The English Language T-Ching

This episode we're following a suggestion from one of our listeners - Thanks, Elvira! We're looking at how much movement and physicality play a role in the ELT classroom.

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What is intuition? How can a student access it? Does intuition come from our store of previous experiences or might it be something more esoteric?

Could intuition be tapping into some universal field? Might it be similar to Rupert Sheldrake's idea of Morphic Resonance?

Even if these ideas are nuts, what would happen if we went into class as if they were true?

Might consciousness be "non-local"?

Why do some people seem to learn languages so easily?

Could language be a "field" like gravity or magnetism?

So why does the Moon always keep the same side to us?

What didn't Adrian's French teacher do?

How can you help learners sound much more like fluent speakers?

Can a day be longer than a year?

What does Adrian mean by "holding a space" in lessons?

How can learners and teacher be "busy together"?

Am I too "busy" in class?

Does my "busyness" get in the way of learning?

Is "facilitation" the same thing as "classroom management"?

Should we be teaching the language "bits" so that learners can put them together to express themselves or encourage them to express themselves and assist with the "bits" along the way?

Can Adrian's car journey metaphor possible make it to the end of the podcast?

Why has Adrian got a bag full of shells?

How can a language learner express themselves in their new language?

How does that fit in with all our coursebooks and exercises?

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We'd love to hear your questions and comments. Write to: [email protected]