DELTA Teacher Development Series

DELTA Teacher Development Series

A pioneering, multi-award-winning series of books for English Language Teachers with professional development in mind, blending theory, practice and development.

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  • Konzeption

  • The DELTA Teacher Development Series features some of the best and most expert authors in ELT, writing about fundamental areas of professional interest to teachers today. Each title in the series has three distinctive parts – A, B and C, which focus in turn on theory, practice and development:

    • A: What do you need to know? What have others in the profession said or written? What is the latest information? How are things changing?
    • B: What can you do? What practical activities can you carry out? How can you and your students get the most out of your teaching? How can you help yourself to help them better?
    • C: How can you develop from here? What is the next step? How can you go further as a teacher in your own professional development?
  • Autoren

  • Debbie Barton

    Tim Bowen

    Jennifer Burkat

    Lindsay Clandfield

    Paul Davis

    Hugh Dellar

    Kieran Donaghy

    Gavin Dudeney

    Foord Duncan

    Gail Ellis

    Andreas Grundtvig

    Andreas Grundtvig

    Andreas is a teacher, author, linguist, Cambridge Exams Centre Manager and former HELTA Chair. A speaker of eight languages, he learnt English (his fourth) at primary school in Scotland and Suffolk. As a country collector, he takes every chance to explore language(s) in context. After several visits to Africa he founded Teachers 4 Schools e.V. together with a group of friends.

    David Heathfield

    David Heathfield

    David Heathfield is a storyteller who tells tales and runs workshops in the UK and around the world. He offers online Creative and Engaging Storytelling for Teachers courses. David has worked as an online storytelling teacher trainer internationally with the British Council, IATEFL and the Hands Up Project and has provided storytelling teacher training in Nepal, Brazil, Germany, The Netherlands, Denmark, Italy, Portugal, Austria, Slovakia, Turkey, Dubai and Libya.

    He also teaches English, writes about student creativity in language learning, and is the author of the DELTA teacher development books:
    Storytelling With Our Students: Techniques for telling tales from around the world and Spontaneous Speaking: Drama Activities for Confidence and Fluency.

    Nicky Hockly

    Nayr Ibrahim

    Gill Johnson

    Gill Johnson

    I’m Gill Johnson and I’ve been a teacher and trainer of EFL for over twenty years. My first job, post CELTA, at the age of 22, was in a prison, where I taught English to foreign inmates. It was a baptism of fire and I certainly learned to be creative and think on my feet there!

    Later, I joined IH Hastings, where I became interested in humanistic methodology and trained as a CELTA trainer. You may think these two things are diametrically opposed, but they’re not!

    In 1994 I started working for Pilgrims (thanks to Simon Marshall). It was here that I really began to develop as a teacher and trainer. It was also where I met and began working with Mario Rinvolucri and in fact, many of the authors on this website. I shared with Mario my lifelong interest in culture and the influence it wields on our lives. We exchanged stories, experiences and the dialogue began to take shape, culminating in our new book, Culture in Our Classrooms.

    Apart from writing with Mario, I work in an international boarding school, near Hastings, where I teach French and English and manage a busy languages dept. In my holidays I’m either to be found working on Pilgrims’ teacher training programmes, or somewhere on the other side of the planet, running CELTA courses and teacher training workshops. I enjoy speaking at conferences and when I’m not doing any of these things, I like to relax at home, entertaining guests, or spending time with my very patient husband, ‘hanging out’ with my (now grown-up) children, reading, chatting and chuckling with friends…. or sleeping!

    Marek Kiczkowiak

    Hanna Kryszewska

    Robert J. Lowe

    Jonathan Marks

    Jonathan Marks

    I live in Gdynia, Poland, and work on a freelance basis as a teacher-trainer, writer and translator. I previously lived and worked in Germany, Sweden and the UK.

    I've written and co-written books and articles in the fields of teacher resources, coursebooks and  teacher development, and I’ve contributed to monolingual and bilingual dictionaries. As well as The Book of Pronunciation, my English Pronunciation in Use – Elementary (CUP) is a product of my particular interest in pronunciation. I’m a founder member and former coordinator of the IATEFL Pronunciation Special Interest Group.

    I like studying languages and tracing connections between them, and I'm - still - intrigued by the question: Given that so many people in the world learn foreign and second languages informally, without books, teachers and so on, how can formal instruction help them most effectively, as opposed to interfering with the learning process?

    Kyle Mawer

    Luke Meddings

    Brian Morrison

    Sandie Mourão

    Diego Navarro

    Chaz Pugliese

    Mario Rinvolucri

    Mario Rinvolucri

    As Gill Johnson and I have written Culture in our Classrooms for the new Delta Teacher Development Series, it is sensible to think back over my life in terms of culture things.

    Born 1940……my father locked up in 1940 by the British for being Italian until 1943 when Italy changed sides in the war. My mother was half German and half Liverpool.

    My father would dunk his bread in his morning coffee. My mother forbade me to ever do so vulgar a thing.

    My father flew off the handle rather easily… mother was expert at sulking in response to his very short bursts of anger. Southern expression of anger in face of Northern inability to cope with anger expressed.

    I was brought up with a confused sense of relativity about cultural behaviours and beliefs.

    At the age of 23 I went to live in Greece and realised how shallow my cultural relativism was. The phrase “pame parea” or “let’s go together” began to stifle me. I could not cope with intense Greek sociability and I began to realise what an extreme Western individualist I was and am.

    At the age of 31 I went to live in Southern Chile. I thought I was in a country like Italy where anger bursts forth and is expressed. Not in Germanic + Mapuche Southern Chile. My fifth year University students went on strike to demand lower pass marks and I had not seen this one coming….I had had no inkling of it. I could not read the signs.

    The cultures I have come into contact with since my 30’s have contributed to making me aware of the limits of my original Germano-Italian-English presuppositions, prejudices, beliefs and behaviours. To become half aware of how culturally tiny you are is already some way to becoming a culturally open human being.

    Marjorie Rosenberg

    Caireen Sever

    Graham Stanley

    Scott Thornbury

    Scott Thornbury

    Scott is a teacher and teacher educator, with over 30 years’ experience in English language teaching, and an MA from the University of Reading. His previous experience includes teaching and teacher training in Egypt, UK, Spain (where he lives), and in his native New Zealand. His writing credits include several award-winning books for teachers on language and methodology, as well as authoring a number of papers and book chapters on language and language teaching, including Teaching Unplugged for DELTA Publishing.


    Andrew Walkley