400 issues with over three decades of content! Not many can boast such a feat in the field of English Language Learning. I am grateful for being a small part of this extraordinary venture and would like to thank our beloved chief editor Anastasia Spropoulou for her trust in me. Five years as a regular writer for ELT NEWS has offered me the opportunity to share my academic experience and foster self-improvement. For those of you who haven’t read the printed publication yet, here is a link to my latest article: ” From Sterile Drills to Vocabulary Thrills!” link: https://lnkd.in/dymsJ4WA
Picture this: a bright, buzzing classroom filled with eager eyes, crayons littering the tables like confetti, and one lone teacher armed with a flashcard pack and a prayer. Welcome to the world of teaching vocabulary to young learners – a chaotic yet rewarding educational experience for all parties involved. Now, buckle up as we take a laugh-filled tour through this quirky adventure, complete with treasure hunts, tongue-tied moments, and unexpected twists and turns.
“Class, today we’re going on a treasure hunt!” I announce with dramatic flair.
Instantly, their eyes light up, and the chatter intensifies. I scatter colorful vocabulary cards around the classroom while explaining that each card they find will hold a magic word to be decoded. Chaos reigns supreme. Some students sprint, while others crawl beneath desks as if seeking hidden fortunes.
I had the privilege of speaking on TESOL Pop about Critical Discourse Analysis (CDA) and how it can help educators identify hidden meanings, assumptions, and power dynamics within their teaching materials so we can make changes that foster a more inclusive and supportive environment.
Key talking points
Understanding Critical Discourse Analysis (CDA) CDA is an approach that examines how language and imagery in teaching materials can shape social realities, reinforce stereotypes, and influence ideologies. Katherine emphasises the importance of ensuring materials reflect diverse voices, backgrounds, and experiences.
Gender and Stereotypes in Textbooks Katherine shares examples of how textbooks can reinforce outdated gender roles, such as referring to professionals as “policemen” or “firemen” instead of using gender-neutral terms. She discusses how such representations can limit students’ perceptions of their future potential.
Adapting Materials for Inclusivity Katherine stresses that no single textbook can fully meet the needs of all learners. Teachers should adapt materials to reflect different cultures, abilities, and perspectives. She encourages educators to use inclusive visuals, update resources, and incorporate diverse voices.
Katherine Reilly 