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At EF Teach Online, we provide the technology to connect teachers and students worldwide. Here you'll find tools, tips and teacher stories to power your online classes.

David Bish ‹ EF Teach Online

Have you ever heard that an online classroom is “…like a real classroom in many ways”? I have, and each time I wonder, “What should a real classroom offer?” From student comfort and timing to new ways of interacting and supporting students, there are plenty of ways online classrooms and teaching can take learning beyond what the face-to-face classroom can do.  
Here are a few of the top reasons why, to me, online is the way forward: 
The price and time are right 
The nearest regular group classes for me to learn German are a 25-minute train ride away or else I can do a class in the village where I live once every two weeks at 7-9pm. Neither of these really work for me but I can find online group or 1:1 classes at any hour of the day, take them wherever I am and fit back into my routine. It’s very easy to step up the number of classes I take in a quiet week or before an exam. As a student, I am in control of my learning and can balance it with the other pressures on my life. 
You won’t catch anything 
Students can learn with their mask off and be face to face with the teacher and other students from around the world. EF has offered additional language classes to students in lockdown and quarantine, making it one of the most productive things you can do, and helping you connect with others when other social contact is out of the question. 
You can capture everything 
Everything has already been digitized, so screenshots, cutting and pasting and recordings all become simple ways to support your learning. You can refer back to instructions, check the target language even when it’s wiped off the board and check the improvements in your pronunciation from the last lesson easily. 
All the scaffolding you want 
I am a big enthusiast of technology, but I am a messy learner – I do like to write in a notebook, refer to sticky notes from previous lessons, make annotations on my coursebook, refer to an online dictionary, a search engine and screenshots I made of the board in the last class. Whether a learner or teacher, all of this support material can be on my desk but not encumber my interaction with others. I can take a sneaky look at additional notes as and when I need, allowing me to learn how I like. 
You can be who you want to be 
One of the burdens of learning a new language is the ‘reduced personality’ you experience in not being able to express yourself with your usual range of subtlety, idiom and register. As your language develops you play many different roles, mimicking how a speaker responds in different situations. Patient, Salesperson, Hotelier and Tour Guide are all familiar roles for language students. In the online classroom it can be so much easier to take on a new identity just like in an online game, pretend to be whoever you want and immerse yourself in context. Even better, you can easily update and re-invent that persona whenever you want. 
Disabilities disappear 
Which of the students or teachers in the online class is in a wheelchair, hospital bed or has a physical disfigurement? The others in the class don’t need to know. Online learning can open doors for all of those who want to learn or teach without sharing that part of themselves. 
A global workplace 
In theory, a teacher from anywhere in the world can teach students anywhere else. Visa issues are reduced and while the spectre of nativism doesn’t entirely go away, there are greater opportunities for qualified and experienced teachers online regardless of the passport they hold. This also offers students the choice to be matched with a teacher they want. 
I feel like I am just getting warmed up – there is the clarity of visuals and audio, the speed and ease of setting up tasks and sharing material, the increased number of ways to provide feedback to an individual student and quite a lot more. 
So all in all, well thought out, planned and taught online teaching can be the best way to lean a language for many students. After all, EF have been teaching languages online for around 20 years opening doors for thousands of students around the world. 
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here.</a>

Have you ever heard that an online classroom is “…like a real classroom in many ways”? I have, and each time I wonder, “What should a real classroom offer?” From student comfort and timing to new ways of interacting and supporting students, there are plenty of ways online classrooms and teaching can take learning beyond …

When online teaching can be better than face to face - EF Teach Online

When online teaching can be better than face to face ‹ EF Teach Online

When online teaching can be better than face to face

Did you train first to teach adults or younger learners? With many specialist courses for face to face and online, this all means that teachers are becoming more specialized right from the start. This is great in professional terms, but what when your circumstances change, and you need to switch? What catches you out?
I have zig-zagged between working with children and adults for most of my career, with younger learner summer-school work and course book development, interspersed with work on online courses and academic management of adult schools. Recently I made the switch again. As I need to unlearn as much as I need to learn, I wanted to share the experience of change.
The easy start is recalling the main differences between the younger and adult language learner:
Cognitive differences:
Adults can deal with more complex or abstract material and are able to work things out more. Younger learners need detailed, explicit support. While adults will want to work on rules and explanations, the language younger learners use needs to be contextually immediate and usable.
Sensory differences:
Children need to be stimulated on all five senses to stay engaged. This offers a wealth of learning activities that adult learners are likely to have moved away from, although they can still benefit. Adult learners may feel strongly about how they learn best.
Learning skills:
Adults can take notes, use reference material, have a more expansive vocabulary, and draw on other learning experiences to make sense of things. Children are more intuitive learners, curious about the world and looking for models, comfortable to mimic, repeat and practice. 
Motivational differences:
With younger learners, you need to make everything intrinsically motivating. In contrast, adults will want to see the value of an activity and course. Adults can be prepared to work hard if the activity helps them make progress.
Affective differences:
Adults may feel trapped and embarrassed by their limited expression at a lower level, experiencing what is called ‘reduced personality’ or childlike. Younger learners can be eager to try things but may still lack self-confidence and are vulnerable to peer pressure.
But simply knowing the differences is not enough – I see a lot of teachers’ well-practised habits getting in the way of connecting with their new students. So, from the points above and recent classroom observations, I came up with the following checklist to ensure you notice the habits to change.
Switch summary – are you changing?
<ol>
<li>Age is a continuum, so do not use a puppet with teens, but some of these points may surprise you:</li>
</ol>
Kids to adults:
<ul>
<li>Speak more naturally with less name repetition and non-specific praise.</li>
<li>Offer more autonomy and choices to the student.</li>
<li>Be open to working with resources such as business correspondence, apps, or old course material the learner has and likes using.</li>
<li>Expect the student to take notes, do some preparation and refer to reference materials – allow time for this.</li>
<li>Expect that the student has other teachers who have explained things differently and will have questions about learning – embrace these.</li>
<li>Students are likely to want creative input and variety rather than repetition or simply copying.</li>
<li>Include more writing work in lessons and beyond.</li>
<li>Expect to have to show the students how much they are achieving in your lessons.</li>
</ul>
 
Adults to kids:
<ul>
<li>Keep the student engaged with your voice and body language.</li>
<li>Expect to motivate the student by making learning fun.</li>
<li>Make your classroom space intriguing with posters, maps etc. on your wall and use realia whenever possible.</li>
<li>Make tasks shorter and with more variety – tasks can be repeated often.</li>
<li>Reduce or remove the writing load on students.</li>
<li>Try to follow student interests but do not expect them to make choices or guide lesson content.</li>
<li>Use more hands-on activities – keep learning multisensory.</li>
<li>With very younger learners, be ready to sing and over-act.</li>
<li>Remember you have to model behaviours as they will look to copy. This also means a clear switch in behaviour when you need to focus our attention.</li>
</ul>
Want to know more? Some excellent resources:
Teaching by Principles, H Douglas Brown
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

Did you train first to teach adults or younger learners? With many specialist courses for face to face and online, this all means that teachers are becoming more specialized right from the start. This is great in professional terms, but what when your circumstances change, and you need to switch? What catches you out? I have zig-zagged between working …

Teaching Different Ages - EF Teach Online

Teaching Different Ages ‹ EF Teach Online

Teaching Different Ages

Teaching different ages

This is something we often talk about with our home-based online teachers. Here is our collected knowledge, but there is a lot of personal preference involved so we are keen to hear your tips and suggestions too.
Chair
Your chair is going to make or break your online teaching. You don’t want to stoop over the keyboard so a high chair position and high table work well – your back should be straight, so lower back support helps; if you like numbers, it’s a 90-120° angle at the hips and a 90-100° angle at the elbows to the keyboard with your monitor raised to mid-eye height. Some people relax best with a standing desk, but the diagram below shows the typical ergonomics. A chair that allows some adjustment in height will avoid you getting set in one position and the ability to put your feet up on something occasionally adds to comfort. As does getting up and taking a walk around the room with your eyes off the screen for 5 minutes between lessons.
 
Location
Ideally, place your setup facing the window, it will naturally light your face on camera. If the window is behind you, you are likely to be a silhouette and if you are sideways to a window, you’ll look like two-face from Batman.
If you are getting too much glare, consider a net curtain or transparent roller blind to diffuse the light.
For background, you really don’t want students distracted by the cat or that dirty pile of laundry, so a fairly plain wall is best although bookshelves have been in vogue for some time. A greenscreen can make an amazing difference if you want to use virtual backgrounds and hide that laundry! A pop-up green screen is handy, but you can also improvise using an ironed cloth hung over a dress rail or similar (oh and it doesn’t have to be green!)
Lighting
An additional source of light like a simple desk lamp can keep your cheeks looking rosy if you use an inbuilt laptop camera. If you use harsh professional lighting, you may find that ring light becomes a permanent red O when you shut your eyes to sleep for the night.
Accessories
A plug-in webcam is not only usually better quality than the one in a laptop, but it also adds a little bit of height that makes your eyeline much more natural for students when looking at the screen. You may still typically want to raise the computer a bit though so that you don’t look down as you work – literally a pain in the neck.
Audio-wise some sort of headset with a microphone is best. It’s less distracting to those around you, picks up less external noise from them, and avoids you sounding like you are speaking from an echo chamber with huge thumps as you type. If a headset doesn’t suit your hairdo, earbuds work well and AirPods are an excellent unobtrusive way to go. Some people like those big furry ‘vlogger’ mics which look very professional, but apart from being in the way of the keyboard, they also tend to make you slip into character as a sports commentator which isn’t always the best way to reduce teacher talk in the classroom.
Teaching aids
Elbow room and space on the table around you allow for anything like notes and a phone (often an essential backup for a quick Google or to get a message to a colleague or student when you need help). Some teachers also keep a few pieces of realia handy on the desk to change role (my bow tie for formal!) or to introduce language (I have seen mugs, pub menus, and a packet of kale, all used to good effect!).
I like to have a second monitor behind my laptop for reference material – most monitors also swivel (yes really!) which is great for looking at a lesson plan or a piece of student writing as you work.
Some teachers, especially those teaching younger learners, like to have a mobile physical whiteboard handy – this can work and makes the statement ‘we are in a classroom’ but it’s only really worth the clutter if you actually use it.
Are you sitting comfortably? Let’s begin.
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

This is something we often talk about with our home-based online teachers. Here is our collected knowledge, but there is a lot of personal preference involved so we are keen to hear your tips and suggestions too. Chair Your chair is going to make or break your online teaching. You don’t want to stoop over …

Setting up the ideal online teaching space - EF Teach Online

Setting up the ideal online teaching space ‹ EF Teach Online

Setting up the ideal online teaching space

There’s always a lot of debate about how much academic theory trickles down into language teaching. I have selected influential learning theories that show why and how group lessons have got where they are today. These also suggest approaches for things like classroom management, correction and when to present new language.   
<ol>
<li>Zone of Proximal Development (Lev Vygotsky, 1925)</li>
</ol>
This theory suggests we connect new things we learn to what we already know and that learning something more distant or less connected is harder. We can only learn some things alone, but with support from another person (more knowledgeable other) or specialised tasks or tools (scaffolding), we can extend our range of learning. As well as suggesting learners need each other, this warns that if you overstretch students alone or without good task support or guidance, they will become lost or turned off to the learning.  
<ol start="2">
<li>Negotiation of Meaning (Michael Long, 1981)</li>
</ol>
To activate their knowledge of a second language, students need to produce as well as modify what they are saying. This pressures students to recall the language they know as well as refine and adapt it as they communicate with others. Teachers often correct students by getting them to rephrase what they said so it is clear. However, allowing them to negotiate meaning with another student is more productive because the student needs to make their meaning clear to another who otherwise does not understand. Long’s work points to this being an effective and authentic way of learning.  
<ol start="3">
<li>The output hypothesis (Merril Swain, 1985)</li>
</ol>
The idea here is that what matters most in learning is the language students produce (together). Students creatively construct language – often together in response to another speaker. Here they can see what works, notice language that builds a connection with who they are speaking to, and they are more likely to notice errors in the language they produce. This makes language learning more personal in a way but also focuses on creating meaning with others. For this to work, recording a presentation and playing it back to yourself to spot errors would be less effective than working on a presentation with a partner that you both then share with others.  
<ol start="4">
<li>Complexity theory (Diane Larsen – Freeman, 1997) </li>
</ol>
Language learning is not a simple pre-set progression of learning and mastering one form after another. Although students build up their language layer on layer, no two students acquire a language the same way. Cognitive abilities, skills, and social interactions influence a student’s pace of language learning. This reminds us that learners may use different language skills and forms to complete the same tasks and that your classes will always have a ‘knowledge gap’ or a ‘skills gap’ that is useful in student-to-student learning.   
Like I said, second language acquisition theory (SLA) is nothing if it isn’t controversial. Theories in 5-10 years’ time will likely contradict some of these points and support others. These ideas come from classroom practice, so what do you think? 
 Are there any specific teaching techniques that you use which stem from these theories? 
Are there any techniques you feel work which go against these ideas? 
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

There’s always a lot of debate about how much academic theory trickles down into language teaching. I have selected influential learning theories that show why and how group lessons have got where they are today. These also suggest approaches for things like classroom management, correction and when to present new language.    Zone of Proximal Development (Lev Vygotsky, 1925) …

From Social Learning Theories to Group Language Classes - EF Teach Online

From Social Learning Theories to Group Language Classes ‹ EF Teach Online

From Social Learning Theories to Group Language Classes

From social learning theories to group language classes

<h4>“Help! None of my students are the same level!”</h4>
It’s a truism about teaching that as soon as you have two students in your group, your class is mixed ability.  
In the language classroom different strengths and weaknesses in communication skills can even make it difficult for some to simply know what is going on and join in with the lesson. Fortunately, we are long past the days where my Director of Studies told me – we teach to the highest level in the class here – the rest just have to keep up!  
The opposite is true in ensuring students get the most out of their learning.  The teacher needs to grade their language of instruction down to the lowest level in their group. Everyone needs to understand what to do! But then when it comes to the learning content, the teacher has three main choices: 
Differentiation by input: 
Give students the same activity with different material. A reading that will challenge and engage the stronger students, for example, while those developing the skill have a simpler or shorter text with similar content or structures. In online classes, that might mean a link to a different video clip for different students then involved in the same follow up task. 
This can also be done by having multiple short statements or questions on a screen and assigning different ones to different students.
And in online classes you can often provide additional input to a student who needs help by sending your support in a private text chat 
Differentiation by task: 
Although having learners share differences they found in content is a language teaching staple (Jigsaw reading, split listening, comparing pictures…) the juggling act of running an online classroom can be simpler if everyone is working with the same content. So here, you just set something different to do with the material or ask different degrees of questions about the same video or text.
This is where a teacher may group students of similar abilities to focus on a version of the task together. Rather than just making one task a shorter version of another, something that feels different will help student feel more valued. If groups are reporting back or performing in front of their classmates, you can begin by looking at the more basic version, praising valuable outcomes, and then looking at the subsequent versions. 
Differentiation by outcome: 
This one is about expectations – a teacher should be looking for different expected learning outcomes for different students in their class. In task-based instruction, the students can also be involved in the goal setting – it’s their lesson after all. 
A teacher can frame differentiated outcomes by considering what all students should minimally get out of a task. This might be ‘describing past events’ while most students should be able to ‘describe the regularity of past events’ and a few may be able to ‘compare the time they spent on different hobbies as a child’. Knowing where a student is at, setting and rewarding success in your shared expectations of their progress is true mastery of differentiation. 
Fortunately, differences in ability and knowledge in the communicative language classroom also create a kind of ‘communication gradient’ where imbalances in what students know or can do gives them a meaningful reason to communicate. The smart teacher can make great use of this in a few more ways: 
Give students different roles: 
You can pair students of different levels together where the stronger student can drive the conversation, such as, ask the questions or outline the text students are writing together. Small pair-work roleplays are perfect for this, where you can set up ‘who’s who’ in such a way that the stronger speaker leads, but the students have to work together to complete the task. Anyone watching or listening needs a role too, such as, checking what vocabulary was used (lower level) or listening out for effective intonation (higher level). 
Have learners teach and test each other: 
When a student talks about what they know, they are at an advantage even in a language they don’t. Have the weaker students tell the class about his pet pug just as much as you might set another student the task of explaining a grammar rule. Where other students are quizzed or get to ask questions of their classmate to understand deeper or clarify language, you have everyone learning and language emerging. 
So, difference is good in the social makeup of an online class.  It adds challenge and authenticity, especially where learners are travelling vicariously and connecting online from different worlds. There is so much students have to say and do together. So let’s flip the question – if your students were the same level, what would you do? 
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

“Help! None of my students are the same level!” It’s a truism about teaching that as soon as you have two students in your group, your class is mixed ability.   In the language classroom different strengths and weaknesses in communication skills can even make it difficult for some to simply know what is going on and join in with the lesson. Fortunately, we are long …

Differentiating in the Online Classroom - EF Teach Online

Differentiating in the Online Classroom ‹ EF Teach Online

Differentiating in the Online Classroom

Differentiating in the online classroom

Is your online lesson like a home delivery pizza; expertly prepared with measured ingredients in a neat hygienic kitchen and delivered red hot and ready for the student to consume? That pizza is exactly what was advertised on the website the student chose from, although they may have to pick out the olives if they’ve never liked those.  
Or is your lesson more like a barbecue in your backyard where friends bring something along and cook it together? Some of the offerings end up burnt and lost in the fire, while those mushrooms offered from one student along with another’s grilled onions go with your halloumi in a way you would never have imagined.   
Does one of these describe your favourite way to serve up a lesson? Let me put that another way, which of the following lesson descriptions sound more familiar?  
  
Lesson 1: The broadcast  
Also known as Delivering a lesson, The sage on the stage, the lecture, chalk and talk, teacher fronted classrooms.   
This is the easy one to plan and teach. Easy because the teacher only has to worry about what they do. They don’t need to think about what the learners do.  
Perhaps an excellent broadcaster will consider the needs of their collective audience (which could be as small as one), what they are already likely to know and what they need to know by the end. A superlative broadcaster may even put in a test or poll of their audience early on to see what they know and use this to select one or two options in what they present.  
If you are doing this, you will carefully prepare slides, maybe even with animations that reveal the language you are presenting deductively step by step. You might even add multimedia like a song or video that contains a strong message or examples of language you want the students to catch. If students have missed something, you might remind them that they can check the recording afterwards or even give them a link to a handout.    
This lesson will likely finish with perfect timing. You may reserve the last five minutes for questions, or refer learners to a website if they missed something before informing them about the topic of the next lesson to close.  
  
Lesson 2: The dialogic  
Also known as the Deep end CLT, the student-centred classroom, experiential learning   
This one can never truly be called delivering a lesson. It is hard because the language emerges, it is a product of everyone in the classroom. The examples, the questions, the correction and feedback are not something the teacher could entirely predict. The teacher recognizes that they are not the one ‘presenting language’ or ‘delivering the lesson’ the lesson and the language is a product of the work of the group who all need to contribute.     
Teachers who work this way like to call themselves facilitators. Rather than present language, teachers in this role set up tasks and create opportunities for learners to participate. Perhaps if things don’t go smoothly, they help with additional resources, highlight key vocabulary on-screen or temporarily redirect questions to other students often with the help of text chat or on-screen tools so that they don’t interrupt learners while they’re on task.   
The teacher here does need to ensure that they thank everyone for what they brought to the lesson at the end and remind them of what the group enjoyed and learned from. They will make a strong summary and check that the learners recalled what they had with some final questions.  
  
Which lesson is most valuable to your students?  
I hope my analogy holds up and you can see that the broadcast lesson is like the home delivery pizza while the dialogic is more like the meal created at the barbecue–possibly curated by the host but owned by the diners.   
The student receiving that pizza is mostly a passive recipient of the learning they have had delivered. On the other hand, you cannot just stand by the backyard barbie – everyone needs to bring something along and join in or go hungry.  
My two types of lessons are deliberate extremes. Perhaps all online lessons can be considered somewhere on a scale between these two–somewhere between the pizza delivery and the backyard barbie.   
Most of us love a pizza sometimes as it’s low effort and feels safe. Even though we drop some carefully prepared food in the barbecue, the combination of people and unique flavours makes it something that stays with us long after the meal has finished.  
So even if it’s pizza night – why not be bold and try a barbie. 
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

Is your online lesson like a home delivery pizza; expertly prepared with measured ingredients in a neat hygienic kitchen and delivered red hot and ready for the student to consume? That pizza is exactly what was advertised on the website the student chose from, although they may have to pick out the olives if they’ve …

Delivering two types of lessons - EF Teach Online

Delivering two types of lessons ‹ EF Teach Online

Delivering two types of lessons

For the last 19 years the British Council, one of the leading organisations promoting quality English Language teaching, has run annual awards for innovation in language teaching – the Oscars of the EFL world: The ELTONs. 
EF is no stranger to these awards; with ‘innovation’ as one of our core values we have made it through the initial nominations at dozen times and have been finalists twice in 2013 and 2018. For next year’s award we have a sure-fire winner coming up, but for this year I joined the ceremony in the UK to meet our colleagues from other top EFL institutions and celebrate their innovations and success. 
So what did I learn from this meeting of EFLs movers and shakers just as COVID19 restrictions come to an end in the UK? 
The pandemic and the switch to online teaching were on most people’s agenda and apps for teaching at home or tools that help teachers reach students better online seemed to be main themes. At the same time, it was clear that the value of human contact in teaching, learning and the award ceremony itself was on everybody’s lips. 
For example, it wasn’t the high-tech finalist of an AI solution for remote classrooms that won the award for digital innovation; it was a simpler use of pictures and audio to flexibly enhance reading online, inclusively supporting students with reading disabilities <a href="https://ciell.eu/learning-resources/">CEILL</a>. Making more noise were two relatively low-tech teacher networks using Facebook live, Zoom and Skype to support remote English language teaching. The <a href="https://www.handsupproject.org/">Hands Up</a> project reaching students from closed-down schools in Gaza won that. I spoke to Sara Wood from that group of teacher volunteers who assured me that it is how teachers reflect on what they do, sharing and creating new routines that make online teaching work. She was also a firm believer that every teacher is different, and we have to look for how classroom tools like the online board or camera or text chat allow us to connect with our students in different ways that suit us best.  
Reflection on classrooms and teachers was there again in the lifetime achievement award, which went to professor N S Prabbu – the man behind the Bangalore Project which gave rise to <a href="https://voxy.com/blog/2016/10/task-based-language-teaching-really-mean/">Task Based Language Teaching</a>. This work emerged from investigating classroom teaching in India and putting teachers first.  
I also felt the ELTONs had a good international feel this year with entries from 55 countries and awards going to smaller independent publishers and projects. There were a record number of entries, but it would be good to see still more non-native speakers at the ceremony and on the podium.
It’s amazing how much work and passion people have put into their work! Two of the winners told us that it had taken ten years to build up their work to get it published and win the ELTON today. It was a similar story with many of the other teachers and writers I met at the awards such as Luke Nicholson who has been working on his independent <a href="https://improveyouraccent.co.uk/Course/">Online English Pronunciation</a> app to support self-study combined with private lessons for ten years before seeing it become an ELTONs finalist. Perhaps the proudest moment of the ELTONs for me was meeting one of my former EF teacher trainees Andrew Sculley who after starting his career with us was part of one of the finalist teams with <a href="https://view.pagetiger.com/oxford-discover-futures-brochure">Oxford Discover Futures</a>.   
I felt there was a message for teachers in this. Keep the learning human and social, especially right now when people have been driven apart more than ever by the pandemic. As teachers, we should all seek to innovate in small ways (after all it is an EF core value) and look for what is most <a href="https://rudn.tlcjournal.org/archive/2(1)/2(1)-02.pdf">‘plausible’</a> for us, as Prabbu puts it. Finally, let your passion fuel your innovation – nothing is impossible, and a good idea now built up from classroom practice with commitment can become the prize winner and success in the EFL classrooms of tomorrow.
Good luck! 
 
FIND OUT MORE 
See details of nominated projects here 
<a href="https://www.teachingenglish.org.uk/article/eltons-innovation-awards-2021-finalists">https://www.teachingenglish.org.uk/article/eltons-innovation-awards-2021-finalists</a> 
See video interviews with the winners here
<a href="https://www.facebook.com/TeachingEnglish.BritishCouncil/videos/286795323338735">https://www.facebook.com/TeachingEnglish.BritishCouncil/videos/286795323338735</a> 
See the full list of ELTONs 2021 winners here 
<a href="https://www.teachingenglish.org.uk/article/eltons-innovation-awards-2021-winners">https://www.teachingenglish.org.uk/article/eltons-innovation-awards-2021-winners</a> 
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here.</a>

For the last 19 years the British Council, one of the leading organisations promoting quality English Language teaching, has run annual awards for innovation in language teaching – the Oscars of the EFL world: The ELTONs.  EF is no stranger to these awards; with ‘innovation’ as one of our core values we have made it …

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David Bish

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