Teacher Talking Time: The Learn YOUR English Podcast
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Top 10 Teacher Talking Time: The Learn YOUR English Podcast Episodes
Goodpods has curated a list of the 10 best Teacher Talking Time: The Learn YOUR English Podcast episodes, ranked by the number of listens and likes each episode have garnered from our listeners. If you are listening to Teacher Talking Time: The Learn YOUR English Podcast for the first time, there's no better place to start than with one of these standout episodes. If you are a fan of the show, vote for your favorite Teacher Talking Time: The Learn YOUR English Podcast episode by adding your comments to the episode page.
Katarina Mentzelopoulos on Exceptionalism in Language Learning
Teacher Talking Time: The Learn YOUR English Podcast
10/17/22 • 90 min
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Katarina Mentzelopoulos is an ESRC-funded Ph.D. student at the University of Nottingham, UK. Her research interests include language learning motivation, exceptional language learning, multilingualism and learner identity.
She recently co-authored two books with the late Zoltán Dörnyei:
- Stories from Exceptional Language Learners Who Have Achieved Nativelike Proficiency (50% discount code STORIES50 until 30/11)
- Lessons from Exceptional Language Learners Who Have Achieved Nativelike Proficiency (50% discount code LESSONS50 until 31/10)
The books tell the stories of people who achieved native-like proficiency against all odds.
In this episode, Katarina discusses:
- what exceptionalism in language learning means
- the critical period hypothesis
- polyglots vs mastering a language
- how they selected participants for the books & their stories
- why native-like isn’t necessarily the standard and what is instead
- markedness versus proficiency
- why forming a bond with the language is integral
- working with Zoltán Dörnyei and his legacy
Read more about this episode on the LYE blog.
More on Katarina Mentzelopoulos:
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we at LYE can help you right now:
1. Get your own clients on social media right now
2. Watch this episode on our YouTube channel
3. See our free guides for teachers
4. Book a complimentary consultation with us to look at your goals
Episode 18: Why Did You Become a Teacher? Part 2
Teacher Talking Time: The Learn YOUR English Podcast
10/26/19 • 81 min
October 5 is Teacher Appreciation Day in Canada, and in over 100 countries globally. To help celebrate teachers and teaching professionals the LYE podcast - Teacher Talking Time - has organized a special two-part series called “Why did you become a teacher?” We interviewed six teachers from different countries and contexts to hear their stories, and celebrate the stories of all educators around the world.
We asked six teachers eight questions over two episodes. We talked about becoming a teacher, remaining a teacher, thinking about leaving teaching, misconceptions of teaching, rewarding experiences, and much more.
The teachers who graciously took part in this mini series are as follows. Please feel free to reach out to them and to support the projects they are working on.
Angela Barone
Angela has been teaching for over six years and now teaches 8th grade Spanish 1 and 7th grade exploratory Spanish in Columbus, Ohio. She also taught abroad in Costa Rica, delivering general and business English courses. In her school district, Angela serves as a diversity liaison, and also runs the “We Are United” club at her school, navigating discussions of race, cultural appropriation, bullying, and more with students. When she’s not teaching, she loves travelling and her cats.
Danny McGee
Danny has been teaching English since 2002. Originally from England, Danny is based in Toronto, Canada and teaches English for Academic Purposes at colleges and universities there. He is an advocate for mindfulness and meditation in pedagogy. He also does private tutoring. Visit his Facebook page @ESLTeacherDanny.
Mandy Welfare
Based in Berlin, Germany, Mandy Welfare specialises in HR English, communications and business English. She has delivered business English and multi-cultural communication training in Germany, Finland, and Spain, and is a Hueber and Cornelsen author. She has a Masters of Education and enjoys volunteering for her local teaching association. Furthermore, she is on the IATEFL BESIG publications team.
Check out all she’s doing on her website: mandywelfare.com
Marina Faquetti
Marina lives and works in Chapecó, Brazil. She runs her own business as an English tutor and translator. Marina started delivering English lessons at the young age of 14, and she has never looked back. A passionate professional, she strives to invoke the love of learning in her students in ways that are meaningful to them. Follow her on Instagram @mamorandini
Matthew Brown
Matthew lives and teaches in Toronto, Canada where he delivers English for Academic Purposes classes at Ryerson University. He has been teaching for over 20 years in a variety of different contexts. When he’s not teaching, Matthew is a graphic novel writer and artist. Check out his Instagram Page (@poopsiepenguin) and his blog “Ambient Zero Comic Book Blog.”
Mostafa Hasrati
Mostafa has been teaching for over 30 years. He received his Ph.D. from King’s College in London and has taught in many countries around the world. He is now based in Toronto, Canada where he is a professor of English, English for Academic Purposes, and Communication Studies in the Centre for Preparatory & Liberal Studies at George Brown College. Mostafa identifies as a researcher, and his most recent article “The rise of non-dissertation track master’s programmes: An academic literacies approach” can be found here.
In Part 2, we ask our instructors the final four questions:
5) What are the challenges of being a teacher? (10:00)
6) What gives you the longevity to keep going and have you ever thought about leaving teaching? (30:00)
7) Are any of the misconceptions about teaching sensitive to you? (46:30)
8) What advice do you have for a teacher starting today, and as well for yourself on your first day? (1:02:00)
As always, thank you for listening. If you like the show, consider subscribing on Spotify, iTunes, or Google Podcasts, and sharing it with a friend. If you have a comment or question about today's show, we'd love to hear from you: [email protected]
If you like the show, we have a Tip Jar on our website for people looking to help with the creation of our show.
For more info on what we do at LYE, check out:
Cult of Learning 9: Our Words of the Year for 2020
Teacher Talking Time: The Learn YOUR English Podcast
12/26/20 • 46 min
/CULT/K^LT/A fashionable belief, idea, or attitude that influences people’s lives/The cult of learning encourages people to find and pursue what they are passionate about/
*”The Cult of Learning” are episodes for learners of languages. These episodes will discuss tools and strategies for learning and provide opportunities for effective listening practice. These episodes are also part of our Self-directed Learning Portal, which helps thousands of people around the world improve the English skills important to them.
In the final Cult of Learning episode of 2020, Leo, Mike, and Andrew share their words of the year. From Zoom Fatigue to Cancel Culture to Social Distancing and Quarantine, our vocabularies grew enormously over the past 12 months.
What words were the most impactful this year? What relevance do they have? How did they come about?
The guys chat about this, reflect on living through a pandemic, and discuss how this year has taught us all a lot about learning.
If you are a learning a language, these episodes are for you!
Also, check out our blog post for more information on today's episode for more information.
Thank you for listening! If you have a comment or question about today's show, we'd love to hear from you: [email protected]
For more info on what we do at LYE, check out:
Download our E-book for FREE on our website. We hope it helps you learn outside the classroom!
Improve your English Skills with our Self-directed Learning Portal - only $5
Use our LYE Discount on your Next Creative Project. Get your First Month Free when you:
Episode 29: Dr. Masatoshi Sato
Teacher Talking Time: The Learn YOUR English Podcast
09/30/20 • 96 min
Leo and Mike chat with Dr. Masatoshi Sato about academic research, second language teaching, and why a lack of implementation still exists between research and classroom pedagogy.
Dr. Sato (PhD: McGill University) is a Professor in the Department of English at Universidad Andrés Bello, Chilé. He currently teaches pre-service and in-service English teachers in Chile. His research agenda is to conduct theoretical and practical research in order to provide practitioners with evidence-based pedagogy. In particular, he has conducted research focusing on peer interaction, corrective feedback, learner psychology, teacher psychology, and research-pedagogy dialogue.
He recently published a paper titled "Do Teachers Care about Research? The Research-Pedagogy Dialogue" which is the focus of this episode.
*Note: the paper is free to read.
Dr. Sato tells us:
- how he became a researcher (2:00)
- misconceptions on the purpose of second language research (12:00)
- what the "research-pedagogy" dialogue is and why it's important (18:00)
- why he believes teachers usually don't interact with research (30:00)
- what researchers need to do for their work to be more useful to teachers (34:00)
- why motivation cannot be the cause of learning (47:00)
- his study analyzing motivation and the "ideal self system" and its link to second language learning (52:00)
For more on Dr. Sato:
Follow him: @masatoshi_sato
For more information on this episode, see our blog post about it.
Podcast Creation:
This episode was created with support from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
For more info on what we do at LYE, check out:
Danny Norrington-Davies & Richard Chinn on Emergent Language
Teacher Talking Time: The Learn YOUR English Podcast
11/16/22 • 80 min
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Danny Norrington Davies and Richard Chinn have done extensive research on emergent language and have co-authored "Working with emergent language." Danny has over 25 years in the industry and is currently a CELTA and DELTA tutor. His first book "Teaching Grammar: From Rules to Reasons" was a best-seller. Richard has trained teachers all over the world and currently does pre-service and in-service training courses at IH London. He is also an associate professor at King's College London.
In this episode, Danny & Richard discuss:
- the rise of emergent language
- why many were resistant to the idea
- the imbalance between research on error correction versus emergent language use
- incidents that prevent language from emerging
- the connections between emergent language and task-based learning
- how teachers can develop their "emergent language muscle"
- why the student's agenda supersedes the teacher's
- how teachers can utilize emergent language even with beginners
- why they decided to write a book on emergent language
More on Richard & Danny:
Connect with Richard on LinkedIn
Connect with Danny on LinkedIn
Grab your copy of their book "Working with emergent language".
See our blog post about this episode.
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we at LYE can help you right now:
1. Sandbox your own course ideas in our free support community for teacherpreneurs.
2. Get your own clients on social media right now
3. Watch this episode on our YouTube channel
4. See our free guides for teachers
5. Book a complimentary consultation with us to look at your goals
The traditional pronunciation model EXCLUDES virtually every teacher - Robin Walker & Gemma Archer
Teacher Talking Time: The Learn YOUR English Podcast
03/29/24 • 107 min
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So many teachers feel they can't teach pronunciation if their speech doesn't sound a certain way. Listen to this episode to discover why that isn't true.
Robin Walker and Gemma Archer are pronunciation specialists who co-authored "Teaching English Pronunciation for a Global World," which aims to encourage pronunciation instruction from a lingua franca and intelligibility perspective.
We chat with Robin & Gemma about:
- intelligibility, comprehensibility, and accentedness
- why the Lingua Franca Core is what teachers should learn
- their disdain for Jennifer Jenkins' criticism of them - before realizing she was right
- how intelligibility is the thing that allows pronunciation to do its job
- weak forms and why they're not necessary for intelligibility
- why the goal of international intelligibility doesn't exclude other goals
- how to measure intelligibility & use Linca Franca Core diagnostics with your students
For more from Gemma:
For more from Robin:
2. His website - Englishglobal.com
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
Ways we can help you right now:
1. 5in30: Get 5 clients in the next 30 days
2. Just starting your business? Get free guidance in our support group.
3. Already have clients? Share your vision with us: book a free chat to strategize your business goals.
Corrective Feedback 6: Exploring the Discourse with Dr. Neomy Storch
Teacher Talking Time: The Learn YOUR English Podcast
05/28/21 • 38 min
We're thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective Feedback. The series explores the area of corrective feedback through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava's MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can contact us: [email protected]
This is episode 6 of our corrective feedback series, featuring Dr. Neomy Storch. Dr. Storch is an Associate Professor of applied linguistics at the University of Melbourne. She teaches a range of ESL and Applied Linguistics subjects and convenes the ESL program. She is world renowned for her work on second language acquisition, collaborative writing, and academic writing. She has over 100 scholarly works published on these topics, including her 2013 book "Collaborative Writing in L2 Classrooms" and a 2016 co-authored book called "Written Corrective Feedback for L2 Development."
In this episode, Dr. Storch shares:
- the drawbacks of looking at corrective feedback research in a vacuum
- examples of explicit and implicit feedback
- the differences between collaborative and cooperative writing
- the differences between feedback and uptake
- her optimism about the future of collaborative writing
* This interview was conducted by Zahra Azizi and Shrouk Abdelgafar
Partnership with Carleton University:
Throughout the series, MA students from Dr. Kartchava's class will interview leading experts in the field of corrective feedback. We thank Dr. Kartchava for joining this episode and for spearheading this initiative.
For more information on this episode, this project, and those involved:
- view Carleton and Dr. Kartchava's website on Corrective Feedback
- view the LYE blog post on this episode
More from Dr. Neomy Storch:
Her page at the University of Melbourne
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
For more on what we do at LYE:
Join Our Teacher Development Membership
Join our Self-directed Learning Portal
Corrective Feedback 3: Exploring the Discourse with Dr. Rebecca Adams
Teacher Talking Time: The Learn YOUR English Podcast
04/04/21 • 59 min
We're thrilled to announce our new partnership with Carleton University in Ottawa, Canada, to produce an 8-part mini series on the topic of Corrective Feedback. The series explores the area of corrective feedback through interviews with 8 scholars in the field. All interviews are conducted by students in Dr. Eva Kartchava's MA class at Carleton University as a means of assessment to connect researchers to their audience and have her students generate a greater level of understanding and investment in the research from the course. If you are interested in having a similar series produced for your class or institute, you can contact us: [email protected]
Dr. Rebecca Adams joins us for episode 3. Dr. Adams is an Associate Professor in the Department of English at the University of Memphis, USA. She is an applied linguist with interests in instructed second language learning. Her research work focuses on peer communication in second language classrooms, peer corrective feedback in peer interaction and learning, second language task complexity in peer interactions, and focus on form.
In this episode, Dr. Adams highlights:
- the benefits of peer feedback when compared to teacher-provided feedback
- how to establish a conducive classroom environment for peer feedback to be most effective
- types of corrective feedback and their effectiveness
- whether students are actually hesitant to provide feedback to their peers
- if teachers should wait for peer feedback to occur naturally or if providing students with training is beneficial
- the connection between task-based language teaching and peer corrective feedback
*This interview was conducted by Marcel Zhang and Leo Liu.
Partnership with Carleton University:Throughout the series, MA students from Dr. Kartchava's class will interview leading experts in the field of corrective feedback. We thank Dr. Kartchava for joining this episode and for spearheading this initiative.
For more information on this episode, this project, and those involved:
- view Carleton University and Dr. Kartchava's website on Corrective Feedback
- view the LYE blog post on this episode
For more on Dr. Adams:
Her book "Peer Interaction and Second Language Learning"
Her book "Teaching through Peer Interaction"
Are you a language teacher and interested in taking part in her new study on peer interaction? Click here.
Podcast Creation:
This episode was created with support from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
For more info on what we do at LYE, check out:Our Teacher Development Membership
Episode 37: Twenty Twenty Won
Teacher Talking Time: The Learn YOUR English Podcast
12/19/21 • 66 min
Want to teach less and earn more? Find out how.
Mike, Andrew, and Leo sip some nog and reminisce on the year that was. From COVID to a corrective feedback series to interviews with amazing scholars, it was quite the year for the Teacher Talking Time Podcast. Here, the guys touch on the year's most listened to episodes, words of the year, how language has changed during the pandemic, which is ebb and which is flow, and predict what 2022 might have in store - including some work-life balance goals. Thanks for listening this year and stay tuned for many exciting things we have in store for 2022.
Happy holidays from us at Learn YOUR English!
Read more about this episode on the LYE blog.
Podcast Creation:
This episode was created with support from Thinkific & Podbean. If you're looking to launch a course or start a podcast, we highly recommend them - and use them ourselves.
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: [email protected]
For more info on what we do at LYE, check out:
Join Our Teacher Accelerator Program
Episode 9: A Teacher's Responsibility is his or her Response Ability
Teacher Talking Time: The Learn YOUR English Podcast
04/20/19 • 45 min
LYE's Leo and Andrew jumped across the atlantic recently to attend the annual ELT conference at International House, Barcelona. Teacher Talking Time is happy to present a mini series chronicling their travels, the conference, and all teaching related (and some non-teaching related) takeaways from the journey.
This is part III, and is dedicated to a talk by Dr. Angi Malderez. Malderez is an Honorary Senior Fellow of the School of Education, the University of Leeds, and her bio and many works can be seen here. Her research area is mostly in the practices of supporting teacher learning.
At the IH Conference in Barcelona, she spoke about the need for teacher's to be able to respond in real time to what is happening in the classroom. She highlighted that this is something that needs to be developed, and is much more difficult than it seems. Maldarez identified common "blinkers" and touched on the difference between observing and noticing, and how teachers very rarely give "feedback" in the conventional sense.
In this episode, Mike, Andrew, and Leo sit down to discuss the topic and how we as teachers can learn to apply it in our classrooms. Dr. Malderez was also kind enough to sit down with us to give us a 1-1 interview (14:35). Many thanks to Angi for her generous time!
For more info on what we do at LYE, check out:
Our catalog of online courses on Thinkific
Or shoot us an email: [email protected]
If you like the show, we have a Tip Jar on our website for people looking to help with the creation of our show.
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FAQ
How many episodes does Teacher Talking Time: The Learn YOUR English Podcast have?
Teacher Talking Time: The Learn YOUR English Podcast currently has 92 episodes available.
What topics does Teacher Talking Time: The Learn YOUR English Podcast cover?
The podcast is about Podcasts and Education.
What is the most popular episode on Teacher Talking Time: The Learn YOUR English Podcast?
The episode title 'Episode 37: Twenty Twenty Won' is the most popular.
What is the average episode length on Teacher Talking Time: The Learn YOUR English Podcast?
The average episode length on Teacher Talking Time: The Learn YOUR English Podcast is 70 minutes.
How often are episodes of Teacher Talking Time: The Learn YOUR English Podcast released?
Episodes of Teacher Talking Time: The Learn YOUR English Podcast are typically released every 20 days, 4 hours.
When was the first episode of Teacher Talking Time: The Learn YOUR English Podcast?
The first episode of Teacher Talking Time: The Learn YOUR English Podcast was released on Jan 29, 2019.
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