Educational write Laura J. Peskin, based in New York, shares this article with us about Personhood and its implications. (Image by Andrea_44 shared under cc-by-2.0)
In our fifth post in the Greening ELT series, we’d like to say a big thank you to Jennifer Taylor at TESOL France for sharing information about how the association is reducing the environmental impact of their colloquium in Lille on November 30 -December 1 2019. (Click on the link to find out more about the event).
We’re delighted to introduce a new series to the blog, ELT Footprint interviews, where we’ll be talking to a range of ELT Footprinters, finding out what they’re doing, the initiatives they’re working on and the action they’re taking both inside and outside the classroom.
On June 10, 2019, just two weeks after our group was launched, the ELT Footprint page hit 1000 members. We published a blog post to celebrate the occasion. Today, November 3, 2019, our group hit 2,000. In celebration of this fact, we’ve decided to go back and see what we’ve achieved in the last five months.
We are delighted with the ongoing dialogue ELT Footprint is having with IATEFL about their environmental commitment. They are busy working to make the organisation a brighter shade of green. This includes engaging with exhibitors at the annual conference to make sure that they are aware of IATEFL’s new policies and making sure their Exhibitors’ Handbook reflect these policies. Check out their IATEFL2020_Exhibition Environmental Awareness poster with some great suggestions.
Reproduced with the kind permission of Modern English Teacher, Pavilion Publishing 2019. Christopher Graham and Katherine Bilsborough describe a new ELT community.
The global ELT community is becoming more and more socially and – using the team broadly – politically aware. The appearance of global issues such as gender equality, LGBTQ identity, migration and human rights are slowly, rather too slowly perhaps, shifting towards the mainstream in teaching materials, conferences and the general discourse of our community. This is a positive development in itself. But also, perhaps as importantly, a demonstration of our collective realisation that because of our formidable global reach, commonality of purpose (we all somehow teach English) and unique contact with teenagers and young adults, we have the potential to bring about significant changes.
Recently the Woodland Trust (a UK-based woodland conservation charity) got in touch with us on the blog. They wanted to share information about their most recent campaign: The Big Climate Fightback. We had decided to share this information on the blog in order to encourage people based in the UK to take part in the campaign, and to invite people based in other countries to sponsor similar initiatives in their context.
Kate Cory-Wright, one of the founding members of the ELT Footprint Facebook group and an EFL author, teacher, and teacher trainer, has been reforesting a 7-hectare plot of land in the Andes for the past nine years. (See her blog posts about the experience here and here). Based on her experiences of reforesting, she reviews what to consider when considering carbon offset programmes.
In our fourth post in the Greening ELT series, we’d like to say a big thank you to Jemma Hillyer and Helen Holwill at ELT Freelancers for sharing information on the how they are reducing the environmental impact of their ELT Freelancers Awayday in January 2020. (Click on the link to find out more about the event).