Ken Lackman EFL Magazine Author. Ken Lackman spent seven years in Prague teaching English and developing teaching materials for The Caledonian . He is the founder and leader of Ken Lackman & Associates, a thriving teacher training project, offering workshops, mini-conferences and other types of. Ken Lackman (B. Ed., DELTA) is a frequent presenter at IATEFL conferences and other conferences in North America. He began his teaching career in at.

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Lackamn you for summarising the talks by some of my favourite presenters, none of whom, ironically, I got to listen to this time. For example, our most popular workshop, Universal Activitiesfeatures over 30 great classroom activities that can be used for teaching grammar or vocabulary. The first, Conversation-driven or dialogic methodology?

You are commenting using your Facebook account. Long term, you want teachers to be able to build up varied repetoires as we expect our students to do. CAT stands for Conversation Activated Teaching and hence is consistent with the Dogme precept that teaching should be conversation-driven.

W is for Wondering | An A-Z of ELT

I am wondering sorry! Email required Address never made ekn. After spending five years as Director of Studies at EF Toronto, he left to pursue a career as a freelance teacher trainer and writer. Does it matter to students whether their teacher is a nNEST?

Post was not sent – check your email addresses! Talk amongst teachers and learners, Clevedon: Key expressions were written on lackmman board and their mechanics highlighted, in a way that replicates the language focus stage of Counselling Language Learning CLL.


These lesson frameworks and activities are methodologically sound and completely student-centred. An interesting training activity might be first to have the trainees devise 1. Published Works Our lesson frameworks have been lackmaj in English Teaching Professionalthe world’s leading practical magazine for English language teachers.

Testimonials Our classroom activities and lesson frameworks have been enthusiastically endorsed by numerous teachers and students as well as some of the biggest names in the field of English language teaching.

I think Michael Lewis was right when he claimed that languages were learned, not taught. With a strategic approach, knowledge of strategies to lackmaan language is far more important than knowledge of the language itself.

Thanks for the feedback on my talk and for weaving it and the other two talks together.

I think of the process a bit like how being a detective is portrayed in films: Google and the like can also offer support language-wise for teachers, just as it can for language learners. Mini-Conferences We offer monthly one-day conferences for teachers in the Toronto area.

Talk to the expert: Interview with Ken Lackman

Scott, Thanks for the reading. You can predict many of the kinds of things students may wish to say or importantly hear about more controversial topics and this seems to me a good starting point. I think that the people who run language schools often feel that their students would prefer llackman learn from native speakers.

This site uses Akismet to reduce spam. Based on an extensive database of classroom interaction that he has amassed over time, Phil has identified five kinds of instructional classroom talk, two of which seem to approximate closely to the notion of conversation: Ken Lackman has been presenting workshops for English language instructors since Schools need to encourage and probably pay for professional development and the kind of collegiality that would have NESTs and nNESTs learning from each other.


Why do most students prefer to have one? Read books, magazines and blogs and talk to other teachers. I think Scott meant that some coursebooks and I would include my own, Outcomes and Innovations, Scott ;- give better examples and are closer lackmaan language students may wish to speak.

We offer these workshops at English Central in Toronto, as well as sessions by other presenters. By routines, I mean the kinds of useful phrases, sentence frames, formulaic utterances etc that are commonly associated with a way of talking or, for that matter, writing about lacjman topic and which are made available to learners in a kind of DIY spirit.

In comparing the two conversational modes, discussion and inquiry dialogue, Phil found that the former tends to be transmissive in style, involving the mere exchange of tokens of information lackmman experience, with little in the way of follow-up, and which, in the interests of task completion, inclines towards early closure. Thanks for your comment, Neil.