IntrovELT: Conferencing for introverts

The spring conference season is upon us, and I’m already feeling both excited and anxious about it.

I go to a lot of conferences. I love conferences. Learning from others’ experience, meeting new people, seeing old friends, simply enjoying a change of work environment from the usual desk/office space… These are all Good Things and I enjoy them. Honestly, I do.

Nevertheless, whether as a speaker or as an attendee, I find most conferences quite stressful. Continue reading

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IntrovELT: guided reading and writing

This is the second post in a series I’m working on to address my concerns about whether Communicative Language Teaching isn’t a bit hard on more introverted learners, with its almost obsessive focus on maximising speaking and interaction.

In this series, I’m experimenting with some practical classroom ideas that seem to suit learners who are more introvert and prefer activities that allow for individual thinking time, processing language ‘internally’, so to speak, rather than by lots of pair- or group-work.  And I’m sharing the results here!

In this post, I’ll talk about something I tried recently, which I’m just going to call ‘guided reading/writing‘. Continue reading

IntrovELT: responding to images

Just over a year ago, I posted some thoughts about whether Communicative Language Teaching wasn’t a bit hard on more introverted learners, with its almost obsessive focus on maximising speaking and interaction.

I said then that I intended to experiment with (and share) some practical classroom ideas that might suit learners who are more introvert and prefer activities that allow for individual thinking time, processing language ‘internally’, so to speak, rather than by lots of pair- or group-work.

Well, it’s been a while, but I haven’t forgotten about doing this!  I’ve finally got around to writing this post, which outlines one such activity that I recently designed and tried out with a small elementary level class. Continue reading