Magazine

In this section, you will find a number of blog posts, which have been written to help you develop your skills and knowledge as a teacher in the professional practice 'Using inclusive practices'. From primary-aged students to adult learners of English, the blog posts you will find here are practical, insightful and full of ideas to support your teaching and planning for all kinds of classrooms.

Disclaimer: All content written for our magazine is produced independently by teachers working in the English language teaching profession around the world. The views and opinions expressed in the content produced by these writers does not necessarily reflect the views and opinions of the British Council

Capitalising on the Differences in ESL Classrooms

This post talks about how a teacher can capitalise on the differences students bring into the classroom

Inclusivity

Inclusivity is a very broad term and encompasses aspects ranging from one’s thought process to one’s actions in what we do in our lives. The world is a unique conglomerate comprising people with varied abilities, diverse cultures, practices, and so on. Thinking about this ‘differentness' and creating opportunities for people in whatever we do is what would mean being inclusive in real sense.

The Inclusive Teacher Checklist

In a previous blog post I pointed out that we are all in fact Inclusive Practitioners in our ELT classes, that doesn’t stop us wanting to do even more to ensure that we are reaching and challenging all our students to achieve the best possible outcomes. So here’s a quick list of things to take into consideration when planning your next lesson:

All ELT teachers are teachers of Inclusive Practices

Just as “every teacher is a teacher of SEN” according to the new code of practice, it seems to me that every ELT teacher is an Inclusive Practices (IP) teacher.

Inclusivity: teaching and talking about refugees

How I started a discussion about the refugee crisis, history, and identity in my classroom - and why.

Inclusivity in Learning

When I saw that the topic for the TeachingEnglish blog for January - February was ‘Inclusivity’ I felt exhilarated by the challenge and relevance of the topic. But also a little stumped. Inclusivity is, to me, both fundamental and something that, as a teacher, I surely don’t consider enough.