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Sara Liviero




  • I try to remember what I feel like when people ask me where I am from, try to guess my accent and ask me where my restaurant is. I do the opposite and let others tell me about themselves; or not.

  • One hopes that personal qualities and knowledge will be as prominent as accents are now.

  • School recommending ‘traditional methods’ are applied.

  • Context went right over his head...

  • The writer seems totally
    - unaware of their prejudice
    - unaware of their normalising their linguistic habit and consequently subordinating others' to their narrow views
    - their presumption overrules McGovern's professional capacity, valued now on her pronunciation rather than her contents.

  • Incident:
    I was instructed to plan a teacher training course. This took time and resources. The start of the course was delayed and I was unofficially (by the course director referrer) informed that another teacher would have taught the course instead of me but using my material.

    I was horrified and had to face the damage of not getting paid...

  • The MYTH test is not yet available. Please do let me know when it becomes available. I am really interested what it asked.

  • The MYTH test is not yet available. Please do let me know when it becomes available. I am really interested what it asked.

  • Learning English as a second language has many purposes and affords many opportunities. Although learning English might appear as obscuring local languages these are fundamental to support education and should therefore remain included in indigenous, holistic educational (language) learning programmes.

  • I liked the guidance on corpus use. I hope to use it more often in my practice.
    I should add I like the reading lists accompanying each section.

  • …not all teachers like embracing change… or cpd!

  • I agree with the third and fourth points. I used to be haunted by all others!
    I am ever so grateful for Adrian Holliday, Native-speakerism, ELT Journal, Volume 60, Issue 4, October 2006, Pages 385–387,

  • 1. I have used Google Translate quite a lot.
    2. I thank them for trying.
    3. It's been a feature of my existence; I am an immigrant, after all.
    4. I congratulate them; provided they are authentic / not mocking (it has happened more often than not)

  • I think this course is beautifully T-B.
    Please help me address the fact that the MYTH task in 2.3. was not active - may I ask whether this will prevent me from completing the course?

  • Cymraeg is very strong in the North of Wales, where a bilingual policy preserves its relevance in education, employment and in daily life. Inward migration might be a cause for concern, were it not for the North Welsh dignified resistance to being 'folklorised'.

  • Firstly I would have them survey the languages children have in their lives.
    Then I would have them explore their level of awareness of what languages are used and for what purposes.
    I would ask children what they would like to find out and would use results to create a classroom-bespoke curriculum.
    I would involve parents to make sure they are aware of...

  • 1) probably not; far too imposing
    2) I would expect appropriate notice to be given, and perhaps an apology for deviating from a previous agreement.
    3) I can assume they were protecting their negative face, but I would not know why
    4) I could infer, but would rather not to.

  • Ditto! But does it mean we lack or abound in experiences leading to those concepts?

  • PART 2
    A word that shares its semantic field is ‘cramming’ 补课; bǔ kè – intensive exam preparation, ‘cram school’ – Buxiban (补习班), special exam-training schools where teachers are under even more intense pressure as they face being fired if their classes do not reach high results.

    Gaokao elicits also national superstitious practices that go from dressing...

  • PART 1
    高考, literally ‘high test’, is the College Entrance Examination in China. It is one of the most difficult tests and is said to shape Chinese students’ entire lives.

    Though the notion of College Entrance Examination exists in the English language, the translation does not contain any of the strict selection, risk of failure, life-long impact...

  • I believe in language relativism. Some concepts from my 'first' language have faded and I 'see' through my 'second' and 'third' language, even when I speak to 'first' language speakers.

  • Hardly. I do my best to speak clearly, but the moment I go a bit Welsh or North Western, I am immediately questioned whether it is in mockery. I find there is an assumption that L2 speakers MUST have RP lest they are perforce mocking. After 30 years of living in the North West, I can't and do not want to help my adoptive Welsh accent. I wonder whether it might...

  • I could not open the 'that over a quarter of Britons feel they have encountered accent discrimination' link. Could anyone please post it? Thanks.

  • What happened to Welsh accents?

  • Same here; however, whenever I deviate (unwillingly) from RP, native speakers tend to think it is in mockery.

  • 1) I love the sound of Chinese; I think I struggle with linking meanings to phonemes, and I will never be ready to push it to the next level: learning the idiogram for each phoneme. I can honestly say there is no language I do not like the sound of; however, as a young Mediterranean person, I did perceive certain northern European languages as unfriendly.

  • Implicitly, I must do. I find that flipped, task/problem/product-based approaches take away anxiety from both myself and students. I like things to be clear between us. However, I am not sure that once lockdown is over this will be of any use towards their state exams.

  • I provide simplified versions of self-assessment rubrics at the beginning of each course. I ask ss to use them during the preparation of tasks, evaluations of my examples, self- and peer-assessed activities. It is a pain to do it in compulsory education, where students want to be prepared to pass an exam where s-ar are not contemplated - what exam asks...

  • I remember a lot of aimless practice: listen to so and so, talk about so and so... I felt like I had to imitate behaviours, or hopeless because I had no trip to exotic places on my bag of experience. I did not understand what the teacher's rambling on about his camping trips had to do with my attainment. I felt I was even further from participating in...

  • I tend to think that the teacher is in control of the classroom. It is a responsibility especially with younger LLs in compulsory education, who would not be able to ask the questions they need to ask during or at the end of exploration. I believe that LTs should deploy both pedagogical and content knowledge, otherwise the risk is to have either too much...

  • Ultimately, GW should evolve along teacher-structured observation 'posts'. I would also have a solution plenary that confirms accurate and inaccurate learner observations. I believe this would also lessen teacher intervention on loud/quiet student extremes.

  • I am determined to adopt as many multisensorial strategies and resources as possible. Students have found them very rewarding.

  • Sara Liviero made a comment

    I would like to ask whether there is interest in opening participation to this study to Italian perspectives. I am meant to conduct a series of teacher training sessions on Dyslexia and MFL (approaches, strategies and pedagogical implications) next October; I would cherish the possibility to mark it as the start of Italian-based research.

  • I make extensive use of Google translate. Students can check the meaning, listen and repeat. They can also test the extent to which Google recognises their pronunciation

  • I believe teachers have the responsibility to make material SpLD friendly. I also think that curriculum development should be coordinated at department level to ensure that individual teachers are neither overwhelmed by material creation nor left to their own (mis)understanding of SpLD-informed material design.

  • @BorbálaKálmos , I am ever so grateful!

  • I am interested to explore #aspects of a second language that can pose difficulties for dyslexic students. For example, how to tackle features that students find difficult to process, e.g. #transparent and #opaque language features.

    Students should be exposed to foreign language learning experiences; however, assessment should consider learning...

  • Learners seem to relate different difficulties. Learning by heart was mentioned a couple of times, as well as difficulties with decoding spelling. Eye-opening are the accounts about being blamed for their difficulties and having to compensate for their difficulties.

    I found one comment below very useful, as it reported evidence that if strategies are...

  • I am definitely using this with my A2 class. I know they will use the TL to discuss this, but I think it will help them become aware of the communicative function of each tense.

  • Recently, task-based learning proved to generate 'flow' in the FL classroom. Great cooperation was also observed. My concern remains with having to hold back from making them observe that they were almost exclusively using their first language. Nevertheless, their task was focused on how to generate accounts of the task procedures in the TL. Explicitly,...

  • Thank you for the great materials and clear explanations.

    May I ask you that you make 1.9 material available again? They were really interesting and detailed but disappeared after I submitted the recording. Unfortunately, I did not take any notes. I would find them very helpful.

    Thanks again

  • Sara Liviero made a comment

    Thanks for the downloadable booklet! What a great resource. What a great team effort! I am ten percent short of fully understanding dyslexia but glad I am making good progress nevertheless.
    Though, it pains me to see there is no input from Italian case studies. Even more the case to share and get talking about dyslexia.

  • I am reflecting on the importance of structuring curricula that provide (all) students with multisensory activities, yet perfectly pursuing literacy/numeracy, though not within traditional pen and paper (and coursebook) approaches. If anything, the pandemic has been a time to bank on online courses - such as this - that provide practical as well as theoretical...

  • Thanks for your reflection.
    I hope I will be able to find inspiration to improve both student and teacher experiences.

  • I found the exercise of looking at reading skills through the eyes of dyslexic students particularly impacting. It is so important to ensure that students have positive learning experiences. I think therefore that facilitating student awareness and teacher awareness of dyslexia can help to address the possible sense of failure that arises from punctually...

  • The names and varieties of 'banana' across Central and South America.

  • Students informed me that my subject was the only recipient of their responses and felt very grateful of the opportunity to reflect on my and their actions.

  • I positioned language at the intersection.

  • Language use on the telly is a fascinating observation focus. It is the real star of any programme The value therefore of knowing how to receive, analyse and produce language is priceless. Interaction with the public is also an increasing goal of most programmes, especially since the pandemic. The focus on how this interaction is structured is also of great...

  • Hello. I am currently teaching EFL to (young) adults. Following student and parent enquiries, I hope to be able to 1) increase my and other teachers' awareness of dyslexia and different learning needs; 2) explore approaches, methods and activities that help students with different learning skills; 3) feed my research interest in how to apply linguistics to...

  • 7. respiratory movements; 8. tails; 9. electric currents.

  • electric signals

  • I am finding this very useful. I like being theoretically aware and practically able to explore/use CALL.

  • It's early days. Technology is to be used for and by teachers; it will never replace them, but I wonder if it should become a criterion for their selection and/or performance review. In my humble opinion it should, but only provided teachers AND students receive institution-led training.

  • Zoom and Cloud / GSuite; however, I have mostly been busy training students to use platforms.

  • Very inspiring. Institution culture would be my perceived obstacle. It seems there is always the need for key personnel to catch up with teacher informed practices.

  • Presenting survey results.

    1. Students watch teacher video task instructions
    2. ss draft survey
    3. ss complete the survey and disseminate it
    4. ss get survey results; watch teacher video of her survey results
    5. ss analyse teacher written results (word-sentence-text level; survey/written text interface)
    6. ss analyse t oral presentation of results;...

  • Thanks for the useful resource and explanation.