Resumen de Mentoring Teachers: Supporting Learning, Wellbeing and Retention
And there she was: the slightly built, nimble young woman whose smiles and grimaces said it all. One of the teacher-trainers in 1982, when I attended the Summer School for International Teachers organized by the British Council at Exeter University. It was a spectacular line-up, anyway, the true significance of which only emerged much later: Jill and Charles Hadfield, Tom Hunter, Angi Malderez, and John Nuttall as Course Director, who became my MA tutor three years later.
It was the first time I heard about Communicative Language Teaching. Over the three-week course, we were immersed in the new approach and were encouraged to rethink (often just to tweak) the methods we had employed and the activities we had used. We came to appreciate the benefits of applying such simple concepts as the information gap, pair and group work, and the importance of employing language as a tool for communication. I went back to Hungary reassured that, even though I didn’t know it had a name, what I had been experimenting with since graduation (six years before), was validated as appropriate and effective in my own contex
