Alan Pulverness
Articles
Articles
Articles
1989. A Cure for Tunnel Vision: Aiming Beyond FCE. EFL Gazette. Jan 1989.
1992. Don Bartlett, Alan Pulverness. Foreign Language Teaching and EFL: Two Sides of a Coin. EFL Gazette. April 1992.
1993. I Know the Name, but I Can’t Place the Face. IATEFL Testing Special Interest Group Newsletter. December 1993.
1993. Review: Wordsplay. ELT Journal. Vol. 47/4.
1993. Why CEELT? Modern English Teacher. October 1993.
1994. Literary Deviations. EFL Gazette. April 1994.
1995. Cultural Studies, British Studies and EFL. Modern English Teacher. April 1995.
1995. The EFL Theme Park, or Not the Rainforest Again! IATEFL Newsletter 127.
1995. Review: English for the Teacher. ELT News and Views. The British Council, Austria. September 1995.
1995. Working with Coursebooks. BBC English. October 1995.
1996. Something to Say: The Role of Literature in Language Teaching. L.E.N.D. (Lingue e Nuova Didatticà) Italy. Summer 1996.
1996. Using Literature in the Language Classroom. Arena. No 12.
1997. Time for Refreshment. BBC English. (April); The Buenos Aires Herald. (July).
1997. Two Ways of Telling: Novel into Film. IATEFL Media Special Interest Group Newsletter. Autumn 1997.
1998. Context or Pretext? Cultural Content and the Coursebook. ELT News and Views. Buenos Aires: Argentina. Year 5 No 2.
1999. Reading Against the Grain: ELT and Critical Language Awareness. Resource. (Italy) Issue 3.
1999. Now Write About Your Country: ELT and the Ownership of Cultural Learning. IATEFL Literature & Cultural Studies Special Interest Group Newsletter. Issue 18.
1999. How to Put the Sparkle Back into Teaching. Guardian Weekly ELT supplement. May 16.
1999. The Full Monty: Cultural Studies and English Language Teaching. Issues. IATEFL. 148 (April - May).
1999. Six Degrees of Motivation. English Teaching Professional. Issue 11.
1999; 2000. Making it Strange: Literature and Culture Shock. ELT News and Views. (Argentina) Year 6 No ; reprinted in Resource. (Italy) Issue 4.
2000. Just How Low Can You Go? Putting the Learners in Their Proper Place. Learner Independence IATEFL PL Newsletter.
2000. Distinctions and Dichotomies: Culture-free, Culture-bound. English Teaching Professional. Issue 14. (source)
2000. Issues in Teaching Culture through Language. Nyelvvizsga fórum.
2001. New Landeskunde from the Old Country. ELT News. (Austria). No 43.
2002. Review: Film. Modern English Teacher. 11 (4).
2002. Ready for a Great Leap Forward. The Guardian Weekly .Vol. 166 No 9.
2002. Confessions of a Native Speaker: Some Reflections on (British) Cultural Studies. ELT News. (Austria). No 46.
2002. Alan Pulverness, Ewa Komarowska, Desislava Dareva, Margit Szesztay. Resource Materials for Social, Cultural and Political Issues. ELT Journal. 56(1). (source)
2007. Review: English Collocations in Use. ELT Journal. 61(2). (source)
2011. Review: Values, Philosophies and Beliefs in TESOL: Making a Statement. ELT Journal. 65(2). (source)
2013. Review: Reflections on Translation. Language and Intercultural Communication. 13(3). (source)
2014. Review: Visual Journeys through Wordless Narratives: An International Enquiry with Immigrant Children and ‘The Arrival’. CLELE Journal. Vol. 2 Issue 2.
2016. Recommended Reads: A Monster Calls. CLELE Journal. Vol. 4 Issue 1.
2017. Review: Literature. Modern English Teacher. 26(1).
2020. Making the Pieces Fit: ELT Curriculum Renewal in Cuban Universities. Humanising Language Teaching. Year 22 Issue 3. (source)
2022. Review: Compelling Stories for English Language Learners. CLELE Journal Vol. 10 Issue 2. (source)
Alan Pulverness
Recommended books
Pedagogy of the Oppressed
Paulo Freire
The book that has inspired the turn towards critical pedagogy. Freire’s case for a dialogic approach to education, as opposed to what he called the ‘banking’ model (where knowledge is ‘deposited’), made me think deeply about the why and the how of teaching and learning.
Context and Culture in Language Teaching
Claire Kramsch
A book about teaching and learning languages, gaining insights from literature and cultural encounters in what Kramsch calls ‘third places’ (interlingual and intercultural spaces). Immensely readable, it weaves the author's ideas about language and learning together with a kind of professional autobiography.
The Lexical Approach
Michael Lewis
A wonderfully disruptive book that challenged the prevailing centrality of grammatical form in ELT syllabus design with Lewis’s proposal that crucially, we should think about language as ‘grammaticalised lexis’ and not ‘lexicalised grammar’.
Textual Intervention
Rob Pope
Written by a university professor for a readership of university teachers and students of literature, Pope’s practical proposals for creative response activities (which he describes as ‘serious fun’) will be instantly recognisable to teachers at all levels. As the title suggests, the approach consists of inviting learners to put themselves in the writer’s shoes and experiment with every kind of choice facing the writer - playfully intervening and changing genre, plot, setting, character, language - in order to see the effects of their interventions, and in so doing to gain a deeper appreciation of the original text.
Understanding Language Teaching
B. Kumaravadivelu
In this highly original overview of language teaching methodology, Kumaravadivelu presents a comprehensive model, synthesising various progressive trends in thinking about ELT and reframing them in his own ‘post-method’ model. A hugely important book that has not received its due recognition.
Place in HLT
To Alan, humanism means respect for people as individuals with individual histories and ambitions, and hopes and fears and dreams, rather than as students or teacher trainees. It’s also being aware of who's in the room and where they've come from - what kind of beliefs, assumptions and values they bring with them and how that affects your choices and your strategies as an educator. It’s similar to creating materials and being aware of context. It's being aware of readership or usership, not assuming that you've got the answers, and approaching every project - and every learner - with the right questions. When it comes to assessment, humanism is giving learners opportunities, empowering them to make choices, and select the work that they would like to have assessed.
