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The lagniappe

gift

In case you are wondering, the term lagniappe (/ˈlæŋ.jæp/) entered English from a Quechan word used by Andean people via Spanish and then via Louisianan French.
It refers to the small gift that it is customary in many cultures for a merchant to add to a purchase by way of saying thank you.
If you buy a dozen slices of cake, for example, the confectioner might happily add a 13th by way of a small token or lagniappe.
Mark Twain is recorded as saying that it is a word worth traveling to New Orleans to get.
The custom, if not the term, is widespread and continues in Spanish-speaking countries, South-East Asia and in Europe in The Netherlands, France, Switzerland and Greece in particular.
Here it refers to additional material for teacher trainers which is not part of the six Units of this course proper but which may ease your way to converting from a master language teacher to an expert teacher trainer.

test The first little gift, if you like to see it that way, is the opportunity to take a 25-item, multiple-choice test on the content of this course.
If you get a lot of it wrong, you may be well advised to re-do whole units or parts of the units.
Click here to do the test.

Here are some other little gifts.


development

Teacher development

An entire section on this site is devoted to ideas and advice for personal teacher development.  The guides were not written with teacher training courses in mind but contain a number of ideas and exercises along with teaching suggestions and ideas for experimenting with new techniques and methodologies.
The first section, in particular, is helpful on teacher training courses because it suggests ways in which course participants can measure their own progress and that is an introspection skill many courses are concerned to develop in trainees.
The index to that section is here (new tab) and you will find that it contains the following sections (which do not open in new tabs)

Gauging progress Strand 1 Strand 2 Strand 3
Measuring outcomes Giving and getting feedback Planning lessons Teaching grammar
Strand 4 Strand 5 Strand 6 Strand 7
Teaching language skills Some interesting techniques Learn phonemic transcription Recording and transcribing classroom talk

A further section of that area is a guide to doing classroom-based research: experiments, descriptive and analytic surveys which is a skill many participants require on teacher training courses.


trainer

For teacher trainers

This section of the site contains materials and ideas for teacher trainers and you can access the section index from this link.
It is not a course in becoming or being a teacher trainer but does contain material which may be helpful for you when you are planning and delivering training sessions.
The section is divided into some general advice, materials and workshop tasks for people on initial or pre-service courses and people training teachers in-service with their eyes on, for example, the Cambridge Delta qualification or another at a similar level.
Topics covered include:

Initial training In-service training
Sentence elements
Tense and aspect
Modal auxiliary verbs
Word class
Meaning and lexical relationships
Collocation
Word formation
Skills introduction
Transcription essentials
Methodology background
Types of modality
Adverbials
Determiners
Deixis
Complex sentences
Multi-word verbs
Lexical relationships
Transcription
Methodology refined


in-house

In-house development programmes for Academic Managers

The section of this site for Academic Managers contains a guide to setting up and running in-house development programmes.
Whether you are an academic manager or not, if it is your task to set up internal development programmes, you may find some ideas there.
There is also a guide in that section to observation of teachers which repeats much of the material in this course.


river

Training courses on this site

The following links to other courses on this site all open in new tabs.
Most of these courses are not designed for teacher trainers to use because they are for individual self study.  However, you are welcome, with proper, professional referencing and accrediting, to use and build on the materials on training courses.

learn to transcribe A course in transcribing English phonemically
a basic training course This is a very basic course for people who are preparing for an initial training course and/or have not taught English before
a language analysis course The basics of language analysis, focusing on phonology, morphology, lexis, tense, aspect, phrases, clauses, sentences and text structures
a pre-CELTA grammar course This is a short course intended to help people prepare for an initial training course in ELT such as CELTA or the CertTESOL
a CELTA teaching toolkit A short course for people taking CELTA covering key teaching techniques and behaviours
TKT A complete training course for Modules 1, 2 and 3 of the Cambridge English Teaching Knowledge Test
Delta Module One A course to prepare for the Cambridge English Delta Module One (Understanding language, methodology and resources for teaching)
Delta Module One revision A separate shorter course to help people revise for the Cambridge Delta Module One examination
language typology A mini-course in comparing languages
doing classroom research A guide-cum-mini-course in how to carry out usable experiments, surveys and other classroom-based research


books

Other resources

You will probably be aware that this site also contains:

If you are training explicitly for CELTA, Delta or TKT, there are sections of this site devoted to those qualifications and preparation for candidates.  The links on the left will take you to them.

Here, too, is a very short annotated bibliography of books you may like to consider having on your shelves in addition to those guides and resources for teachers which you have already accumulated.
The focus here is on generalised references, not references to specific areas.

Title etc. Comment
Aitchison, J, 2008, The Articulate Mammal, 5th Edition, Oxford: Routledge A very accessible and thought-provoking introduction to psycholinguistics which covers a good deal of ground at just the right level.
Chalker, S, 1984, Current English Grammar, London: Macmillan An accessible traditional grammar above the level of those intended for learners.
Crystal, D, 1987, The Cambridge Encyclopedia of Language, Cambridge: Cambridge University Press A mass of information, accessibly presented and authoritative.
Crystal, D, 2008, A Dictionary of Linguistics and Phonetics (6th edition), Oxford: Blackwell Publishing A go-to reference for tricky terms and concepts.
Ellis, R, 1994, The Study of Second Language Acquisition, Oxford: Oxford University Press A comprehensive survey of how language is learned and much else.
Harmer, J, 2015, The Practice of English Language Teaching, 5th Edition, Harlow: Pearson Basic but a good reminder of essential ideas.
Lock, G, 1996, Functional English Grammar, Cambridge: Cambridge University Press An alternative grammar which focuses not on form but on function.
Quirk, R & Greenbaum, S, 1973, A University Grammar of English, Harlow: Longman A shorter version of the next reference.
Quirk, R, Greenbaum, S, Leech, G & Svartvik, J, 1972, A Grammar of Contemporary English, Harlow: Longman The authority in a range of areas.  Do not let the date fool you – the language hasn't changed that much.
Stern, HH, 1983, Fundamental Concepts of Language Teaching, Oxford: Oxford University Press A comprehensive and surprisingly up-to-date review of major ideas.
Wallace, MJ, 1991, Training Foreign Language Teachers,: a reflective approach, Cambridge: Cambridge University Press  Useful for stepping back and looking at the structure of training rather than its content.  Some interesting case studies and ideas for timetabling longer courses.
Widdowson, H, 1990, Aspects of Language Teaching, Oxford: Oxford University Press Linking theory and practice consistently.
Woodward, T, 1991, Models and Metaphors in Language Teacher Training: loop input and other strategies, Cambridge: Cambridge University Press Some interesting and thought-provoking ideas once you get past its somewhat prescriptive approach.


support

Support

This is not a taught course and it's free so you can't realistically expect consistent tutorial support.
However, if you have questions or need some specific help, feel free to write to ELT Concourse and, time and personnel permitting, we'll try to help.
No promises, OK?