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Chiara Bruzzano

48 POSTS
Chiara Bruzzano (BA, MA, DELTA M1, PhD) is an experienced EFL teacher, teacher trainer and instructional designer. She started blogging for English Teaching professional back in December 2019, and is now blogging for the new look Modern English Teacher following its launch in January 2022 where she continues to write about teaching and teaching training issues, impacts of research on teaching/teacher training and a lot more besides. Chiara teaches at the University of Milan, the University of Leeds and the Universitat Oberta de Catalunya. She also designs and delivers teacher education programmes and is the founder of LanguagEd, a professional development company. Chiara holds a doctorate in language education and her interests include listening pedagogy, teacher and learner cognition and migration. She is currently conducting research funded by the British Council on the consequential validity of IELTS.

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Can I do this? Self-efficacy and language learning

What are self-efficacy beliefs? Why do we have them, and how can they help or hinder language learning? Chiara Bruzzano discusses how our beliefs in our abilities to complete a task, or self-efficacy beliefs, impact our own motivation then addresses how to best foster positive beliefs in our learners.

Harnessing online videos for process listening: 5 activities

How can you harness online videos for developing the processes needed for effective listening? Chiara discusses why a focus on the process of listening is important and suggests five simple, no-prep activities that you can use with online videos.

The impact of language assessment: consequential validity

What are the real-life consequences of language tests? With an ever-growing focus on standardised language testing, should we move on from simply considering validity to adopting a critical perspective on language assessment? Read on to find out how.

Should I simplify the text? Types of input in language learning

Is it useful to simplify texts? Should we opt for genuine texts instead? In this blog, Chiara Bruzzano discusses the relevant evidence, and examines a proposal from researcher Mike Long on two additional types of texts: elaborated input and modified elaborated input.

Teaching vocabulary: is it worth it?

Is it worth using classroom time to teach vocabulary? What does the research show? Chiara reviews the evidence and discusses why explicit teaching may be ineffective, why independent study may be more effective and what activities can be prioritised based on the research.

Leaving learners to their own devices? The potential of Mobile-Assisted Language Learning

Technology, and mobile devices in particular, is a huge part of our lives, so should we be incorporating mobile devices into language learning? Chiara Bruzzano reviews some of the evidence on MALL (Mobile-Assisted Language Learning) and its impact on vocabulary acquisition in particular.

Taking stock and looking ahead

What are some current trends in English Language Teaching (ELT)? How might our profession evolve in the near future? Let’s examine the evidence available – from assessment and student numbers to precarity and English as a Medium of Instruction – to come up with some answers.

SLA: how can it support teachers of non-language subjects?

Can simple second language acquisition (SLA) concepts be used to support teaching in subjects other than languages? And if so, should we encourage their use and why? Chiara recently used her SLA expertise to work with teachers of non-language subjects with success, much to her surprise. Read on to find out more.

Using literature in the classroom

How often do you use literature in ELT? Do you find it difficult to incorporate literature into your lessons? In this post, Chiara considers the advantages and challenges of using literature in class and shares ways to make those lessons more engaging.

Understanding the reasons behind our successes and failures: insights from Attribution Theory

Why do learners sometimes seem to think they ‘just can’t do’ something or that a task is ‘just too difficult’? In this blog post, Chiara Bruzzano explores Attribution Theory, a model that can help explain why we and our learners believe we fail/succeed, and how this can help us in the classroom.

Listen up! Tips for enhancing the teaching of listening

Chiara Bruzzano suggests some practical ways in which we can move away from merely testing our students’ listening comprehension to actually teaching them listening skills.

Thinking about ditching the textbook: a Twitter survey

Have you ever considered working without textbooks and designing your own materials? Chiara Bruzzano reports the findings of a Twitter survey about the advantages, disadvantages and contextual difficulties of ditching the textbook in her blog this week.

Pre-listening: is it worth it?

To help our learners understand listening texts better, we often pre-teach aspects of content or vocabulary. This is such a common practice that we rarely stop and question it. But, is it really a good idea? This post uncovers the latest research on pre-listening tasks’ effectiveness.

The undying power of neuromyths in education

Neuromyths are misconceptions generated by misunderstandings of neuroscience research, often used to advocate the use of brain research in education. But how powerful are these myths in English language teaching? Let’s look at the evidence and some recommendations.

Paraphrasing strategies: turning failure into development

You plan a lesson well, you’ve already done similar things before, you feel confident. You go into the classroom and it doesn’t work at all. Does this sound familiar? Sometimes, no matter how well we plan (and how many good questions we ask ourselves questions before setting up an activity), we can’t seem to produce the results we expect. Chiara was teaching an IELTS class recently when this happened, but despite the frustration, it turned out to be a great opportunity for development. Read her blog post to find out what happened.
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