This event took place on Wednesday 20 January 2021, and the recording is now available on this page.
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About the webinar
Has lockdown affected the way you teach languages?
We heard from teachers in a range of different contexts on how they’ve worked to make sure that young people can still increase their knowledge and skills, whether they are learning, in class, at home or online.
About the panel
This was a panel event, with speakers from around the world, followed by questions from the audience.
Ruth Horsfall is the Young Learner Courses Manager for the British Council in Spain. She has been working as a teacher, centre manager and academic manager in Spain for over 20 years and specialises in teaching and learning English with Early Years and Primary students. Ruth works closely with language teachers, both in her organisation and in schools in Spain, and since completing her MA in Education and Applied Linguistics in 2010, has been particularly interested in the areas of language and literacy as well as motivation and engagement in the classroom. Most recently Ruth has led the British Council Spain response to the lockdown situation, moving thousands of learners and hundreds of teachers to the virtual classroom environment, working with academic leads and teachers across the country to ensure the online language learning experience for students is engaging, communicative and fulfils objectives.
Leonor Marin Cruz is National English Teachers Association PERU TEC's Academic Advisor as LatinAmerica and Caribbean Society of Well-Being President. She will share how peruvian teachers dealt with the Pandemic in 2019 and reflections teachers have made in order to improve their teaching online during this 2021 lockdown, based on conducted Surveys.
Candida Javaid is Head of German at The Royal Grammar School, High Wycombe in the United Kingdom. She has been teaching languages in the UK since 2005. Her main interests are pedagogy and language acquisition. She has an MA in Education and in 2020 she completed the Chartered Teacher Programme, where her final research project focused on how support materials modelling a teaching activity can improve student confidence in using authentic texts in the KS3 MFL classroom.
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