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CELTA and Technolology – With or Without it?

In a recent end-of-course evaluation report,  one of our CELTA candidates suggested (complained is perhaps a better word) that her expectations of a higher grade on the CELTA course were not fulfilled because she did not know how to use technology. Had she not been encouraged to use it (by her tutor), she said,  she would have achieved a higher grade. It was […]

Companions: an aid, a crutch, a snag?

Here are a few of the comments from the Twitter conversation with Ken Wilson that led to this post. I have written about companions before but thought that this blog post might be useful to a lot of educators who have never seen them, never used them, as well as to many new TEFL teachers in Greece who may be […]

The power of play for education and language development

R.F.Dearden’s (1967) definition of play,  ‘a non-serious and self-contained activity which we engage in just for the satisfaction involved in it’, suggests that any activity that takes the mind of the learners away from language as a focus, any activity which gives them enjoyment and satisfaction simply through participating in it can be called a game. Given this description, many activities […]

How many books to teach a six year old?

<![CDATA[Yannis is 6 years old and last year his parents decided it was about time he started learning English. So they enrolled him in the local foreign language centre, part of a big franchise of similar centres in Greece and the Balkans. What is the best way of teaching young pre-school children English? Well, this blog post is not about […]