Skip to main content Skip to navigation

Dr Jason Anderson

Personal Profile

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 a summary reportLink opens in a new window and here for a policy briefLink opens in a new window). Dissemination activities during the fellowship include the writing of a full-length book (a monograph on the study for Cambridge University Press), 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' seriesLink opens in a new window.

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; the Christopher Brumfit Essay PrizeLink opens in a new window, 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: opens in a new window

Twitter: @jasoneltLink opens in a new window ORCID profile: opens in a new window

Selected Publications

Anderson, J. (2022). What's in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives. Language Teaching. Advance online publication. 

Anderson, J. (2022). The translanguaging practices of expert Indian teachers of English and their learners. Journal of Multilingual and Multicultural Development. Advance online publication. opens in a new window

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

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

Mahapatra, S. K., & Anderson, J. (2022). Languages for learning: A framework for implementing India's language-in-education policy. Current Issues in Language Planning. Advance online publication. opens in a new window 

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. opens in a new window 

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 Warwick]. Warwick 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). 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). ‘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. 

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. 

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. (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). 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). 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. 

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

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

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) 

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. ELT Journal, 69(3), 228-238. (Editor’s Choice)

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 (Future of ELT, Stafford House), India (both ELTAI and AINET National Conferences), Saudi Arabia (Saudi TESOL), Israel (English Teachers Association), Ukraine (IATEFL Ukraine) and Egypt (Pharos University International ELT Symposium) as well as invited talks for British Council, the KAASH Foundation, EFL University Hyderabad, Teaching House London, Delta Publishing 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: opens in a new window

Additional Information

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).

Please note that in my current post, I do not supervise PhD students.