April 2017

The enormous amount of existing materials for the teaching of English to young learners might lead us to think that everything has been invented and nothing is left to be discovered in EFL. But when you are in a real classroom working with children you realise that not all existing materials are equally successful in the class. Why is that? Why do children seem to like some of the materials straight away but do not pay attention to some others? What do children like and what are the main practical implications in terms of materials for the EFL class?


Latest Issue

March 2018

March's issue is dedicated to the skeleton of any language, grammar. Our contributors explore the art of teaching grammar and try to investigate if learners actually need grammar and if so what...

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