Cambridge Digital Learning Colloquium 2020
Cambridge University Press organised a colloquium of digital learning experts on 6th March 2020, to share ideas, information and insights regarding key challenges of supporting language learning in a digital context. Here is the report from the event, as well as a draft of a video we have produced to share awareness of the event. We also have videos of the actual presentations which will make available too in early May.
This report and video have been placed on this temporary page (for your preview) while a more suitable page is created on the www.cambridge.org site.
Report for Cambridge Digital Learning Colloquium March 2020
Highlight video for Digital Learning Colloquium 2020 (draft)
Kat Robb: making good use of digital products
Laurie Harrison: the EdTech landscape
Delia Kidd: the principals of digital pedagogy
The Functional Language Phrase Bank is a collection of functional phrases taken from spoken data by adults, adolescents and children. It takes functions commonly used in ELT coursebooks (for example, giving advice) and provides lists of relevant phrases used to express that function. This language is up-to-date and representative of British English speakers at a variety of ages and from different contexts, as well as adult American English functional language. The tool also provides information about the CEFR levels for the functions and frequency of the phrase.
This tool requires a login. Currently the tool is not publicly available but this is being planned for the future.
The Functional Language Phrase Bank is a collection of functional phrases taken from spoken data by adults, adolescents and children. It takes functions commonly used in ELT coursebooks (for example, giving advice) and provides lists of relevant phrases used to express that function. This language is up-to-date and representative of British English speakers at a variety of ages and from different contexts, as well as adult American English functional language. The tool also provides information about the CEFR levels for the functions and frequency of the phrase.
This tool requires a login.
Email us at This email address is being protected from spambots. You need JavaScript enabled to view it. if you would like to use the tool.
The Language Research Team at Cambridge University Press conducts and supports research into how English is actually used, and how it is most effectively learned.
One service that we can offer our clients is the English Clinic. Your teachers are able to email questions about how English is used or learned directly to the Language Research Team and get a personal response.
In addition to answering direct questions, we can help by providing access to questions and answers for other schools and users of the service. Those questions are anonymised to protect the identity of the enquirer. But the value to your teachers will be the opportunity to see questions that are useful to them, but that they did not think to ask.
We also provide a database structure for you to build up your own questions and answers about English, that can be shared across your institution. This helps build up and share expertise across your teaching team.
The English Clinic can help you:
- Provide additional support for your teachers.
- Give them direct access to Cambridge’s extensive knowledge of English language.
- Build the expertise and credibility of your teachers.
You can see some examples of the types of question we answer below:
Checking authentic/natural usage
Checking differences between similar expressions
Cambridge University Press is committed to language and pedagogy research – the investigation of how we use, teach and learn written and spoken language, particularly English. Our research in these areas helps to inform and improve our English Language Teaching resources.
To find out more about what we do, go to the Cambridge ELT - Better Learning Insights website.
Subcategories
Cambridge Life Competencies Framework 9
How do we prepare our students to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills in the face of more complex challenges? To show resilience in the face of constant change? These are questions educators around the world are trying to address and to determine the skills and competencies which are increasingly important for our students in the 21st century.
At Cambridge, we are working on a project to help teachers understand these skills or competencies better, and how they can be developed within English language programmes. We developed the Cambridge Life Competencies Framework, based on a review of research that has been carried out in related areas. We have also started work on examining the different stages of the learning journey, and how these competencies vary across each stage. Click on the images below to view the introduction booklet and the booklets for each of the 7 competencies (pdfs).
This is an ongoing project, and we are currently in the process of further developing and validating the Framework, and its details. If you would like to get involved in this validation activity, please complete the short form here. If you have any questions or comments on the framework, please send an email to This email address is being protected from spambots. You need JavaScript enabled to view it..
© Cambridge University Press 2019
Cambridge Papers in ELT 1
Cambridge Papers in ELT
Written by academic experts, this series of papers connects the deeper insights of linguistic and pedagogical research with the reality of everyday ELT practice.
To see our full range of Papers, go to the Cambridge ELT - Better Learning Insights website.
