Want to chat with us about your business? Book a free meeting here.  "I have no shame whatsoever in marketing my own courses because I feel proud. I know for sure that it works." We chat with entrepreneur Anna Aleksenko Anna is an entrepreneur based in Georgia who runs Voice it English, a program that helps professionals turn English into their career superpower. She's been teaching for over 17 years and has had to reinvent herself many times: something every entrepreneur can relate to. With a focus on connection, community, and client results, we're thrilled to have Anna on the show.  Her mission is simple: To turn English from a daily challenge into her clients' career strong point.   In this episode, Anna discusses: understanding that everyone has an accent burnout and setting boundaries expatriating and starting a new life how language can shape identity emotional barriers in language learning moving from hourly to results-based pricing focusing on ideal clients and how to identify them leveraging LinkedIn for client acquisition the power of community advice for new education entrepreneurs    FOR MORE FROM ANNA ALEKSENKO: 1. Connect on LinkedIn 2. Voice It English 3. Her free Friday speaking club   Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com    RESOURCES TO HELP YOU: 1. Connect with us on our Substack. 2. Book a free 1:1 chat with us to strategize your teaching business.  3. Follow the LYE YouTube Channel 4. Learn how to monetize your teaching skills with TAP  5. Download our free guides for teacherpreneurs. 

Want to move away from 1:1 and build your teaching business? Book a free 1:1 with us to see if we can help. "There's this myth that kids learn faster than adults. Research shows it's not true; adults are actually better language learners" - Dr. Karen Lichtman.  Dr. Karen Lichtman recently moved to Binghamton University after ten years training language teachers at Northern Illinois University.  Her research focuses on instructed second language acquisition, including age differences in language learning and implicit vs. explicit language teaching. Karen presents nationally and internationally to audiences of teachers and researchers.   In this episode, we dive into: the bad teaching that exists and how to address it the myth of children learning faster than adults why adults make better language learners why easier materials is almost always better designing a beginner course from scratch balancing implicit & explicit teaching addressing skeptical teachers the role of TPRS in language learning (Teaching Proficiency through Reading and Storytelling)    FOR MORE FROM KAREN LICHTMAN: 1. Connect on LinkedIn 2. Her website  3. Her publications  4. Her book "Teaching Proficiency Through Reading and Storytelling (TPRS): An Input-Based Approach to Second Language Instruction."   Support Teacher Talking Time: Do you help students prepare for the TOEFL test? Check out My Speaking Score - an AI platform with data-driven feedback to help students get 26 on TOEFL speaking. Trusted by over 100,000 TOEFL test takers. My Speaking Score: https://www.myspeakingscore.com/   RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Subscribe to the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs.  5. Connect with us on our Substack.

*This is episode two of our series highlighting education entrepreneurs. New episodes every first of the month.  Want to chat with us about your business? Book a free meeting here.   "If it doesn't go according to plan, what is the worst thing that could happen that is the minimum I can be satisfied with?" We sit down with entrepreneur Jessica Dias to discuss growing a business.  Jessica is an English teacher and founder of Jessy Academy — an online school that helps Brazilian learners break free from the intermediate plateau and develop real communication skills in English. She started her teaching business in 2020 and has since helped more than 2,000 learners speak with more clarity, confidence, and naturalness. After years of working in traditional schools, Jessica decided to ride solo and build a business that truly reflects her teaching philosophy: practical, human, and focused on real communication.   In this episode, Jessica discusses: Overcoming Failure and Setting Realistic Goals The Genesis of the Itch: From School to Side Hustle Turning Passion into a Full-Time Business Embracing Change and Growth Building a Sustainable Business Model Challenges of Running a Business Balancing Client Work and Business Operations Delegation and Use of AI Tools Scaling While Maintaining Quality Advice for Handling Business Slumps   FOR MORE FROM JESSICA DIAS: 1. Follow her on Instagram: @msjessydays 2. Jessy Academy 3. Her Clear Pronunciation Program   Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs.  5. Connect with us on our Substack.

Want to move away from 1:1 and build your teaching business? Book a free 1:1 with us to see if we can help.   From beginner to intermediate in 9 months: yes, it's possible and Claudia Fernandez tells us how. Claudia runs her Spanish program at the University of Illinois-Chicago using a task-based curriculum. One result was bringing fifteen A1 students to intermediate over 9 months. She shares her story and how others can do the same.  At the University of Illinois-Chicago, Claudia is a Clinical Associate Professor, where she directs the Spanish Basic Language Program using a task-based curriculum. Her research and teaching focus on task-based language teaching, materials development, and classroom-based language acquisition. She is an award-winning educator, published author, and active contributor to both national and international professional organizations in the field of language education. In this episode, we dive into: Implementing task-based language teaching from scratch Why there is still pushback against TBLT  Mindset shifts every institution needs Aligning tasks with assessments Claudia’s experience of helping students go from absolute beginner to intermediate in 9 months Effective task design How learners acquire grammar through input-based approaches Instruction habits that get in the way of learning  How to create needs analyses in task-based learning   FOR MORE FROM CLAUDIA FERNANDEZ: 1. Connect on LinkedIn 2. Her university page 3. Her publication on moving from grammar to proficiency-driven programs    Support the show: Do you help students prepare for the TOEFL test? Check out My Speaking Score - an AI platform with data-driven feedback to help students get 26 on TOEFL speaking. Trusted by over 100,000 TOEFL test takers. My Speaking Score: https://www.myspeakingscore.com/   RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Subscribe to the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs.  5. Connect with us on our Substack.

*This launches the beginning of a new series of our show: education entrepreneurship. We'll release an additional episode monthly, highlighting entrepreneurial voices in our industry doing great things. Want to chat with us? Book a free meeting here.  In this episode, we introduce the series and discuss what it takes to start and run your own business. Specifically, we explore the transition from traditional teaching roles to entrepreneurial ventures. We chat about: Why waiting until you're uncomfortable might be too late to start your business The real difference between commitment and consistency and why one matters more How teachers can build businesses without a one-size-fits-all model What Andrew's beach business (and Bob the Book) taught him about resourcefulness, scrappiness, and getting started Why belief in yourself is the most underrated strategy in entrepreneurship Who this series is for and who it’s not for Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs.  5. Connect with us on our Substack.

50% off our CPD courses for podcast listeners - click here and use the code "TTT"   Does the grammar that is normally taught match the evidence corpus linguistics shows? Dr. Graham Burton helps us dissect the big beasts of English grammar. Dr. Graham Burton is assistant professor at the Free University of Bozen-Bolzano (Italy). His main research interests are applications of corpus linguistics to language teaching, materials development, pedagogic grammar, academic writing and multilingualism. He has two recent book publications, Grammar in ELT and ELT Materials: Evaluating its History and Current Practice and The Big Beasts of English Grammar: An Exploration of Form and Function in Conversations *Discount codes: 40% off Grammar in ELT using code ELT40 (valid until the end of July, 2025) 25% on ebook of The Big Beasts of English Grammar via Payhip only, using code bigbeasts25 (valid for 10 downloads only)   In this episode, Graham discusses: Corpus Linguistics in Language Teaching Benefits of Corpus for Learners The Big Beasts of English Grammar Example-Driven Grammar Teaching What Teachers Should Unlearn about Grammar Challenges in Teaching Grammar Prototypical vs. Natural Grammar Usage Misconceptions in Grammar Teaching The Evolution of Grammar Teaching What the CELTA Should Do to "Re-do" Grammar The History of Pedagogical Grammar Why the word "grammar" was negative (and "structure" was used instead)   FOR MORE FROM GRAHAM BURTON: 1. The Big Beasts of English Grammar: An Exploration of Form and Function in Conversations Discount of 25% on ebook via Payhip only, using code bigbeasts25 (valid for 10 downloads only) 2. Grammar in ELT and ELT Materials: Evaluating its History and Current Practice Discount of 40% on hardbook or ebook, using code ELT40 (valid until the end of July, 2025) 3. Connect with Graham on LinkedIn   Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs. 

Want to move away from 1:1 and build your teaching business? Book a free 1:1 with us to see if we can help.   "Don't teach at the students. Teach off them." Scott Thornbury becomes our first repeat guest and helps us dissect this and more.  Scott Thornbury is a teacher, teacher trainer, and award-winning author in English language education. He has taught and trained teachers around the world, including on the MA TESOL program at The New School in New York, and is widely recognized for his contributions to ELT methodology and teacher development. He co-authored Teaching Unplugged (2009) and Dogme in Practice (2025), both with Luke Meddings. His latest book is called Scott Thornbury's 66 Essentials of Lesson Design.   In our chat, Scott delves into: tensions between planning & spontaneity what an effective lesson design process looks like if the communicative approach can be rehabilitated shifting from surface-level communication to meaningful interaction adapting teacher training and institutional expectations  the role of technology in education   FOR MORE FROM SCOTT THORNBURY: 1. Visit his website 2. Book: Domge in Practice  3. Book: 66 Essentials of Lesson Design 4. Connect on LinkedIn    Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs  5. Join our Substack community 

Want to monetize your skills as a teacher? Book a free 1:1 with us to see if we can help.   Learner autonomy is something that happens INSIDE the classroom, not out of it. Teachers can't sit back and wait for their students to become autonomous. This is part of what the esteemed Dr. David Little shared with us in our conversation.  David Little is Fellow Emeritus at Trinity College Dublin and a leading scholar in learner autonomy, linguistic diversity, and the application of the CEFR in language education. He played a key role in developing the European Language Portfolio and has led several national and international projects focused on language support for migrants and refugees. He currently coordinates the Council of Europe’s Romani–Plurilingual Policy Experimentation and is the author of influential works on educational inclusion and language learning.   In this episode, David discusses: Understanding Language Learner Autonomy Defining Autonomy in Language Learning Pedagogical Models for Autonomy Autonomy in Diverse Educational Contexts Challenges and Collaborative Solutions for Teachers Language Learner Autonomy and Writing Developing Reflective Dialogue in Classrooms Practical Advice for Fostering Learner Autonomy   FOR MORE FROM DR. DAVID LITTLE: 1. His page at Trinity College, Dublin 2. His Research Gate page  3. Language Learner Autonomy: Theory, Practice, and Research   Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs. 

Want to monetize your skills as a teacher? Book a free 1:1 with us to see if we can help.   "It's  such social injustice to expect people to use English like native English speakers, whichever country they're in." We dive into this and English as a Lingua Franca (ELF) with Jennifer Jenkins.  Jennifer Jenkins is a British linguist and academic. She was Chair Professor of Global Englishes at the University of Southampton until her retirement in 2019. She is a leading figure in the study of English as a Lingua Franca (ELF), and is an expert on communication in English between non-native speakers. She has published and lectured widely and is a founder editor of the Journal of English as a Lingua Franca. In this episode, Jennifer tackles: what English as a Lingua Franca (ELF) is native speakers vs local speakers why she was shunned from many rooms for her views the cultural and linguistic bias in language testing  how tests are not predictive of academic success the myth that ELF lowers English standards the role of adjusting language rather than mimicking it  having a pioneer mindset even when people dismiss you how international universities have hypocritical linguistic standards  the future of English as a global language    FOR MORE FROM JENNIFER JENKINS: 1. Her Google Scholar page 2. Her page at the University of Southampton  3. Accommodation in ELF: Where from? Where now? Where next?   Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com    RESOURCES TO HELP YOU: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. Follow the LYE YouTube Channel 3. Learn how to monetize your teaching skills with TAP  4. Download our free guides for teacherpreneurs. 

Book a complimentary meeting with us to help grow your business.  Learners can think a native teacher is a vaccine against poor pronunciation. Equally, native teachers can be misinformed in thinking that students should just follow them. We dive into pronunciation, intelligibility, and teacher effects on learner performance with the great John Levis.  John is Professor of Applied Linguistics and Technology at Iowa State University. He is founding editor of the Journal of Second Language Pronunciation and the founder of the annual Pronunciation in Second Language Learning and Teaching Conference. His research focuses on pronunciation, intelligibility, pronunciation, and accent. John has received university awards for Excellence in Graduate Teaching, for Career Achievement in Research, and was named Angela B. Pavitt Professor of English in 2018. In our conversation, John talks about: accent vs pronunciation the nativeness principle vs the intelligibility principle how he coined "the intelligibility principle" high and low value features of pronunciation  why some vowel sounds don't matter native and non-native teacher effects on learner performance learners viewing native speakers as a vaccine for poor pronunciation some native teachers believing learners should just follow them getting "caught" with accent For more from John Levis: 1. Pronunciation for Teachers 2. His faculty page 3. His publications  Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your goals for your teaching business.  Native speaker or non-native speaker? Monolingual or plurilingual? Why do we have a binary bias in modern society? These are some of the questions we tackled with Dr. Angelica Galante.  Dr. Angelica Galante is an Associate Professor in Second Language Education and Applied Linguistics, and William Dawson Scholar at McGill University. As the Director of the Plurilingual Lab, Dr. Galante conducts studies with language learners, teachers and educational leaders in the areas of plurilingual education, language teaching and learning, linguistic discrimination and justice, teacher education, and curriculum design. She speaks Portuguese, English, Spanish, and a bit of French and Italian. In our conversation, Dr. Galante talks about: Linguistic and Cultural Discrimination Strategies to Combat Prejudice in Education Plurilingual and Pluricultural Competence Navigating Binary Bias in Language Discussions Exploring Common Ground in Controversial Topics The Role of Language in Identity and Mental Health Practical Applications of Plurilingualism in Education Balancing Plurilingualism and Language Acquisition Challenges and Facilitators of Plurilingualism For more from Angelica Galante: 1. Her professional page 2. McGill's Plurilingual Lab 3. Her publications  Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your goals for your teaching business.  Escaping precarity in ELT? Join our free support group here.   Why do some teachers thrive as entrepreneurs while others struggle? We dissect this question.  Many teachers want to earn more, teach online, and gain more clients - but struggle to implement a sustainable strategy. We go over seven "Cs" to help.  In this episode, we dive into the "seven Cs of success for teacher entrepreneurship" and discuss: confidence as a skill rather than a feeling getting granular on goals strategizing goal achievement at both the macro and the micro reflecting on why having a business is (or isn't) a priority  how consistency compounds over time why getting more clients is nearly impossible if you have nothing to sell normalizing struggle and self doubt first steps to starting your business in 2025 Your Action Plan from this Episode: Pick one “C” to focus on this week. Journal daily to track your progress and reflect on your journey. Share your experience in our community to inspire and be inspired. Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat with us to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Black Friday 2024: 50% off CPD (click here).  Escaping precarity in ELT? Join our free support group here.   If you use vocabulary and grammar tests, you don't teach communicatively.  Audrey Rousse-Malpat tells us why.  Audrey Rousse-Malpat is an assistant professor in second language acquisition at the University of Groningen in the Netherlands. She is also an entrepreneur and leads a teacher training company called Project Frans specializing in usage-based pedagogies for French as second language. She hosts the "Je suis #profdeFLE" ("I am a French language teacher") podcast.  Her research focuses on the AIM method: the Accelerative Integrated Method. In our conversation, she argues why it's a method education should adopt. In our conversation, Audrey talks about: thinking like a scientist schools as factories AIM (Accelerative Integrated Method) and how it works feeling like the Marry Poppins of error correction  structure-based teaching vs Dynamic usage why teachers need to relinquish control what went wrong with the communicative approach tips for implementing AIM multilingual approaches in higher education  For more from Audrey Rousse-Malpat: 1. Project Frans  2. Connect on LinkedIn Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Escaping precarity in ELT? Join our free support group here.   Education is designed around focusing on the learner first and the teacher as a medium to support the learner. Sarah Mercer tells us why this leads to unhealthy teachers.  Sarah Mercer is a Professor of foreign language teaching at the University of Graz, Austria. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is co-editor of Multilingual Matters’ Psychology of Language Learning and Teaching book series, currently vice-president of IAPLL, and ambassador for IATEFL. In this episode, Sarah expounds on: why connecting with learners is fundamental cell phone addiction and what we CAN'T do about it re-framing what "student-led" means defining "engagement" and pedagogical caring students faking engagement out of respect for their teacher burnout and stress are the result of the systemic element of teacher well-being For more from Sarah Mercer: 1. Visit her website 2. Read her publications  3. Her handbook "Teacher Wellbeing" Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Escaping precarity in ELT? Join our free support group here.   ELT is full of disasters, including the destruction of the communicative approach. Dr. Enrica Piccardo tells us why.  Dr. Piccardo is a Professor of Applied Linguistics and Language Education at the Ontario Institute for Studies in Education, University of Toronto. Her research spans language teaching approaches/curricula, multi/plurilingualism, creativity and complexity in language education. She recently published The Action-oriented Approach. A Dynamic Vision of Language Education 2019) Bristol: Multilingual Matters, co-authored with Brian North. In this episode, Dr. Piccardo discusses:  leveraging the messiness of learning how Headway destroyed the communicative approach multiple disasters in ELT: the separation of languages, the native speaker model, organizing curriculum around grammar, and others how we're still teaching in a grammatical way because it's easier what mediation is, its role in learning, and its 3 types updating the CEFR to include mediation  the link between mediation and plurilingualism the action-oriented approach and its benefits why teachers need to delegate learning For more from Dr. Enrica Piccardo: 1. Check out her new book here.  2. Her University of Toronto profile Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Book a free 1:1 to strategize your teaching business goals.  Escaping precarity in ELT? Join our free support group here.   What do toad venom, the 5 stages of grief, and precarity all have in common? Andrew, Leo, and Mike explain.  Sustainability in the ELT industry as a teacher is pretty simple: 1. It is precarious 2. We all need to earn more money 3. It's unlikely to do that by having just one job. In this episode, we discuss strategies to earn more by creating your own offer. Specifically, we dive into: the 5 stages of grief pertaining to precarity two paths teachers have: stay in ELT or move on why earning more money is a requisite to stay in the industry how to create a compelling offer that will actually sell why focusing on lesson frequency is restricting not creating solutions to problems no one cares about  toad venom and how you can apply it to your teaching business Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Escaping precarity in ELT? Join our free support group here.   Want to move faster? Book a free 1:1 to strategize your teaching business.  ELT provides the wrong input: language as it should be spoken not as it is spoken. This is wrong and Sheila Thorn gives us another way.  Sheila Thorn is a teacher, teacher trainer and materials writer whose niche focuses on teaching listening. She founded The Listening Business in 1998 and is the author of countless seminal books that have moved our industry forward. She has recently embarked on a new career as an artist, specialising in portraits of people and animals. Her latest publication, "Integrating Authentic Listening into the Language Classroom" is a must-read.  In this episode, Sheila discusses:  ELT having the wrong input  coursebooks as impoverished language learners being scared of real language  how teacher training fails teachers as much as coursebooks fail students the 5 listening goals every learner should have a 3-pronged approach to teaching listening the problem she is trying to solve in ELT For more from Sheila: 1. The Listening Business 2. Connect on LinkedIn Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Join our free support group for teachers building their business.  Grammar instruction or grammar learning? We dive into this with today's guests.  Tania Ionin is a Professor of Linguistics and Director of Graduate Studies in Linguistics at the University of Illinois at Urbana-Champaign. Her areas of expertise include second language acquisition and experimental semantics, with a focus on the nominal domain. Silvina Montrul is Marjorie Roberts Professor of Liberal Arts and Sciences, Professor in the Department of Spanish and Portuguese and Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign. She is the director of the Second Language Acquisition and Bilingualism Lab, founder and director of the University Language Academy for Children, and former director of the Doctoral Program in Second Language Acquisition and Teacher Education (SLATE). Together, they have written and published the book "Second Language Acquisition: Introducing Intervention Research."  In this episode, they discuss:   grammatical knowledge in the context of language acquisition what intervention research is why we expect too much of adult learners  how instruction contributes or doesn't contribute to grammar acquisition efficacious conditions for grammar instruction  how educators can influence the learning of grammar why studying monolinguals helps to understand L2 acquisition literate vs illiterate native speakers for a study on grammatical knowledge  For more on today's guests: 1. Get their book "SLA: Introducing Intervention Research" 2. Silvina's website 3. Tania's website Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

Join our free support group for teachers building their business.  So many teachers focus on teaching when they should focus on something else. In this episode, we dive into this with the great Bill VanPatten.  Bill VanPatten is an award-winning scholar and teacher with an international reputation in the fields of second language acquisition and second language teaching. He is a requested speaker at conferences and meetings and over the course of his career he has given over 500 keynote speeches, plenaries, invited talks, and workshops. We chat with Bill about why: the majority of teaching is not in accordance with SLA research Krashen was right teachers need to get rid of the "Atlas Complex"  most people don't understand what a communicative classroom means grammar rules are not psychologically real many researchers don't want to talk to teachers understanding how non-college educated L1 speakers process language shows explicit instruction's ineffectiveness  if learners can do your assignments using AI, the assignment is flawed For more from Bill: 1. Visit his website.  2. His recent article "Krashen forty years later: Final comments" Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Just starting your business? Get free guidance in our support group.  3. Already have clients? Share your vision with us: book a free chat to strategize your business goals. 4. Follow us on IG: @learnyourenglish

Join our free support group for teachers building their business.  So many teachers feel they can't teach pronunciation if their speech doesn't sound a certain way. Listen to this episode to discover why that isn't true.  Robin Walker and Gemma Archer are pronunciation specialists who co-authored "Teaching English Pronunciation for a Global World," which aims to encourage pronunciation instruction from a lingua franca and intelligibility perspective.  We chat with Robin & Gemma about: intelligibility, comprehensibility, and accentedness why the Lingua Franca Core is what teachers should learn their disdain for Jennifer Jenkins' criticism of them - before realizing she was right how intelligibility is the thing that allows pronunciation to do its job weak forms and why they're not necessary for intelligibility  why the goal of international intelligibility doesn't exclude other goals how to measure intelligibility & use Linca Franca Core diagnostics with your students Grab their book here.  For more from Gemma: 1. Follow her on LinkedIn 2. The Scottish Sound School For more from Robin: 1. Follow him on LinkedIn 2. His website - Englishglobal.com As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. 5in30: Get 5 clients in the next 30 days 2. Just starting your business? Get free guidance in our support group.  3. Already have clients? Share your vision with us: book a free chat to strategize your business goals. 4. Follow us on IG: @learnyourenglish