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	<title>the lives of teachers &#187; culture</title>
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	<description>teaching and learning languages</description>
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		<title>intercultural training for pre-service teachers &#8211; a favour</title>
		<link>http://www.livesofteachers.com/2011/02/04/intercultural-training-for-pre-service-teachers-a-favour/</link>
		<comments>http://www.livesofteachers.com/2011/02/04/intercultural-training-for-pre-service-teachers-a-favour/#comments</comments>
		<pubDate>Fri, 04 Feb 2011 04:34:44 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[culture]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[CELTA]]></category>
		<category><![CDATA[teacher training]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=857</guid>
		<description><![CDATA[Searching the Cambridge CELTA syllabus for &#8216;culture&#8217;, I discover the following. Unit 1 – Learners and teachers and the teaching and learning context 1.1 Cultural, linguistic and educational backgrounds Demonstrate an understanding of the range of backgrounds and experiences that adult learners bring to their classes A quick scoot around the Trinity CertTESOL site yields similar results&#8230;. [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2011/02/04/intercultural-training-for-pre-service-teachers-a-favour/feed/</wfw:commentRss>
		<slash:comments>4</slash:comments>
		</item>
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		<title>an interview with jeannette littlemore (metaphor and gesture)</title>
		<link>http://www.livesofteachers.com/2010/11/23/an-interview-with-jeannette-littlemore/</link>
		<comments>http://www.livesofteachers.com/2010/11/23/an-interview-with-jeannette-littlemore/#comments</comments>
		<pubDate>Tue, 23 Nov 2010 00:47:44 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[interviews]]></category>
		<category><![CDATA[podcast]]></category>
		<category><![CDATA[video]]></category>
		<category><![CDATA[gesture]]></category>
		<category><![CDATA[interview]]></category>
		<category><![CDATA[metaphor]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=805</guid>
		<description><![CDATA[An Interview with Jeannette Littlemore from darren elliott on Vimeo. It was great to see Jeanette&#8217;s workshop, and to talk to her afterwards about the research she has been engaged in regarding metaphor and gesture. As teachers, we need to be aware of the ways in which our gestures may be interpreted&#8230; whether they support [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>culture and the language teacher</title>
		<link>http://www.livesofteachers.com/2010/11/05/culture-and-the-language-teacher/</link>
		<comments>http://www.livesofteachers.com/2010/11/05/culture-and-the-language-teacher/#comments</comments>
		<pubDate>Fri, 05 Nov 2010 06:03:22 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[teacher development]]></category>
		<category><![CDATA[CCM]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=768</guid>
		<description><![CDATA[(Written as a NEST, working in a foreign country, but hopefully of interest to all) How did you learn cultural awareness? Assuming you did, of course&#8230;. For an industry which pitches different cultures together with such force and frequency as ELT, there is very little teacher training devoted to cross-cultural communication. On the CELTA? Sorry, [...]]]></description>
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		<slash:comments>6</slash:comments>
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		<title>&#8220;bona to vada your dolly old eek&#8221; (language and identity)</title>
		<link>http://www.livesofteachers.com/2010/10/15/bona-to-vada-your-dolly-old-eek-language-and-identity/</link>
		<comments>http://www.livesofteachers.com/2010/10/15/bona-to-vada-your-dolly-old-eek-language-and-identity/#comments</comments>
		<pubDate>Fri, 15 Oct 2010 05:58:43 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[culture]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[identity]]></category>
		<category><![CDATA[language]]></category>
		<category><![CDATA[motivation]]></category>
		<category><![CDATA[polari]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=610</guid>
		<description><![CDATA[Whether it qualifies as a fully fledged language is very doubtful. It may be a lexicon, but that doesn&#8217;t really give it the full sense of social gravitas it deserves. It&#8217;s not really a dialect, a pidgin or a creole. To call it a jargon would imply that it was a technical or professional form, [...]]]></description>
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		<slash:comments>8</slash:comments>
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		<title>which english? why your opinion is irrelevant</title>
		<link>http://www.livesofteachers.com/2009/12/18/which-english-why-your-opinion-is-irrelevant/</link>
		<comments>http://www.livesofteachers.com/2009/12/18/which-english-why-your-opinion-is-irrelevant/#comments</comments>
		<pubDate>Fri, 18 Dec 2009 05:03:31 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[culture]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[English as Lingua Franca]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=266</guid>
		<description><![CDATA[Wife and children abed, the teacher was scratching his way through a stack of conversation transcriptions that his students had handed in earlier that day. &#8220;Hi, how are you&#8221; began one. &#8220;So-so&#8221; was the reply. The teacher lifted his pen to strike through the unnatural phrase in blood red ink &#8211; after all, don&#8217;t we native [...]]]></description>
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		<slash:comments>3</slash:comments>
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		<item>
		<title>&#8220;I want you to express your opinions freely (as long as they are the same as mine)&#8221;</title>
		<link>http://www.livesofteachers.com/2009/12/16/i-want-you-to-express-your-opinions-freely-as-long-as-they-are-the-same-as-mine/</link>
		<comments>http://www.livesofteachers.com/2009/12/16/i-want-you-to-express-your-opinions-freely-as-long-as-they-are-the-same-as-mine/#comments</comments>
		<pubDate>Tue, 15 Dec 2009 15:16:06 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[critical thinking]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=257</guid>
		<description><![CDATA[Or &#8220;cultural diversity is a wonderful thing (within the framework of western liberal democracy)&#8221; Sara Hannam has just contributed yet another excellent post to the blogosphere, prompted by a horrific bit of teaching in the movie &#8216;Donnie Darko&#8217;. In this case, the teacher stifles the expression of a bright young man by sticking to her [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/12/16/i-want-you-to-express-your-opinions-freely-as-long-as-they-are-the-same-as-mine/feed/</wfw:commentRss>
		<slash:comments>20</slash:comments>
		</item>
		<item>
		<title>culture and reading skills &#8211; can (should) we teach both?</title>
		<link>http://www.livesofteachers.com/2009/11/14/culture-and-reading-skills-can-should-we-teach-both/</link>
		<comments>http://www.livesofteachers.com/2009/11/14/culture-and-reading-skills-can-should-we-teach-both/#comments</comments>
		<pubDate>Fri, 13 Nov 2009 22:48:08 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[reading]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[extensive reading]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=191</guid>
		<description><![CDATA[In a previous post I mentioned an article I had read on &#8216;nativised&#8217; reading materials &#8211; readings which are adapted to include local (and familiar) names, places and foods (for example) whilst retaining the vocabulary and grammar structures of the original. In the article, the researchers took a story based in New York and transplanted [...]]]></description>
		<wfw:commentRss>http://www.livesofteachers.com/2009/11/14/culture-and-reading-skills-can-should-we-teach-both/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>urban legends and critical thinking</title>
		<link>http://www.livesofteachers.com/2009/10/31/urban-legends-and-critical-thinking/</link>
		<comments>http://www.livesofteachers.com/2009/10/31/urban-legends-and-critical-thinking/#comments</comments>
		<pubDate>Sat, 31 Oct 2009 12:33:51 +0000</pubDate>
		<dc:creator>darren</dc:creator>
				<category><![CDATA[classroom practice]]></category>
		<category><![CDATA[culture]]></category>
		<category><![CDATA[social issues]]></category>
		<category><![CDATA[critical thinking]]></category>
		<category><![CDATA[folklore]]></category>
		<category><![CDATA[story telling]]></category>
		<category><![CDATA[urban myth]]></category>

		<guid isPermaLink="false">http://www.livesofteachers.com/?p=140</guid>
		<description><![CDATA[&#8220;Did you hear about that boy on the other side of town? No? Apparently, he was walking home from school quite late, it was getting dark, when he saw this woman standing on the corner. She was wearing a mask, you know, like she had a cold. As he walked past she was staring at [...]]]></description>
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		<slash:comments>5</slash:comments>
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