Teacher Talking Time: The Learn YOUR English Podca 2li3s

Want to monetize your skills as a teacher? Book a free 1:1 with us to see if we can help.   Learner autonomy is something that happens INSIDE the classroom, not out of it. Teachers can't sit back and wait for their students to become autonomous. This is part of what the esteemed Dr. David Little shared with us in our conversation.  David Little is Fellow Emeritus at Trinity College Dublin and a leading scholar in learner autonomy, linguistic diversity, and the application of the CEFR in language education. He played a key role in developing the European Language Portfolio and has led several national and international projects focused on language for migrants and refugees. He currently coordinates the Council of Europe’s Romani–Plurilingual Policy Experimentation and is the author of influential works on educational inclusion and language learning.   In this episode, David discusses: Understanding Language Learner Autonomy Defining Autonomy in Language Learning Pedagogical Models for Autonomy Autonomy in Diverse Educational Contexts Challenges and Collaborative Solutions for Teachers Language Learner Autonomy and Writing Developing Reflective Dialogue in Classrooms Practical Advice for Fostering Learner Autonomy   FOR MORE FROM DR. DAVID LITTLE: 1. His page at Trinity College, Dublin 2. His Research Gate page  3. Language Learner Autonomy: Theory, Practice, and Research   Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4.  our free guides for teacherpreneurs. 

Want to monetize your skills as a teacher? Book a free 1:1 with us to see if we can help.   "It's  such social injustice to expect people to use English like native English speakers, whichever country they're in." We dive into this and English as a Lingua Franca (ELF) with Jennifer Jenkins.  Jennifer Jenkins is a British linguist and academic. She was Chair Professor of Global Englishes at the University of Southampton until her retirement in 2019. She is a leading figure in the study of English as a Lingua Franca (ELF), and is an expert on communication in English between non-native speakers. She has published and lectured widely and is a founder editor of the Journal of English as a Lingua Franca. In this episode, Jennifer tackles: what English as a Lingua Franca (ELF) is native speakers vs local speakers why she was shunned from many rooms for her views the cultural and linguistic bias in language testing  how tests are not predictive of academic success the myth that ELF lowers English standards the role of adjusting language rather than mimicking it  having a pioneer mindset even when people dismiss you how international universities have hypocritical linguistic standards  the future of English as a global language    FOR MORE FROM JENNIFER JENKINS: 1. Her Google Scholar page 2. Her page at the University of Southampton  3. Accommodation in ELF: Where from? Where now? Where next?   Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4.  our free guides for teacherpreneurs. 

Book a complimentary meeting with us to help grow your business.  Learners can think a native teacher is a vaccine against poor pronunciation. Equally, native teachers can be misinformed in thinking that students should just follow them. We dive into pronunciation, intelligibility, and teacher effects on learner performance with the great John Levis.  John is Professor of Applied Linguistics and Technology at Iowa State University. He is founding editor of the Journal of Second Language Pronunciation and the founder of the annual Pronunciation in Second Language Learning and Teaching Conference. His research focuses on pronunciation, intelligibility, pronunciation, and accent. John has received university awards for Excellence in Graduate Teaching, for Career Achievement in Research, and was named Angela B. Pavitt Professor of English in 2018. In our conversation, John talks about: accent vs pronunciation the nativeness principle vs the intelligibility principle how he coined "the intelligibility principle" high and low value features of pronunciation  why some vowel sounds don't matter native and non-native teacher effects on learner performance learners viewing native speakers as a vaccine for poor pronunciation some native teachers believing learners should just follow them getting "caught" with accent For more from John Levis: 1. Pronunciation for Teachers 2. His faculty page 3. His publications  Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your goals for your teaching business.  Native speaker or non-native speaker? Monolingual or plurilingual? Why do we have a binary bias in modern society? These are some of the questions we tackled with Dr. Angelica Galante.  Dr. Angelica Galante is an Associate Professor in Second Language Education and Applied Linguistics, and William Dawson Scholar at McGill University. As the Director of the Plurilingual Lab, Dr. Galante conducts studies with language learners, teachers and educational leaders in the areas of plurilingual education, language teaching and learning, linguistic discrimination and justice, teacher education, and curriculum design. She speaks Portuguese, English, Spanish, and a bit of French and Italian. In our conversation, Dr. Galante talks about: Linguistic and Cultural Discrimination Strategies to Combat Prejudice in Education Plurilingual and Pluricultural Competence Navigating Binary Bias in Language Discussions Exploring Common Ground in Controversial Topics The Role of Language in Identity and Mental Health Practical Applications of Plurilingualism in Education Balancing Plurilingualism and Language Acquisition Challenges and Facilitators of Plurilingualism For more from Angelica Galante: 1. Her professional page 2. McGill's Plurilingual Lab 3. Her publications  Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your goals for your teaching business.  Escaping precarity in ELT? our free group here.   Why do some teachers thrive as entrepreneurs while others struggle? We dissect this question.  Many teachers want to earn more, teach online, and gain more clients - but struggle to implement a sustainable strategy. We go over seven "Cs" to help.  In this episode, we dive into the "seven Cs of success for teacher entrepreneurship" and discuss: confidence as a skill rather than a feeling getting granular on goals strategizing goal achievement at both the macro and the micro reflecting on why having a business is (or isn't) a priority  how consistency compounds over time why getting more clients is nearly impossible if you have nothing to sell normalizing struggle and self doubt first steps to starting your business in 2025 Your Action Plan from this Episode: Pick one “C” to focus on this week. Journal daily to track your progress and reflect on your journey. Share your experience in our community to inspire and be inspired. Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Black Friday 2024: 50% off D (click here).  Escaping precarity in ELT? our free group here.   If you use vocabulary and grammar tests, you don't teach communicatively.  Audrey Rousse-Malpat tells us why.  Audrey Rousse-Malpat is an assistant professor in second language acquisition at the University of Groningen in the Netherlands. She is also an entrepreneur and leads a teacher training company called Project Frans specializing in usage-based pedagogies for French as second language. She hosts the "Je suis #profdeFLE" ("I am a French language teacher") podcast.  Her research focuses on the AIM method: the Accelerative Integrated Method. In our conversation, she argues why it's a method education should adopt. In our conversation, Audrey talks about: thinking like a scientist schools as factories AIM (Accelerative Integrated Method) and how it works feeling like the Marry Poppins of error correction  structure-based teaching vs Dynamic usage why teachers need to relinquish control what went wrong with the communicative approach tips for implementing AIM multilingual approaches in higher education  For more from Audrey Rousse-Malpat: 1. Project Frans  2. Connect on LinkedIn Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Escaping precarity in ELT? our free group here.   Education is designed around focusing on the learner first and the teacher as a medium to the learner. Sarah Mercer tells us why this leads to unhealthy teachers.  Sarah Mercer is a Professor of foreign language teaching at the University of Graz, Austria. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is co-editor of Multilingual Matters’ Psychology of Language Learning and Teaching book series, currently vice-president of IAPLL, and ambassador for IATEFL. In this episode, Sarah expounds on: why connecting with learners is fundamental cell phone addiction and what we CAN'T do about it re-framing what "student-led" means defining "engagement" and pedagogical caring students faking engagement out of respect for their teacher burnout and stress are the result of the systemic element of teacher well-being For more from Sarah Mercer: 1. Visit her website 2. Read her publications  3. Her handbook "Teacher Wellbeing" Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Escaping precarity in ELT? our free group here.   ELT is full of disasters, including the destruction of the communicative approach. Dr. Enrica Piccardo tells us why.  Dr. Piccardo is a Professor of Applied Linguistics and Language Education at the Ontario Institute for Studies in Education, University of Toronto. Her research spans language teaching approaches/curricula, multi/plurilingualism, creativity and complexity in language education. She recently published The Action-oriented Approach. A Dynamic Vision of Language Education 2019) Bristol: Multilingual Matters, co-authored with Brian North. In this episode, Dr. Piccardo discusses:  leveraging the messiness of learning how Headway destroyed the communicative approach multiple disasters in ELT: the separation of languages, the native speaker model, organizing curriculum around grammar, and others how we're still teaching in a grammatical way because it's easier what mediation is, its role in learning, and its 3 types updating the CEFR to include mediation  the link between mediation and plurilingualism the action-oriented approach and its benefits why teachers need to delegate learning For more from Dr. Enrica Piccardo: 1. Check out her new book here.  2. Her University of Toronto profile Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Escaping precarity in ELT? our free group here.   What do toad venom, the 5 stages of grief, and precarity all have in common? Andrew, Leo, and Mike explain.  Sustainability in the ELT industry as a teacher is pretty simple: 1. It is precarious 2. We all need to earn more money 3. It's unlikely to do that by having just one job. In this episode, we discuss strategies to earn more by creating your own offer. Specifically, we dive into: the 5 stages of grief pertaining to precarity two paths teachers have: stay in ELT or move on why earning more money is a requisite to stay in the industry how to create a compelling offer that will actually sell why focusing on lesson frequency is restricting not creating solutions to problems no one cares about  toad venom and how you can apply it to your teaching business Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

Escaping precarity in ELT? our free group here.   Want to move faster? Book a free 1:1 to strategize your teaching business.  ELT provides the wrong input: language as it should be spoken not as it is spoken. This is wrong and Sheila Thorne gives us another way.  Sheila Thorne is a teacher, teacher trainer and materials writer whose niche focuses on teaching listening. She founded The Listening Business in 1998 and is the author of countless seminal books that have moved our industry forward. She has recently embarked on a new career as an artist, specialising in portraits of people and animals. Her latest publication, "Integrating Authentic Listening into the Language Classroom" is a must-read.  In this episode, Sheila discusses:  ELT having the wrong input  coursebooks as impoverished language learners being scared of real language  how teacher training fails teachers as much as coursebooks fail students the 5 listening goals every learner should have a 3-pronged approach to teaching listening the problem she is trying to solve in ELT For more from Sheila: 1. The Listening Business 2. Connect on LinkedIn Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4.  our free guides for teacherpreneurs. 

our free group for teachers building their business.  Grammar instruction or grammar learning? We dive into this with today's guests.  Tania Ionin is a Professor of Linguistics and Director of Graduate Studies in Linguistics at the University of Illinois at Urbana-Champaign. Her areas of expertise include second language acquisition and experimental semantics, with a focus on the nominal domain. Silvina Montrul is Marjorie Roberts Professor of Liberal Arts and Sciences, Professor in the Department of Spanish and Portuguese and Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign. She is the director of the Second Language Acquisition and Bilingualism Lab, founder and director of the University Language Academy for Children, and former director of the Doctoral Program in Second Language Acquisition and Teacher Education (SLATE). Together, they have written and published the book "Second Language Acquisition: Introducing Intervention Research."  In this episode, they discuss:   grammatical knowledge in the context of language acquisition what intervention research is why we expect too much of adult learners  how instruction contributes or doesn't contribute to grammar acquisition efficacious conditions for grammar instruction  how educators can influence the learning of grammar why studying monolinguals helps to understand L2 acquisition literate vs illiterate native speakers for a study on grammatical knowledge  For more on today's guests: 1. Get their book "SLA: Introducing Intervention Research" 2. Silvina's website 3. Tania's website Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our group.  4. our free guides for teacherpreneurs. 

our free group for teachers building their business.  So many teachers focus on teaching when they should focus on something else. In this episode, we dive into this with the great Bill VanPatten.  Bill VanPatten is an award-winning scholar and teacher with an international reputation in the fields of second language acquisition and second language teaching. He is a requested speaker at conferences and meetings and over the course of his career he has given over 500 keynote speeches, plenaries, invited talks, and workshops. We chat with Bill about why: the majority of teaching is not in accordance with SLA research Krashen was right teachers need to get rid of the "Atlas Complex"  most people don't understand what a communicative classroom means grammar rules are not psychologically real many researchers don't want to talk to teachers understanding how non-college educated L1 speakers process language shows explicit instruction's ineffectiveness  if learners can do your assignments using AI, the assignment is flawed For more from Bill: 1. Visit his website.  2. His recent article "Krashen forty years later: Final comments" Thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Just starting your business? Get free guidance in our group.  3. Already have clients? Share your vision with us: book a free chat to strategize your business goals. 4. Follow us on IG: @learnyourenglish

our free group for teachers building their business.  So many teachers feel they can't teach pronunciation if their speech doesn't sound a certain way. Listen to this episode to discover why that isn't true.  Robin Walker and Gemma Archer are pronunciation specialists who co-authored "Teaching English Pronunciation for a Global World," which aims to encourage pronunciation instruction from a lingua franca and intelligibility perspective.  We chat with Robin & Gemma about: intelligibility, comprehensibility, and accentedness why the Lingua Franca Core is what teachers should learn their disdain for Jennifer Jenkins' criticism of them - before realizing she was right how intelligibility is the thing that allows pronunciation to do its job weak forms and why they're not necessary for intelligibility  why the goal of international intelligibility doesn't exclude other goals how to measure intelligibility & use Linca Franca Core diagnostics with your students Grab their book here.  For more from Gemma: 1. Follow her on LinkedIn 2. The Scottish Sound School For more from Robin: 1. Follow him on LinkedIn 2. His website - Englishglobal.com As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Just starting your business? Get free guidance in our group.  3. Already have clients? Share your vision with us: book a free chat to strategize your business goals. 4. Follow us on IG: @learnyourenglish

Find your niche & get 5 new clients in 30 days. Start here.  Lara Bryfonski is an applied linguist and assistant professor of linguistics at Georgetown University. Her research focuses on task-based language teaching and she is the Project Director of STARTALK-TASK, an NSA-funded task-based training program for critical language teachers. She recently co-authored the book The Art and Science of Language Teaching with Alison Mackey. In this episode, Lara dives into: if "TBLT" is a fad the myth that novice teachers can't handle TBLT why experienced teachers are often the most resistant to try it using a TBL approach within a strict syllabus  where grammar instruction fits into a TBL approach what a task is and isn't navigating a learner's internal syllabus  task design and how to apply it in your courses tomorrow Twitch, gaming, and asynchronous TBLT  her advice for aspiring TBLT practitioners  For more from Lara: 1. Connect on LinkedIn 2. Find her new book "The art and science of language teaching" 3. Read her published works  4. Her website As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Sandbox your own course ideas in our free community for teacherpreneurs.  3. Map your first course in 60 minutes or less - your free guide here 4. See our free guides for teachers starting their own business  5. Try our TAP program free for 7 days 6. D: Teaching Listening Made Easy 7. Follow us on IG: @learnyourenglish

Our 5in30 community helps you get 5 new clients in 30 days. Start here.  Donna M. Brinton is a methodologist, trainer, author, and distinguished figure in applied linguistics. A key aspect of Donna's work is her advocacy for Content-Based Instruction (CBI). Over her five decades in the field, she has authored and co-authored many books, including the famed "Apple Book." In this conversation, Donna expounds on: her beginnings as a teacher & her struggles with methodology why she decided to focus on methods as a point of emphasis content-based instruction and how it impacts language learning developing and using a CBI syllabus the 6 "t's" framework & the 3 CBI prototypes CBI case studies around the world the problem with minimal pairs and what can be done instead the future of methodology & teacher development For more from Donna, connect on LinkedIn As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Sandbox your own course ideas in our free community for teacherpreneurs.  3. Map your first course in 60 minutes or less - your free guide here 4. See our free guides for teachers starting their own business  5. Try our TAP program free for 7 days 6. D: Teaching Listening Made Easy 7. Follow us on IG: @learnyourenglish

Our 5in30 helps you get 5 new clients in 30 days. Start here.  Leo, Mike, and Andrew grab some nog, get in the holiday spirit, and chat about authenticity - Merriam-Webster's word of the year for 2023. We delve into what the word means to us and how we and anyone building a business can bring as much authenticity as possible into 2024.  Specifically, we dive into: LYE's beginnings our process and struggles with niching down why the response "teachers will love that" to our first offer was a bad answer the highs and lows of developing your own business the "do one thing" philosophy to business growth unconventional niche fusions  how you can develop sustainable practices in your business in 2024  Watch the Pharrell Williams/Maggie Rogers niche-fusion video mentioned in this episode.  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Sandbox your own course ideas in our free community for teacherpreneurs.  3. Map your first course in 60 minutes or less - your free guide here 4. See our free guides for teachers starting their own business  5. Try our TAP program free for 7 days 6. D: Teaching Listening Made Easy 7. Follow us on IG: @learnyourenglish

We help teachers start their own online business for free. Click here to in. Cecilia Nobre is a Ph.D. student in Applied Linguistics at Warwick, has been an EFL teacher for over 20 years, and is a trainer on DipTESOL, CertTESOL, and Celta trainer. She has co-authored the book "Using Video to Teacher Reflection and Development in ELT" with Steve Mann and Laura Baecher. Her research interests lie in the areas of teacher development, video reflection, and reflective practice. In this episode, Cecilia touches on: video-based observation as a form of development how videos can foster more critical reflection using video recordings in both the physical and digital classroom why every teacher should record their own lessons - and then watch them how video observation can be incorporated into pre-service training courses why video observation reduces the hierarchical relationship of traditional observation and how it can foster community building  advice for new educators just getting started  For more from Cecilia: 1. Follow her on LinkedIn 2. See her co-authored book "Using Video to Teacher Reflection and Development in ELT"  As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Sandbox your own course ideas in our free community for teacherpreneurs.  3. Map your first course in 60 minutes or less - your free guide here 4. See our free guides for teachers starting their own business  5. Try our TAP program free for 7 days 6. D: Teaching Listening Made Easy 7. Follow us on IG: @learnyourenglish

We help teachers start their own business for free. Click here to in. Geoff Jordan is a teacher, trainer, academic, and author. Geoff has a Ph.D. in Second Language Acquisition, has worked at ESADE, Barcelona for 28 years, and recently co-authored a book with the late Mike Long called "ELT Now and How It Could Be."His main academic interests are: theories of SLA, psycholinguistics, teaching practice and computational linguistics. Specifically, Geoff touches on: his beginnings in the ELT industry working alongside Mike Long, Peter Skehan and Henry Widdowson in the early days his new book "ELT Now and How It Could Be," co-written with the late Mike Long how commercialization has hurt the language industry why students should be angry after 300 hours of study when they still can't "go to the pub in London" why task-based learning is the only way to go why "presenting" language is inefficacious  how the future of the industry is in niche courses advising students to be more resourceful in their learning  listener questions More on Georr: 1. Follow him on Twitter/X 2. Check out his website As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Sandbox your own course ideas in our free community for teacherpreneurs.  2. Map your first course in 60 minutes or less - your free guide here 3. See our free guides for teachers starting their own business  4. Try our TAP program free for 7 days 5. D: Teaching Listening Made Easy 6. Follow us on IG: @learnyourenglish

See our free D and business growth guides for teachers. Click here.  Paul Nation is an Emeritus Professor of Applied Linguistics at the University of Victoria and a renowned author and scholar in our industry. He s us for a discussion on learning, putting research into practice, and - of course - the four strands 27 years later.  Paul touches specifically on: his vocabulary niche the birth of the four strands how it's a basis for course construction, not lesson design how he learned Greek on a 2 hour flight why teachers who activate extensive reading in class are brave why teachers need to believe that by not teaching, people can learn the only 3 things that matter in learning if there is a fifth strand As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Sandbox your own course ideas in our free community for teacherpreneurs.  2. Map your first course in 60 minutes or less - your free guide here 3. See our free guides for teachers starting their own business  4. Try our TAP program free for 7 days 5. D: Teaching Listening Made Easy 6. Follow us on IG: @learnyourenglish

Want to get your first 5 clients in the next 30 days? Click here.  Deep in the Dogme Days of Summer, Mike, Leo, and Andrew get into part 2 of their  series.  Here, we delve into: using Dogme in the scope of outcome-based instruction challenges implementing reactive teaching in different contexts obstacles in moving from a structured approach to teaching to one of transference using the "so you can" framework to get to the heart of your client's desired transformation handling student objections to Dogme utilizing self assessments and reflections so students gauge their own progress why your course needs guiding principles and how to create them approaching grammar as a choice, not as rules As always, thank you for listening. Your has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective D tool for you. If you have a comment or question about today's show, we'd love to hear from you: [email protected]  Ways we can help you right now: 1. Sandbox your own course ideas in our free community for teacherpreneurs.  2. Map your first course in 60 minutes or less - your free guide here 3. See our free guides for teachers starting their own business  4. Try our TAP program free for 7 days 5. D: Teaching Listening Made Easy