Dr Jason Anderson
About
Associate Professor (果冻传媒), teacher educator and author with experience supporting teachers in both language teaching and mainstream education in over 30 countries worldwide.
My work focuses on developing research-informed approaches to teaching and teacher education and making these accessible to teachers and teacher educators internationally. My publications include five teacher resource books, five teacher education books, several commissioned reports and over 50 research, theory and practical articles, for which I have won several awards (two British Council ELTon awards; the Christopher Brumfit Essay Prize; the Trinity College London Chairperson's Award; the King's College London Hans Prize in Education; and the British Council Master's Dissertation Award). My two latest books are practitioner-oriented guides to (Cambridge University Press) and (Oxford University Press). I also offer a wide range of free resources for teachers through .
My background is as an English language teacher (for 25 years), alongside roles as a teacher educator (pre-service and in-service) and materials writer. Since 2017, I have worked as a researcher and lecturer at the 果冻传媒 in both language teaching and mainstream education. My ESRC-funded PhD (2018鈥�2021) and Postdoctoral Research Fellowship (2021鈥�2022), both at 果冻传媒, focused on teacher expertise in the Global South, working with expert teachers to understand and document the knowledge, practices and qualities underpinning effective teaching in diverse contexts that had been largely neglected. Outputs from this research have included academic publications, collaborative work with participating teachers, teacher-development initiatives, and my Cambridge Education Research book .
A central part of my work involves sharing research and practical knowledge with teachers beyond the university through publications, freely available resources, talks, workshops and collaborations with professional and public organisations. I have worked internationally for national ministries of education, private institutions and third sector organisations including UNICEF, the British Council and Trinity College London, particularly across the Global South. I have given over 150 talks to teacher and academic audiences, online and face-to-face, including invited plenary and keynote addresses at events in the UK, Austria, Bangladesh, Bolivia, Egypt, India, Indonesia, Morocco, Saudi Arabia, Turkey and Ukraine. I am currently involved in work supporting teachers and teacher educators in Ukraine through the and the Ukrainian Association of Teachers of English as a Foreign Language, alongside ongoing collaboration with teacher organisations internationally. I am also founding series editor of Delta Publishing's award-winning , chief editor of , a member of the editorial board for , and a standing member of the .
My includes freely available resources for teachers and an , including recordings of selected talks, many available through my .
Research interests
My research focuses primarily on teachers, teaching and teacher education, particularly the knowledge, practices and professional learning that contribute to effective teaching in diverse contexts. A major strand of my work has investigated , particularly in the , where teachers' experiences, challenges and expertise remain comparatively under-researched. I have also researched teacher reflection, teacher beliefs, teacher experiences and continuing professional development, with a particular interest in how research can contribute to teacher learning and educational practice.
I am interested in both pre-service and in-service teacher education, including pedagogy, lesson planning, curriculum design, materials development, teacher research and formative assessment. Within language teaching, my research and writing also examine methodology, including communicative language teaching, , , , , and other structuring frameworks, as well as multilingualism and .
Methodologically, my research draws on qualitative, quantitative and mixed methods approaches, alongside and action research where appropriate. I am particularly interested in approaches that recognise teachers as knowledgeable professionals and, where possible, involve them actively in the research process and the generation and dissemination of professional knowledge. I have published on research methodology in areas including , , and . Further online resources:
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Publications
Anderson, J. & Dixit, S. (2026). Translanguaging in English Language Classrooms: A Guide for Teachers. Cambridge University Press.
Anderson, J. (2026). Project-based learning and task-based language teaching: continuities, differences and the potential for integration. Educational Linguistics (Advance Online Publication).
Anderson, J., & Dixit, S. (2026, June 11). Translanguaging: A practical theory for learning in English language classrooms. Fifteen Eighty Four. Cambridge University Press.
Anderson, J. (2026). Project-based learning: Cultivating creativity in the language classroom. Oxford University Press.
Anderson, J. & Kerr, P. (2026). The use of L1 in English language teaching. Cambridge Papers in English Language Education. Cambridge University Press.
Anderson, J. & Smith, R. (2026). Teacher research in TESOL. TESOL Quarterly, 60(2), 767-786.
Dikilita艧, K., Ery谋lmaz, R., Mukherjee, K., Serra, M., & Anderson, J. (2026). The emergence and significance of meta-identity in the professional development of experienced teacher-researchers. Teacher Development, 30(2), 458-477.
Anderson, J. (2026). Metasummary: examining the potential of a methodologically inclusive approach for conducting systematic reviews of educational research. Educational Review, 78(1), 103-123.
Anderson, J. (2026). Sleepwalking into superdiversity: A translanguaging perspective on The DfE 2025 Curriculum and Assessment Review Interim Report. The Language Learning Journal, 54(1), 142-152.
Anderson, J. (2026). Teacher Research. In H. Nesi & P. Milin (Eds.), International Encyclopedia of Language and Linguistics, 3rd Edition (Vol. 9) (pp. 31-36). Elsevier.
Kamali, J. & Anderson, J. (2025). Narrative self-observation: A new framework for teacher professional development and identity research. European Journal of Teacher Education (Advanced Online Access).
Anderson, J. & Kamali, J. (2025). Narrative Lesson Planning. Modern English Teacher, 34(5), 64-67.
On膷evska Ager, E., & Anderson, J. (2025). Affordance-based lesson planning in pre-service teacher education. ELT Journal, 79(1), 1-11. [Editor's Choice article]
Dixit, S. A., & Anderson, J. (2025). Translanguaging: A view from the South. Linguistic Approaches to Bilingualism, 15(1), 66-71.
Anderson, J. (2025). Language teacher expertise research: A theoretical case and research agenda. Language Teaching, 58(1), 69-86.
Mukhopadhyay, L., & Anderson, J. (2024). Multilingual education and translanguaging pedagogy in Indian classrooms: Discussing applications and challenges with Jason Anderson. Journal of Education, Language and Ideology, 2(2), 372-382.
Anderson, J. (2024).Reimagining educational linguistics: A post-competence perspective. Educational Linguistics, 3(2), 258-285.
Anderson, J. (2024). The translanguaging practices of expert Indian teachers of English and their learners. Journal of Multilingual and Multicultural Development, 45(6), 2233-2251.
Anderson, J., & Mahapatra, S. (2024). From "Difficult Circumstances" to the "Global South": An appraisal of terms used to describe disadvantage in education in the Global South. FORTELL, 49, 7-23.
Anderson, J. (2024). Translanguaging: A paradigm shift for ELT theory and practice. ELT Journal, 78(1), 72-81.
Anderson, J. (2023). Teacher expertise in the global South: Theory, research and evidence. Cambridge University Press.
Anderson, J. (2023). TESOL textbook content in the global South: Challenges and opportunities for appropriate and sustainable learning. In A. Smarti, S. Iannuzzi, L. Horvath and M. Sinclair (Eds.), NISSEM Global Briefs, Vol. 4: Doing more with language teaching (pp. 370-399). NISSEM. ()
Anderson, J. (2023). Forty years of research on expert teachers: What we know and why it's important. Modern English Teacher, 32(3), 48-52. ()
Anderson, J., & Taner, G. (2023). Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review, 38, 1-18.
Anderson, J. (2023). Can teacher case study research be participatory? Critical reflections on the approach adopted for an English language teacher expertise study in India. TESOL Quarterly, 57(1), 298-309.
Anderson, J. (2023). Translanguaging in the ELT classroom. Modern English Teacher, 32(2), 46-50. ()
Mahapatra, S. K., & Anderson, J. (2023). Languages for learning: A framework for implementing India's language-in-education policy. Current Issues in Language Planning, 24(1), 102-122 .
Anderson, J. (2023). The myth of a theory-practice gap in education. ELT Research: IATEFL Research SIG Newsletter, 38, 1-7.
Anderson, J. (2023). Researching and Developing Teacher Expertise in the Global South: Local and Transferable Solutions. In: Khan, R., Bashir, A., Basu, B.L., Uddin, M.E. (Eds), Local Research and Glocal Perspectives in English Language Teaching (pp. 399-417). Springer Link.
Anderson, J. (2023, May 10). The missing half of the expert teacher: Learning from teacher expertise in the global South. Fifteen eighty four: Academic perspectives from Cambridge University Press.
Anderson, J. (2022). What's in a name? Why 鈥楽LA鈥� is no longer fit for purpose and the emerging, more equitable alternatives. Language Teaching, 55, 427-433 .
Borg, S., Anderson, J., Beaumont, B., Xie, K., Guo, Y., Thorburn, R., Choi, T., Kim, H. J., Aizawa, I., & Fujinaga, K. (2022). The continuing professional development experiences and needs of English language teachers (Countries: China, Japan and Korea). British Council.
Anderson, J. (2022). In need of rebranding: Why we should change terminology from 'young learners' to 'pre-primary', 'primary' and 'secondary learners' of English. Modern English Teacher, 31(4), 6-9.
Anderson, J. (2022). Learning from Indian teacher expertise: A policy and practice report for educational organisations in India. 果冻传媒.
Anderson, J. & Lightfoot, A. (2022). Exploratory survey research. In K. Dikilita艧, & K. Reynolds (Eds.), Research methods in language teaching and learning: A practical guide (pp. 182-199). Wiley Blackwell.
Anderson, J., Padwad, A., & Smith, R. (2021). Language teaching in difficult circumstances. In H. Mohebbi & C. Coombe (Eds.) Research Questions in Language Education and Applied Linguistics (pp. 111-116). Springer.
Anderson, J. (Ed.) (2021). Our English Club resource book: A resource book for teachers working in English Clubs across Africa. British Council.
Anderson, J. (2021). Eight expert Indian teachers of English: A participatory comparative case study of teacher expertise in the Global South. [Doctoral dissertation, 果冻传媒]. 果冻传媒 WRAP.
Anderson, J. & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210-1231.
Anderson, J. (2021). English Club Resource Book (English Connects). British Council.
Anderson, J. (2021). The effective teacher of English: Beliefs of Indian teachers. In K. Dixit, V. Joshi, R. Chakrakodi, N. Khan, K. Mukherjee, & M. Mane (Eds.), Teaching English in multilingual contexts: Selections from the fifth AINET International Conference, Hyderabad, 10-11 January 2020 (pp. 21-36). AINET.
Anderson, J. (2021). The book I always refer to: Training foreign language teachers by Michael J Wallace (review) Modern English Teacher, 30(3), 80-82.
Anderson, J. (2021). Using activities effectively. English Teaching Professional, 133, 8-11.
Anderson, J. (2021). A framework for project-based learning in TESOL. Modern English Teacher, 30(2), 45-49.
Anderson, J. (2020). Reflection: Key concepts in ELT. ELT Journal, 74(4), 480-483.
Anderson, J. (2020). 鈥楤uying in鈥� to communicative language teaching: the impact of 鈥榠nitial鈥� certification courses on the classroom practices of experienced teachers of English. Innovation in Language Learning and Teaching, 14(1), 1-14.
Anderson, J. (2020). The Effective teacher of English: An exploratory qualitative study of Indian English teachers鈥� beliefs. English Language Teaching Education and Development, 23, 10-20.
Anderson, J. (2020). The TATE model: A curriculum design framework for language teaching. ELT Journal, 74(2), 175-184.
Anderson, J. (2020). A response to Ellis: The dangers of a narrowly-focused SLA canon. ELT Journal, 74(2), 195-197.
Anderson, J. (2020). Nomination. Modern English Teacher, 29(4), 47-50.
Anderson, J. (2020). Deconstructing jigsaw activities. In T. Pattison (Ed.) IATEFL Conference
Selections. (pp. 52-54) IATEFL.
Anderson, J. (2020). Interactive reflection. English Teaching Professional, 127, 4-6.
Anderson, J. (2020). Making class debates meaningful. Modern English Teacher, 29(2), 35-38.
Anderson, J. (2019). In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers. Teaching and Teacher Education, 86, 1-17.
Anderson, J. (2019). Activities for Cooperative Learning: Making Groupwork and Pairwork Effective in the ELT Classroom. Delta Publishing/Ernst Klett Sprachen.
Anderson, J., & Lightfoot, A. (2019). The School Education System in India: An Overview. British Council.
Anderson, J. (2019). Topsy-turvy teacher training: An attempt to blend top-down and bottom-up approaches to in-service language teacher education. The Teacher Trainer, 33(3), 21-24.
Anderson, J. (2019). Recentring ELT: India at the centre of the multilingual turn? In S. Mohanraj (Ed.), ELTAI: An Epic Journey of 50 Years (pp. 144-146). Chennai, India: ELTAI Chennai.
Anderson, J. (2019). Cooperative learning: Principles and practice. English Teaching Professional, 121, 4-6.
Anderson, J. (2019). Deconstructing jigsaw activities: Modern English Teacher, 28(2), 35-37.
Anderson, J. (2018). Reimagining English language learners from a translingual perspective. ELT Journal, 72(1), 26-37.
Anderson, J. (2018). The role of initial teacher training courses in the professional development of experienced non-native speaker English language teachers. English Language Teaching Education and Development, 21, 37-46.
Anderson, J. (2018) Context, analysis, practice: The hidden paradigm in contemporary ELT. In Pattison, T. (Ed.) IATEFL Glasgow Conference Selections (pp. 98-101). IATEFL.
Anderson, J. (2018). 'The future of training', or The elephant that swallowed the room. International House Teacher Training.
Anderson, J. (2018). Worth a thousand words. English Teaching Professional, 117, 55-56.
Anderson, J. (2017). A potted history of PPP with the help of ELT Journal. ELT Journal, 71(2), 218-227.
Anderson, J. (2017). A fundamental dichotomy in ELT methodology: A response to May Pang. ELT Journal, 71(1), 92-95.
Anderson, J. (2017). Context, analysis and practice. IATEFL Voices, 256, 4-5.
Anderson, J. (2017). Thinking CAP. Modern English Teacher, 26(3), 13-15.
Anderson, J. (2017). Trinity CertTESOL Companion: A Guide for English Language Teachers. Delta Publishing/Ernst Klett Sprachen.
Anderson, J. (2017). Peer needs analysis. English Teaching Professional, 113, 49-51.
Anderson, J. (2017). CAP - Context, analysis, practice: A lesson planning model for language teacher education. IATEFL Teacher Training and Education SIG Newsletter, Spring 2017, 15-18.
Anderson, J. (2016). Initial teacher training courses and non-native speaker teachers. ELT Journal, 70(3). 261-274.
Anderson, J. (2016, November 10). What to consider when teaching English in large classes. British Council Voices.
Anderson, J. (2016). Internet jigsaws. Modern English Teacher, 25(2), 38-40.
Anderson, J. (2016). Intentions and signposts. English Teaching Professional, 105, 4-6.
Anderson, J. (2016). A qualitative study into the role of initial teacher training courses in the professional development of experienced non-native speaker teachers of English. [Master鈥檚 thesis, King鈥檚 College London]. (First prize winner of the British Council ELT Master鈥檚 Dissertation Award 2017)
Anderson, J. (2016). Why practice makes perfect sense: The past, present and future potential of the PPP paradigm in language teacher education. English Language Teaching Education and Development, 19(1), 14-22.
Anderson, J. (2015). Teaching English in Africa. A guide to the practice of English language teaching. East African Educational Publishers. (Winner: British Council ELTON Award for local innovation 2016)
Anderson, J. (2015). Affordance, learning opportunities and the lesson plan pro forma (Editor鈥檚 Choice). ELT Journal, 69(3), 228-238.
Anderson, J. (2015). The uniqueness of gameplay. English Teaching Professional, 96, 4-6.
Anderson, J. (2015). Secrets and lies. Modern English Teacher, 24(3), 60-62.
Anderson, J. (2014). Speaking Games. Photocopiable Activities to Make Language Learning Fun. Delta Publishing/Ernst Klett Sprachen.
Anderson, J. (2006). Role Plays for Today: Photocopiable Activities to Get Students Speaking. Delta Publishing/Ernst Klett Sprachen.
Anderson, J. (2004). Teamwork: Interactive Tasks to Get Students Talking. Delta Publishing/Ernst Klett Sprachen.
