I am currently working as an ESRC-sponsored Postdoctoral Research Fellow in the Department of Applied Linguistics on an Impact Acceleration Project entitled: Teacher Expertise in the Global South (Economics and Social Research Council Grant Reference ES/T502054/1). The fellowship involves disseminating the findings of my PhD study, completed September 2021, entitled "Eight expert Indian teachers of English: A participatory comparative case study of teacher expertise in the Global South" (see here for more details). Dissemination activities during the fellowship include the writing of a full-length book (a monograph on the study), arranging teacher development workshops and webinars, preparing a policy proposal report and other related activities.
My background is as a teacher educator, educational consultant, author and researcher, working in both language teaching and mainstream education for over 25 years. I have supported teachers in over 30 countries worldwide, pre-service and in-service, for national ministries of education and organisations including UNICEF, the British Council and the University of Warwick, particularly across the Global South (Africa and South Asia). I am also series editor for the Delta Publishing 'Ideas in Action' series.
My published books include teacher resource and teacher education support titles. I have published research (reports, papers, chapters, articles) in a wide range of fields relating to teaching and teaching education, including aspects of methodology, lesson planning, curriculum design, history of language teaching, multilingualism and translanguaging, NNEST experiences and challenges, pre-service teacher education, teacher beliefs, teacher reflection and teaching in difficult circumstances. I am particularly interested in understanding and documenting the contextual challenges, practices and innovations of primary and secondary (language) teachers working in low- and middle-income contexts. I have won several awards for my writing (British Council ELTON Award for Teaching English in Africa; Trinity Chairperson's Award for The Trinity CertTESOL Companion) and my research (Kings College London, Hans Prize in Education; British Council ELTON Master's Dissertation Award). Many of my publications, talks and other resources are available through my website: www.jasonanderson.org.uk
Anderson, J. & Lightfoot, A. (2022). Exploratory survey research. In K. Dikilitaş, & K. Reynolds (Eds.), Research methods in language teaching and learning: A practical guide. Hoboken, NJ: Wiley Blackwell. (Forthcoming)
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). New York: Springer. https://doi.org/10.1007/978-3-030-79143-8_21
Anderson, J. (Ed.) (2021). Our English Club resource book: A resource book for teachers working in English Clubs across Africa. British Council. https://www.britishcouncil.com.sn/sites/default/files/our_english_club_resource_book_2021.pdf
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 Warwick]. Warwick WRAP. http://wrap.warwick.ac.uk/159940/
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. https://doi.org/10.1080/13670050.2018.1548558
Anderson, J. (2021). English Club Resource Book (English Connects). London: British Council. https://www.britishcouncil.com.sn/sites/default/files/british_council_english_resource_book_31_3_2021_print-compressed.pdf
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). New Delhi: AINET.
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. https://doi.org/10.1093/elt/ccaa039
Anderson, J. (2020). ‘Buying in’ to communicative language teaching: the impact of ‘initial’ certification courses on the classroom practices of experienced teachers of English. Innovation in Language Learning and Teaching, 14(1), 1-14. https://doi.org/10.1080/17501229.2018.1471082
Anderson, J. (2020). The Effective teacher of English: An exploratory qualitative study of Indian English teachers’ beliefs. English Language Teaching Education and Development, 23, 10-20. http://www.elted.net/uploads/7/3/1/6/7316005/2_anderson_2020_the_effective_teacher_of_english-indian_teachers_beliefs.pdf
Anderson, J. (2020). The TATE model: A curriculum design framework for language teaching. ELT Journal, 74(2), 175-184. https://doi.org/10.1093/elt/ccaa005
Anderson, J. (2020). A response to Ellis: The dangers of a narrowly-focused SLA canon. ELT Journal, 74(2), 195-197. https://doi.org/10.1093/elt/ccaa016
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. https://doi.org/10.1016/j.tate.2019.102879
Anderson, J. (2019). Activities for Cooperative Learning: Making Groupwork and Pairwork Effective in the ELT Classroom. Stuttgart, Germany: Delta Publishing/Ernst Klett Sprachen.
Anderson, J., & Lightfoot, A. (2019). The School Education System in India: An Overview. New Delhi, India: 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). 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. https://doi.org/10.1093/elt/ccx029
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. http://www.elted.net/uploads/7/3/1/6/7316005/-anderson_2018.pdf
Anderson, J. (2018) Context, analysis, practice: The hidden paradigm in contemporary ELT. In Pattison, T. (Ed.) IATEFL Glasgow Conference Selections. pp. 98-101. Faversham: IATEFL.
Anderson, J. (2018). In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers. [Master’s thesis, University of Warwick].
Anderson, J. (2017). A potted history of PPP with the help of ELT Journal. ELT Journal, 71(2), 218-227. https://doi.org/10.1093/elt/ccw055
Anderson, J. (2017). A fundamental dichotomy in ELT methodology: A response to May Pang. ELT Journal, 71(1), 92-95. https://doi.org/10.1093/elt/ccw071
Anderson, J. (2017). Thinking CAP. Modern English Teacher, 26(3), 13-15.
Anderson, J. (2017). Trinity CertTESOL Companion: A Guide for English Language Teachers. Stuttgart, Germany: Delta Publishing/Ernst Klett Sprachen.
Anderson, J. (2017). Peer needs analysis. English Teaching Professional, 113, 49-51.
Anderson, J. (2016). Initial teacher training courses and non-native speaker teachers. ELT Journal, 70(3). 261-274. https://doi.org/10.1093/elt/ccv072
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’s thesis, King’s College London]. (First prize winner of the British Council ELT Master’s Dissertation Award 2017) https://www.teachingenglish.org.uk/sites/teacheng/files/mda2017_winner_jason_anderson_king_s_college_london.pdf
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. http://www.elted.net/uploads/7/3/1/6/7316005/3_vol.19_anderson.pdf
Anderson, J. (2015). Teaching English in Africa. A guide to the practice of English language teaching. Nairobi, Kenya: 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. ELT Journal, 69(3), 228-238. https://doi.org/10.1093/elt/ccv008 (Editor’s Choice)
Anderson, J. (2014). Speaking Games. Photocopiable Activities to Make Language Learning Fun. Peaslake, Stuttgart, Germany: Delta Publishing/Ernst Klett Sprachen.
Anderson, J. (2006). Role Plays for Today: Photocopiable Activities to Get Students Speaking. Stuttgart, Germany: Delta Publishing/Ernst Klett Sprachen.
Anderson, J. (2004). Teamwork: Interactive Tasks to Get Students Talking. Stuttgart, Germany: Delta Publishing/Ernst Klett Sprachen.
Please see my website here, where I keep an updated list of talks, some of which are available online:
I also publish in the natural sciences, in the field of ornithology, as a hobby. I have contributed to the knowledge base on ornithology in Africa, including for the Cornell Lab of Ornithology, several large-scale bird atlas projects, and a number of publications in journals on avian taxonomy, distribution and systematics (not listed here).
Dr Jason Anderson
Postdoctoral Research Fellow