-fits-all" approach may not work, even within small groups of learners.
Other learners at my college have levels of sensory loss (esp. visual impairments/dual-sensory loss). Of course, learning materials may be formatted in accessible formats, but, again, the levels of learning between individual students vary significantly.
Thank you.