In our 10th post in the Greening ELT series, Noni Gilbert, one of the vice presidents of FECEI (the Spanish federation of private language schools) shares an upbeat and optimistic report from their recent annual national conference held in Madrid in February 2020.
We’re very happy to welcome guest blogger, Natalie Catchpole to the ELT Footprint blog. Natalie shares her personal response to the recent Eco ELT event held at Oxford University Press offices around the world and outlines three possible responses to eco-anxiety.
Yesterday (Friday December 6), I travelled to Madrid to join the climate march that was organized to coincide with the COP25 summit. According to the reports, there were more than 500,000 people at the march, and it was a humbling experience to be one small drop in that ocean of climate activism.
We’re very pleased to be able to share a fascinating blog post by Julie Moore, writer, teacher trainer and lexicographer, taking an in-depth look at the way language used to talk about the climate is changing and the possible repercussions for us as teachers and materials writers.
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.
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.
Chris Etchells recently shared this very comprehensive report with us on the ELT Footprint Facebook group. I’d like to share some extracts from the foreword and the background as an introduction. And I’d also like to thank Chris and the team for sharing their work with us on behalf of everyone at ELT Footprint.