Elna COETZER

Elna COETZER

Elna COETZER

Elna Coetzer works as a freelance teacher trainer and educational consultant with Oxford University Press and various other training organisations. She comes from South Africa and has been living in Istanbul for the past 17 years.

She worked as a teacher and later as director of studies at a well-known language school teaching all levels, doing in-house teacher development and developing ESP courses. She also worked for Cambridge University Press as an educational consultant and teacher trainer. Additionally, she has experience in teaching Young Learners (working in a variety of contexts like the IB system, Cambridge International qualifications, etc.), ESP and Business English including preparing students for a variety of international exams. She is an accredited CELTA, ICELT and CELT-P/S tutor, works as an Oxford Teachers’ Academy trainer and is also an online moderator and writes teacher training materials used internationally. She has also done some editing for various ELT publications and has published some articles in the IH Online Journal.

Her interests range from working with YLs and developing motivation and growth mindset to using stories to lower the affective filter and incorporating creative activities to make learning more fun. Currently she is working towards becoming a Delta tutor (a Cambridge teaching award). She works in Turkey and internationally training teachers in a variety of contexts.

She is a fully qualified NLP Master Practitioner and is very interested in psychology.

 

Let’s TALK! Using TALK to develop critical awareness in the language classroom(4- to 8-grade teachers)Join at 12:00

How many of you talk out loud when you are trying to understand a complex idea? When you are trying to clarify a difficult concept or when you are trying to solve a problem? We talk out loud – that is what we do. Vygotsky back in 1962 already believed that linguistic abilities determine the development of thought. Bobby Fisher in his book Teaching Thinking, tells us that through our capacity to verbalize thinking (through TALK), awareness and understanding (which means critical thinking and reflection) develop. It follows that we should find ways to build more engagement with TALK into our lessons in order to nurture those characteristics. In which sense are we talking about TALK here? The talk of initiation, response and feedback? Surely not. Come and join me to learn more about the power of TALK, how to develop this awareness in your students and gets some practical ideas to use in your classes. I promise, there will be lots of TALKing!

Let’s TALK! Using TALK to develop critical awareness in the language classroom(4- to 8-grade teachers)Join at 14:00

How many of you talk out loud when you are trying to understand a complex idea? When you are trying to clarify a difficult concept or when you are trying to solve a problem? We talk out loud – that is what we do. Vygotsky back in 1962 already believed that linguistic abilities determine the development of thought. Bobby Fisher in his book Teaching Thinking, tells us that through our capacity to verbalize thinking (through TALK), awareness and understanding (which means critical thinking and reflection) develop. It follows that we should find ways to build more engagement with TALK into our lessons in order to nurture those characteristics. In which sense are we talking about TALK here? The talk of initiation, response and feedback? Surely not. Come and join me to learn more about the power of TALK, how to develop this awareness in your students and gets some practical ideas to use in your classes. I promise, there will be lots of TALKing!