We commission and carry out research in the field of English language teaching and learning, making the results available for policymakers, researchers and academics through our publications. Our publications are found in the groups below and also as stand-alone publications:
This report by Simon Borg, Amol Padwad and Pranjana Kalita Nath provides an overview of how English language teaching, learning and assessment are currently situated within school-level education in India. The report provides up-to-date contextual information, exploring policies and practices. The authors draw on policy documentation, research studies and a small number of interviews and focus groups to provide an overall picture of the current scenario. They provide commentary on the status of English within the curriculum, classroom practices, how teachers are supported to develop their skills and knowledge and the opportunities, challenges and future trends that the authors have extrapolated from their research.
This report examines the British Council’s use of a model of continuing professional development (CPD) called Teacher Activity Groups (TAGs). Drawing on evidence from six projects in different countries, the analysis reviews the implementation of TAGs, their impact on teachers and students, and the challenges that TAGs may give rise to. Recommendations for setting up TAG projects are also provided. Although the projects reviewed here mainly involved teachers of English as a foreign language in primary and secondary state schools, TAGs can support the CPD of teachers of any subject at all levels of education. The insights provided here will, therefore, be relevant to the use of formal communities of practice for teacher development more generally.
This free handbook is a step-by-step guide for mentors supporting teacher-researchers and offers insight, practical ideas and activities based on direct experience of classroom-based research in multiple contexts. Divided into two parts: Mentoring foundations and The process of teacher research, the 12 units can be used independently or all together. With accompanying tasks and videos, the handbook is a useful resource to explore concepts like designing research questions and building research into routine teaching. This handbook facilitates reflection and includes references to additional resources. Use it individually or with peers to develop your skills in effectively supporting classroom-based research and enrich your professional development. The book will also be of use to school and educational leaders who are considering implementing teacher research and are looking for input and guidance on how to do this effectively.
Publications in this area explore current trends in the use of English in India within education systems.
These resources explore research into teacher and teacher educators' continuing professional development and innovative practice in India and beyond.
Three key reports present recent research into the use of English and skills for empowerment in India and South Asia.
Publications in this section present the results of research done as part of our state partnership projects, working with English teachers in the government sector in India.
Selected conference papers are published each year following our English Language Teacher Educator Conference – the largest of its kind in the world.
This series presents the work of writers who were supported in carrying out and presenting the results of action research on the teaching and learning of English in a wide range of contexts in India. All the writers work, in different capacities, to support learners in developing their English skills.
This award was implemented to encourage classroom-based action research in English language learning and teaching and stimulate innovation.