At a conference last year, we conducted a focus group containing 75 ELT influencers and decision-makers from around the world to ask one question – what’s changing in ELT?
ELT has seen major development over recent decades, with an increasingly globalised approach changing learning objectives and the pressures on teachers, and the rise of digital resources at every corner. The delegates were asked to consider these development and other issues facing ELT today, and what trends they expect to see in their main teaching segment. Their ideas provide major insight on how the world of ELT will change over the next 5 years.
What’s changing in primary?
There’s a strong sense amongst primary teachers internationally that a one-size-fits-all approach isn’t sufficient to address the needs of mixed ability classes. It’s important that differentiation is reflected in any new tools and strategies being developed over the next 5 years, particularly those used for teacher training.
We can also expect to see a greater emphasis on long term progress in new assessment tools, and the importance of observing the changing abilities of children as they grow up.
What’s changing in secondary?
It’s no secret that secondary schools are facing stretched budgets, and teachers are under stress. There needs to be an increased focus on teacher training within ELT materials, and the development of digital resources which support the empowerment of teachers. Currently, there can be a knowledge gap between teachers and their students in the understanding of new digital resources, and this needs to be addressed by publishers.
Bilingual teaching, something we already see widely employed in international schools, will likely soon be taken up in the Secondary curriculum more broadly. Increasingly, we’re seeing a greater demand for cross-curriculum teaching materials emerging, and more subjects using English as the medium for instruction.
What’s changing in adult?
Amongst the teachers of adult learners there was a clear need for ELT materials which incorporate more advanced concepts – for example, teaching students how to adapt their written English for academia for those in universities, including establishing strategies for critical thinking, or the development of technical and other ESP resources for those learning it in the context of their jobs. Customised learning will also be key for adults, so they can adapt their learning plans according to the contexts they will need them.
Collaboration between publishers and higher education institutions, such as Cambridge’s partnership with Laureate International Universities, will also be ever more important. This will ensure learning is contextualised at a local level, and adaptable to the varying needs of different institutions.
Do you recognise these trends and agree with the their predictions? We’d love to hear your thoughts in the comments!