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The aim of this article is to challenge heteronormative as well as homonormative practices in English language teaching. In doing so, the paper demonstrates that both complete absence of LGBTQI+ references in ELT materials, as well as recent attempts to provide more inclusive approaches to materials design and classroom practices, can be problematic for L2 learners irrespective of their sexuality. The paper traces current developments in ELT materials design with regards to inclusive classroom practices and argues that attempts towards exclusivity may reflect (hetero/homo)normative views, and can therefore perpetuate a culture—learning and otherwise—of discrimination and social exclusion. It concludes by identifying the need for an alternative approach—one that does not focus on inclusion but on diversity. [ABSTRACT FROM AUTHOR]

Authentic materials such as TED Talks have become an everyday presence in the ELT classroom, often for practice listening and taking notes. However, teachers can struggle to teach the sub-skills that are involved in notetaking, and instead often simply tell students to 'take notes'. This approach lacks the scaffolding required for the complex activity. When unpredictable and loosely structured authentic materials are used for notetaking, students can be overwhelmed and teachers left with few pedagogic ideas. To address the need for pedagogy for teaching notetaking with authentic materials, this paper reports a project that introduced a four-step pedagogic sequence in conjunction with TED Talks to upper secondary school students in Sweden. Analysis of pre- and post-intervention comprehension tests and samples of notes suggests that the sequence has positive effects, particularly regarding the quantity of notes recorded. The paper describes and provides justification for each step of the approach and discusses the pedagogic implications. [ABSTRACT FROM AUTHOR]

This paper examines the opportunities and challenges of using Shakespeare as a teaching resource for English language learners, and reflects on an open distance learning programme aimed at engaging EFL students across diverse world contexts. The paper reviews the design, production, and dissemination of these teaching materials and in doing so discusses how points of language, issues of historical culture, and insights into modern usage can all be addressed in ways that are both entertaining and instructional by reference to Shakespeare's life and works. Additionally, it considers how the harnessing of the transmedia affordances of digital communication can create a broad, interactive experience for students, thus mixing the traditional with the cutting-edge in English language pedagogy. [ABSTRACT FROM AUTHOR]

This paper explores the applications of pattern grammar and local grammar in English language teaching, focusing specifically on the design of teaching materials. It shows that grammar patterns can be systematically analysed from a local grammar perspective, and further argues that the practice of local grammar analyses helps to raise language learners' awareness of the patterned nature of language in use and the close association between patterns and meanings. These in turn offer insights into materials writing. A sample coursebook unit is then offered to exemplify how pattern grammar and local grammar can be applied to derive pedagogical materials for English language teaching. [ABSTRACT FROM AUTHOR]