Luke graduated from Bristol University and has an MA in Shakespeare Studies ( Birmingham University) a Diploma in Teaching English (Leeds University, with. About Luke Prodromou: As well as being a keynote speaker at numerous international conferences I have trained teachers in over 25 countries around the wo. Luke Prodromou has 19 books on Goodreads with ratings. Luke Prodromou’s most popular book is Grammar and Vocabulary for First Certificate.

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We can do it – tips for migrants and locals http: Deutsch perfekt – free copy Special offer for teachers of refugee classes to get a free copy of the magazine.

prordomou Find more information on Deutsch perfekt here. He is the author of numerous coursebooks, the award-winning handbook Dealing with Difficulties with Lindsay Clandfield and Grammar and Vocabulary for Cambridge First Longman.

[WEBINAR] Luke Prodromou: The Dickensian Turn | Global Issues SIG

Lluke is a founder member of Disabled Access Friendly Campaign. Vasiliki Sarantidou graduated from the English Department of the Aristotle University of Thessaloniki and has taught English and French in the private sector.


Since she has been an English teacher in the public sector. She wrote, with Luke Prodromou, the article: In this interactive workshop, we explore with participants the challenges of teaching a class of refugees and immigrants to Greece in a multi-cultural state-school in Thessaloniki and the practical solutions we came up with.

Dr Luke Prodromou

Our secondary school students were recent arrivals from a diverse range of countries and cultures Syria, Afghanistan, Turkey, China, Albania, Pakistan, Russia et al. No students we had ever taught before could have prepared us for this heterogeneity on so many levels: Some of our new students lived in the neighbourhood of the school with their parents while others were brought in to the city-centre on buses arranged by NGOs, already tired, sleepy and hungry.

A number of our students had lost their families in war and were vulnerable and rpodromou. The last thing on their mind, initially at least, was learning English!


There was an urgent need to find material and organize a syllabus adjusted to the unique characteristics of each class. We needed texts that would interest the majority of students, taking into consideration the rich diversity in the groups; the texts would be taught in a way that would make the diversity a pedagogic opportunity rather than a handicap.

We aimed to teach each group as a whole not as disparate fragments, using an approach that would encourage them to learn together and from each other, and thus building their individual and collective self-esteem. The ICC very much looks forward to receiving your feedback. Imprint Privacy Policy Disclaimer.

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