20 JUNE 2014

Jane Boylan

Could you tell me a little about your background?

I’ve been a teacher of young learners, learning English as a second and as a foreign language, mostly in East Asia and Western Europe. I’ve also worked extensively on teacher development programmes with primary and secondary state school teachers for about ten years now, as a trainer and project manager. At the moment, most of my work is as a freelance ELT consultant, writer and developer of teaching resources for ELT practioners.

When did you become interested in English as a second language?

When I was working on training programmes for teachers of English in Singapore a number of years ago, I became interested in the challenges those teachers faced, especially in developing skills in reading and writing and preparing children for very specific assessment tasks in these skills areas.

What are you reading at the moment?

A collection of short stories by Victoria Hislop called The Last Dance.

Do you have any tips for teaching Cambridge Global English?

Cambridge Global English exposes learners to a stimulating variety of themes and topics from which to learn and practise meaningful language. One way teachers can ensure children get the most out of the material is by first maximising the contribution they bring to the themes and topics from their own knowledge and experience. Each unit theme starts with familiar points of reference, so learners can then expand their learning experience from there. With this approach, their learning experience becomes more stimulating and they will be more receptive and prepared for the language challenges presented in the Cambridge Global English material.

How does Cambridge Global English help learners?

In a nutshell, it offers learners the chance to expand their knowledge of the world and their language skills through exposure to a rich variety of themes and text types. Also, the approach we’ve used seeks to scaffold the material but not spoon-feed, so learners are challenged to think creatively and critically, and discover more about language through a kind of guided discovery approach.

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