Jason Anderson – författare

Project-based learning: Cultivating creativity in the language classroom explores the essential topic of learner creativity in the classroom, and how it can be fostered through a project-based approach to language teaching.

There are many expert teachers working in the global South and we can learn a great deal from them. Neither of these claims should be surprising, yet to date there has been almost no research conducted on expert teachers working in Southern contexts. Instead, the huge sums of money invested in attempting to improve teacher quality in the South have frequently been directed towards introducing exogenous practices or interventions that may be culturally inappropriate, practically infeasible and ultimately unsustainable - often failing as a result. In this pioneering book, Jason Anderson provides an authoritative overview of the practices, cognition and professionalism of expert teachers working in low-income contexts. By drawing upon both systematic reviews of teacher expertise and effectiveness research, and his own fieldwork in India, he argues that without an understanding of expert teachers working in all contexts worldwide, we cannot truly understand expertise itself.

There are many expert teachers working in the global South and we can learn a great deal from them. Neither of these claims should be surprising, yet to date there has been almost no research conducted on expert teachers working in Southern contexts. Instead, the huge sums of money invested in attempting to improve teacher quality in the South have frequently been directed towards introducing exogenous practices or interventions that may be culturally inappropriate, practically infeasible and ultimately unsustainable - often failing as a result. In this pioneering book, Jason Anderson provides an authoritative overview of the practices, cognition and professionalism of expert teachers working in low-income contexts. By drawing upon both systematic reviews of teacher expertise and effectiveness research, and his own fieldwork in India, he argues that without an understanding of expert teachers working in all contexts worldwide, we cannot truly understand expertise itself.

A clear, practical introduction to the theory and practice of translanguaging, this book explores this innovative approach and shows how English language teachers can benefit from implementing multilingual pedagogy in the classroom. Whether you teach English as a foreign language (EFL), a second language (ESL), work in English medium instruction (EMI) or Content and Language Integrated Learning (CLIL), this engaging and accessible book will help you understand the key implications of translanguaging theory, and carry these over into practice in your classroom, whether this is in government-sponsored or private education, from primary to secondary, tertiary and adult contexts. As well as discussing important contextual differences, challenges and constraints that teachers frequently face across both the Global North and Global South, it includes many examples from real English language classrooms, exploring both teacher and learner translanguaging, and offering numerous suggestions, ideas and activities to evaluate critically for your own classroom practice.

A clear, practical introduction to the theory and practice of translanguaging, this book explores this innovative approach and shows how English language teachers can benefit from implementing multilingual pedagogy in the classroom. Whether you teach English as a foreign language (EFL), a second language (ESL), work in English medium instruction (EMI) or Content and Language Integrated Learning (CLIL), this engaging and accessible book will help you understand the key implications of translanguaging theory, and carry these over into practice in your classroom, whether this is in government-sponsored or private education, from primary to secondary, tertiary and adult contexts. As well as discussing important contextual differences, challenges and constraints that teachers frequently face across both the Global North and Global South, it includes many examples from real English language classrooms, exploring both teacher and learner translanguaging, and offering numerous suggestions, ideas and activities to evaluate critically for your own classroom practice.