Tuesday 30 April

1800 - 2030 | British Council, 10 Spring Gardens, SW1A 2BN, London, UK

Spelling myths and enchantments

Johanna Stirling

Everybody seems to have something to say about English spelling ... or the teaching of it. But how

much of that talk is really true? And how much of it provides practical solutions to the problems of

people who struggle with spelling? Not much, unfortunately!  In this seminar will explore some

common myths about our spelling and how learners can improve – even those who are really

battling with it.  For example, is English spelling really chaotic, and if not how can we understand the

complexity of it? Should teachers teach rules, or is there a better way? How can spelling be practiced

without actually planting the seed of doubt – making people more confused than they were before

they started? What’s the relationship between teaching and testing spelling and are teachers always

sure which of those they’re doing? Is technology really the work of the devil when it comes to

spelling? How can it be turned into a valuable learning tool?

Many of the prevalent myths about spelling actually create barriers to learning it. But rather than just

exploding the myths we have to build something to replace them, so spelling doesn’t just get

ignored in our classrooms and tutted over in the outside world. I will be showing you some multi-

sensory activities that teachers can use with learners of all ages, parents can use with children, and

anyone can use to help themselves.  You may think only a miracle would improve the spelling of

some of your students. Well, try these enchantments first!

A socio-cultural approach to teacher development and education

Willy Cardoso

At a time when student-centredness has become common-place in progressive language teaching

discourses, isn’t it about time we acknowledge and provide for the teacher-centredness of

professional development?

In this presentation on how teachers learn to teach, Willy Cardoso will argue that, in general,

teacher education, development and training programmes lack the theoretical foundations of what

constitutes  teacher learning, mainly in its cognitive and affective elements; and that this has far

reaching implications. For example, by focusing primarily on the transmission of classroom

management and language analysis skills, we run the risk of shaping the ELT profession as that of

technicians.

Henceforth for the benefit of our profession we seriously need to consider language teachers first and

foremost as educators. To do so, the presenter will propose some principles and practices that can 

place the socio- cultural aspects of learning how to teach at the core of this matter. 

By taking a socio- cultural approach to teacher education we are reminded that everyone has ideas 

about what teaching should be like, with many implicit values and beliefs about it. Such ideas, 

alongside theories that show how cognitive development is mediated by social activity, give us the

understanding that our knowledge of teaching has been co-constructed in cultural and historical ways. 

One of the most powerful developmental tools for teachers is the ability to uncover what underpins  

their classroom practices and even the meta-language used to describe what they do. Therefore, it is

essential that we open more educational spaces for teachers to become learners.

Who is this for?

All English Language teachers - EFL, ESOL, EAL - from newly qualified to experienced.

The general public are welcome to attend this event.

Programme (approx.)

1800 – 1815 Welcome and refreshments

1815 – 1900 Spelling myths and enchantment with Johanna Stirling

1900 – 1915 Comfort break and refreshments

1915 – 2000 A socio-cultural approach to teacher development and education with Willy Cardoso

2000 – 2030 Networking reception

This event is free of charge. However, places are limited.

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Please contact us if you have any access requirements.