What’s new?

Upcoming conference talk @ UK-CLC5

I am delighted and honored to say that my paper “Teaching polysemous nous in the EFL classroom – a CL-based approach” got accepted at the 5th UK Cognitive Linguistics Conference at the University of Lancaster. The confirmed plenary speakers are all authorities in the field such as Daniel Casasanto (University of Chicago), Alan Cienki (Vrije Universiteit Amsterdam), William Croft (University of New Mexico), Adele Goldberg (Princeton University), Stefan Gries (University of California, Santa Barbara), and Elena Semino (Lancaster University).

I will be giving a talk on the progress of my current research focusing on how insights from cognitive semantics are beneficial to ELT, especially with regard to teaching polysemous nouns. For more details click here.


Who owns ELT?

Nick Michelioudakis touches upon some really interesting thinking points when it comes to TEFL. Especially when you teach English to NNSs and the NNST is part of their language community, who will presumably be more capable of spotting the difficulties and pitfalls for the NNS learners? The NST or the NNST who speaks the language of their learners? Still, the TEFL/ELT world seems to be dominated by NSTs. Against this background, shouldn’t it actually be more balanced than that? Well worth reading!


Austrian teacher trainees at the University of East Anglia

Currently I am on a study trip in Norwich (UK) together with a group of aspiring elementary school teacher trainees  who I am happy to be teaching in the facilities of the University of East Anglia together with my colleague. Apart from the very warm welcome, the people of the INTO UEA program have prepared a highly stimulating schedule for our students that will complement their professionalization in the teaching field focusing on various methodological strands such as individual language improvement, storytelling in the FL classroom, CLIL, drama pedagogy, words & music, PE, and even mathematics. Our students will be given the unique opportunity of trying out various techniques and methods in local primary schools, teaching elementary German to English children as guest teachers. This way our students will be capable of broadening their perspective as to what teaching a foreign language in the primary classroom entails, especially with regard to their learners’ behavior in such an educational setting. Insights gained from this experience are of inestimable value for aspiring language teachers and I can only recommend this offer to younger teacher trainees at our institution.