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Autonomous, self-directed, or independent learners have the academic and life skills required to take control of their own learning journeys. They can fast-track their language learning through self-study, seeking out learning opportunities, and using effective learning strategies.&nbsp;

In my previous blog post on independent learning, I looked at <a href="https://ellii.com/blog/the-importance-of-self-directed-learning-transforming-the-elt-classroom-with-independence">5 Benefits of Encouraging Learner Autonomy</a>. In this post, I will cover some practical ways to do this.&nbsp;

<h3>1. Explore learning strategies</h3>

Every learner is different, so what works for one may be less effective for another. Some learners may feel the need to write up notes straight after class, while others may prefer to watch videos or do activities with a similar theme.

Give&nbsp;students the opportunity to share learning strategies with their classmates. This can help them to find out&nbsp;what works for them and to&nbsp;understand that everyone learns differently. It also lets them&nbsp;take inspiration and guidance from their peers and discover new learning techniques.&nbsp;

For a simple and creative classroom idea for how to do this, check out the container activity&nbsp;in this blog post:&nbsp;

<a href="https://ellii.com/blog/learning-that-sticks-the-power-of-post-its-in-the-elt-classroom">Learning That Sticks: The Power of Post-its in the ELT Classroom&nbsp;</a>

<h3>2. Encourage problem-solving</h3>

Students who haven&#39;t developed the ability to work autonomously&nbsp;can often be full of excuses. For example, they may claim that they didn&#39;t know what the homework was, that they didn&#39;t have the right worksheet, or that they couldn&#39;t log in.&nbsp;

These are all valid excuses in certain contexts. However, it is the student&#39;s responsibility to find out what the homework is, to make sure they have the right worksheet, and to find a way to log in.&nbsp;

We have to help students see excuses as problems to be solved. One way to do this is to write common excuses on the board and have them discuss&nbsp;solutions.&nbsp;

Problem: &quot;I didn&#39;t know we had homework.&quot;

Solution: Ask another student, keep a diary of the homework, or check emails, notes, or the learning platform.

Problem: &quot;I didn&#39;t have the right worksheet.&quot;

Solution: Keep homework tasks in a separate folder, ask a friend, identify&nbsp;the homework worksheet with a post-it or a star, take a photo of someone else&#39;s, and complete it in their notebook.

Problem: &quot;I&nbsp;couldn&#39;t log in.&quot;

Solutions: Ask the IT team,&nbsp;another student, or a friend for help. Follow the password reset functions.&nbsp;

Getting students into the habit of finding their own solutions before asking for help promotes resourcefulness and stops them from relying on you more than necessary.&nbsp;

<h3>3. Use learning journals</h3>

Learning journals can help students keep track of their learning. They can use them to jot down homework tasks, class schedules, topics covered, and upcoming themes. They can also use them&nbsp;to reflect on progress so far.&nbsp;

Learning journals are a great way to help students get organized, assess their own learning, and track their distance traveled.&nbsp;

<h3>4. Set goals</h3>

Setting goals lets learners consider where they want to be and how they are going to get there. It gives them direction and an attainable target to work towards and motivate them.&nbsp;

Here are some posts on the topic:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/creative-ways-to-set-personal-academic-goals-with-students">Creative Ways to Set Personal &amp; Academic Goals with Students</a></li>
	<li><a href="https://ellii.com/blog/4-goals-to-help-you-focus">Struggling to Focus? 4 Types of Goals to Get Your Language Learning Back on Track</a> (for students)</li>
</ul>

Here are some&nbsp;Ellii resources on the topic:&nbsp;

<ul>
	<li>Discussion Starters:&nbsp;<a href="https://app.ellii.com/lesson/5541-goal-setting" target="_blank">Goal-Setting</a>&nbsp;(Adv)</li>
	<li>Discussion Starters: <a href="https://app.ellii.com/lesson/5543-goal-setting" target="_blank">Goal-Setting</a> (Low Int)</li>
	<li>Discussion Starters: <a href="https://app.ellii.com/lesson/5657-grit">Grit</a>&nbsp;(High Int &ndash; Adv)</li>
	<li>Discussion Starters: <a href="https://app.ellii.com/lesson/5439-growth-mindset">Growth Mindset </a>(Adv)</li>
	<li>Grammar Stories: <a href="https://app.ellii.com/lesson/4421-more-simple-future-stories">More Simple Future Stories</a> (Goals)</li>
	<li>Student Reflection:&nbsp;<a href="https://app.ellii.com/lesson/2224-goal-setting-can-do">Goal-Setting</a>&nbsp;(Can Do)</li>
</ul>

<h3>5. Use self &amp; peer assessment</h3>

Why spend hours on grading when you can give students the answer key or rubric and have them correct their work themselves? This way they can get into the habit of assessing their own progress in their own time and learning from their mistakes.&nbsp;

Of course, this is simpler for activities with clear-cut answers (e.g., yes/no, true/false, multiple-choice)&nbsp;than for written or spoken work.

However,&nbsp;it is also good to have students get into a routine of checking their productive work against a checklist before they submit.

For example, have them check:

<ul>
	<li>Did they answer the question?&nbsp;</li>
	<li>Have they used the right punctuation?&nbsp;</li>
	<li>Is the word count suitable?&nbsp;</li>
	<li>Have they used the language they are focusing on (e.g., sequence words, phrases for introducing opinions)</li>
	<li>How is the spelling?&nbsp;</li>
	<li>For extra support, you can have them check each other&#39;s work in groups or pairs. That way, they can learn from each other and give feedback and support.&nbsp;</li>
</ul>

<h3>6. Try project-, task- &amp; inquiry-based learning</h3>

Project-, task-, and inquiry-based learning are great ways to help students explore topics in more depth. They can develop their research, collaborative, and presentation skills too.&nbsp;

Check out these posts for more:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/takeaways-from-tesol-2022-project-based-learning">10 Tips for Successful Project-Based Learning</a></li>
	<li><a href="https://ellii.com/blog/task-based-learning">Task-Based Learning: An Introductory Guide</a></li>
	<li><a href="https://ellii.com/blog/inquiry-based-learning-a-quick-guide-of-elt-professionals">Inquiry-Based Learning: A Quick Guide for ELT Professionals</a></li>
</ul>

<h3>7. Give them choices</h3>

It can be tiring choosing learning topics that will interest our learners. Giving them a choice lets them decide for themselves. You could set aside time in class where students can pick their own activity.&nbsp;

For example:&nbsp;

<ul>
	<li>read a book</li>
	<li>research something online</li>
	<li>create a poster</li>
	<li>make a video</li>
	<li>write a blog</li>
</ul>

This way, they can choose a mode of learning that works for them and a motivating subject that interests them.&nbsp;

On Ellii, you can use the built-in feature called Student Picks.&nbsp;

<div class="videoWrapper"><iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/eSi7E0R3b4I?si=nbcUwXPOnHAaioAE" width="640"></iframe></div>

Our comprehensive self-study platform, <a href="https://ellii.com/solo">Ellii Solo</a>,&nbsp;lets students choose from a full library of courses, study packs, and videos, as well as studying vocabulary at their own pace. The content helps students target specific skills and reach their language learning goals faster.

For more on the topic of self-directed learning, check out my previous posts:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/the-importance-of-self-directed-learning-transforming-the-elt-classroom-with-independence">5 Benefits of Encouraging Learner Autonomy</a>&nbsp;</li>
	<li><a href="https://ellii.com/blog/5-ways-to-supercharge-your-students-study-skills">5 Ways to Supercharge your Students&#39; Study Skills</a></li>
	<li><a href="https://ellii.com/blog/developing-learner-autonomy-with-ai">Developing Learner Autonomy with AI</a></li>
</ul>

<blockquote>
How do you encourage learner autonomy in your classroom? We&#39;d love to hear which tips and tricks have worked for you! Let us know in the comments.&nbsp;
</blockquote>

&nbsp;

Self-Directed Learning: 7 Ways to Develop Learner Autonomy in the ELT Classroom

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Self-directed learning is the key to long-term academic success. It empowers students to personalize their learning journeys, think critically, solve problems, and ultimately take control of their language learning.&nbsp;

In this post, I will explore some of the benefits of developing learner autonomy. In short, it answers&nbsp;why autonomous learning is so powerful.&nbsp;

For more, check out my post on&nbsp;how to support learners students to become independent learners: 
 
<a href="https://ellii.com/blog/7-ways-to-develop-learner-autonomy-in-the-elt-classroom">7 Ways to Develop Learner Autonomy in the ELT Classroom</a>

<h2>What is self-directed learning?&nbsp;</h2>

Self-directed learning is&nbsp;a bottom-up approach that puts students at the center, controlling their own academic success.&nbsp;

A self-directed learner can manage their time, set their own goals, and find their own ways to achieve them.&nbsp;

These are the students who complete their homework, write up their notes, and actively seek additional&nbsp;practice for their language skills.&nbsp;

They have developed the study skills to put them on the&nbsp;fast track to success.&nbsp;

<h2>What are the benefits of self-directed learning?&nbsp;</h2>

There are many advantages to promoting learner independence.&nbsp;Let&#39;s look at a few.&nbsp;

<h3>1. Independent learners are self-motivated</h3>

When learners know what they want&nbsp;and choose how they learn, they are motivated. This self-motivation compels them to log in to learning portals, repeat tricky tasks, learn from their mistakes, and&nbsp;reflect on what works for them.&nbsp;

This self-motivation can make them lifelong learners, seeking out ways to try new things and master new skills.&nbsp;

<h3>2. Independent learners have transferrable skills</h3>

The ability to take the initiative and complete challenging tasks independently is essential in the workplace. Employers actively seek to recruit people who are creative, can think critically, and have strong digital skills.&nbsp;

Learners who can do this in the language learning context can transfer these skills into further and higher education as well as&nbsp;nab themselves meaningful employment.&nbsp;

<h3>3. Independent learners are determined</h3>

When something gets too difficult, it can be very easy to give up. Learners who haven&#39;t yet developed their ability to learn autonomously may get put off by even the smallest obstacle&mdash;a forgotten login, a lost document, or an overwhelming liguistic concept. They will likely be dependent on you to get them back on track.&nbsp;

However, nothing stops an independent learner. They will find a way to reset their own login, find the document, and understand that tricky language point.&nbsp;

<h3>4. Independent learners reduce teacher workload</h3>

Teachers are busy, and sharing our time equally between all our students can be a challenge. However, when students can work automously, we can become a&nbsp;guide or facilitator to learning. We can set learners&#39; tasks and give them time to complete them in their own way.

<h3 data-end="436" data-start="271">5. Independent learners know their own needs&mdash;and how to meet them</h3>

Students who know how to learn by themselves know what kind of techniques and tools they like to use. They can choose to learn in a manner that supports their needs.&nbsp;

These are just a few of the benefits of encouraging learner autonomy. For more on this topic, check out these blog posts:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/5-ways-to-supercharge-your-students-study-skills">5 Ways to Supercharge Your Students Study Skills</a></li>
	<li><a href="https://ellii.com/blog/developing-learner-autonomy-with-ai">Developing Learner Autonomy with AI</a></li>
</ul>

You may also want to check out <a href="https://ellii.com/solo" target="_blank">Ellii Solo</a>, our comprehensive self-study platform that is perfect for independent learning success.&nbsp;

<div class="videoWrapper"><iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/l-C2mk0YszA?si=58gjBGwMsPzoL-Bi" width="640"></iframe></div>

<blockquote>
What are your thoughts on self-directed learning? What benefits would you add?&nbsp;
</blockquote>

The Importance of Self-Directed Learning: 5 Benefits of Encouraging Learner Autonomy

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Sometimes I need to give myself a shake and remind myself that everyone has the power to make tiny changes to Earth.&nbsp;

Those last four words are taken from one of my favorite songs by Frightened Rabbit. They play like a mantra in my head on days when the world seems overwhelmingly tough.&nbsp;

I might not be able to move mountains, regrow felled trees, or end world hunger, but I can&nbsp;do little things that make a difference. Many small actions can soon add up to much bigger collective improvements to the world we live in.&nbsp;

In this post, I look at ways we can support our learners to make tiny changes that can have a huge impact&mdash;and give you some real-world good news stories.&nbsp;

<h1>Believe in yourself &amp; others</h1>

Roza Salih has long been one of the humans I admired the most. Her story is so inspiring that it was made into a <a href="https://www.imdb.com/title/tt3792220/" target="_blank">film</a>&nbsp;and a theater production, and she also features in the book&nbsp;<a href="https://www.goodreads.com/book/show/123331351-spectacular-scottish-women" target="_blank">Spectacular&nbsp;Scottish Women</a>.

<img alt="Roza feature in Spectacular Scottish women book" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4922/content_Roza-salih.png" />

One of five &quot;Glasgow Girls,&quot; Roza is now the first councillor from a refugee background in Scotland. Her family came to Scotland&nbsp;from Kurdistan to claim asylum&nbsp;when she was a teenager.&nbsp;At the time, the Home Office was carrying out dawn raids on asylum seekers whose claims&nbsp;had been unsuccessful.

Roza and her school friends saw the injustices of their classmates being&nbsp;placed in detention centers or deported. With the help of their teacher&nbsp;and&nbsp;the community, they successfully petitioned the Scottish government to&nbsp;end the detention of minors in Scotland.&nbsp;

This story is a testament not only to the power of youth voice, but also to how teachers can support learners to be changemakers.&nbsp;

You can watch Roza sharing some of her tips for how to make a difference and believe in yourself here:&nbsp;<a href="https://youtu.be/8hyWY5qNw44?si=zRQSOLMpob4C8ipE" target="_blank">Standing Up for Refugee Rights</a>.

<h1>Work collectively</h1>

Ali Waters is a young changemaker who has managed to collect one million pieces of litter around the world. This is an epic achievement to complete by the age of 11. Unsurprisingly, Ali did not collect all these individual pieces herself. As &quot;Chief Picking Officer&quot;&nbsp;for Kids Against Plastic, Ali&nbsp;enlisted the help of other litter pickers globally.&nbsp;

Ali is now working towards a new two-million target! You can find out more about Ali&#39;s campaign and get involved&nbsp;here:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/one-in-a-million-plastic-litter-challenge">One in a Million: Plastic Litter Challenge</a></li>
	<li><a href="https://ellii.com/blog/46-greening-the-elt-classroom-tips-teaching-ideas">Greening the ELT Classroom</a></li>
</ul>

In the classroom, we can facilitate discussions on&nbsp;topics that matter to our students&nbsp;and have them think about how they could work together to make a difference. We can also encourage students&nbsp;to work with parents, local community groups, charities, politicians, and any other willing volunteers.

For instance, students could take part in <a href="https://unhabitat.org/world-cleanup-day-2025">World Cleanup Day</a>. This annual event takes place on&nbsp;September 20 and gives people&nbsp;around the globe the opportunity to participate in efforts to preserve and maintain a clean and healthy environment.

<h1>Inspire with changemakers</h1>

Nothing reminds us that we can make a change more than real stories of&nbsp;humans like ourselves who have made a difference. You could share the inspiring stories of&nbsp;Ali Waters, Roza Salih,&nbsp;or your own local heroes.

You could also use ready-made&nbsp;lessons on famous activists such as <a href="https://app.ellii.com/lesson/2822-viola-desmond">Viola Desmond</a>, <a href="https://app.ellii.com/lesson/2087-malala-yousafzai">Malala Yousafzai</a>, <a href="https://app.ellii.com/lesson/2566-martin-luther-king-jr">Martin Luther King Jr.</a>, and <a href="https://app.ellii.com/lesson/3121-greta-thunberg">Greta Thunberg</a> from Ellii&#39;s <a href="https://ellii.com/lessons/famous-people?">Famous People</a> section.

<img alt="screenshot of the famous activists" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4923/content_Activists-Ellii.png" />

<h1>Include globally important&nbsp;topics</h1>

Ellii has hundreds&nbsp;of lessons on current affairs, politics, activism, and protests. These are all a brilliant starting point to get students thinking about their own impact on the world.&nbsp;

Here are some sections you may like to explore:&nbsp;

<h3>1. <a href="https://ellii.com/resources/photo-prompts">Photo Prompts</a></h3>

These lessons start with a photo and are designed to boost discussion and critical thinking. Ellii&#39;s&nbsp;Photos Of The Week series compiles a selection of the key&nbsp;headlines while Photos in the News features&nbsp;popular news stories.

<img alt="photos in the news" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4924/content_Photos-in-the-news-Ellii.png" />

<h3>2. <a href="https://ellii.com/lessons/that-s-news-to-me">That&#39;s News to Me</a></h3>

This series of lessons, featuring content from Ellii&#39;s media partner&nbsp;The Associated Press, covers social justice, politics, environment, health, and education. New weekly lessons are often available at two or three proficiency levels.&nbsp;

<h3>3. <a href="https://ellii.com/lessons/historic-events">Historic Events</a></h3>

The lessons in this section allow classes to explore topics such as racial issues, wars, movements and milestones, politics and economics, and diasters and emergencies.&nbsp;

<h1>Celebrate wins</h1>

Even small wins deserve to be celebrated. Get creative as you reward or visualize progress. Certificates, sticker charts, or visual progress trackers can all make participants feel good, and motivate people to continue.&nbsp;

I loved this idea from Harry Waters:&nbsp;<a href="https://www.linkedin.com/posts/harry-waters_for-past-couple-of-weeks-ive-been-spending-activity-7363572501924270082-aVc2/" target="_blank">Applauding wins with applause</a>.

<h1>Do what you can with the tools you have</h1>

I am not a politician&nbsp;nor a billionaire, so my power and influence may seem&nbsp;small. It is easy to let your inner troll win and think of all the things you can&#39;t do. However, as educators, we all have a&nbsp;variety of skills that we&nbsp;can use to make a difference.

Here are some of mine to get you started:

1. I can cycle. So I have completed <a href="https://ellii.com/blog/the-importance-of-growth-mindset-for-learning-teaching">various long-distance rides</a> to raise awareness and funds for good causes.

2. I can write materials. So I created a resource pack of visual tools, a sketchnote, and an infographic to educate people about the <a href="https://www.emilybrysonelt.com/product-the-boiling-river" target="_blank">Boiling River</a> and raise money to conserve this special place.&nbsp;

3. I can edit. So I compiled a couple of books for <a href="https://www.handsupproject.org/shop" target="_blank">The Hands Up Project</a>,&nbsp;which delivers English language learning through the context of stories, plays, and songs to kids in Gaza.&nbsp;

4. I can share. Social media allows us to easily share campaigns and content that we want more people to know about&nbsp;or help us with. The post I am most sharing at the moment&nbsp;is about my friend <a href="https://www.justgiving.com/team/teamhuphope">Ashraf Kuhail</a>, author of &quot;Stories Alive&quot;&nbsp;and &quot;Stories Reborn&quot; for The Hands Up Project. He&nbsp;has been offered the chance to study a PhD in the UK and&nbsp;is raising money to bring his family to the UK from Gaza.&nbsp;

5. I can sketchnote.&nbsp;So I collaborated with other sketchnoters to be part of the prettiest recipe book in the world:&nbsp;<a href="https://www.siepomaga.pl/sketchy-recipes-for-szymon" target="_blank">Sketchy Recipes for Szymon</a>. Sales of the book raise funds&nbsp;for a boy who desperately needs gene therapy. &nbsp;

6. I can educate. So I can bring globally important topics into the classroom,&nbsp;facilitate debates, inspire learners, and support them&nbsp;to be changemakers.

7. I can blog. So I can write posts like this to remind educators that we can make the world a better place, even if just a teeny tiny bit!

Everyone has a skill they can contribute, whether it is&nbsp;organizing a concert, selling cookies, attending a rally, making posters, or teaching a class to write poems or stories. We can ALL make (tiny) changes to Earth.&nbsp;What could&nbsp;you do?&nbsp;

How have you helped your learners to make the world a better place? Which ideas from this post would you like to use?&nbsp;

Teachers & Learners as Changemakers: Making the World a Better Place

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If there is one thing you should never do as a language teacher (or in life), it is to ask &quot;Do you understand?&quot;

No one wants to admit in front of their peers that they don&#39;t understand! Humans live in fear of being the only person in a group who hasn&#39;t understood something. It makes the palms sweat, the&nbsp;heart beat faster, and the face turn a telltale shade of red.&nbsp;

Faced with this question, most people will nod, agree, and hope that the next activity will bring clarity&mdash;or at least be simpler.&nbsp;

In this blog post, I will share much more effective ways to check that students have understood.&nbsp;

<h2>1. Concept check questions</h2>

Concept check questions zoom in on detailed aspects of the language. They allow teachers to check that students have understood a grammar point or the meaning of a vocabulary item. They are particularly helpful after presenting a new grammar target.&nbsp;

Asking the right concept check questions can take some practice. When you&#39;re starting out in teaching, you might want to prepare them before a lesson. Over time,&nbsp;you&#39;ll likely be able to create your own as and when the need arises.&nbsp;

Here are some top tips for concept check questions:&nbsp;

<ul>
	<li>Keep it simple.&nbsp;Questions with short&nbsp;answers are the best. Aim to use very simple wh-&nbsp;questions, or questions with yes/no or either/or answers.&nbsp;</li>
	<li>Use language students already know.&nbsp;Try not to use more complex concepts or vocabulary than the one you are checking. So don&#39;t ask questions in past perfect progressive&nbsp;when you&#39;re checking understanding of the simple past.&nbsp;</li>
	<li>Play around with different questions. It&#39;s okay to ask a few questions to check meaning.&nbsp;</li>
	<li>Ask questions to focus on the meaning and form.&nbsp;</li>
</ul>

Let&#39;s use the following sentence to teach the simple past:&nbsp;&quot;She went to the ice cream shop last night.&quot;&nbsp;Some concept check questions might be:

<ul>
	<li>Where did she go? &gt; The ice cream shop.&nbsp;</li>
	<li>Is she at the ice cream shop now? &gt; No.</li>
	<li>When did she go? &gt; Last night/yesterday.&nbsp;</li>
	<li>Is &quot;last night&quot; about the past, present, or future? &gt; Past.</li>
	<li>Is &quot;went&quot;&nbsp;present or past tense? &gt; Past.</li>
	<li>To talk about &quot;now,&quot; do I use &quot;went&quot;&nbsp;or &quot;go&quot;? &gt; Go.</li>
</ul>

You can find more about concept check questions in this British Council blog post:&nbsp;<a href="https://www.teachingenglish.org.uk/professional-development/teachers/managing-lesson/articles/checking-understanding">Checking Understanding</a>

<h2>2. Physical concept checks</h2>

To check understanding and get students our of their chairs, you could bring an element of movement into the classroom. Designate each corner of the classroom as &quot;yes,&quot; &quot;no,&quot; or &quot;maybe.&quot; Have students stand up,&nbsp;ask them a concept check question, and ask&nbsp;them to move to the corner of the room that answers that question. You could also do this by having students stand in a line and step left for &quot;yes,&quot; step right for &quot;no,&quot; and stay in the same place for &quot;maybe.&quot;

<h2>3. Mediation</h2>

Mediation is another way to check understanding. While concept checking relies on the teacher asking the right questions to assess students have understood, mediation allows students to take a more active role in demonstrating it.&nbsp;

Mediation tasks prompt students to take notes, summarize, critically evaluate, compare information, and rephrase content. They allow learners to share their understanding with others by putting their learning into practice and perhaps explaining it to others.&nbsp;

You can find out more in this blog post:&nbsp;<a href="https://ellii.com/blog/mediation">Mediation: The What, Why &amp; How Explained</a>

<h2>4. Visual checks</h2>

Visuals are a great way to check understanding. You could have students create their own visual summaries, <a href="https://ellii.com/blog/sketchnoting-101-supercharged-professional-development-with-visual-notes">sketchnotes</a>, mind maps, infographics,&nbsp;timelines, or doodles to check meaning. For example, ask them to draw (or point to) a tomato or the verb &quot;run.&quot; You could also show them a couple of visuals and ask them which is correct or to adapt it to be correct.&nbsp;

You could also use visual metaphors to allow students to share how confident they feel about a topic. Leave colored circles with &quot;traffic lights&quot;&nbsp;on their desk and have them display &quot;red&quot;&nbsp;if they definitely need support, &quot;orange&quot;&nbsp;if they might need help, and &quot;green&quot; if they are happy with their understanding. This also works well with weather symbols (a rain cloud = I need help&nbsp;/&nbsp;a sun = I&#39;m all good)&nbsp;and emojis (sad face = help me&nbsp;/ happy face = I don&#39;t need help).&nbsp;

<h2>5. Peer-to-peer learning</h2>

The best way to learn is to teach something!&nbsp;I&#39;ve always found that students love to &quot;be the teacher.&quot; It is an instant confidence boost to be trusted to explain something to someone else&nbsp;and a great way to give students a chance to share their understanding with others. It also has the added bonus of allowing students to potentially explain concepts in their first language&nbsp;so they can express and understand&nbsp;it more easily.&nbsp;

You could&nbsp;pair a student who feels confident with a student who needs more support, and have them explore the linguistic point in more detail. Alternatively, have students check each others work or write quizzes or comprehension questions for each other.&nbsp;&nbsp;

<h2>6. Assessment tools</h2>

Ellii has over 70 assessment tools designed specifically to help teachers check students&#39; understanding. These range from placement tests to needs assessments and&nbsp;reflection tools.&nbsp;

Here is an example from the Exit Slips&nbsp;resource. Students can complete these before leaving to help them evaluate and share what they learned in class that day.&nbsp;

<a href="https://app.ellii.com/lesson/2228-exit-slips"><img alt="Ellii's exit slips" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4861/content_exit-slip.png" /></a>

You can access these resources here:&nbsp;

<ul>
	<li><a href="https://app.ellii.com/lesson/2228-exit-slips">Exit Slips</a></li>
	<li><a href="https://ellii.com/resources/assessment-tools">Assessment Tools</a></li>
</ul>

Here are some other blog posts on checking reading comprehension that we think you&#39;ll love:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/pre-reading-activities-to-boost-comprehension">Pre-Reading Activities to Boost Comprehension</a></li>
	<li><a href="https://ellii.com/blog/10-activities-to-increase-understanding-while-reading">10 Activities to Increase Understanding While Reading</a></li>
	<li><a href="https://ellii.com/blog/9-post-reading-activities-to-help-students-reflect-on-a-text">9 Post-Reading Activities to Help Students Get the Most Out of a Text</a></li>
</ul>

<blockquote>
Have you tried any of these techniques to check understanding? What are your top tips? We&#39;d love to hear your experiences and ideas. Let us know in the comments!
</blockquote>

&nbsp;

&nbsp;

The Perils of "Do You Understand?" & How to Check Comprehension Effectively

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We&#39;ve all attended online workshops and webinars that have bored us to the point of checking our emails or cleaning our desk. Perhaps the content wasn&#39;t what we were expecting, or maybe the presenter was just reading word for word from a set of busy slides.&nbsp;

In this blog post, I&#39;ll share some of my top tips for delivering awesome teacher training online. These are tips and tricks I use myself and that I&#39;ve learned through watching other experts in the field at work.&nbsp;

<h2>Make it count</h2>

In&nbsp;any training session, we want participants to feel like they have invested their time wisely. Time is precious, especially for teachers. No one wants to waste it on a poorly researched session delivered in monodrone. We need to make each second count&nbsp;and aim to have delegates leave feeling like they&#39;ve really learned something transformative.&nbsp;

<h2>Know your topic</h2>

To make the session count, you need to be knowledgeable about your topic. Make sure your information is up to date by&nbsp;joining groups on social media, watching webinars, listening to podcasts, and chatting to colleagues as well as&nbsp;reading research, articles, and blogs.&nbsp;

It is often best to choose something that you have lived experience with or a subject that you have researched passionately. Your enthusiasm will shine through if you choose to speak about something that really excites you.&nbsp;

<h2>Value the audience</h2>

Every teacher brings their own unique skills and experience to the session. As teacher trainers, our role is to help teachers share their ideas, tips, and activities with each other.&nbsp;

Harry Waters, one of my teacher training idols, once made the point that teacher trainers give teachers ideas&nbsp;so&nbsp;they can&nbsp;add their own spin to them and make those ideas bigger and better.

Allowing the training room to be a sharing space lets teachers capitalize on the expertise of the trainer as well as their own and their peers&#39;.&nbsp;

<h2>Be interactive</h2>

Making sessions interactive gets the audience involved, makes them feel valued, and helps them learn through each other by sharing their expertise. It also avoids turning an online workshop into a lecture. One of the simplest ways to do this is through posing questions in the chat&nbsp;and reading out any interesting and helpful ideas.&nbsp;

Depending on the size of the audience&nbsp;and the learning platform, you&nbsp;could also make use of online tools such as:&nbsp;

<ul>
	<li>Polls:&nbsp;Ask questions and get people voting in Zoom or via Mentimeter or perhaps even with an&nbsp;<a href="https://app.ellii.com/gather/polls">Ellii Poll</a>.</li>
	<li>Reactions: Ask participants to share their thoughts using emojis in the chat&nbsp;or the reactions tool.&nbsp;</li>
	<li>Annotation: Have participants interact on screen using&nbsp;text, drawings, or icons by&nbsp;using annotation tools.</li>
	<li>Breakout Rooms: Give attendees time in pairs or groups to share their ideas, solve a problem, or create an activity.</li>
	<li>Shared Documents:&nbsp;Use Google Docs, MS Word Online, or Padlet&nbsp;to have participants collaborate.</li>
	<li>Whiteboards: Complete tables, add information in visual templates, or create mind maps using interactive whiteboards such as <a href="http://Canva.com">Canva</a>, <a href="http://www.miro.com">Miro</a>, or <a href="http://mural.co">Mural</a>.&nbsp;</li>
</ul>

<h2>Use minimal text&nbsp;</h2>

Too many words on a slide can be distracting. Participants will naturally aim to read the text, which can be quite confusing if they are also trying to listen&nbsp;to what the presenter is saying at the same time. This can often lead to neither textual nor oral input being comprehensible.&nbsp;

Instead, use text sparingly to remind yourself&nbsp;of points you&#39;d like to make. A few clear bullet points will support the participants to follow your talk. Alternatively, use icons, images, or doodles as visual cues.&nbsp;

<h2>Use engaging visuals</h2>

Visuals are an impactful way of generating discussions, simplifying complex information, and helping your audience think more deeply about a topic. Some of the best workshops and webinars I have attended used only images to express information, add a touch of humor, and generate questions to get the audience involved.&nbsp;

For example, say you are delivering a session on student well-being. Instead of presenting a comprehensive&nbsp;list of challenges that may affect a learners&#39; mental health or confidence, you could display this image of &quot;Storm Man.&quot;&nbsp;

<img alt="Ellii Photo prompt, storm man" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4744/content_Ellii-Photo-prompt-storm-man-image.jpg" />

Then you could have people write their own ideas in the chat or by using annotation tools. This way the activity is more interactive and you can actively involve your audience in the session.&nbsp;

<h2>Encourage movement</h2>

As in face-to-face training, sitting still for too long can make us stiffen up, feel sluggish, and&nbsp;even induce aches and pains. Online English language classes are more fun with a bit of movement and so too are training sessions.&nbsp;

You could try these techniques to re-energize:

<ul>
	<li>Doodling: Describe or demonstrate how to draw something and have participants draw their own image. For example, have them draw their own &quot;Storm Man.&quot;&nbsp;</li>
	<li>Movement Voting: Host an interactive poll where participants stand up for yes, shake their head animatedly for no, lift&nbsp;their arms in the air for maybe, and bend to the right or left for not sure.</li>
	<li>Pass the Pen: Hold a pen and introduce yourself or share a teaching tip, and then pass the pen remotely to another participant. They have to pick up the pen and add their own input to the task, and then pass the pen to the another person of their choice.</li>
	<li>Chair Yoga: Do some gentle stretches from your chair.</li>
	<li>Movement while Brainstorming: If you&#39;d like to give participants five minutes to think about something, have them walk around the room as they do it and then come back to share their ideas.&nbsp;</li>
</ul>

<h2>Get the lighting (and tech) right</h2>

Make sure your face isn&#39;t in a shadow. Aim to have the light source in front of you. Natural light is best so sitting facing a window can often be the best option. However, a strong lamp or ring light can be just as effective.

It is a good idea to arrive a little early in case you need to play around with curtains, blinds, or lamps. This is also a good opportunity to check that there is no clutter (or anything embarrassing) in the background and that all your tech is working correctly. Check your mic, camera, and screensharing capabilities as a minimum.&nbsp;

<h2>Be yourself!</h2>

I&#39;m sure everyone has their own online teacher training idols. These are people whose sessions you attend with awe and&nbsp;aspire to be just like them. The reality is that everyone is different and will present in different ways. Some speakers are natural comedians, others are fantastic at telling stories, and some even use singing, drawing, or drama to bring their sessions to life. Share your own unique self and shine as brightly as&nbsp;only you can!

<blockquote>
What are your top tips for delivering teacher development sessions online? Who are your teaching training idols? We&#39;d love to know what makes an awesome webinar to you.&nbsp;
</blockquote>

<h2>Check out these Ellii webinars</h2>

<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" referrerpolicy="strict-origin-when-cross-origin" src="https://www.youtube.com/embed/1ZeOTiexGtM?si=-vPzmRRGLmS_09cU" title="YouTube video player" width="560"></iframe>

<ul>
	<li><a href="https://www.youtube.com/watch?v=1ZeOTiexGtM&amp;list=PLP0N5nuiA3aOnP9kH4IYJ4INeniYQpYGa&amp;index=24" target="_blank">How to Use Ellii&#39;s Lesson Planner</a></li>
	<li><a href="https://www.youtube.com/watch?v=Q1BucslnAsw&amp;list=PLP0N5nuiA3aOnP9kH4IYJ4INeniYQpYGa&amp;index=23" target="_blank">Boosting Student Talk Time</a></li>
	<li><a href="https://www.youtube.com/watch?v=vMlFNOxnhwg&amp;list=PLP0N5nuiA3aOnP9kH4IYJ4INeniYQpYGa&amp;index=22" target="_blank">How to Use Ellii&#39;s Career Pathway Content: Allied Healthcare Webinar 2024&nbsp;</a></li>
</ul>

How to Deliver Online Teacher Training That Rocks!

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Learn how to make the most of your Ellii subscription with tips from our publishing team.

Teaching with Ellii

Once upon a time, literacy skills referred to reading and writing. However,&nbsp;we now access and process information in multiple ways, not simply through interpreting texts. Therefore, we need to support learners to develop multiple literacy skills to help them navigate the world successfully.&nbsp;

In this post, I&#39;ll explore the more complex and intertwined nature of the various literacies learners need, and how to integrate them into the English language classroom.&nbsp;

<h2>Multiliteracies</h2>

There are various interpretations and classifications of multiple literacies. These depend on the organization and their&nbsp;goals. These&nbsp;often include literacies such as: &nbsp;

<ul>
	<li>Textual Literacy (also referred to as Reading and Writing Literacy)</li>
	<li>Critical Literacy (the abilility to think critically and&nbsp;question sources of&nbsp;information)</li>
	<li>Information Literacy (aka Media Literacy)</li>
	<li>Visual Literacy&nbsp;</li>
	<li>Digital Literacy, which could also include Social Media and AI Literacy</li>
	<li>Financial Literacy</li>
	<li>Mathematical or Numerical Literacy (aka Numeracy)</li>
	<li>Global Literacy (aka Intercultural, Cultural, or Social Literacy)</li>
</ul>

In some ways, there is crossover between life skills development and multiliteracy development. For example, mathematical literacy could also be referred to as math or numeracy skills. Likewise, visual literacy requires other skills such as critical thinking, interpretation, and creativity.&nbsp;

You can read more about life skills development here:&nbsp;

<a href="https://ellii.com/blog/top-tips-for-incorporating-life-skills-into-your-classroom">6 Tips for Incorporating Life Skills into Your English Language Lessons</a>

<h2>Multimodal&nbsp;</h2>

The information we interact with today is multimodal. Therefore, in order to prepare learners for the real world, we need to equip them with a variety of literacy skills to interpret&nbsp;and use it successfully and responsibly.&nbsp;

Here are some examples of the different modes of information sources:&nbsp;

<ul>
	<li>Photos</li>
	<li>Videos</li>
	<li>Infographics</li>
	<li>Diagrams &amp; Graphs</li>
	<li>Illustrations &amp; Artwork</li>
</ul>

Students can be guided to develop their skills in understanding,&nbsp;interpreting, and creating the content within these information sources. In order to do so, they will need to use multiple literacies.&nbsp;

Luckily for teachers, many resources are already full of multimodal texts. For example, let&#39;s use some of Ellii&#39;s money-themed lessons.&nbsp;

<h2>Word Bank Readers: At the Bank&nbsp;</h2>

At first, learners watch the video. They use their textual literacy skills to read the subtitles and write down notes. As they watch, they use their visual literacy skills to follow the story of Sheila going to the bank. After watching, they might discuss what problems Sheila had and how she solved them, utilizing their financial, digital, critical, and social&nbsp;literacy skills. They could personalize this further by comparing alternative ways to do this, such as using their digital skills to bank online. To incorporate global skills, they could investigate currencies or banking differences around the world.&nbsp;

You can access this lesson here:&nbsp;<a href="https://ellii.com/video/a-trip-to-the-bank">https://ellii.com/video/a-trip-to-the-bank</a>

As extension tasks, learners could use their digital literacy&nbsp;to work through the tasks in their Ellii Classroom.&nbsp;

They could also:

<ul>
	<li>activate their global and visual literacy by discussing this intriguing photo prompt: <a href="https://app.ellii.com/lesson/3956-money-money-money">Money, Money, Money</a></li>
</ul>

<img alt="Ellii Money Money Money Photo Prompt" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4690/content_photo-prompt-money-money-money-Ellii.jpg" />

<ul>
	<li>use textual and visual&nbsp;literacy to watch and take notes of this self-study video:&nbsp;<a href="https://ellii.com/video/at-the-bank">At the Bank</a></li>
	<li>Explore their financial literacy more with this lesson on <a href="https://app.ellii.com/lesson/1210-retirement-savings">Retirement Savings</a></li>
	<li>Have them use their digital and media literacy skills to create a vlog, podcast, or blog on the topic</li>
</ul>

<h2>Multisensory</h2>

The multimodal nature of information consumption is a multisensory process. Learners will interact with the content using a range of senses. This can help them to learn through doing as well as keeping them motivated by adding variety and movement&nbsp;to classroom activities. For example:&nbsp;

<ul>
	<li>listening to a story</li>
	<li>reading a text</li>
	<li>talking to a partner about the topic</li>
	<li>writing notes or an article</li>
	<li>performing a role-play</li>
	<li>smelling or tasting food from a recipe they followed</li>
	<li>creating a poster or information board</li>
</ul>

<h2>Multicultural</h2>

English language classes are often multicultural. Our learners bring a wonderfully unique blend of beliefs, experiences, cultures, and backgrounds to class. Helping them to develop their social, emotional, and global literacies aid intercultural understanding and can facilitate some interesting real-world discussions.&nbsp;

Here are some Ellii materials&nbsp;you might want to use to incorporate global literacies:&nbsp;

<a href="https://ellii.com/lessons/easy-news-stories">Easy News Stories:</a> These simple news articles cover a range of real-world topics. They are perfect for having students consider unfamiliar cultures, learn about global challenges. and consider ways that they can make the world a better place.&nbsp;

<a href="https://ellii.com/media/videos/current-events">Associated Press Videos:</a> These short video clips cover diverse topics such as <a href="https://ellii.com/video/k-pop-exhibition-in-london-museum">K-pop culture</a>, <a href="https://ellii.com/video/stranger-things-stars-open-up-about-mental-health">mental health</a>, and <a href="https://ellii.com/video/india-s-hindus-celebrate-colorful-holi-festival">religious festivals</a>. Students will enjoy using their visual and media literacy skills to explore authentic topics of social, emotional, and global importance.&nbsp;

You may also be interested in this blog post on <a href="https://ellii.com/blog/social-emotional-learning">social-emotional learning</a>, which shares some ways to develop learners&#39; social and emotional literacies.&nbsp;

We also highly recommend watching this video of Nik Peachey&#39;s session on Multimodality in the English Language Teaching and Learning&nbsp;at the APPI Conference in Portugal.

<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" referrerpolicy="strict-origin-when-cross-origin" src="https://www.youtube.com/embed/Ky_tP7FM4fw?si=tqKDSL8hJ6kqvKjw" title="YouTube video player" width="560"></iframe>

<blockquote>
What experience do you have of incorporating multiliteracies into the classroom? Which ones do you feel are particularly important to your learners? We&#39;d love to know your thoughts, ideas, and tips in the comments.&nbsp;
</blockquote>

The Multimodal, Multisensory, Multicultural Power of Multiliteracy Learning

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Putting&nbsp;learners at the center of their learning experience is absolutely critical for successful teaching. It helps us&nbsp;plan lessons on topics that interest them, which, in turn, helps them to stay motivated and achieve their goals. It also shows our learners that we care about them, have their best interests at heart, and have considered their needs.&nbsp;

In this blog post, I&#39;ll explore some ways to get to know your learners better, whether on the first day of class or throughout the term.&nbsp;

<h1>Learn their names</h1>

This sounds super basic, but it is one of the most important ways to show that you care about every individual learner. <a href="https://app.ellii.com/lesson/1211-your-name" target="_blank">Your name</a> is a core part of who you are, so hearing it said correctly makes you feel valued. On the flip side, when someone gets it wrong, it can be annoying or even make us feel unimportant. Therefore, we have to take time to learn every student&#39;s name.&nbsp;

As language teachers who teach learners from around the world, we may often have to learn new and unfamiliar names. It can be helpful to use name badges, write students&#39; names&nbsp;on the board, or have a seating plan to refer to until you have committed their names&nbsp;to memory.&nbsp;

It is especially important to get the spelling and pronunciation correct. Don&#39;t be afraid to ask for clarification on how to say someone&#39;s name. They&#39;ll appreciate that you are trying to get it right.&nbsp;

To help you remember names, you can use Ellii&#39;s printable <a href="https://app.ellii.com/lesson/2209-class-list%C2%A0">Class List</a>. This handy chart&nbsp;also&nbsp;has a column for &quot;preferred name&quot; in case students prefer to use a nickname or shortened version of their name. You may also want to try this popular Ellii Poll about <a href="https://app.ellii.com/gather/polls/names" target="_blank">Names</a>.

<img alt="Ellii Class List" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4681/content_Class-list-Ellii.png" />

<h1>Use introduction activities</h1>

The first days of class are critical for making a good impression and getting to know your learners. They are an opportunity to find out your learners&#39; language level, skills, interests, and goals. They are also a great excuse to have a bit of fun, <a href="https://ellii.com/collections/academic-subjects/communication-skills/getting-acquainted" target="_blank">help learners get to know each other</a>, and instantly start using their language skills to communicate.&nbsp;

One activity&nbsp;I love (which also&nbsp;helps the class learn each other&#39;s names)&nbsp;is a simple ball game. Have students stand in a circle. One student calls out a classmate&#39;s name, asks a question of their choice&nbsp;(e.g., What is your favorite sport?), and then throws the ball to the person whose name they called. That person then answers the question, calls another classmate&#39;s name, asks another question, and throws the ball. This continues until everyone has had a turn and has learned&nbsp;a few facts about each other.&nbsp;

You can find&nbsp;ideas for activities to do on the first day of class here:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/4-fun-ways-to-warm-up-a-new-class">4 Fun Activities to Warm Up a New Class</a></li>
</ul>

<h1>Build relationships</h1>

Getting to know your learners isn&#39;t just an&nbsp;activity for the first week of class. Developing strong rapport with them happens over time. Taking&nbsp;note of topics that interest them and then using these to choose future lessons will be appreciated by learners.&nbsp;

The language classroom has many opportunities for learners to share their interests. These will undoubtedly come up in conversation organically. However, you can also build in time at the beginning or end of lessons for relaxed &quot;small-talk&quot; conversations.&nbsp;

For example, you could set aside the first five minutes of a lesson for learners to share:

<ul>
	<li>something exciting&nbsp;they did recently</li>
	<li>something they are planning to do&nbsp;</li>
	<li>something interesting they read online</li>
</ul>

Relaxed discussions such as these are a great way for&nbsp;students to practice their conversation skills and for you to get to know them better.&nbsp;

You could also try these materials&nbsp;from&nbsp;Ellii:

<ul>
	<li><a href="https://app.ellii.com/lesson/1749-making-small-talk">Making Small Talk</a></li>
	<li><a href="https://ellii.com/lessons/mini-debates">Mini-Debates</a></li>
	<li><a href="https://ellii.com/resources/warm-ups-fillers">Warm-Ups &amp; Fillers</a></li>
	<li><a href="https://app.ellii.com/lesson/3351-conversation-questions-group-digital" target="_blank">Conversation Questions</a></li>
</ul>

<img alt="Getting Acquainted screenshot" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4677/content_getting-aquainted-Ellii.png" />

<h1>Create individual learning plans&nbsp;</h1>

Individual learning plans (ILPs) are a great way to get to know learners. They allow students time to reflect on their current skills, prior learning,&nbsp;language level, goals, and ways to achieve those goals.

You can use ILPs in class to have students think about their learning. Although ILPs are&nbsp;personal by nature, it can also be impactful for learners to share their ideas, goals, helpful resources, and learning strategies with each other. Use your discretion to decide if&nbsp;this could work with your particular learners.&nbsp;

Check out one of <a href="https://app.ellii.com/lesson/2127-my-language-goals">Ellii&#39;s ILPs</a>:

<img alt="My Language Goals screenshot" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4680/content_My-language-goals-2-Ellii.png" />

<img alt="My Information Continued screenshot" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4679/content_My-language-goals-1-Ellii.png" />

<h1>Use visual storytelling techniques</h1>

Using visual metaphors can be a fun way to help learners&nbsp;think about their learning. You can draw these, use Ellii&#39;s flashcards, or look for copyright-free icons online.

Here are some ideas for visual metaphors:&nbsp;

<ul>
	<li>use a road map, pathway, or river to have students think about the distance they have traveled and where they would like to be in their language-learning journey</li>
	<li>use a target with arrows to have students think about their goals and how to achieve them&nbsp;</li>
	<li>use a seed, a sapling, a small tree, and a fully grown tree to signify their current level of skills&nbsp;</li>
</ul>

You can find more ideas on how to implement these suggestions using Ellii&#39;s flashcards&nbsp;in this blog post:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/twelve-ellii-flashcards-for-reflection">12 Ellii Flashcards for Planning &amp; Reflection</a></li>
</ul>

<blockquote>
These are just a few ways to get to know your learners. What has worked for you? Share your ideas in the comments.&nbsp;
</blockquote>

Getting to Know Your Learners: Supercharging Learner-Centered Teaching

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<h2>You teach English, but how well do you know its history?&nbsp;</h2>

What does English have in common with French, Russian, and Sanskrit? They all&nbsp;evolved from the same parent language, which linguists call Proto-Indo-European (PIE). There isn&#39;t a written record of PIE, but we know it existed because of cognates that can be found in each of these languages.

Cognates are words in different languages that come from the same root. Unlike loan words, cognates do not move from one language to another through contact. The word form in a cognate set is native to several languages. Typically, these are basic vocabulary words that early humans used for the most essential communication. Compare English&nbsp;one,&nbsp;two, and&nbsp;three&nbsp;with French&nbsp;un, deux, and&nbsp;trois, or English&nbsp;mother&nbsp;and&nbsp;father&nbsp;with Spanish&nbsp;madre&nbsp;and&nbsp;padre.

<blockquote>
Fun Fact 
Not all languages in the Indo-European region belong to the PIE family. One example, Basque, is a language isolate&mdash;which means it isn&rsquo;t related to any known language.&nbsp;
</blockquote>

<h2>Old English</h2>

English comes from the Proto-Germanic branch of the PIE tree, which means that it evolved from the same PIE descendant that produced German, Dutch, and the Scandinavian languages. Old English developed out of the combined dialects of Germanic tribes called the Angles, Saxons, and Jutes, who invaded Britain in the 5th century. These tribes originally used a runic alphabet called the&nbsp;futhorc.&nbsp;The Anglo-Saxons adopted the Latin alphabet after Roman missionaries arrived to spread Christianity to England.&nbsp;

Old English was an inflected language, like Latin. It didn&rsquo;t use many function words like pronouns, conjunctions, or prepositions. Instead, it used suffixes that communicated a word&rsquo;s role in a sentence. Most of these suffixes have fallen out of the language, but we still inflect the plural (-s), the past tense (-ed), and the possessive (&rsquo;s), along with a few other grammatical categories. One theory about the fate of our inflectional suffixes is that we lost them to simplify communication with Scandinavian settlers, who invaded England in the 9th century. The settlers spoke Old Norse, which paired familiar Germanic roots with an entirely different set of inflections. By the Middle English period, English speakers had replaced most inflections with function words. Word order had also become more important for clarity.&nbsp;

<h2>What&rsquo;s with all the Latin words?</h2>

Even though English is a Germanic language, it also shows influence from the Romance languages&mdash;the PIE branches that evolved from Latin. English has always borrowed religious and scholarly words from Latin, but another source of Romance roots in our vocabulary is the Norman Conquest of 1066, which established a French-speaking ruling class in England for more than 100 years.

During this time, English was rarely written down, and when it was, it was done by French scribes, who changed the largely phonetic English spellings to align with French conventions. We can thank these scribes for letter combinations like&nbsp;qu&nbsp;and&nbsp;th&nbsp;for the /kw/ and /&theta;/ sounds.

During the Renaissance, English scholars also respelled words that had Greek or Latin roots, resulting in even more spelling eccentricities&mdash;ph&nbsp;for /f/, for example. 17th-century British colonialism also caused English to absorb some non-PIE vocabulary, especially from indigenous North American, Oceanic, and African languages.&nbsp;

<h2>Standard spelling &amp; grammar</h2>

Spelling only began to standardize during the 15th and 16th centuries&nbsp;in response to mass printing and rising literacy rates. In the 18th century, English scholars set out to standardize grammar,&nbsp;too&mdash;often inventing rules that they hoped would make English more like Latin. We still teach and follow many of these rules, but others, like those that dictate proper use of the subjunctive mood and the modal verb&nbsp;shall, are now almost obsolete.

<blockquote>
Languages often lose features when they&rsquo;re no longer effective or necessary for common understanding.
</blockquote>

Today&rsquo;s linguists usually take a descriptive approach, documenting how people use the language rather than promoting a standard. Many colloquial constructions in modern English actually follow complex rules and contain subtle distinctions of meaning. And because English has become the most widely spoken second language in the world, groups of speakers from all over bring their own innovations to the table.&nbsp;

<h2>Related Ellii lesson</h2>

<a href="https://app.ellii.com/lesson/3591-the-english-language">The English Language</a>

<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" referrerpolicy="strict-origin-when-cross-origin" src="https://www.youtube.com/embed/daPOris7VH8?si=8-zRC_RZUhtkw7bg" title="YouTube video player" width="560"></iframe>

<h3>Sources</h3>

<ul>
	<li>The English Language: A Linguistic History&nbsp;by Laurel J. Brinton and Leslie K. Arnovick (Oxford University Press, 2006)</li>
	<li><a href="https://www.ucl.ac.uk/archaeology-south-east/news/2021/may/riddles-old-english-runes" target="_blank">The Riddles in Old English Runes&nbsp;</a></li>
	<li><a href="https://www.ruf.rice.edu/~kemmer/Histengl/spelling.html" target="_blank">The History of English</a>&nbsp;</li>
	<li><a href="https://www.oxfordinternationalenglish.com/a-brief-history-of-the-english-language/" target="_blank">A Brief History of the English Language</a>&nbsp;</li>
	<li><a href="https://www.britannica.com/place/England/People" target="_blank">People of England</a>&nbsp;</li>
</ul>

The History of English

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There are many reasons why teaching teens may be considered&nbsp;a daunting task. Teenage learners face many social, academic, family, hormonal, and life pressures that can impact&nbsp;their classroom behaviors. However, teaching this age group is also a lot of fun, as they can be super energetic, entertaining, and inquisitive.&nbsp;

In this blog post, I&#39;ll share some of the tips I&#39;ve learned about teaching teenagers over the years.&nbsp;

<h2>1. Get to know your learner</h2>

I guess this is my number one tip for any age group really. Knowing your learner helps you put them at the center of their learning experience and tailor your lessons to their needs and interests.&nbsp;

In the very first class, have learners introduce each other and share their learning goals as well as hobbies, likes, and dislikes. Finding out what makes them tick can help you choose topics that will engage and motivate them. If many of your learners love computer games, consider delivering the next lesson on that topic.&nbsp;

These Ellii tools&nbsp;can help you get to know your learners better:&nbsp;

<ul>
	<li><a href="https://app.ellii.com/lesson/2123-autobiography-beg">Autobiography - Beginner</a></li>
	<li><a href="https://app.ellii.com/lesson/2124-autobiography-int">Autobiography - Intermediate</a></li>
	<li><a href="https://app.ellii.com/lesson/2125-autobiography-adv">Autobiography - Advanced</a></li>
	<li><a href="https://app.ellii.com/lesson/2127-my-language-goals">My Language Goals</a></li>
</ul>

<h2>2.&nbsp;Create a welcoming atmosphere</h2>

All learners want to feel included, welcomed, and important. This may be particularly crucial for&nbsp;teenage learners, who might lack confidence, feel socially anxious, or want their English class to be an escape from reality more than just a learning opportunity.&nbsp;

Welcome learners into the classroom with a smile, learn their names, and get to know each one as individuals. Building rapport in this way can help strengthen relationships and build mutual respect for each other.

You can also facilitate&nbsp;discussions where students can share their opinions, thoughts, and ideas in a safe space. Encourage learners to listen and respond to each other with respect for differing viewpoints and cultivate an inclusive atmosphere.&nbsp;

<h2>3. Foster social-emotional awareness</h2>

The teenage years can be an emotional roller coaster. Try to include class activities that help learners to become aware of their feelings and manage their responses&nbsp;in practical ways.

For instance, at the beginning of class, have learners select an emoji that represents how they are feeling. They can choose one on their phone or computer, or draw one in their notebook. Discuss the reasons for their emotions&nbsp;and things they could do to turn negative emotions into more positive ones.&nbsp;

<blockquote>
🥳 I am excited because it is my birthday today.&nbsp;

😕 I am worried about an exam. I will feel better once I study more&nbsp;and relax in front of the TV later.&nbsp;

😡 I am annoyed because my football team lost, but I think I will feel better when I see my friends&nbsp;after class.&nbsp;
</blockquote>

This blog post has more information and ideas about social-emotional learning:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/social-emotional-learning">A Quick Guide to Social-Emotional Learning</a></li>
</ul>

<h2>4. Up the pace</h2>

Teenagers get bored quickly. A fast-paced lesson with varied activities will keep them interested.&nbsp;

Here are some ideas to try:&nbsp;

<h3>Ellii Polls</h3>

These interactive group activities allow learners to connect via their device using a QR code. There is an ever-growing selection&nbsp;of polls, so there is bound to be one related to the content you&#39;re planning to cover.&nbsp;

Learners discuss questions and then share their opinions by voting anonymously.

<img alt="Ellii Poll &quot;What is your superpower?&quot;" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4634/content_Ellii-Poll.png" />

They can then pause and discuss the answers in more detail:&nbsp;

<img alt="Ellii Poll Question" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4633/content_Ellii-Poll-Question.png" />

<h3>Ellii Flashcards&nbsp;</h3>

There are over 6,000 Ellii flashcards, and the activity opportunities are infinite. They are perfect for teaching vocabulary and&nbsp;practicing storytelling, and they serve as excellent visual thinking tools.

These blog posts are full of&nbsp;suggestions for teaching with flashcards:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/twelve-ellii-flashcards-for-reflection">12 Ellii Flashcards Perfect for Planning &amp; Reflection</a></li>
	<li><a href="https://ellii.com/blog/3-tips-for-using-flashcards-no-prep-required">3 Tips for Using Flashcards&mdash;No Prep Required</a></li>
</ul>

<h3>(Silent) Videos</h3>

Ellii&#39;s Media Gallery&nbsp;currently has over 600 videos to choose from. These videos are perfect as the starting point of a lesson or as a complement to the topic you are teaching. They could also be used as warmers or as a way to switch the pacing and engagement in a lesson.&nbsp;

Here are some ideas for your class:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/how-to-use-videos-in-class">4 Ways to Use Videos Effectively in Class</a></li>
	<li><a href="https://ellii.com/blog/4-ways-to-use-silent-video-clips">4 Creative Ways to Use Silent Video Clips in Class</a></li>
</ul>

<h2>5. Get creative</h2>

Teenagers love the opportunity to express themselves in creative ways. Give them a chance to draw, do origami, create posters, cut up magazines, and make things from craft materials. This is the perfect opportunity to develop critical thinking and team-building&nbsp;skills too.&nbsp;

However, creativity in the classroom isn&#39;t just about playing with felt-tip pens and glue. You can also get creative with projects, inquiry-based learning, and activity choices.&nbsp;

Check out these blog posts for more ideas:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/not-your-ordinary-english-9-creative-ideas-for-teaching-language-learners">Not Your Ordinary English! 8 Creative Ideas for Teaching Language Learners</a></li>
	<li><a href="https://ellii.com/blog/inquiry-based-learning-a-quick-guide-of-elt-professionals">Inquiry-Based Learning: A Quick Guide for ELT Professionals</a></li>
</ul>

<h2>6. Introduce competition</h2>

I haven&#39;t taught a single teenage class that hasn&#39;t got excited at the idea of a bit of competition. This could come in the form of a quick game&nbsp;where a student is nominated to keep score. It could also be a longer-term group effort&nbsp;where scores are totaled up monthly. For example, you could give prizes to the group who completed the most tasks on&nbsp;<a href="https://ellii.com/teachers/management/classes">Ellii Classroom</a>.

The prizes themselves don&#39;t have to be costly or sought-after. They could be as simple as a check mark&nbsp;on a poster on the wall or coupons to save up to get&nbsp;sweets, stationery, or stickers.&nbsp;

Likewise, the games don&#39;t need to be intricate or time-consuming, either. Here are some I have found to be low-prep and highly&nbsp;effective:&nbsp;

<h3>Spelling Race</h3>

Put students in groups. One representative from each group stands at the back of the classroom. The teacher (or a nominated student) shouts out a word. Students then race to write the word on the board with the correct spelling. For an added challenge&nbsp;or to balance a clear difference in abilities, you could have learners draw the word or write a sentence using the word too.&nbsp;

<h3>Dice&nbsp;Game&nbsp;</h3>

Put students in groups. Each group takes turns to nominate a representative to answer a question, spell a word, create a sentence (using the target language), etc. Once their chosen group member completes their task, they can roll the dice. The group gets the number of points on the dice roll.&nbsp;

Alternatively, you could assign each number on the dice with a different outcome.&nbsp;

<img alt="Ellii dice flashcard image" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4635/content_Ellii-Dice.png" />

For example:&nbsp;

<blockquote>
1 = 10 points

2 = multiply current score by 10

3 = lose all your points

4 = miss a turn&nbsp;

5 = -10 points

6 = pass the dice to a team of their choice
</blockquote>

<h2>7. Use technology (or don&#39;t)</h2>

The question of whether to use technology in class is becoming more polarized. Some believe the classroom is a space for learners to develop the digital skills they need for further study and employment. Others feel the classroom should be a device-free zone and&nbsp;an opportunity to get away from screens and deepen&nbsp;social connections.&nbsp;

If you want to enhance students&#39;&nbsp;digital skills, consider activities such as <a href="https://app.ellii.com/gather/ellii-polls">Ellii Polls</a>, set tasks via the <a href="https://ellii.com/teachers/management/classes">Ellii Classroom</a> portal, or have them use digital tools to create blog posts, websites, or presentations.&nbsp;

If you would prefer the classroom to be device-free, consider printing <a href="https://ellii.com/lessons">Ellii&#39;s PDF lessons</a>&nbsp;for use in class and doing activities such as <a href="https://ellii.com/lessons/role-plays">role-plays</a>,&nbsp;<a href="https://ellii.com/blog/simply-storytelling-inspiring-english-learners-with-story-prompts">storytelling</a>, and&nbsp;<a href="https://ellii.com/blog/improv-in-the-classroom">improv</a>.&nbsp;

<h2>8. Give them&nbsp;independence</h2>

While most adults want to feel younger than they are, many teenagers want to feel older. In some ways, adolescents are in&nbsp;limbo between childhood and adulthood. Teens can&#39;t wait to be independent, make their own decisions, and choose their own path.&nbsp;

An easy way to do this is to give them options&nbsp;in class. For example, let them choose whether they want to&nbsp;deliver a presentation, write a blog post, or record a podcast. Or have them decide whether to work alone, in pairs, or in groups. You could even let them choose the topic of the next lesson or which game to play next.&nbsp;

<h2>9. Let them be the teacher</h2>

This is another great way to give them independence. It is also fun and a huge boost to their confidence. Plus, teaching knowledge or skills to others is one of the best ways to learn.&nbsp;

My learners have always responded well to taking the whiteboard marker from my hand. It is often followed by a giggle, a smile, and then lots of examples and ideas I would never have thought of myself being added to the board. Students can use their own language to explain language points, tell a story, spell words, correct errors, or draw a diagram.

To make this more collaborative and supportive, have students work together to help each other. And, of course, you can always take the marker back whenever they need your input.&nbsp;

<h2>10. Relax &amp; enjoy!</h2>

English class is an opportunity to develop&nbsp;communication skills. The main objectives&nbsp;of any lesson is to learn the language, practice, and gain confidence. Teens appreciate it when the teacher relaxes and goes with the flow&mdash;and perhaps even throws the lesson plan out the window when the discussion is juicy!

If the lesson has gone off on a tangent and students are animatedly using their English skills to discuss Pok&eacute;mon cards (or whatever), roll with it. You&#39;ve found what makes the students tick! You are winning and they are using their language. If there is no imminent examination on the horizon, use the opportunity to teach the language&nbsp;that emerges from this conversation.&nbsp;

<blockquote>
These are my top tips for teaching teenagers. Which ones do you relate to most? What are your top tips or activities?&nbsp;
</blockquote>

10 Tips for Teaching Teens

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When we think about reading, our mind can often go straight to&nbsp;relaxing with a good book. The reality is somewhat different. On a daily basis, we are more likely to use literacy skills in shorter, more purposeful ways.

We might go out for breakfast to a coffee shop, taking time to peruse&nbsp;the menu before ordering. Perhaps we skim reviews first and then use&nbsp;an online map or follow signs to find the right place. On the way, we may stop&nbsp;to withdraw&nbsp;some cash&nbsp;at the ATM and then check&nbsp;our bank statement just to make sure we have enough for&nbsp;an extra croissant!

Each of these reading skills is uniquely different:

<ul>
	<li>Reading a book requires concentration for longer periods of time as well as imagination and the ability to consider the <a href="https://app.ellii.com/lesson/3125-identifying-the-author-s-purpose" target="_blank">author&#39;s purpose</a> or <a href="https://app.ellii.com/lesson/3136-understanding-implied-meaning" target="_blank">implied meaning</a>.</li>
	<li><a href="https://app.ellii.com/lesson/3369-menus" target="_blank">Reading a menu</a>&nbsp;may involve <a href="https://app.ellii.com/lesson/3179-skimming-scanning" target="_blank">scanning</a> for a specific item and then checking prices or information about ingredients, allergies, or nutrition.</li>
	<li>Reading reviews involves <a href="https://app.ellii.com/lesson/3179-skimming-scanning" target="_blank">skimming</a> to get an overall idea of what to expect, scanning the ratings, and <a href="https://app.ellii.com/lesson/3393-distinguishing-fact-from-opinion">identifying facts or opinions</a>.&nbsp;</li>
	<li><a href="https://app.ellii.com/lesson/3781-maps" target="_blank">Reading maps</a> will have us&nbsp;scanning for locations and matching street names and landmarks.&nbsp;</li>
	<li><a href="https://app.ellii.com/lesson/3231-atm-receipts" target="_blank">Reading ATM receipts</a>&nbsp;or <a href="https://app.ellii.com/lesson/3232-bank-statements" target="_blank">bank statements</a> will make us scan&nbsp;for important information such as&nbsp;previous withdrawals and our current balance.&nbsp;</li>
</ul>

Just as each of the reading skills required are different, so too are the layouts of each of these texts:

<ul>
	<li>A book uses continuous prose.&nbsp;&nbsp;</li>
	<li>A menu will use food names, descriptions, ingredients, prices, and perhaps even images.&nbsp;</li>
	<li>A review will use images, star ratings, and a short summary text.&nbsp;</li>
	<li>A map will show distance, grids, suggested routes, and bird&#39;s-eye views of streets or geographic data.&nbsp;</li>
	<li>ATM receipts use summary texts, headings, and numbers.&nbsp;</li>
</ul>

When reading, we not only read the text, but also the visual clues surrounding it. I recently switched my phone to Spanish to help surround myself with the language, and I found myself using visual cues such as app icons and structure to help me understand new words.&nbsp;

In this post, I will explore the importance of&nbsp;visual literacy to support reading skills development, taking examples from Ellii&#39;s <a href="https://ellii.com/lessons/real-world-reading">Real-World Reading</a> series. This series provides learners with the opportunity to read&nbsp;texts as they would experience&nbsp;them in real life.&nbsp;

<h2>Health Labels &amp; Warnings</h2>

Food packaging contains a lot of important information, especially if learners have dietary requirements or allergies. Food manufacturers use visuals to make this information more accessible. In Ellii&#39;s <a href="https://app.ellii.com/lesson/3398-health-labels-warnings">Health Labels &amp; Warnings</a> lesson, students read various food labels and icons and consider their meaning. Visual literacy plays a key part in interpreting the message.&nbsp;

For example, this black circle with a cross through it makes it very clear that consuming alcohol while taking this specific medication is not advised. The visual alone can convey this message in an impactful way&nbsp;without the need to read and understand the text.&nbsp;

<img alt="Alcohol warning label" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4509/content_Ellii-Reading-Literacy-Visuals-Alcohol-Warning.png" />

Another example is the black octagonal food warning icon that is used in many countries to express that food is high in calories, salt, sugars, or saturated fats, or that it isn&#39;t suitable for children. <a href="http://www.paho.org/en/news/9-3-2021-octagonal-warning-labels-perform-best-helping-consumers-choose-healthier-food-major">A research study</a> by the Ministry of Health and Wellness of Jamaica found that these black octagons had a bigger impact on healthy food choices than the nutritional traffic light system.&nbsp;From a visual literacy perspective, perhaps the black color choice and octagonal shape convey&nbsp;more of a warning message than the bright, cheerful colors of the green, amber, and red traffic light system.&nbsp;

<img alt="Black octagonal warning" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4510/content_Ellii-Reading-Literacy-Visuals-Dept-of-Health.png" />

Of course, some food labels can be misleading and require&nbsp;critical thinking skills to decode.&nbsp;For example, the color green in these circles suggests natural and healthy. However, not all gluten-free, vegan, and organic products are good for your health. Some may be high in fats, salts, or sugars, or they may use processed ingredients.&nbsp;

<img alt="Three green circles with gluten/vegan/organic" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4513/content_Ellii-Reading-Visual-Literacy-Gluten.png" />

<h2>Parking</h2>

The ability to read and understand information about parking is a key skill. Without it, students run the risk of fines or their car being impounded. To help everyone avoid that, visual support is often provided in the form of signs, colors, and icons. In this lesson on <a href="https://app.ellii.com/lesson/4660-parking">Parking</a>, students explore the meaning of different signs and interpret an infographic on how to pay for parking.&nbsp;

<img alt="Parking signs" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4511/content_Ellii-parking-signs.png" />

Once again, we see the circle with a cross through it. This time, it&#39;s&nbsp;red&nbsp;to express that parking is prohibited. As a comparison, the green circle shows that parking is allowed. This circle does not have a cross through it, so it uses both color and shape to convey meaning.&nbsp;

The other signs show:

<ul>
	<li>a wheelchair on a blue background to express&nbsp;that parking is reserved for people with mobility needs</li>
	<li>a red sign warning that your car could be towed if you are not a tenant at the property</li>
	<li>a mobile phone to convey&nbsp;that you can pay for parking via their website</li>
	<li>a red sign with a fork and knife to show that only restaurant customers can use the parking lot</li>
</ul>

The lesson starts with key vocabulary and then has students interpret&nbsp;these signs. It then continues with an infographic on how to pay for parking. The infographic mirrors the type of signage you may encounter in a parking lot. The visuals make the information more understandable for everyone and could easily be understood without knowing the language.&nbsp;

<img alt="Parking infographic" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4512/content_Ellii-Parking-Infographic.png" />

The infographic uses dotted lines to connect the larger image to the logical order in which people will pay for parking. The circular pop-up images highlight key stages. The text has headings that&nbsp;can be used as a summary&nbsp;as well as more detailed information.&nbsp;

<h2>Other Real Reading Examples</h2>

The <a href="https://ellii.com/lessons/real-world-reading" target="_blank">Real-World Reading</a> section covers essential&nbsp;topics such as banking, house &amp; home, employment &amp; school, transportation &amp; food, and health &amp; hospitality. Each lesson uses authentic features of layout, color, icons, and headings&nbsp;to provide students with experience of reading real-world texts.&nbsp;

For more ideas on teaching reading or visual literacy skills, check out these posts:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/ten-ways-to-develop-visual-literacy-in-the-elt-classroom">Ten Ways to Develop Visual Literacy in the ELT Classroom</a></li>
	<li><a href="https://ellii.com/blog/pre-reading-activities-to-boost-comprehension">Pre-Reading Activities to Boost Comprehension</a></li>
	<li><a href="https://ellii.com/blog/9-post-reading-activities-to-help-students-reflect-on-a-text">Nine Post-Reading Activities to Help Students Get the Most Out of a&nbsp;Text</a></li>
	<li><a href="https://ellii.com/blog/how-one-image-can-develop-visual-literacy-and-critical-thinking">What&#39;s the Story? How One Image Can Develop Visual Literacy &amp; Critical Thinking Skills</a></li>
	<li><a href="https://ellii.com/blog/the-power-of-visuals-and-how-to-use-them-in-class">The Power of Visuals in the Classroom</a></li>
</ul>

<blockquote>
How do you incorporate visual literacy to support learners developing their reading skills? Have you explored any of the concepts in this post? We&#39;d love to know!&nbsp;
</blockquote>

Reading in the Real World: The Importance of Visual Literacy for Reading Literacy

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The annual meeting of the ELT clans took place in Edinburgh last week. The IATEFL conference brought English Language Teaching professionals from all over the world together to share&nbsp;best practices in learning and teaching.&nbsp;

As ever, it passed in a whirlwind of talks, fleeting conversations, hugs, and coffees. In this post, I will attempt to share some of my highlights, though I think I could probably write an entire book on it!

<h2>People</h2>

In Scotland, they say that &quot;people make Glasgow,&quot; but last week in Edinburgh, &quot;people made IATEFL.&quot;&nbsp;It is always a joy to catch up with familiar faces, make new connections, and meet online friends in real life. I&#39;ve been attending IATEFL since 2009, so walking between sessions and spending time in the exhibition hall tends to lead to multiple fleeting hugs and conversations, reminiscent of a family wedding! There is never enough time!

This year, I was particularly delighted to catch up with people I&#39;ve worked with on recent projects&nbsp;from National Geographic Learning, Nile, and The Hands Up Project. I also had the pleasure of meeting&nbsp;<a href="https://www.teacherthinkaloud.com/about">Sh&eacute;lynn Riel from The Teacher Think-Aloud podcast </a>(sponsored by Ellii) in real life for the first time. This was particularly exciting as I have only met her online while recording a podcast episode about being an<a href="https://ellii.com/blog/how-to-be-an-elt-nomad"> ELT nomad</a>!&nbsp;

<img alt="Image of Emily Bryson and Shelynn Riel at IATEFL conference in Edunburgh in 2025." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4503/content_Emily-_-Shey.jpg" />

<h2>Talks &amp; workshops</h2>

As always, the quantity and quality of teacher development sessions&nbsp;was overwhelmingly high. It was difficult to choose which sessions to attend. Topics included AI, critical media literacy, visual literacy, mediation, inclusion, diversity, and&nbsp;sustainability&nbsp;as well as all the usual methodology, pronunciation, and grammar geekery.&nbsp;

Here is a sketchnote from Jade Blue&#39;s fantastic session on Visual Literacy.

<img alt="Sketchnote by Emily Bryson of Jade Blue's IATEFL 2025 session on Visual Literacy" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4504/content_Emily-Bryson-Visual-Literacy-Jade-Blue-sketchnote.jpg" />

For more visual notes, check out my blog post where I share all my sketchnotes:&nbsp;<a data-behavior="truncate" href="https://www.emilybrysonelt.com/posts" rel="noreferrer" target="_blank">https://www.emilybrysonelt.com/posts</a>

<h2>Speaking at IATEFL</h2>

One of the things that I love most about IATEFL is the community spirit in sharing expertise. It feels just as good to attend a talk or workshop as it does to deliver one. This year, my session was entitled Real Role Models: Authentic Voices That Make an Impact. It was sponsored by National Geographic Learning to promote books and resources I have created for them: Voices, Impact, and <a href="https://www.ngl-emea.com/teaching-through-crisis">Teaching through Crisis</a>.&nbsp;&nbsp;

The session explored the importance of authentic role models in language learning. Inspiring humans can give us the confidence to know that we can achieve what may at times feel impossible. And supportive teachers can help learners to believe in themselves and reach their true potential.&nbsp;

I shared some of my own role models (my parents,&nbsp;<a href="https://jenny-graham.com/">Jenny Graham</a>, various National Geographic explorers,&nbsp;<a href="https://www.ngl-emea.com/teaching-through-crisis-professional-development">Roza Salih</a>, etc.) and was particularly fortunate and honored to have one particularly epic human in the audience: Ali Waters.&nbsp;

Ali has inspired people all over the world to pick up over one&nbsp;million pieces of litter! I consider her to be my youngest role model,&nbsp;as she has achieved all this by just&nbsp;eleven years old! Supported by her own role models at Kids Against Plastic and her fabulous&nbsp;parents, Harry Waters and Gema Gal&aacute;n Est&eacute;vez, Ali delighted my audience with her changemaking tales.&nbsp;

<img alt="Ali Waters on stage with Emily Bryson at IATEFL 2025. Ali is the perfect example of a young changemaker who has used her voice to make an impact." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4505/content_Emily-Bryson-Story-with-Ali-Waters.jpg" />

You can find out more about Ali&#39;s #1MillionLitterPick challenge on the <a href="https://kidsagainstplastic.co.uk/1millionlitterpick/">Kids Against Plastic</a> website or by following her dad:&nbsp;Harry Waters <a href="https://www.instagram.com/renewableenglish/">@RenewableEnglish</a>. Ali&#39;s&nbsp;new target is two million and you can help her by logging any litter picks on the app.&nbsp;

<h2>A closing plenary to change the world</h2>

Not only did Ali steal the show during my session, but she also blew us all away with her powerful questions at the closing plenary with her father. IATEFL wanted to recognize the importance of learner voices, so they invited her to speak and reflect on her own learning experiences to pose 5 Burning Questions.&nbsp;

Here is my sketchnote from the session. Please excuse the &quot;burnining&quot;&nbsp;spelling mistake! I guess it shows that I am not a robot! 😉

<img alt="Emily Bryson's sketchnote of Harry Waters and Ali Waters closing plenary at IATEFL 2025. 5 Burning Questions about Education." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4506/content_Emily-Bryson-Sketchnote_Burning-Questions.jpg" />

<h2>More info &amp; further reading</h2>

If&nbsp;you would like more about the IATEFL conference this year, I recommend checking out Sandy Millin&#39;s blog, where she posts detailed notes from&nbsp;sessions she attends:&nbsp;

<a href="https://sandymillin.wordpress.com/category/iatefl/iatefl-edinburgh-2025/">https://sandymillin.wordpress.com/category/iatefl/iatefl-edinburgh-2025/</a>

You can also scroll through the <a href="https://www.iateflconference.org/">IATEFL</a> social media pages or search for #IATEFL2025 on various social media platforms. If you would like to attend, become a member or follow them on socials. Speaker proposals are usually accepted from July to September. The conference will be in Brighton, UK, next year.&nbsp;

<blockquote>
What are your favorite conferences? Did you attend IATEFL this year? What were your key takeaways and highlights?&nbsp;
</blockquote>

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Reflections from IATEFL 2025

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Having authored various English language teaching books and resources, one of the questions I get asked most frequently is how to get into ELT materials writing. In this post, I would like to share some of my thoughts, experiences, and advice for anyone interested in a career in educational content creation.&nbsp;

But firstly, I would like to manage expectations... 😉

ELT materials writing is NOT lucrative!

If you want to get into ELT materials writing for the money, I am taking the time now to burst your bubble gently. English language teaching materials writers are not paid vast sums of cash. In fact, they probably earn about the same as&nbsp;teachers&mdash;some less, some more. It depends on the publisher and the workload,&nbsp;but largely royalties are falling, fees are decreasing, and then there are the new concerns brought by AI.&nbsp;

If you want to get into ELT materials writing because you are creative and LOVE creating resources, fantastic. It is a wonderful career with lots of potential. You can wear a variety of different hats and work with loads of diverse professionals from all over the world. You can&nbsp;also choose to specialize in&nbsp;all sorts of different areas, such as&nbsp;business, young learners,&nbsp;specific purposes, sustainability, advanced, and literacy.&nbsp;

So here are my top tips for getting started:&nbsp;

1. Practice&nbsp;

I started my ELT materials development journey while teaching ESOL at a further education college in Glasgow. I created classroom resources tailored specifically to my learners&#39; needs and to the local area. Then my boss asked me to develop courses in workplace English and for literacy-level learners.&nbsp;

This experience gave me the chance to develop my skills, trial resources with my classes, and get confident enough to share my work. It also meant that I had sample units available for applying for work when the opportunity arose.&nbsp;

2. Share your work

Visibility is crucial for becoming an ELT materials writer. Publishers and learning design organizations like to hire people who have an online presence. This can help them raise the profile of the resources they create and&nbsp;generate more&nbsp;sales.&nbsp;

Sharing your work is a good way to tell the world you exist and to show the style, personality, and quality of your work. It has never been easier&nbsp;to create a website or share your lesson ideas on social media. The more you share, the more you are seen and&nbsp;the more likely people will ask you to work for them.&nbsp;

3. Design visually appealing resources

It is often said that &quot;you eat with your eyes first.&quot;&nbsp;This is also true of English language teaching resources. When designing materials, it is important that they will pass the &quot;flick test.&quot;&nbsp;Most teachers will only pick up a book for a minute or so (possibly less). First impressions are everything. If the layout isn&#39;t captivating or clear, the book will go back on the shelf. Using images, thoughtful layout, and design tools such as Canva can make educational content more visually edible!

4. Consider accessibility

There is more to layout than simply making a worksheet look pretty. It also has to be easy to read, have clear instructions, and use accessible fonts, font sizes, and colors.&nbsp;

Sans serif fonts tend to be considered easier to read than serif fonts. A &quot;serif&quot;&nbsp;is the little flick or tail on the end of some letters as in Times New Roman. This blog post and other Ellii resources use&nbsp;a sans serif font.&nbsp;

In regard&nbsp;to font size, 12 point is the minimum size for readability, though larger and with greater line spacing is recommended. For PowerPoints, 24 is the minimum, but 36 or 44 are best practice.&nbsp;

For more on this, you can watch this YouTube video of me walking through creating accessible learning materials with John Hughes:&nbsp;

<a href="https://youtu.be/kHD35CNY-mA?si=pHY_uTQXIYbm7z6Q">The A&ndash;Z of Writing Language Learning Materials: A Is for Accessible</a>

And this blog post I wrote a few years ago, which is still relevant:&nbsp;

<a href="https://www.emilybrysonelt.com/creating-accessible-learning-materials/">Creating Accessible Learning Materials</a>

5. Use vocabulary &amp; grammar profiling tools

Making learning accessible to language learners relies on using plain English and getting the level right. If a text or listening activity&nbsp;is above level, it could be too challenging and de-motivate learners. If the activity uses language that is below level, learners may get bored or not receive enough of a challenge to learn.&nbsp;

Vocabulary and grammar profiling tools allow you to check the level of a word or grammar item. One of the most popular versions is <a href="https://textinspector.com/help/lexis-evp/">Cambridge English Vocabulary Profiler</a>&nbsp;&amp; <a href="https://englishprofile.org/">Grammar Profiler</a>. It profiles language items based on the Common European Framework of Reference (CEFR) from A1 level to C2.&nbsp;

6. Join social networks

The English language teaching industry is global, so getting online and making connections is a crucial way to get ahead in materials development. Having a strong network means that you can reach out to people for advice, share your work, learn about opportunities, and let people know your skills and availability.&nbsp;

Here are some groups that I have found particularly helpful:&nbsp;

Freelance Publishing Professionals

FPP has a paid membership portal where publishers can post opportunities&nbsp;and freelancers can apply for projects&nbsp;and post&nbsp;their availability. It also has a Members Only Facebook group for people to share experiences, training opportunities, and other useful information. Once a year, they host&nbsp;a meetup in Oxford.&nbsp;

<a href="https://www.publishingprofessionals.co.uk/">www.publishingprofessionals.co.uk</a>

IATEFL MaWSIG

IATEFL has many special interest groups. One focuses on&nbsp;MaW: Materials Writing. They host&nbsp;events, workshops, webinars, and an annual pre-conference event at IATEFL. They also have&nbsp;a Facebook group and helpful resources on their blog.&nbsp;

<a href="https://mawsig.iatefl.org/">www.mawsig.iatefl.org</a>

Reflecting realities: Diversity, equity, inclusion &amp; belonging in ELT

This group now focuses on DEIB&nbsp;for all ELT professionals, but was initially established with materials writers and editors in mind. Many of the people within the group are from the ELT content development community and, therefore, it often shares resources and ideas about materials creation. It is also a great place to connect with like-minded ELT professionals and learn more about creating inclusive and accessible lessons.&nbsp;

<a href="https://www.facebook.com/groups/reflectingreality">www.facebook.com/groups/reflectingreality</a>

7. Professional development

As with any career in ELT, participating in teacher development courses is one of the best ways to hone your skills. Not only will you learn to create the best possible resources, you will also meet other&nbsp;writers and editors who can help you stay in the loop about opportunities&nbsp;or recommend you for upcoming work.&nbsp;

Here are some courses to check out:&nbsp;

Nile:&nbsp;Materials Development for Language Education:&nbsp;<a href="http://www.nile-elt.com/products/MatDevOnline">www.nile-elt.com/products/MatDevOnline</a>

Oxford TESOL:&nbsp;CertTESOL Materials Development: <a href="http://www.oxford-tesol.org.uk/oxford-certificate-in-tesol-materials-development/">www.oxford-tesol.org.uk/oxford-certificate-in-tesol-materials-development/</a>

John Hughes &amp; Katherine Bilsborough: Writing ELT Materials:<a href="https://writingeltmaterials.com/"> www.writingeltmaterials.com</a>

Bridge:&nbsp;Materials Development for the EFL Classroom:<a href="https://bridge.edu/tefl/courses/micro/materials-development-efl"> www.bridge.edu/tefl/courses/micro/materials-development-efl</a>

International House: Materials Development:&nbsp;<a href="https://www.ihlondon.com/course/materials-development">www.ihlondon.com/course/materials-development</a>

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<blockquote>
These are just a few of my top tips for getting into materials writing. Which ones would you like to try first? Is there anything missing that you would add?&nbsp;
</blockquote>

&nbsp;

Here are some other blog posts that might be of interest to you:&nbsp;

<a href="https://ellii.com/blog/beyond-teaching-elt-careers-to-keep-you-motivated">Beyond Teaching: ELT Careers to Keep You Motivated</a>

<a href="https://ellii.com/blog/authentic-materials-grade-the-task">Authentic Materials: Grading the Task</a>

<a href="https://ellii.com/blog/ellii-talks-materials-writing-teacher-think-aloud-podcast">Ellii Talks about Materials Writing with The Teacher Think-Aloud Podcast</a>

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