糖心TV

Research Interests

My research interests orbit around the complexities of teaching and the diverse experiences of teachers around the world - particularly those working in the global South, whose experiences, challenges and expertise are too often overlooked and under-researched. I have studied teacher expertise, teacher reflection, teacher beliefs and teacher experiences. I am interested in both pre-service and in-service teacher education, including pedagogy, lesson planning, curriculum design, materials development, teacher research and formative assessment. Within language teaching I also investigate and write about methodology, its past, present and potential future, as well as aspects of multilingualism and translanguaging in the classroom. My research approaches are equally diverse, employing qualitative and quantitative methods and also participatory and action research whenever appropriate in my attempts to further my understanding of appropriate good practice in education.

Biography

My background is as an English language teacher (for 20 years) alongside roles as a teacher educator (pre-service and in-service) and materials writer. Since 2015 I have worked as an academic author, educational consultant, researcher and lecturer at the University of 糖心TV, for both language teaching and mainstream education. I have worked in over 30 countries worldwide for national ministries of education, private institutions and organisations including UNICEF, the British Council and Trinity College London, particularly across the Global South (Africa and South Asia primarily). My publications include teacher resource books, teacher education support titles, reports and numerous research, theory and practical articles for which I have won several awards (two British Council ELTon awards; the Christopher Brumfit Essay Prize, the Trinity College London Chairperson's Award, the Kings College London Hans Prize in Education and the British Council Master's Dissertation Award). My PhD (2018-2021) and Postdoctoral Research Fellowship (2021-2022) - both sponsored by the ESRC - focused on the topic of teacher expertise in the global South. The outputs of this project include a number of academic papers, in-service teacher development initiatives, collaborative work with my research participants and a book in the Cambridge Education Research series, entitled . I am also the founding series editor of the award-winning , chief editor of the , a member of the editorial boards for and , as well as a standing member of the and visiting lecturer at the University of Malta and Ibn Haldun University. Further online resources:

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Publications

Anderson, J. (2024).Reimagining educational linguistics: A post-competence perspective. Educational Linguistics, 3(2), 258-285.

Anderson, J. (2024). The translanguaging practices of expert Indian teachers of English and their learners. Journal of Multilingual and Multicultural Development, 45(6), 2233-2251.

Anderson, J., & Mahapatra, S. (2024). From "Difficult Circumstances" to the "Global South": An appraisal of terms used to describe disadvantage in education in the Global South. FORTELL, 49, 7-23.

Anderson, J. (2024). Translanguaging: A paradigm shift for ELT theory and practice. ELT Journal, 78(1), 72-81.

Anderson, J. (2023). Teacher expertise in the global South: Theory, research and evidence. Cambridge University Press.

Anderson, J. (2023). TESOL textbook content in the global South: Challenges and opportunities for appropriate and sustainable learning. In A. Smarti, S. Iannuzzi, L. Horvath and M. Sinclair (Eds.), NISSEM Global Briefs, Vol. 4: Doing more with language teaching (pp. 370-399). NISSEM. ()

Anderson, J. (2023). Forty years of research on expert teachers: What we know and why it's important. Modern English Teacher, 32(3), 48-52. ()

Anderson, J., & Taner, G. (2023). Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review, 38, 1-18.

Anderson, J. (2023). Can teacher case study research be participatory? Critical reflections on the approach adopted for an English language teacher expertise study in India. TESOL Quarterly, 57(1), 298-309.  

Anderson, J. (2023). Translanguaging in the ELT classroom. Modern English Teacher, 32(2), 46-50. ()

Mahapatra, S. K., & Anderson, J. (2023). Languages for learning: A framework for implementing India's language-in-education policy. Current Issues in Language Planning, 24(1), 102-122 .  

Anderson, J. (2023). The myth of a theory-practice gap in education. ELT Research: IATEFL Research SIG Newsletter, 38, 1-7.

Anderson, J. (2023). Researching and Developing Teacher Expertise in the Global South: Local and Transferable Solutions. In: Khan, R., Bashir, A., Basu, B.L., Uddin, M.E. (Eds), Local Research and Glocal Perspectives in English Language Teaching (pp. 399-417). Springer Link.

Anderson, J. (2023, May 10). The missing half of the expert teacher: Learning from teacher expertise in the global South. Fifteen eighty four: Academic perspectives from Cambridge University Press.

Anderson, J. (2022). What's in a name? Why 鈥楽LA鈥� is no longer fit for purpose and the emerging, more equitable alternatives. Language Teaching, 55, 427-433 .  

Borg, S., Anderson, J., Beaumont, B., Xie, K., Guo, Y., Thorburn, R., Choi, T., Kim, H. J., Aizawa, I., & Fujinaga, K. (2022). The continuing professional development experiences and needs of English language teachers (Countries: China, Japan and Korea). British Council.

Anderson, J. (2022). In need of rebranding: Why we should change terminology from 'young learners' to 'pre-primary', 'primary' and 'secondary learners' of English. Modern English Teacher, 31(4), 6-9.

Anderson, J. (2022). Learning from Indian teacher expertise: A policy and practice report for educational organisations in India. University of 糖心TV.  

Anderson, J. & Lightfoot, A. (2022). Exploratory survey research. In K. Dikilita艧, & K. Reynolds (Eds.), Research methods in language teaching and learning: A practical guide (pp. 182-199). Wiley Blackwell.

Anderson, J., Padwad, A., & Smith, R. (2021). Language teaching in difficult circumstances. In H. Mohebbi & C. Coombe (Eds.) Research Questions in Language Education and Applied Linguistics (pp. 111-116). Springer.  

Anderson, J. (Ed.) (2021). Our English Club resource book: A resource book for teachers working in English Clubs across Africa. British Council.

Anderson, J. (2021). Eight expert Indian teachers of English: A participatory comparative case study of teacher expertise in the Global South. [Doctoral dissertation, University of 糖心TV]. 糖心TV WRAP.

Anderson, J. & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210-1231.  

Anderson, J. (2021). English Club Resource Book (English Connects). British Council.  

Anderson, J. (2021). The effective teacher of English: Beliefs of Indian teachers. In K. Dixit, V. Joshi, R. Chakrakodi, N. Khan, K. Mukherjee, & M. Mane (Eds.), Teaching English in multilingual contexts: Selections from the fifth AINET International Conference, Hyderabad, 10-11 January 2020 (pp. 21-36). AINET.

Anderson, J. (2021). The book I always refer to: Training foreign language teachers by Michael J Wallace (review) Modern English Teacher, 30(3), 80-82.

Anderson, J. (2021). Using activities effectively. English Teaching Professional, 133, 8-11.

Anderson, J. (2021). A framework for project-based learning in TESOL. Modern English Teacher, 30(2), 45-49.

Anderson, J. (2020). Reflection: Key concepts in ELT. ELT Journal, 74(4), 480-483.  

Anderson, J. (2020). 鈥楤uying in鈥� to communicative language teaching: the impact of 鈥榠nitial鈥� certification courses on the classroom practices of experienced teachers of English. Innovation in Language Learning and Teaching, 14(1), 1-14.  

Anderson, J. (2020). The Effective teacher of English: An exploratory qualitative study of Indian English teachers鈥� beliefs. English Language Teaching Education and Development, 23, 10-20.  

Anderson, J. (2020). The TATE model: A curriculum design framework for language teaching. ELT Journal, 74(2), 175-184.  

Anderson, J. (2020). A response to Ellis: The dangers of a narrowly-focused SLA canon. ELT Journal, 74(2), 195-197.  

Anderson, J. (2020). Nomination. Modern English Teacher, 29(4), 47-50.

Anderson, J. (2020). Deconstructing jigsaw activities. In T. Pattison (Ed.) IATEFL Conference
Selections. (pp. 52-54) IATEFL.

Anderson, J. (2020). Interactive reflection. English Teaching Professional, 127, 4-6.

Anderson, J. (2020). Making class debates meaningful. Modern English Teacher, 29(2), 35-38.

Anderson, J. (2019). In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers. Teaching and Teacher Education, 86, 1-17.  

Anderson, J. (2019). Activities for Cooperative Learning: Making Groupwork and Pairwork Effective in the ELT Classroom. Delta Publishing/Ernst Klett Sprachen.

Anderson, J., & Lightfoot, A. (2019). The School Education System in India: An Overview. British Council.  

Anderson, J. (2019). Topsy-turvy teacher training: An attempt to blend top-down and bottom-up approaches to in-service language teacher education. The Teacher Trainer, 33(3), 21-24.

Anderson, J. (2019). Recentring ELT: India at the centre of the multilingual turn? In S. Mohanraj (Ed.), ELTAI: An Epic Journey of 50 Years (pp. 144-146). Chennai, India: ELTAI Chennai.

Anderson, J. (2019). Cooperative learning: Principles and practice. English Teaching Professional, 121, 4-6.

Anderson, J. (2019). Deconstructing jigsaw activities: Modern English Teacher, 28(2), 35-37.

Anderson, J. (2018). Reimagining English language learners from a translingual perspective. ELT Journal, 72(1), 26-37.  

Anderson, J. (2018). The role of initial teacher training courses in the professional development of experienced non-native speaker English language teachers. English Language Teaching Education and Development, 21, 37-46.  

Anderson, J. (2018) Context, analysis, practice: The hidden paradigm in contemporary ELT. In Pattison, T. (Ed.) IATEFL Glasgow Conference Selections (pp. 98-101). IATEFL.

Anderson, J. (2018). 'The future of training', or The elephant that swallowed the room. International House Teacher Training.

Anderson, J. (2018). Worth a thousand words. English Teaching Professional, 117, 55-56.

Anderson, J. (2017). A potted history of PPP with the help of ELT Journal. ELT Journal, 71(2), 218-227.  

Anderson, J. (2017). A fundamental dichotomy in ELT methodology: A response to May Pang. ELT Journal, 71(1), 92-95.  

Anderson, J. (2017). Context, analysis and practice. IATEFL Voices, 256, 4-5.

Anderson, J. (2017). Thinking CAP. Modern English Teacher, 26(3), 13-15.

Anderson, J. (2017). Trinity CertTESOL Companion: A Guide for English Language Teachers. Delta Publishing/Ernst Klett Sprachen.

Anderson, J. (2017). Peer needs analysis. English Teaching Professional, 113, 49-51.

Anderson, J. (2017). CAP - Context, analysis, practice: A lesson planning model for language teacher education. IATEFL Teacher Training and Education SIG Newsletter, Spring 2017, 15-18.

Anderson, J. (2016). Initial teacher training courses and non-native speaker teachers. ELT Journal, 70(3). 261-274.  

Anderson, J. (2016, November 10). What to consider when teaching English in large classes. British Council Voices.

Anderson, J. (2016). Internet jigsaws. Modern English Teacher, 25(2), 38-40.

Anderson, J. (2016). Intentions and signposts. English Teaching Professional, 105, 4-6.

Anderson, J. (2016). A qualitative study into the role of initial teacher training courses in the professional development of experienced non-native speaker teachers of English. [Master鈥檚 thesis, King鈥檚 College London]. (First prize winner of the British Council ELT Master鈥檚 Dissertation Award 2017)  

Anderson, J. (2016). Why practice makes perfect sense: The past, present and future potential of the PPP paradigm in language teacher education. English Language Teaching Education and Development, 19(1), 14-22.  

Anderson, J. (2015). Teaching English in Africa. A guide to the practice of English language teaching. East African Educational Publishers. (Winner: British Council ELTON Award for local innovation 2016)

Anderson, J. (2015). Affordance, learning opportunities and the lesson plan pro forma (Editor鈥檚 Choice). ELT Journal, 69(3), 228-238.  

Anderson, J. (2015). The uniqueness of gameplay. English Teaching Professional, 96, 4-6.

Anderson, J. (2015). Secrets and lies. Modern English Teacher, 24(3), 60-62.

Anderson, J. (2014). Speaking Games. Photocopiable Activities to Make Language Learning Fun. Delta Publishing/Ernst Klett Sprachen.

Anderson, J. (2006). Role Plays for Today: Photocopiable Activities to Get Students Speaking. Delta Publishing/Ernst Klett Sprachen.

Anderson, J. (2004). Teamwork: Interactive Tasks to Get Students Talking. Delta Publishing/Ernst Klett Sprachen.

Conference Attendance/Presentations

I have given over 100 talks to both teacher and academic audiences, both online and face-to-face. This includes invited plenary and keynote addresses at conferences in the UK (Regent University Future of ELT Conference, International House AMT Conference, Stafford House Annual Conference), India (both ELTAI and AINET National Conferences), Bolivia (ELT Nationwide Conference), Egypt (Pharos University), Israel (English Teachers' Association), Saudi Arabia (Saudi TESOL), Turkey (Ibn Haldun University) Ukraine (IATEFL Ukraine) as well as invited talks and keynotes for British Council, the KAASH Foundation, EFL University Hyderabad, Teaching House London, Delta Publishing, Teacher Development Webinars, and the National Academy of Primary Education Bangladesh among others. Please see my website, where I keep an updated list of talks, some of which are available online:

Dr Jason Anderson

Associate Professor

 Room A0.15Link opens in a new window

Office hours: Tuesdays 2-4pm.

Tel: +44 (0)24 7615 1827

 jason.anderson@warwick.ac.uk