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Chiara Bruzzano

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.

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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