Alan Pulverness
Books
Books
The Key to Cambridge First Certificate
The Literary Labyrinth
Insights - Student's Book (Bk.1)
The Macmillan Short Course Programme: Level 0 Expectations, Level 1 Impressions, Level 2 Observations, Level 3 Reflections
IATEFL Literature & Cultural Studies Special Interest Group Newsletter
IATEFL Special Interest Group Symposium
Branching Out: A Cultural Studies Syllabus
Folio
Right Now 1 & 2 – videos, activity books & teacher’s books
Criss Cross Intermediate Practice Book
Criss Cross Intermediate Practice Book
Shakespeare: Macbeth
New Directions, New Opportunities
Zoom In: Looking into Britain through Hungarian Eyes
Worldwide Reader
New English Fiction Vols 1-6
The TKT Course. Modules 1, 2 and 3
The Best of Both Worlds? International Perspectives on CLIL
Discovering English with Sketch Engine
Book chapters
1983. Parents and Children and Consenting Adults: The Silent Way and Community Language Learning. In Triangle 2. Paris: The British Council.
1990. Overshooting the Mark: FCE and Learner Motivation. In Bell at IATEFL 3. Cambridge: Bell Educational Trust.
1992. Martin Dodman, Peter Maingay, Alan Pulverness. The Norwich Course Ten Years On – A Case Study in Curriculum Renewal. In Susan Holden (ed.) The State of the Art. Basingstoke: Macmillan.
1995. The Cultural Dimension of Language Learning. In Cambridge English Language Teachers’ Association Yearbook 1994/95.
1996. Outside Looking In: Teaching Literature as Dialogue and Worlds Within Words: Literature and Civiltà. In David A. Hill (ed.) Papers on Teaching Literature. Milan: The British Council.
1999. Leah Davcheva, Alan Pulverness, Helen Reid-Thomas. Cultural Studies Syllabus and Materials: A Writing Partnership. In Chris Kennedy (ed.) Innovation and Best Practice. London: Longman.
1999. The Fifth Skill: Intercultural Awareness and Language Learning and English as a Foreign Culture – ELT and British Cultural Studies. In Nick Wadham-Smith (ed.) British Studies Now Anthology Issues 6 – 10. London: The British Council.
2000. Ci siamo? Classroom Research and the Whole Teacher. In Humanism in Language Teaching. Milan: Petrini.
2009. Deprived of History: Literature and Film in Third Places. In Andrzej Cirocki (ed.) Extensive Reading in English Language Teaching. Munich: Lincom.
2013. Alan Pulverness, Brian Tomlinson. Materials for Cultural Awareness. In Tomlinson, B. (ed.) Developing Materials for Language Teaching. London: Bloomsbury. (source)
2015. A Brief History of Cambridge English Language Assessment Teaching Qualifications and (with Peter Watkins and Bill Harris) Using International Teacher Education Programmes in Local Contexts. In Wilson, R. & Poulter, M. (eds.) Assessing Language Teachers’ Professional Skills and Knowledge (Studies in Language Testing 42). Cambridge: Cambridge University Press. (source)
2015. Extensive Reading. In Green Line 6 Teacher’s Guide. Stuttgart: Ernst Klett Verlag.
2017. Splendid Isolation Without Europe: UK Brexit. In On Track Advanced. Englisch für die gymnasiale Oberstufe in Bayern. Paderborn: Schöningh. (source)
Book Sources
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.
