The Talking Cure revisited

There’s been some excellent quality criticism of some of the forces at work in language teaching from big business and edtech on the eltjam site recently. This week Scott Thornbury wrote a powerful piece about intersubjectivity, a phenomenon unique to genuine human communication which happens when in communicating with each other we don’t just exchange information but ‘get into the mind’ of our interlocutors. It describes the psychological relationship we have and emphasizes the social nature of our very selves. In short, no man is an island.
Scott’s point is that until a computer can not just mimic human interaction convincingly but really understand what its interlocutor is trying to say and therefore enter into the other person’s struggle to express themselves, then technology won’t be able to replace teachers or language exchange partners effectively.
So in the meantime, we need to make sure that we exploit those interactions as best we can. The role for teachers in class is clear: full engagement with learners’ communicative attempts in order to pick them up when they stumble. The role for learner coaches is also clear: we need to help them learn to do the same when we aren’t around, in language exchanges. A good language exchange partner is one who knows how to support, guide and correct you.
So three posts to get us thinking about what coaches can do about language exchanges, or intercambios:
First, a suggested framework for broaching the subject with your students from our blog.
Second, Scott’s account of a worthwhile intercambio that he took part in to improve his Spanish, what he called his ‘Talking Cure’. The description for me affords us a glimpse into what best practice might look like.
Finally, some great variations on language exchange from the website. I suggest learners are encouraged to experiment with those that they find interesting, compare and recommend in class. My thanks to Alex Case for pointing this one out.

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7 tips from CommitTED language learners

Learning_a_languageHere are 7 pieces of advice from some TED translators. ‘Secrets’, they call them. Ha! Most of their ideas are here in this blog. In fact, I wonder if they’ve been stealing.

Strangely, no one mentioned teachers or classes. Or coaches. That’s where we differ, I guess.

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The Motivation Meter

As teachers we can design classroom activities which we think will tap into our learners’ motivations as individuals and as a group. As coaches, we need to coach our learners in their language lives outside the classroom. We need to hand over the motivational controls so that they can tap into motivation themselves when we aren’t around. Motivation is the driving force behind effective learning, so learners need to do two things:

• recognise and understand their motivation

• maintain and boost it

This blog and our book, From English Teacher to Learner Coach, provide lesson structures, guidelines and other suggestions for establishing a greater awareness of motivation. One simple device that learners can then use to keep track of their motivation levels is the Motivation Meter. It looks like this:

Motivation Meter smallIt’s very easy to use. Just pop the Cranial Probe Sensor on your head to measure your motivation levels that day or week. You can then decide what to do with this information. Ask yourself: Why is my motivation like this today? What does this mean for what I do with my English learning?Understanding the factors that motivate or discourage you is a strength because you may be able to avoid things that lower motivation and welcome things that raise it.

Also, there are practical considerations about what to do if your motivation is low or high. If low, then maybe you should just choose something non-challenging or something you enjoy doing – watching a short film on YouTube, for example. Perhaps you could leave English altogether today and try again tomorrow. On the other hand, if your motivation is high, then maybe it0s time to tackle that tricky exam practice paper that you’ve been putting off for the last few days.

So the motivation meter is a great first step in monitoring and maintaining motivation. It accompanies the S.M.A.R.T. goals Evaluationator that we introduced last week. Next week we bring you the Language Life Convertinator!

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The SMART Goals Evaluationator

In a talk we gave at IATEFL last week, we unveiled three coaching contraptions to help teachers encourage successful learners, not just successful classes. You can see an interview about the talk we gave here. The tools illustrate aspects of the job which require a coaching twist. I’ll be showing you them over the next couple of weeks. Here’s the first:

The SMART Goal Evaluationator

The SMART Goal Evaluationator

One problem that learners have is a lack of a sense of progress because their goals are vague, undefined or too ambitious. This machine evaluates your linguistic goals and helps  you make sure that they are:




Realistic and

Time bound.

S.M.A.R.T for short

Let’s imagine my goal is to improve my pronunciation. Great, but that’s an extremely vague goal to aim for. First of all, what exactly do I want to achieve? OK, so I’m going to tighten up, i.e. make it more specific. How about ‘Improve my pronunciation of –ed words’? Ding! Green light for that one! Next, how am I going to measure it? Well, why don’t I record myself telling an anecdote now, then practise my –ed words, then record myself again, and compare the two? Ding! My teacher has corrected me many times for my incorrect pronunciation of past verbs, so I can say she would agree that the goal is appropriate for me. Ding! Also, I need to be realistic so I’m going for an improvement in getting the right number of syllables, but I’m not too worried if I don’t pronounce the ‘d’ clearly /t/ or /d/ – that’s not a priority and is very hard for me. Ding! Finally, I need a time frame (or I could still be working on it this time next year!) I’ll set myself until next Thursday to reach my goal – this will help me focus. Ding!

This is a well- known coaching tool that we’ve adapted for the language classroom. With well-defined goals such as this, your learners will have a clearer sense of progress and a much better chance of success.

If you like this idea, you can read about it in the new book we announced a couple of weeks ago.

Next week we’ll look at another ingenious contraption from our labs deep in the LearnerCoachingELT dungeons that zaps your learners’ lives and converts them into English – the Language Life Convertinator!

Mwaa – ha – ha!

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Successful learners, not just successful lessons


Download the book from Amazon or Smashwords today!

From English Teacher to Learner Coach is NOW OUT! Followers of the blog may be interested to know that we have been busy developing and expanding the ideas, lessons and activities promoted in the blog over the last few months. The result is From English Teacher to Learner Coach, a complete guide to coaching learners in English language learning.

Here’s the blurb…

Help your students get motivated, get organised and get practising!

More than ever before, English learners have the tools and opportunities to practise and become competent English users, but they will need support and guidance to make the most of them. In other words, they need a coach. This book helps you to give your teaching a coaching twist, which in turn helps your students practise more outside class and get more out of what they do in class with you.

 The book has two parts:

1. A guide for teachers which includes:

  • a clear rationale for a coaching approach
  • ways to give your teaching a coaching twist
  • coaching activities you can use in your lessons

2. A student book with 39 activities. This includes:

  • activities to help students get motivated
  • activities to help students get organised
  • activities to help your students practise English outside class on their own or with fellow students.

 Learners can buy the Student book as a separate mini-book.

From English Teacher to Learner Coach is for all types of English class: adults, teens and younger learners, general and business English, EAP classes, large groups and one-to-ones, classes with or without a course book. Many activities are internet based but there are plenty of unplugged alternatives, which require no technological resources.

What are you waiting for? Give your teaching the coaching twist today! Visit the round for more information.

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Even Younger Learners and Coaching

A few weeks ago, we had Clare Sheppard guest blog about her brilliant adaptation of a coaching activity for a teens class. We are blessed with guest bloggers, and this time Hooman Sattari shows us how he pitched the same activity for even younger learners. Somehow it seems more appropriate to raise awareness of such metacognitive notions as motivation in ten year olds than adults!

Hooman has lived in Milan for 14 years and teaches all ages and levels there. He says that he did the lesson because he thought that a lesson on motivation would be original and prove challenging for this age group. Here is his YL adaptation of our activity on motivation Why I’m Learning English:

Look at some of the reasons other children gave for learning English

1)   I’m learning English because I want to pass my PET for schools exam.

2)   I’m learning English because I like speaking in different languages.

3)   I’m learning English because we often go on holiday; we’re going to New York in October.

4)   My parents want me to learn English.

5)   I’m learning English because I like singing songs in English.

6)   I’m learning English because it is fun and I like playing games.

7)   I’m learning English because I think it will be important when I grow up; I need to pass exams and get a good job.

8)   I’m learning English so I can write to my e-pal/pen pal who lives in Canada.

9)   I wasn’t good at English before. I didn’t like my teacher, but now I’m learning English because I want to, not because I have to.

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Teens and coaching

Some commentators on the blog have asked why there is so little attention paid to younger learners and teens classes. I’d like to state clearly that this in no way reflects a notion that coaching is for adults. Quite the contrary; coaching and the methodology behind it can and should be introduced as young as possible. The bias towards adults’ classes is quite simply a consequence of Duncan and my current interests.

So we are pleased to introduce a new guest blogger this week, Clare Sheppard. Clare comes from Dublin and worked in Hong Kong and Italy before moving to Barcelona, where she works for the British Council. Clare has been experimenting with some coaching ideas and has adapted them for the teens classroom.

In the next few days, another teacher will show us how he adapted for an even younger class. For now, I’ll hand over to Clare…


Lesson:  “Drives – motivational activity” for Upper-Intermediate/FCE Teens

For this task I chose to do the activity “Drives – a motivational activity” with my FCE class. I chose this in order to promote motivation and enthusiasm amongst teenage students of a B2 level.

The strategy  in mind for this adaptation was to gauge how much teenage students regard English as yet another subject which kept them behind a desk, between four walls, and whether they could align it with another extra-curricular activity by which they are motivated to practise outside the confines of which it occurs, in other words, to stimulate agency.

First, I had to adapt the “Drives…” activity to suit make it age appropriate. I maintained Dan and Duncan’s idea of using sport but I used a story of when I was fifteen and joined a football team, and though I was really bad, yet I wanted to be good because my family had played football before me (extrinsic motivation) and I very much enjoyed the sport and the company of the people on my team (intrinsic motivation). One day my coach told us a scout would be coming to the next match to scout for the regional team. I practised and practised on my own, in our local park, and in the end I made the cut.

I first had them do a running dictation of this story and then I gave it to them cut up and they had to put it in order. Because of the theme of football and the fact that I was some of their ages in it they were interested and after we had finished they asked me lots of questions: “is it true?”, “do you still play?”, “how did you feel?”, “were your family happy?”

I then asked them to write just a few sentences about something they feel motivated about and willingly practise outside in their own time.

They gave me feedback such as dancing, sport, music, playing the x-box. I asked them why they practised these in their own time. They overwhelming answer was “because we enjoy them, because we can see out friends, because we can move, be outside.”

I then asked them to think about English.

I asked them why they are learning it.

They gave me the following answers which are displayed in the table below:



It is easy My parents make me
To speak to my English cousins because I get on really well with them To get a good job
It is fun Because if you don’t you’ll be poor
I realise it is important Because people tell me I have to
To be multi-lingual To communicate

We followed that up with a discussion about how they feel when they come to English class, and ‘tired’ won out as the overall adjective to describe it.

I then asked them to imagine that they have a friend who is does not speak English, but has to start lessons and is very negative about it. I asked them to write a) what would you say to them regarding why this person should learn English b) what would you advise them to do outside class to get better quickly.

Why they should learn English

Advice to improve

–          Interesting language Go to a summer camp
–          Use in a job Speak English to your family if they speak English
–          Communication if you go to a summer camp Talk to a penfriend
–          If you hate it keep in mind that it’s important for the future Sing songs
–          To get an English girlfriend Watch films
–          Because it’s one of the most important languages Play football on an English team (summer camp)


–          You get good marks  
–          You can live where you want  
–          Books, films, TV series are better in English  
–          Football  
–          To understand lyrics of music  


I told them that many of their reasons and much of their advice point to something a lot more alive than simply an academic subject, and asked them if they regard their pieces of advice as something fun to do and/or something that they would do. They all replied that they regard them as fun and that it would be something they would do.

The activity really engaged the students. It worked as a method of personalization, that is, they liked talking about themselves, they liked that I was asking how they felt about English. It also worked in the sense that it altered their perception of it being solely an academic process.

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