Jason Anderson

Historical literature on communicative language teaching (CLT) often includes extensive discussion of the origins of “communicative competence” in the work of Dell Hymes, (1966, 1972), as well as its subsequent uptake by others, such as Sandra Sauvignon (…

Jason Anderson and Jaber Kamali We think of life almost as one thinks of a work of fiction: we have one or many plot lines; we are a character in our own stories; others become characters in our stories; we live our stories in cultural and social settings…

I very much enjoyed Neil McMillan’s witty and creative plenary on the last day of the IATEFL Edinburgh Conference (McMillan, 2025), in which he lamented the lack of interest in methodology in recent IATEFL plenaries and made a convincing case for task-bas…

Test-teach-test is one of a number of lesson planning frameworks that are taught widely on short certification courses for English language teaching (ELT), such as the Cambridge CELTA and the Trinity CertTESOL.

I sometimes think that educational researchers, particularly applied linguists, would benefit greatly from taking occasional time out from their work to engage in what we might call ‘empathetic observation’.

In our recent paper (Mahapatra & Anderson, 2022), Santosh Mahapatra and I propose a multilingual curricular framework for Indian educational boards, which we call ‘Languages for Learning’ (LFL).

This blog post has since been published as an article: Anderson, J. (2023).

If you were to pay a visit to Fithi1 Junior School on a Saturday or Sunday, you could be mistaken for presuming it was a regular day’s schooling.

It’s an often unchallenged mantra of many ELT writers, methodologists and commentators that ‘reading aloud’ is an ineffective or misguided practice in English language classrooms (e.g., Wilson, 2019; also see this recent Twitter discussion).

My recent contribution to the ELT Journal Key Concepts feature (Anderson, 2020a) provided an opportunity to investigate the concept of reflection.