A new William Hope Hodgson blog

Welcome to Hodgsoniana, a new blog about the life and works of author William Hope Hodgson (1877–1918). The aim of this blog is to provide a home for articles and new research on Hodgson, details of Hodgson-related happenings, and just generally act as an up-to-date (hopefully) resource that’s open to anyone interested in this remarkable literary figure. At time of writing, there is a lack of other active websites covering this subject, which is why starting a blog seemed a worthwhile endeavour. At the very least, it gives me a place to post some Hodgson-related thoughts and findings I’ve been meaning to write up! My hope is that others may be moved to contribute also.

Before going any further, I want to recognise the work of the late Hodgson scholar Sam Gafford, and in particular his excellent Hodgson blog williamhopehodgson.wordpress.com. I first stumbled upon Sam’s blog back in 2016, and his work opened my eyes to the depths and complexities of Hodgson’s history and writings. I entered into brief correspondence with Sam at that time, and his enthusiasm and encouragement were key factors in starting me on the path of pursuing my own Hodgson studies.

Sam Gafford sadly passed away in 2019, leaving his site dormant. It remains a valuable treasure trove of information, and I will certainly aspire to follow Sam’s example in exploring and documenting all matters Hodgson.

2027 will see the 150th anniversary of William Hope Hodgson’s birth. There is still much to discuss regarding his work, and many areas of his life remain obscure and in need of further investigation. I hope this site can help in encouraging and chronicling such efforts.

Source: https://hodgsoniana.wordpress.com/2025/06/22/a-new-william-hope-hodgson-blog/ access on 28 february 2026.

A new William Hope Hodgson blog

Welcome to Hodgsoniana, a new blog about the life and works of author William Hope Hodgson (1877–1918). The aim of this blog is to provide a home for articles and new research on Hodgson, details of Hodgson-related happenings, and just generally act as an up-to-date (hopefully) resource that’s open to anyone interested in this remarkable literary figure. At time of writing, there is a lack of other active websites covering this subject, which is why starting a blog seemed a worthwhile endeavour. At the very least, it gives me a place to post some Hodgson-related thoughts and findings I’ve been meaning to write up! My hope is that others may be moved to contribute also.

Before going any further, I want to recognise the work of the late Hodgson scholar Sam Gafford, and in particular his excellent Hodgson blog williamhopehodgson.wordpress.com. I first stumbled upon Sam’s blog back in 2016, and his work opened my eyes to the depths and complexities of Hodgson’s history and writings. I entered into brief correspondence with Sam at that time, and his enthusiasm and encouragement were key factors in starting me on the path of pursuing my own Hodgson studies.

Sam Gafford sadly passed away in 2019, leaving his site dormant. It remains a valuable treasure trove of information, and I will certainly aspire to follow Sam’s example in exploring and documenting all matters Hodgson.

2027 will see the 150th anniversary of William Hope Hodgson’s birth. There is still much to discuss regarding his work, and many areas of his life remain obscure and in need of further investigation. I hope this site can help in encouraging and chronicling such efforts.

Source: https://hodgsoniana.wordpress.com/2025/06/22/a-new-william-hope-hodgson-blog/ access on 28 february 2026.

The decline of Audiolingualism Audiolingualism reached its period of most widespread use in the 1960s and was applied both to the teaching of foreign languages in the United States and to the teaching of English as a second or foreign language. It led to such widely used courses as English 900 and the Lado English Series, as well as to texts for teaching the major European languages. But then came criticism on two fronts. On the one hand, the theoretical foundations of Audiolingualism were attacked as being unsound in terms of both language theory and learning theory. On the other hand, practitioners found that the practical results fell short of expectations. Students were often found to be unable to transfer skills acquired through Audiolingualism to real communication outside the classroom, and many found the experience of studying through audiolingual procedures to be boring and unsatisfying.

RICHARDS, Jack C. Richards; RODGERS, Theodore S. Rodgers. Approaches and methods in language teaching.2. ed. Cambridge: Cambridge University Press,2001.

With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.