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Some of the questions answered in this book
Where did communicative language teaching go wrong?
If the communicative approach is dead, what do I use instead?
Why did the grammar/translation method fall out of favour?
Is the language teacher a trainer, facilitator, role model or what?
Can I teach translation without teaching grammar?
What is blended learning and how can I exploit it?
How do I find the time to set up interactive online lessons?
Are virtual worlds important for language learning?
Can I teach English in Second Life and why should I?
Should I teach culture and if so, which?
Why is the concept of International English misguided?
Should I talk about sex in the classroom?
Why is humour important in English language teaching?
Should there be taboos in the language classroom?
How can I teach my students intimate language?
What is the secret of being a good English teacher?
Can you learn a language from a dictionary?
Which is better: teacher-
centred learning or learner-
Are native English speakers really better teachers than non-
Should I use the student’s first language in class?
Is it the teacher’s job to promote skills?
My students want everything translated. What should I do?
Should I try to make my students think in English?
How can I use translation as an aid to teaching?
What makes a good translation?
How can I teach Technical English more effectively?
What is the importance of content in language teaching?
How can I explain how items of vocabulary interact?
Why don’t grammar rules work?
Are interactive whiteboards an indispensable tool?
What is Superlearning?
Do suggestopaedic techniques work?
What are word set maps and how can I create them?
Why don’t words have fixed meanings?
What should I be teaching my advanced students?
How does context affect meaning?
How do the dynamics of language affect my teaching?
Why are there no right answers?
What is the fractal approach to ELT?
‘Controversy is evident from the very first chapter … it was high time to dust off the cobwebs in the EFL/ELT business.’
‘This book provides a refreshing look at old concepts, opens our eyes to new perspectives and encourages teachers to venture along new paths.’
‘Interesting… instructive and -
not least -
fun to read. A brilliant book!’