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Some of the questions answered in this book

• Where did communicative language teaching go wrong?
• If the communicative approach is dead, what do I use instead?
• Why did the grammar/translation method fall out of favour?
• Is the language teacher a trainer, facilitator, role model or what?
• Can I teach translation without teaching grammar?
• What is blended learning and how can I exploit it?
• How do I find the time to set up interactive online lessons?
• Are virtual worlds important for language learning?
• Can I teach English in Second Life and why should I?
• Should I teach culture and if so, which?
• Why is the concept of International English misguided?
• Should I talk about sex in the classroom?
• Why is humour important in English language teaching?
• Should there be taboos in the language classroom?
• How can I teach my students intimate language?
• What is the secret of being a good English teacher?
• Can you learn a language from a dictionary?
• Which is better: teacher-centred learning or learner-centred teaching?
• Are native English speakers really better teachers than non-natives?
• Should I use the student’s first language in class?
• Is it the teacher’s job to promote skills?
• My students want everything translated. What should I do?
• Should I try to make my students think in English?
• How can I use translation as an aid to teaching?
• What makes a good translation?
• How can I teach Technical English more effectively?
• What is the importance of content in language teaching?
• How can I explain how items of vocabulary interact?
• Why don’t grammar rules work?
• Are interactive whiteboards an indispensable tool?
• What is Superlearning?
• Do suggestopaedic techniques work?
• What are word set maps and how can I create them?
• Why don’t words have fixed meanings?
• What should I be teaching my advanced students?
• How does context affect meaning?
• How do the dynamics of language affect my teaching?
• Why are there no right answers?
• What is the fractal approach to ELT?

‘Controversy is evident from the very first chapter … it was high time to dust off the cobwebs in the EFL/ELT business.’

‘This book provides a refreshing look at old concepts, opens our eyes to new perspectives and encourages teachers to venture along new paths.’

- Elke Schulth

‘Interesting… instructive and - not least - fun to read. A brilliant book!’

- Nick Michelioudakis