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The Ben Warren Prize, Shortlist 2017

The Non-Native Teacher

Peter Medgyes, Swan

The Non-Native TeacherFrom a post on teflequityadvocates.com:

In the early 1990s, there was a lot of discussion about the position of teachers of English who were either native or non-native speakers of the language. In The Non-native Teacher Péter Medgyes wrote about the relative advantages and disadvantages, problems and insights, of both groups. As a result of (...) the interest raised by the TEFL Equity website and activities, plus the reaction to Silvana Richardson’s 2016 IATEFL plenary, [we] decided to republish the book, adding a lot of new material, designed to build up the self-confidence of both groups by suggesting ways in which all teachers can assess and develop their individual strengths, presented visually in a way that will get the topic discussed critically from a variety of angles.

Read more on teflequityadvocates.com

Focus on Learning Technologies

Nicky Hockly, Oxford

Focus on Learning TechnologiesFrom the publisher's page:

Focus on Learning Technologies helps teachers understand the role of digital technologies in supporting language learning for second or foreign language learners aged 5-18. Drawing on research with school-age learners, the book equips teachers with the knowledge necessary to make effective and principled decisions about choosing and using learning technologies in their own language classes. The book provides an accessible overview of key research studies on learning technologies, considers examples from real classroom practice, and provides activities to help teachers relate the content to their own teaching contexts.

Read more on elt.oup.com

Interaction Online

Lindsay Clandfield and Jill Hadfield, Cambridge

Interaction OnlineFrom the publisher's page:

Interaction Online is a valuable resource for anyone who wants to incorporate an aspect of online interaction in their language teaching. It is relevant for use with online, blended or face-to-face courses and appropriate for a wide range of teachers and learning contexts. This handbook contains over 75 tried and tested activities, the majority of which can be carried out either synchronously or asynchronously. Activities are purposeful and foster interaction between and among learners and instructors, rather than between learner and machine, and make use of generic tools and applications, such as discussion forums, instant message services and Facebook.

Read more on cambridge.org

Supporting Learners with Dyslexia

Michele Daloiso, Oxford

Supporting Learners with DyslexiaFrom the publisher's page:

This book provides specific support to teachers who need to accommodate learners with dyslexia in their ELT classrooms - guiding them through the main steps of the process with clear explanations, suggestions, and practical tools.

Areas covered include: the nature and causes of dyslexia; emotional, cognitive, and linguistic factors connected to dyslexia and English as a foreign, second, or other language methodological guidelines for making English language teaching accessible for learners with dyslexia, etc.

Read more on global.oup.com