Index of /downloads

• Parent Directory
• 3_CELTA_inputs.pdf
• 3_is_the_magic_number_handout.pdf
• 3_is_the_magic_number_jason_anderson_2018.pdf
• AINET-2020-lets_discuss_the_translation_method-slides.pdf
• AINET-2020-lets_discuss_the_translation_method.pdf
• Accuracy and Fluency by Jason Anderson - Language Practice Activities.pdf
• Accuracy and Fluency by Jason Anderson - Slides.pdf
• An introduction to teacher practitioner research - workshop.pdf
• An introduction to teacher practitioner research - workshop.pptx
• Anderson 2015 Secrets and Lies Modern English Teacher 24-3 pp60-62.pdf
• Anderson 2016 Education Today.pdf
• Anderson 2016 Intentions and signposts.pdf
• Anderson 2016 Why practice makes perfect sense.pdf
• Anderson 2018 The role of initial teacher training courses in the professional development of experienced NNESTs.pdf
• Anderson 2018 Using_google_images_in_the_classroom_etp117_july_2018.pdf
• Anderson 2020 PRE-PUB Topsy-turvy training Jason Anderson for Teacher Trainer.pdf
• Anderson_ 2017_Thinking_CAP.pdf
• Anderson_&_Lightfoot_2019_The_school_education_system_in_India-An_overview.pdf
• Anderson_2015_Eye_colour_variation_in_Rufous-bellied_Tit_w_Tanzania.pdf
• Anderson_2015_Teaching_English_in_Africa.pdf
• Anderson_2015_Teaching_large_classes.pdf
• Anderson_2017_Context_analysis_and_practice.pdf
• Anderson_2017_Context_analysis_practice-A_lesson_planning_model_for_language_teacher_education.pdf
• Anderson_2017_Peer_Needs_Analysis.pdf
• Anderson_2018_Context,_analysis,_practice_-_the_hidden_paradigm_in_contemporary_ELT.pdf
• Anderson_2018_What_impact_does_CELTA_have_on_classroom_practices_of_experienced_teachers-IATEFL-Brighton.pdf
• Anderson_2018_‘Buying_in’_to_communicative_language_teaching.pdf
• Anderson_2019_Cooperative_Learning_Principles_and_Practice.pdf
• Anderson_2019_Deconstructing_Jigsaw_Activities.pdf
• Anderson_2019_Recentering_English_language_teaching_India_at_the_centre_of_the_multilingual_turn.pdf
• Anderson_2019_Topsy-turvy_training_An_attempt_to_blend_top-down_and_bottom_up_approaches_in-service_China.pdf
• Anderson_2020_Deconstructing_Jigsaw_Activities_IATEFL_Conference_Selections.pdf
• Anderson_2020_Interactive_reflection.pdf
• Anderson_2020_Making_class_debates_meaningful.pdf
• Anderson_2020_Nomination_MET_29_4.pdf
• Anderson_2020_Principles_and_practices_of_cooperative_learning.pdf
• Bangladesh-CCM-Facilitator-HB-Eng.pdf
• Bangladesh-CCM-Participant-HB-Bangla.pdf
• Bangladesh-CCM-Participant-HB-Eng.pdf
• CAP-Alternative_lesson_shapes.pdf
• CAP-Initial_info_for_teachers.pdf
• CAP-The_Hidden_Paradigm_in_Contemporary_ELT_pre-pub.pdf
• CAP_as_a_lens_for_interpreting_different_planning_models.pdf
• CELTA_Input_1_Handout_A.docx
• CELTA_Input_1_Handout_B.docx
• CELTA_Input_1_Using_L1.docx
• CELTA_Input_2_Handout_A.docx
• CELTA_Input_2_Models_and_norms.docx
• CELTA_Input_3_Critical_appropriation.docx
• CELTA_Input_3_Handout_A.docx
• CertTESOL_and_Celta_Syllabi_of_the_Future_-_Different_Syllabi.pdf
• Deconstructing_jigsaw_activities_slides.pdf
• ECFB-student.doc
• ELTAI_Online_writing_practice_India.pdf
• EL_Gazette_2017_Under_African_Skies-Interview_with_Jason_Anderson.pdf
• ETp98_SpeakingGames_Review.pdf
• Eg 1 lexis Vocabulary Analysis Sheet.doc
• Eg 2 Grammar Analysis Sheet 1.doc
• IATEFL_Voices_Review_of_Activities_for_Cooperative_Learning.pdf
• IH London Discussion.docx
• Ideas_for_translanguaging_in_the_EFL_ESL_classroom.pdf
• In-service_workshops_Key_features_cards.pdf
• In-service_workshops_for_teachers_Key_features.pdf
• In-service_workshops_slides.pdf
• Jason_Anderson_2016_the_role_of_initial_training_courses_in_the_prof_dev_of_experienced_NNESTs.pdf
• Jason_Anderson_Reimagining_English_language_learners_from_translingual_perspective_June_2017.pdf
• Jason_Anderson_Translanguaging_in_India_ELTAI_June_2017.pdf
• Jason_Anderson_Translingualism_&_translanguaging_Regents_Uni_London_June_2017.pdf
• Jasons_ideas_for_translanguaging_in_the_EFL_ESL_classroom.pdf
• Learning_English_with_all_our_languages-handout-EFL-U_Hyderabad.pdf
• Learning_English_with_all_our_languages-slides-Anderson.pdf
• Lesson_plan_pro_forma_Jason_Anderson.docx
• Lesson_planning_frameworks.pdf
• Lesson_planning_frameworks.pptx
• Padlet-created-in-talk.jpg
• Peer_needs_analysis_DDOSA_March_2017.pdf
• Sharing-intentions-with-learners-London-school-of-English.docx
• Speaking_Games_review-IATEFL_Voices.pdf
• Taxonomy_of_teacher_interactive_reflection_Anderson_2019.pdf
• Teaching_grammar-exploring_different_lesson_structures.pdf
• Text_interpretation_Jason_Anderson_2020_Slides.pdf
• The_L1-Inclusive_classroom_AINET_Mumbai_2018_handout.pdf
• The_L1-inclusive_classroom_slides.pdf
• Translanguaging and translingualism – what do they mean for TEFL if anything.pdf
• Translanguaging_in_English_language_classrooms_in_India_ELTAI_2017_slides_Jason_Anderson.pdf
• Translanguaging_in_Indian_classrooms_Jason_Anderson_Ambedkar.pdf
• Typology_of_teacher_interactive_thought_from_Anderson_2019.pdf
• Understanding_and_doing_teacher_research_Mathew_and_Anderson.pdf
• Using DPEd manuals for effective training - Resource 1 - The tasks.docx
• Using DPEd manuals for effective training - Resource 2 - The texts.docx
• Using DPEd manuals for effective training - Resource 3- One solution.docx
• Using DPEd manuals for effective training - Resource 4 - Time management.docx
• Using_learners_mother_tongue_for_teaching_English_in_Egypt_slides.pdf
• Using_learners_mother_tongue_for_teaching_English_in_Egypt_using_L1.pdf
• Using_learners_mother_tongues_for_teaching_English_in_Egypt_handout.pdf
• WSJTreport.pdf
• When should and when shouldnt we use MT.docx
• Why lying is the best policy handout.pdf
• activity_cycle_by_jason_anderson.docx
• activity_cycle_by_jason_anderson.pdf
• anderson_2006_pronunciation_games.pdf
• anderson_2006_pronunciation_learning_cards.pdf
• anderson_2015_the_uniqueness_of_gameplay.pdf
• anderson_2016_internet_jigsaws.pdf
• bunkyo.pdf
• child-centred_learning_in_rwanda_part1_bilingual.doc
• child-centred_learning_in_rwanda_part2.doc
• correction_traffic_lights.docx
• deconstructing_jigsaw_activities_slides.pdf
• dragons_den_workshop.pdf
• drill_tables.pdf
• effective_differentiation_through_cooperative_learning.pdf
• facilitators_handbook.doc
• general_knowledge_pelmanism.pdf
• going_to_and_will_pelmanism.pdf
• grammar_overview.pdf
• have_I_got_a_dragons_den_for_you - Copy.pdf
• how-to-pronounce-english-place-names.pdf
• multilingual_language_learning_for_algerian_teachers.docx
• participant_produced_materials.doc
• participants_handbook.doc
• peer_needs_analysis.pdf
• personal_information_pelmanism.pdf
• phonics_chart_eritrea_tigrinya_saho.doc
• placenames.png
• plain_traffic_lights.docx
• problem_and_advice_pelmanism.pdf
• review_role_plays_for_today.pdf
• role-of-celta-in-cpd-of-nnests.pdf
• sample_lesson_plan_using_pocketboard_01-maths.doc
• sircilla.pdf
• supersize_posters.pdf
• taxonomy_of_jigsaw_activities_for_language_teachers.pdf
• telc_refs.pdf
• telc_slides.pdf
• the_farmer_and_the_fortune_teller_1st_conditional.pdf
• translingual_competence_and_the_EFL_learner.pdf
• two_teachers.doc
• understanding_traffic_lights.docx
• unicef_kenya_learning_resources.pdf
• what_is_phonics_eritrea.doc
• why_ppp_wont_and_shouldnt_go_away.pdf
• wonderful_flashcards.doc
• yellareddypet.pdf