Agregador: The Language Gym
Nº de artículos: 32
Blog en inglés de Gianfranco Conti, un experto en lingüística aplicada y adquisición de segundas lenguas, dirigido a profesores de lenguas. En él ofrece análisis y reflexiones basadas en la investigación sobre cómo se adquieren y enseñan los idiomas. Aborda metodologías, creencias docentes, evaluación y práctica en el aula, conectando teoría y experiencia para mejorar la enseñanza de lenguas.
Why Personality Matters More Than Most Leadership Books Suggest If you spend enough time reading leadership literature, attending leadership conferences or scrolling through educational social media, you soon encounter the very same message: effective leadership is primarily about behaviours.... Leer más
The events This June and July I will be delivering a ‘Teaching Lexicogrammar: from modelling to spontaneity’ workshop in London (17th June) and Manchester (1st July) focused on one of the biggest challenges in language teaching: how we help learners move from heavily scaffolded classroom... Leer más
Guest post by by Annelise Gill, German teacher of 14 years at a public secondary school in Adelaide, South Australia. Introduction by Gianfranco In this post, a very passionate and indefatigable German teacher working in a state school in Adelaide, details her experience with EPI, spanning a few... Leer más
Introduction There is a persistent tendency in language teaching to explain listening failure almost exclusively in linguistic terms: students struggle because they do not know enough vocabulary, because their grammar is weak, because they have not had enough exposure, because they are not applying... Leer más
Introduction There is a persistent tendency in language teaching to explain listening failure almost exclusively in linguistic terms: students struggle because they do not know enough vocabulary, because their grammar is weak, because they have not had enough exposure, because they are not applying... Leer más
Introduction In recent years, many language teachers have noticed a striking overlap between classrooms informed by Rosenshine’s principles and those shaped by Extensive Processing Instruction (EPI). Both frameworks look structured, purposeful, and highly interactive. Students are engaged, teachers... Leer más
Introduction When I work with schools to improve their students’ vocabulary retention rates, one thing I consistently notice when observing Do-Now tasks is that they often feel like isolated islands, narrowly focused on the unit at hand. A Do-Now task should instead recycle new/recent items... Leer más
Summary: This article outlines the 14 core staples of the Extensive Processing Instruction (EPI) approach, bridging cognitive science with what I call ’empathetic pedagogy’. It provides a research-validated roadmap for language teachers to move students from initial exposure to spontaneous fluency... Leer más
Here is the complete list of sessions I’ll be leading for the University of Bath’s Network For Learning this term. Note: This doesn’t include my (pretty hectic) international schedule for the Australia tour in May or the European tours running through June to September! Many of you have reached out... Leer más
Introduction Let’s start with a bit of honesty, because otherwise this becomes another polite CPD piece that changes nothing… do-now tasks are everywhere, they look good, they tick boxes but in many MFL classrooms they don’t actually move learning forward in any meaningful way… If that sounds a bit... Leer más