CENTRE for ACADEMIC LANGUAGE and DEVELOPMENT (CALD)
As we begin a new academic year, many teachers are thinking about what particular boundaries need to be set in the first few weeks to ensure an appropriate learning environment exists.
When I was first asked to write a blog post about completing my teaching diploma in Turkey, I was stumped. For me, the clear benefit had been the opportunity to revisit teaching general English to a monolingual group in a low-stakes environment. However, given that the diploma context was very different to that at CALD, how relevant would my observations and re-honed practices be?
The answer lay within a staff meeting where it was asked whether students needed extra support writing emails to members of university staff. This area directly coincided with research I conducted for one of my observed lessons, thereby giving me something to share. (more…)