TypoGrammar
TypoGrammar Educators Network
Learn from experienced English teachers, IELTS trainers, linguists, researchers, and language professionals contributing to TypoGrammar.
The TypoGrammar Educators Network is growing. New verified educators and original articles are added regularly.
Why this network exists
Real educators. Real expertise. Real classroom experience.
The TypoGrammar Educators Network exists to bring genuine human insight to English-language education - the kind built from years of teaching, examining, and researching, not generated by a model.
Real educators
Every contributor is a verified teacher, trainer, examiner, or linguist with a public professional identity.
Real expertise
Articles are written from lived practice - lesson plans that worked, learners that improved, mistakes that recurred.
Real classroom experience
Insights come from teaching in actual classrooms and exam centres, not from rewriting a generic outline.
Real language insight
Founded on the belief that human judgement on language still outperforms generic AI-generated content.
Permanent cohort
Founding Contributors
The educators who helped launch the TypoGrammar Educators Network. This section is permanent - founding members keep this badge for life.
FoundingVerified Educator
Asma Batool
English Language Expert: GCSE · IGCSE · O/A Levels · IB/SAT
1 article
FoundingVerified Educator
Sabine Schumann
Business English and Intercultural Communication Trainer
1 article
More founding contributors are being verified and onboarded. New profiles are added regularly.
Fresh from the network
Latest Articles
Original, author-written articles published by verified educators in the network.
Thinking in English: How to Stop Translating and Start Communicating
A Business English trainer and published ELT author explains how to stop mentally translating and start thinking directly in English, through regular input, regular output, learning vocabulary in context, tolerating uncertainty, and focusing on collocations over isolated words.
The Psychology of Language Learning: Why Students Forget Vocabulary So Quickly
A university EFL teacher and applied linguistics researcher explains why students forget vocabulary so fast, drawing on the Ebbinghaus Forgetting Curve, levels of processing, interference theory, the spacing effect, and retrieval practice -- with classroom strategies adapted to real teaching conditions.
From Understanding English to Speaking It: Why Fluency Feels So Difficult
A TESOL-certified English Access teacher explains why learners who understand English fluently still freeze when speaking, covering fear of mistakes, the translation loop, test-focused classrooms, passive exposure, and how to build real speaking confidence.
25 Common Grammar Mistakes ESL Learners Make and How Teachers Can Correct Them
With 17 years of teaching experience, Asma Batool identifies 25 persistent ESL grammar mistakes drawn from real classrooms in Pakistan, with targeted correction strategies for each one.
English Pronunciation Challenges for Spanish Native Speakers and Practical Solutions
A Chilean translator and language tutor identifies four core pronunciation challenges for Spanish speakers of English and shares classroom-tested activities and exercises to overcome each one.
From Studying English to Living in It
An AUC English instructor with fifteen years of experience shares seven research-backed habits that help learners move from studying English to thinking in it, drawing on Krashen, Vygotsky, and McLaughlin.
Join the network
Become a Contributor
The contributor program is open to teachers, examiners, linguists, and language professionals with verifiable experience. Articles must be original, written by you, and add practical value to English learners.
- Original article
- 800 - 1,500 words
- Semi-formal style
- Reader-friendly
- Practical insights
- Author-written content
- AI proofreading allowed
- Fully AI-generated content not accepted