Published Articles

Social inequalities : an oral presentation mini course

“For us, art is not an end in itself … but it is an opportunity for the true perception and criticism of the times we live in.” (Dada poet Hugo Ball)

Social Inequalities is a mini course teaching students how to prepare oral presentations using contemporary artists as an incentive. The target group is students over 16 years old and the level is B2+ . In total it lasts about  8-9 teaching hours. This is why the whole series was initially  posted in 3 parts (First : lesson plan 1, Second : lesson plan 2 and Third : lesson plan 3 & 4 together).



‘Dear Sige’

‘The waltz we were born for’  is Magdalena Brzezinska’s new international, collaborative, literary and artistic project connecting artists from all the continents, this time around music. It can be found here 


16th ELTA Serbia Conference New Trends: The teacher’s guide through ELT Galaxy

Last May, I was invited to speak at the 16th ELTA Serbia Conference as a representative of TESOL Macedonia Thrace and, of course, because of my bonds with Serbia (I am an editor there) I could not refuse. After all, Belgrade I love !

The report below describes what took place those 2 days.

This report was initially published in ELT TEaser’s Autumn issue (issue 67) by TESOL Macedonia Thrace. You can find it here ELTeaser AUTUM 2018 FINAL (1) 


An Interview with Marisa Constantinides

by Vicky Papageorgiou

The interview first appeared on ELTA Serbia newsletter Autumn 2018 edition


Marisa is a teacher, teacher educator,  and ELT author; she is the Director of Studies of CELT Athens responsible for the design and implementation of all courses offered at CELT.

Her main ELT qualifications are a Diploma in TEFLA (the RSA Dip. TEFLA,  predecessor to the Cambridge Delta) and an M.A. in Applied Linguistics from Reading University.Marisa is a frequent conference presenter and keynote speaker – some recent presentations can be viewed here – and has presented at IATEFL International, TESOL France, Brazil TESOL, TESOL Greece as well as on numerous online Conferences and Events and has served as a member of the Committee of the IATEFL Learning Technologies SIG (Special Interest Group).

Marisa is one of the founding moderators of  a weekly hash tagged discussion of ELT teachers on Twitter which was nominated & shortlisted in the 2012 ELTon Awards for Innovation in Teacher Resources.     Marisa co-moderates #ELTchat on Twitter every Wednesday  (find more info on theELTchat blog.)


‘Canto di aci’ (popular poem) by Lionardo Vigo

In 2013  I translated from Sicilian into Greek  the poem ‘Canto di aci’ (dalla colelzione di canti popolari di Lionardo Vigo, Catania – Sicilia 1857) for the concert program of the Department of Music (Aristotle University ) and the DissonArt Ensemble. The concert featured ‘Il giardino di Sara’ di Salvatore Sciarrino (2008).


DEBATE : Is Graffiti a form of Art or Vandalism ?

This series of lesson plans fist appeared on the Visual Arts Circle and can be found Visual Arts Circle. I am sharing it here too so that it is archived.


By Vicky Papageorgiou

The classroom debate is a highly useful tool for a teacher. It provides the students with an excellent opportunity to improve their fluency skills and to extend their vocabulary while, at the same time, discussing about complex contemporary issues and developing the students’ critical thinking skills. If organised carefully, classroom debates are something your students will look forward to.

Introducing a debate in the ELT classroom is a complex process without any doubt. If none of the students has ever taken part in a debate, the teacher has to ensure that several steps are followed :

  1. It should be understood by the students that preparing for a debate is a type of project and it requires several hours of preparation
  2. The topic for debate should be clear and the students should be, at least partly, familiar with it
  3. The steps the students should follow  should be clear and gradual until  they reach the moment of the debate
  4. The students should have enough possibilities to be well informed about the topic of discussion before the actual debate takes place

For these reasons, my first debate with a class is always about a familiar but quite controversial topic : Graffiti! This particular series of lesson plans has been used several times in my classes always with great success and hopefully it will be the same for anyone else who will use them in the future. It should also be noted that they have been used with students B1+ as well as with B2+ with equal success. In each case, the teacher can make small modifications to cater for the needs of the specific class.

The teacher should also be aware that the whole preparation takes no less than 4-5 hours and might also reach the 6 hours, depending on the particular class and level.

Below you can find the lesson plans for each session (there are 3 in total)  and the accompanying worksheets.

This is the document with all the Lesson plans Graffiti class debate lesson plans (Autosaved)

For the 1st session, the documents you will need are :

  1. Graffiti Art or vandalism Warmer
  2. True False statements about Graffiti.1
  3. A short history of Graffiti

For the 2nd session, the documents are :

  1. GRAFFITI Arguments FOR and AGAINST
  2. How to build a strong debate argument
  3. Useful Debate expressions (1)

For the 3rd and last session (the actual debate), you will need :

  1. Debate Rubric

I really hope you enjoy using all the materials. If you do, please come back and leave a comment. Any observations are welcome. Enjoy!

Vicky Papageorgiou is an ESL/EAP Lecturer  working with mainly adult learners. She holds a BA from Aristotle University (with Distinction) and was awarded an MA in Education (Open Univ. of Cyprus) and an MA in Art History (Goldsmiths College, UK), as well as a  PGCE in Technology Enhanced Learning from the University of Wales Trinity Saint David (with Distinction). She now divides her time between Greece and the UK.  She is the website editor of the Visual Arts Circle and a co-editor of ELTA Serbia publications.

DEBATE : Is Graffiti a form of Art or Vandalism ?

The first of a series of lesson plans for the Visual Arts Circle

Visual Arts Circle


By Vicky Papageorgiou

The classroom debate is a highly useful tool for a teacher. It provides the students with an excellent opportunity to improve their fluency skills and to extend their vocabulary while, at the same time, discussing about complex contemporary issues and developing the students’ critical thinking skills. If organised carefully, classroom debates are something your students will look forward to.

Introducing a debate in the ELT classroom is a complex process without any doubt. If none of the students has ever taken part in a debate, the teacher has to ensure that several steps are followed :

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An Interview with Daniel Xerri

This interview first appeared on the March-April issue of the ELTA Serbia newsletter

By Vicky Papageorgiou

αρχείο λήψης

Daniel Xerri is a Lecturer in TESOL at the University of Malta. He is a member of IATEFL’s Conference Committee and of TESOL International Association’s Research Professional Council. Between 2015 and 2017, he was the Joint Coordinator of the IATEFL Research SIG. He holds postgraduate degrees in English and Applied Linguistics, as well as a PhD in Education from the University of York. He is the author of many publications on different areas of education and TESOL. His most recent books are The Image in English Language Teaching (2017, ELT Council), and Teacher Involvement in High-stakes Language Testing (2018, Springer). Further details about his talks and publications can be found at:

Vicky : Daniel, first of all, I would like to thank you for agreeing to give this interview.

Daniel : Thanks so much for inviting me to be interviewed. I’m very happy to share my thoughts and work with your readers.

Vicky : You are a very active and creative person. How do you manage such multiple interests?

Daniel : I don’t sleep much and work most of the time. Joking aside, I think it’s all about doing things that I’m passionate about. I’m lucky enough to be able to find the time to work on the things I’m interested in. Writing is perhaps what I enjoy doing the most in my professional and personal life. So, I consider it natural to spend a lot of time every week working on new articles and books.

Vicky : I know that your interest fields are creativity, research, CPD, etc. The fact that one of your research fields is poetry I think is fascinating. Can you tell us about using poetry as interview stimulus material?

Daniel : In my research on creativity education, I’ve used poetry as a means of exploring the attitudes, beliefs and practices of teachers and students. This involved providing them with a reflexive poem that depicted a lesson scenario and asking them to comment on it. By discussing the poem, they revealed what they thought about creativity and the use of creative texts in the classroom. The poem acted as a stimulus for their thoughts and perspectives.

Vicky : I was reading another article of yours on ‘teacher versatility’ and creativity and  how much you value the openness that teachers should cultivate so that they allow their practices in the classroom to be influenced by disciplines that could be even totally unrelated to language teaching.  How do you think that teachers can accomplish this?

Daniel : Teachers are thinking beings and they have views on a myriad of things that might not be directly related to English language teaching. By tapping their different interests and by being open to external influences, they can enrich their teaching and enhance their students’ learning experience. The important thing is to be willing to make connections between elements and disciplines that might not seem to be explicitly connected. Language teaching is not a compartmentalized activity. It is something that can draw energy from other fields of activity. Being willing to enrich language lessons by means of one’s different interests is the first step to being more versatile as a teacher.

Vicky : Knowledge of the language or knowledge about the language? Which of these two is more important for a language teacher?

Daniel : I think they’re equally important and it would be mistaken to ignore either one. A fairly good level of language proficiency is necessary in order for a teacher to teach the target language but so is well-developed teacher language awareness. In fact, some argue that language awareness contributes to more effective teaching. Teachers – and by extension learners – benefit immensely from initiatives aimed at developing language proficiency, language awareness, together with knowledge of teaching methodology and other competences.

Vicky : There has been an increasing interest of English language teachers in research. What are the challenges of training teachers to do classroom research?

Daniel : One of the biggest challenges consists of the way research is conceptualized. Even though research can be a powerful form of professional development, the way some teachers think about research can act as an obstacle to them engaging with and in research. If teachers limit themselves to the conceptions of research foisted upon them by academia, then they are unlikely to see research as something that they could do in their own context.

Vicky : Can you talk to us about your plenary speech at our ELTA Serbia Conference?

Daniel : In my plenary, I plan to challenge traditional conceptions of research and demonstrate how teacher research is a democratic activity that belongs to all classroom practitioners. My talk is based on a project that investigates the views of academics, teacher trainers and teacher association leaders from around the world. The people who have contributed to this project share the view that research can be an empowering activity for teachers if they are enabled to see it as an integral part of their professional identity.

Vicky : Daniel, with already over 100 publications, a very active professional life, what are your plans for the future?

Daniel : My immediate plans are to complete two books that are being published later this year, and strive to meet the deadlines for different articles and chapters that I’m currently working on. All that is on top of refurbishing the 300-year-old house that I’ve just moved into!

Vicky : Thank you!


Hacking digital learning strategies

Reviewed by Vicky Papageorgiou

This review first appeared on the March-April issue of the Serbia ELTA newsletter

Keywords : technology, learning strategies, digital learning, mobile apps, mission-based learning


Shelly Sanchez’s books are always highly anticipated because they are useful, practical, well written and fun to read! This new one, under the title ‘Hacking digital learning strategies ‘,  is no exception to the rule, therefore. A completely student centered book which focusses on learning strategies.

The book is divided in 10 missions. Each chapter comprises a set of steps, which the teacher can follow to complete the mission with their students, as well as, a section about the anticipated problems and a mission prep section. An additional section is the Mission Toolkit in the last pages of the book which offers storyboards, question sets, templates, maps, tables, handouts, mission task cards, badges,  etc. and anything useful for the teacher when planning these missions in their class.

In the first mission, entitled DESIGN A GAME WALKTHROUGH : Create a Tutorial and Teach Others How to Play, Sanchez describes how an  experience she had in a classroom taught her a valuable lesson : she didn’t have to do all the teaching or know all the answers, which led her to realize that students could design instructional content and, thus,  gain, as well as, share knowledge, a process which motivates them immensely in the end. Therefore, in this first chapter she explains how students teach others how to play a game with a video walkthrough that they create.

In the second mission, called GO ON A SELFIE ADVENTURE : Define Yourself Through Images, Sanchez makes use of the so popular selfies among students which also offer the opportunity for reflection. It is a fact that young learners are not necessarily fully aware of this process, however, posting these selfies after manipulating them is because they are opting for the best shot as they know their peers will rate them! This specific mission’s purpose is to teach learners how to make responsible decisions about their own digital identities.

The third chapter is about CREATING A FICTIONAL SOCIAL MEDIA PROFILE : Manage your digital footprint more purposefully. Believing that to teach the learners how to navigate the digital world with all the necessary skills, confidence and support is of pivotal importance, the next mission has exactly this as its sole purpose : to deepen the students’ reflective means and understand what building  confident digital identity entails. All this, through historical figures!

Mission 4 is REMIX LEARNING INTO A DIGITAL TEXTBOOK : Produce and publish an engaging online book. It’s aim is to encourage students to be responsible and choose the learning materials they need and not just accept them as given by teachers. The right expression would be ‘expect them to personalize their own learning even though they are young’! Following this pathway, they have to create their own digital textbook ‘helping others learn the topic in an engaging way’, as Sanchez claims.

Next come the debates and the 5th Mission’s title is DEBATE ISSUES, DON’T DISS PEOPLE :Argue differences of opinion respectfully. Disagreements on social media are a frequent occurrence and while they result in all parties feeling offended, most of them miss the opportunity for a constructive discussion. While these public arguments are part of our daily social media life, the author believes (quite correctly!) that our curriculums still teach our learners long written argumentative essays, considering, therefore, the need for teaching them shorter arguments in combination with teaching them how to respond intelligently to people with different opinions. Adapting to the new conditions of our life, thus, is a necessity and also has a practical side which teachers are called upon to equip their students with. Our students learn to be respectful and intelligent digital citizens.

In chapter 6, ‘Seek and preserve the truth’, Shelly focusses on the quest for truth when everyone is exposed to ‘fake news’, she tries to show how we can motivate our students to care and preserve the truth.

In chapter 7, ASSEMBLE A GLOBAL CLASS MEETUP : Join the World Community and Discuss a Pressing Issue, she tackles on the problem of helping students to understand the role as global citizens and find interest in global issues. For this reason, she suggests that teachers and students organise video conferences with classes from different countries whew students participate in a cultural exchange activity.

In the next chapter, students are required to conduct Real-World Field Research and suggests we shoulod see students as problem solvers and innovators. So, this new mission is all about publishing field research to enlighten the public.

In chapter 9, APPRECIATE OTHERS  WITH A DIGITAL BADGE, Shelly points out that , more than grades, we need to recognise values. Digital badges are used to recognise achievements, claiming that ‘When students issue their badges, they

send a message to their peers that they recognize their achievements and skills’. In this mission, students design  digital badges to issue to their peers.

In the final chapter, CROWDFUND INNOVATION TO FIND SOLUTIONS, suggest ways we, educators, can help students innovate solutions to make a difference by , for example, crowdfunding to help improve their communities.

Mission-based learning is , in fact, a powerful and meaningful way of empowering our students , not by just teaching them a language but by teaching them at the same time of being global citizens , responsible  contributors and and caring human beings.

Overall, this is an excellent read and a very resourceful book which can be an invaluable tool for teachers of young learners as well as teachers of teenagers, if only with a few modifications in the mission procedures. It belongs in every school’s and every teacher’s library!

Film in Action: Teaching Language Using Moving Images: A Book Review

This review was initially published in ELTA Newsletter: September-October 2016

Published on Sep 25, 2016

ELTA Newsletter: September-October 2016

Film in Action: Teaching Language Using Moving Images: A Book Review

Reviewed by Vicky Papageorgiou, Metropolitan College, Thessaloniki, Greece

Keywords : Kieran Donaghy, spectacle, film literacy, mobile devices, producing short films, critical thinking, creativity, cultural awareness, film integration in scholastic syllabus


Images dominate our lives. We see them around us every day, they have a powerful hold on us and they define us. In our image-saturated society and way of life, the spectacle is now the visible world itself, increasingly defining our perception of life itself, as Debord (1967) put it.

Film has long been a fertile field of the spectacle and one of our society’s most popular ones. Educators have not overlooked this fact but instead they tried to exploit it in multiple ways. A book that illustrates exactly this, in a practical as well as a sophisticated way, is Kieran Donaghy’s ‘Film in Action’, published for   the DELTA Teacher Development Series.

The book is divided in 3 sections.

Section A serves in a way as an introduction to the whole book-project. It sets the framework of what the author is trying to do, his beliefs, his aspirations, starting with the theoretical background of the role film has within society, education and language learning. He moves on to analyze  film literacy in the twenty-first century and the educational benefits that can derive from creating films. He closes this chapter with suggestions about using film in the classroom which is followed by a short but important section where Kieran recommends several resources that educators can use should they require further reading. A quite comprehensive list of bibliographical references is also included in the very end of the chapter.

Section B is dedicated to more practical activities that teachers can use in the classroom. Chapter One presents a lot of communicative activities that encourage learners to watch films with a critical eye. Hence the title ‘Watching actively’! There are nearly 70 suggested activities which cover topics from making predictions, ordering scenes, identifying stereotypes to debating the conventions and aesthetics of TV ads, describing a visual poem and to looking at the importance of paralinguistic facts.

Chapter two, called ‘Actively Producing’ is a special one and one that distinguishes this book from others. The author, acknowledging the importance that mobile devices have nowadays in our everyday life, dedicates a whole section to a range of activities that can lead learners to produce their own short film texts outside or inside the classroom. Donaghy  underlines  also how inexpensive this is since all that the students need is a mobile device, which most of them already own.

Some of the best suggested activities are : ‘From sky to screen’, ‘A natural voice-over’, ‘Revoice’, ‘I am what I am….or am I’, ‘Linking up’, ‘60’’ descriptions’, and several others which encourage learners to be creative and resourceful.

The last section of the book, section C, looks into the possibility of establishing film as an integral part of the scholastic syllabus rather than treating it as an add-on subject. In doing so, the author recommends four significant projects that schools can adopt : a Film club, a Film circle, a Film course and a Film chronicle, all of which promote critical thinking, creativity and cultural awareness. In this section, Kieran Donaghy also gives organizational ideas on how to implement any of these projects in our schools.

What makes then this book special in English language teaching?

  1. The theoretical framework that the book provides
      • Kieran tries to frame a theoretical background in the most well rounded way this is possible because his aspiration is that film is fully integrated in the scholastic syllabus.
      • The book is also quite well documented so that educators can use it easily as a reference book.
  1. There is a very practical side of it.
      • What is offered is a wide range of activities which, besides being quite easy to use, they also leave a lot of room to the teacher’s creativity and experimentation as they are not meant for a specific film/documentary each time. These are only suggestions and they can cater for different tastes/choices in films
      • Finally, useful links are provided to facilitate the teachers’ search for suitable film clips or short films (e.g. pages 39, 48, 49, 50 and many  more) or opening titles (p.36) and websites with ads (p. 38).


«What is essential is invisible to the eye», as de Saint Exupéry says (2000). Film, in fact, is one of those multifaceted media that because they are primarily the result of artistic expression, they can be open to multiple interpretations, making it a rather fascinating and challenging medium for educators and learners, among others of course. Kieran has obviously risen to this challenge!