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Something new for English and CLIL teachers. I can’t spill the beans yet, but I’m quietly working on a new project that’s been on my mind for a long time. It’s for you if: ✨you’d like to use more E
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A little hello, if you’re new here πŸ‘‹ I’m Catherine. I’m a language teacher, teacher-trainer, and still very much a language learner too. I’ve done a few different jobs along the way (including mus
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✨ Does your school team want to feel more confident with CLIL and English? Here are 3 reasons schools book training with me this autumn, you'll get: 1️⃣ Practical ideas you can use straight away 2️⃣
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When a lesson falls flat, it’s easy to think: β€œThat activity just didn’t work.” But usually, there’s something more useful to look at. Was the language new? Was the task structure clear? Were stude
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One thing that really helps when planning CLIL or cross-curricular activities is separating: content language procedure What are students learning? What language do they need? And do they actually
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A little Friday reflection from the Transform English Project. One thing that’s really stood out over the last few weeks is how many of the same themes matter across completely different age groups β€”
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This is CLIL. (Well, not exactly. This is an enormous bear - tiger? - belonging to my son, who is also called CLIL. The bear, not my son - more about that story in my newsletter!) My son has no idea
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CLIL can feel big when you first look at it properly. A useful starting point: choose a topic you like, and ask what students need to be able do with it. What skills should they be learning? Sort? M
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When a student can't explain something in English, it's easy to call it a speaking problem. But usually they're doing three things at once: working out what they think, organising it into a structure
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This one comes up a lot. The idea is clearly there - you can tell. But when they try to put it into English, something gets stuck. It's not always a language gap. Sometimes it's a thinking-plus-lang
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This was yesterday (didn’t get a chance to post it earlier!) I’d just been thinking about a moment earlier in the day where I couldn’t quite find the words in Italian - I knew what I wanted to say, b
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When does scaffolding help - and when does it get in the way? Pleased to be part of the Spring Languages series with CRT Drils and @andersonhousebergamo The webinar is on scaffolding for inclusion
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About @transform.english

Catherine Stevenson | CLIL & English trainer/teacher is a Instagram growing creator. With 233 followers and 12 posts, transform.english's account shows a follower-to-following ratio of 0.8:1. View all content anonymously on Pictame - no login required.

transform.english's engagement rate sits at 2.65%. For accounts with 1K-10K followers, the average is around 5%, so there's some room to grow β€” though every community is unique.

Out of the last 12 posts, 33% are videos and 67% are photos. Notably, videos tend to get 2.5x more engagement than photos. Content shows up about every 20 days. Captions lean detailed, averaging 730 characters.

2.65% engagement rate β€” room to grow compared to average for 1K-10K follower accounts.
33% videos, 67% photos. Videos get 2.5x more engagement here.
Posts about every 20 days.

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transform.english
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@transform.english

Catherine Stevenson | CLIL & English trainer/teacher

Public
Posts
12
Followers
233
Top Hashtags
#englishteachers#CLIL#formazionedocenti#scaffolding#teacherreflection#crosscurricular#teacherlife#TransformEnglish

Explore the most impactful hashtags used in recent posts. These tags highlight the core interests and trending topics that define this profile's digital influence and content strategy.

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Popular Hashtags

#instagood#instagram#viral#reels#fashion#art#photooftheday#explore#beautiful#nature#travel#follow
Following
287
Avg. Likes
5
Avg. Comments
1
Engagement
2.58%

Helping teachers bring English & CLIL to life 🀩 Courses, workshops & creative projects for schools & educators. Info an...

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