Ce que racontent les verbes irréguliers

Façons d’apprendre et dissonances scolaires Oui, au commencement était le verbe. Et dans mon cas personnel, le verbe était anglophone. Les adultes nous reprenaient s’ils nous entendaient dire ou nous voyaient écrire I done it au lieu de I did it, mais c’était pour nous obliger à bien parler, à bien écrire. Tout au long […]

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Saying it in your own words

Intralingual translation – Students vs Chat GBT When we think of translation in language teaching, it is typically interlingual translation; that is to say, translation between students’ mother tongue and the foreign language they are learning. In France, where I teach English, this sort of translation is rarely used in a language lesson apart from […]

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Smoke Signals in the classroom

Learning how to begin a story When we start a story, we send out a signal to indicate our presence, get people’s attention, and invite them to connect to something different which is about to start. Once upon a time – or its equivalent – is a widely accepted signal for starting a story. But a […]

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Slow down, teacher, enjoy the journey

Learning to accept being the focus of attention The posts in this section of the blog are about The Subjective Classroom. Students and observers have often said that they find me calm as a teacher. If this is true, then it was by no means a given. I recently ran a short public speaking workshop […]

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So what is the Subjective Classroom?

I have been working as a teacher of English as a foreign language all my working life, mostly in France. Starting out in 1981 with adult education, I taught English to people in industry and all my students were older than me. Then, in 1986, I started to mix that with higher education in engineering […]

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