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
• ACL_sample.pdf
• AINET-2020-lets_discuss_the_translation_method-slides.pdf
• AINET-2020-lets_discuss_the_translation_method.pdf
• AINET-2020-the-effective-English-teacher.pdf
• AINET_2022_Conference_Symposium.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
• Anadolu_coop_learning.pdf
• Anderson & Mahapatra 2024 From difficult circumstances to the global south - An appraisal of terms used to describe disadvantage in education in the global south.pdf
• 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 2019 In search of reflection-in-action.pdf
• Anderson 2020 PRE-PUB Topsy-turvy training Jason Anderson for Teacher Trainer.pdf
• Anderson 2020 Reflection (Key concepts in ELT).pdf
• Anderson 2024 Implementing the Kurikulum Merdeka - lesson planning frameworks.pdf
• Anderson2024_teacher_expertise_Bolivia.pdf
• Anderson2024_translanguaging_Bolivia.pdf
• Anderson_ 2017_Thinking_CAP.pdf
• Anderson_ 2021_The_book_I_always_refer_to-Training_foreign_language_teachers-a_reflective_approach_MET.pdf
• Anderson_%202021_The_book_I_always_refer_to-Training_foreign_language_teachers-a_reflective_approach_MET.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_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
• Anderson_2021_A_framework_for_project-based_learning_in_ELT.pdf
• Anderson_2021_A_framework_for_project-based_learning_in_TESOL.pdf
• Anderson_2021_Contemporary_lesson_planning_frameworks_for_language_teacher_education.pdf
• Anderson_2021_English_Club_Resource_Book_British_Council_English_Connects.pdf
• Anderson_2021_The_effective_teacher_of_English-Beliefs_of_Indian_teachers.pdf
• Anderson_2021_Using_Activities_ Effectively_ETP.pdf
• Anderson_2022_In_need_of_rebranding_why_we_should_change_terminology_from_young_learners_to_pre-primary_primary_secondary.pdf
• Anderson_2022_Inclusive_multilingual_practices_among_expert_Indian_secondary_teachers_of_English.pdf
• Anderson_2022_Localising_English_language_teacher_expertise.pdf
• Anderson_2022_Researching_and_developing_teacher_expertise_in_ the_global_South.pdf
• Anderson_2023_The_myth_of_a_theory_practice_gap_in_education.pdf
• Anderson_2023_Translanguaging_in_the_ELT_classroom.pdf
• Anderson_2023_affordance-based_lesson_planning.pdf
• Anderson_2023_partially_participatory_research_poster.pdf
• Anderson_2024_TESOL.pdf
• Anderson_2024_TESOL_refs.pdf
• Anderson_2024_Translanguaging-A_paradigm_shift_for_ELT_theory_and_practice_(PRE-PUB).pdf
• Anderson_2024_Translanguaging_A_paradigm_shift_for_ELT_theory_and_practice.pdf
• Anderson_2025_Translanguaging_in_TESOL-questions_and_controversies.pdf
• Anderson_2025_Translanguaging_in_TESOL-questions_and_directions.pdf
• Anderson_Ahishakiye_2025_Multilingualism_in_African_classrooms.pdf
• Anderson_J_2021_PhD_thesis_Eight_Expert_Indian_Teachers_of_English-Teacher_Expertise_in_the_Global_South.pdf
• Anderson_J_Learning_from_interactive_reflection_for_IATEFL_2021.pdf
• Anderson_et_al_2021_Language_teaching_in_difficult circumstances.pdf
• Bangladesh-CCM-Facilitator-HB-Eng.pdf
• Bangladesh-CCM-Participant-HB-Bangla.pdf
• Bangladesh-CCM-Participant-HB-Eng.pdf
• Buddy_observation_form.docx
• 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
• Challenges_and_solutions_Effective_communication_Delta_2020.pdf
• Changing_values_and_priorties_in_English_language_teaching_Anderson_DeltaPub_2022.pdf
• CoP.pdf
• Connecting_eight_effective_ELT_classrooms_2021.pdf
• Dixit_Anderson_2025_Translanguaging-A_view_from_the_south-online_first.pdf
• Dublin_TEFL-May_2021_Lesson_planning_frameworks.pdf
• ELTA2021.pdf
• ELTAI_Online_writing_practice_India.pdf
• ELT_crossroads.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
• Focus_group_interviews_with_students.docx
• Framework_for_project-based_learning_in_TESOL.pdf
• IATEFL_Belfast_2022_ELT_expertise_in_India.pdf
• IATEFL_Ukraine_Lesson_planning_frameworks.pdf
• 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
• Learner_needs_analysis_questionnaire_generic.docx
• Learning_English_with_all_our_languages-handout-EFL-U_Hyderabad.pdf
• Learning_English_with_all_our_languages-slides-Anderson.pdf
• Learning_from_Indian_teacher_expertise_Anderson_2022_Uni_of_Warwick.pdf
• Lesson_plan_pro_forma_Jason_Anderson.docx
• Lesson_planning_frameworks.pdf
• Lesson_planning_frameworks.pptx
• Mahapatra & Anderson 2023 Languages for learning a framework for implementing India s multilingual language in education policy.pdf
• Mahapatra_&_Anderson_2022_(AV)_Languages_for_learning-A_framework_for_implementing_India's_multilingual_language-in-education_policy.pdf
• Making_teacher_action_research_learning-centred.pdf
• NLP_guide.pdf
• NSO_IATEFL2025.pdf
• Our_English_Club_Resource_Book-Units_combined.pdf
• Our_English_club_Resource_book_2021.pdf
• Padlet-created-in-talk.jpg
• Peer_needs_analysis_DDOSA_March_2017.pdf
• Project-based_learning_SAUDI_TESOL.pdf
• Project-based_learning_in_the_English_language_classroom.pdf
• Sharing-intentions-with-learners-London-school-of-English.docx
• Speaking_Games_review-IATEFL_Voices.pdf
• TEiGS.pdf
• Table_3_Anderson_Taner_2023.pdf
• Taxonomy_of_teacher_interactive_reflection_Anderson_2019.pdf
• Teacher_expertise_in_the_global_south-Initial_findings_Warwick_App_Ling_May_2020.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 - potential importance for ELT in India - Jason Anderson - Sep 2023 - Hyderabad Uni.pdf
• Translanguaging and translingualism – what do they mean for TEFL if anything.pdf
• Translanguaging as a Southern theory of practice - Exploring possibilities for education.pdf
• Translanguaging_in_English_language_classrooms_in_India_ELTAI_2017_slides_Jason_Anderson.pdf
• Translanguaging_in_Indian_classrooms_Jason_Anderson_Ambedkar.pdf
• Turning experience into expertise (D2).pdf
• Two_tools_for_promoting_teacher_reflection_literacy.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
• What_might_English_mean_today.pdf
• When should and when shouldnt we use MT.docx
• When should and when shouldnt we use MT.pdf
• 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
• anderson_2023_forty_years_research_expert_teachers.pdf
• anderson_2023_how_do_and_how_should_we_structure_lessons.pdf
• anderson_2023_the_continuum_of_participation.pdf
• anderson_2025_translanguaging_society_of_heads.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
• lld.pdf
• mapping_our_reflection.docx
• multilingual_language_learning_for_algerian_teachers.docx
• multilingual_language_learning_for_algerian_teachers.pdf
• narrative_self_observation_guide.pdf
• 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
• reflection.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
• teaching_large_classes_kcl_june_2023.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