The author critiques the British Council’s 2014–2024 report on English language teaching trends. A literature review and a survey of about 1,000 teachers do not reflect actual classroom practice: the sample is unrepresentative, and teachers’ stated priorities often diverge from their actions. An Austrian school example shows that little has changed in everyday teaching over decades.
Learning language: English
Key takeaways2
Frequency of topics in academic ELT journals does not indicate their application in real classrooms, as researchers rather than practicing teachers are the primary readership of such publications.
In the cited Austrian school example, tablets are mainly used for digital textbook versions and gap-fill exercises, while students use generative AI to complete written homework.
The author describes building a Year 7 Academic English syllabus for EAL learners using AI assistance. The post details stages from defining assessments to auditing subskills and Tier 2 vocabulary (47 of 50 terms adequately recycled). It emphasises that many speaking skills are better developed responsively in class rather than forced into the plan.
Learning language: English
Key takeaways2
Working with AI on syllabus design requires a step-by-step approach: asking it to fill too much at once produces unmanageable output, and returning later may cause the model to alter its process unprompted.
Language functions were over-populated in the draft (42 of 46 functions) because AI added them indiscriminately, whereas subskills were deliberately pruned to only the most suitable learning contexts.
The author argues that high course grades do not guarantee Chinese proficiency. Using Paul Nation’s four strands model, he advises compensating for formal courses’ bias toward learning about the language by increasing meaning-focused listening and real communication, developing fluency, and prioritising pronunciation and tones from the first weeks.
Learning language: Chinese
Key takeaways2
Formal courses often overload students with grammar facts and character analysis at the expense of meaning-focused input and genuine interaction.
Aiming for perfect exam scores can consume disproportionate time better spent on useful language practice.
The author describes designing an academic English syllabus (A2+ level) for school learners of English as an additional language. He outlines ten instructional design principles, including backwards design from a final task and gradual scaffold removal. Detailed instructions are fed to AI for resource creation, while the teacher acts as quality controller.
Learning language: English
Key takeaways2
Backwards design requires defining the demands of the final assessment task before planning individual lessons.
Tighter guidance on texts, vocabulary and scaffolding makes it easier for teachers to audit AI-generated resources.