Materials Development

Europe (UK, Spain, Italy, Slovakia, Poland) – Erasmus+ Transnational Project – HLT Digital

TransformELT is currently involved in a transnational 2-yesr Erasmus+ project – The HLT Digital project. This project aims to aims to digitise and preserve a body of knowledge on Humanistic Language Teaching (HLT). The final HLT Digital web platform will provide a wide variety of different and maybe contradictory opinions of a range of HLT […]

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MENA : British Council ‘How to…” guides for MENA Teacher Educators

Between December 2021 and March 2022, four Transform ELT consultants were commissioned by the British Council to write ‘How To…’ guides for teachers educators in the MENA region: ·      How can interventions that focus on (a) teacher motivation, (b) teacher                 identity and (c) teacher resilience be incorporated into programmes

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India – Content development for self-access online programme

This project involved developing self-access content for students for an LMS and learner club meetings. The learner club meetings take place face-to- face, online and in a blended. Students are in the age group of 18-25 years and are studying in engineering institutes located in tier-2 and tier-3 cities across India and enrolled in engineering

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Rwanda – Content writing for face-to-face (intensive) English courses for secondary teachers

This project is part of the larger STELIR project and involved designing materials for face-to-face intensive courses for secondary teachers at CEFR A1, A2 and B2 levels. Three courses were developed: Adaptation of existing A1 level intensive course of 60 Development of an existing A2 level intensive course of 30 Development of a new B1

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English Connects Japan Project – Exploring and highlighting how gender roles are represented in lower secondary English language in basic education

This project reviewed how gender roles are represented in four lower secondary English language textbooks used in the state school sector in Japan. The research and digital outputs drew on questions posed by the British Council funded Gendering-ELT research:  To what extent do current ELT materials align with the goal of gender equality? and, What are the (mis)representations of gender and

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China Corpus Project Report: Curriculum and Materials Development

UK-China RIA: Corpus-assisted Curriculum and Material Development

Corpus Project Overview This research project was managed by British Council China for the Chinese Basic Education Curriculum and Teaching Material Research Center (BECTMRC). The project sought to identify:  The most commonly used medium to high frequency, age-appropriate language chunks that are presented in the updated 2021 New National English Curriculum (NNEC) (covering Grades 3

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Argentina: MOOC

In June 2021 schools in many countries around the world remained closed, partially closed or had adapted to a blended model. Challenges remained for teacher training to support teachers in managing remote contexts, to support new approaches to student assessment and engagement, amongst others. British Council’s New Ways of teaching: Skills teachers need in order

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Sub-Saharan Africa – Online Content Editing (2021-2022)

This multi-faceted project was designed to support the development of resources for Teaching English Africa, a regional version of the British Council’s Teaching English website, an English Connects initiative. As well as editing a substantial stock of unpublished resource materials for teachers devised for the website, project responsibilities also included the delivery of a series

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Vietnam: Formative Assessment for ELT in schools

The Vietnamese Ministry of Education and Training (MOET) has recently acknowledged the value of formative assessment (assessment for learning) in the teaching of English from Primary Grade 3 to Secondary Grade 12. In a far-sighted and progressive policy, MOET has taken a comprehensive approach to fully integrating formative assessment practices within the national curriculum. Guidelines

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Vietnam: Formative Assessment Guidelines and Materials

In 2021 The National Foreign Languages Project (NFLP), part of the Ministry of Education and Training (MOET) in Vietnam, engaged Cambridge University Press (Vietnam) to produce overarching guidelines for formative assessment, together with classroom materials for use by teachers at lower (Grades 6-9) and upper (Grades 10-12) secondary levels. Similar guidelines and materials had already

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