Channel
@LeEnNe
On this record: Topic · Growth · Engagement · Reactions · Posts · Citations · Telegram's recommendations · Cite this entry
1,971subscribers
+8 since we began measuring on 6 August 2026
Risers and fallers across the register · movement among entries of 1,000–3,162.
| Telegram ID | -1001454976068 |
|---|---|
| Type | Channel |
| Username | @LeEnNe |
| Created | Between 1 April 2019 and 31 October 2021 — estimated from Telegram’s id allocation, not measured. How this range is calculated. |
| First recorded | 6 August 2026 |
| Last confirmed live | 19 September 2026 |
| Measurements held | 12 |
| Confirmed unchanged | 2 times, most recently 19 September 2026 |
| On Telegram | t.me/LeEnNe |
Education — a classification, not a measurement. An on-box language model (Qwen3.6-35B-A3B-FP8, prompt version 1) read this channel’s own recent posts on 16 September 2026 and assigned it the closest of 31 fixed categories, at 100% confidence. This is a model’s judgement about what the channel is likely to be about, not a fact this register measured the way a subscriber count or a view count is measured — it can be revised on a later pass, and it carries no weight anywhere else on this page. How this classification works, and why it has no browse page of its own yet.
| Measured (UTC) | Subscribers | Change |
|---|---|---|
| 14 Sept 2026, 15:01 | 1,971 | +3 |
| 10 Sept 2026, 20:21 | 1,968 | +4 |
| 6 Sept 2026, 03:14 | 1,964 | +2 |
| 2 Sept 2026, 08:25 | 1,962 | +2 |
| 30 Aug 2026, 16:03 | 1,960 | +1 |
| 27 Aug 2026, 10:28 | 1,959 | -1 |
| 24 Aug 2026, 00:23 | 1,960 | +3 |
| 16 Aug 2026, 14:04 | 1,957 | -3 |
| 13 Aug 2026, 01:25 | 1,960 | +1 |
| 10 Aug 2026, 08:13 | 1,959 | -4 |
| 6 Aug 2026, 20:01 | 1,963 | no change |
| 6 Aug 2026, 19:56 | 1,963 | first reading |
20 posts held, back to 10 July 2024 — the reader has not yet reached the start of this channel’s public history, so older posts may sit further back, unread. Read across 2 pages of Telegram’s post history, 20 posts per page.
Nothing published in the last 30 days. ERR and ER are rolling 30-day measures, so there is nothing to compute — we hold 20 posts for this entry, the most recent from 23 June 2025. An engagement rate over an empty window would be a number about nothing.
46 reactions across 14 posts, in 4 distinct kinds. The most used accounts for 52.2% of them.
| Reaction | Count | Share | Share, drawn |
|---|---|---|---|
| ❤ | 24 | 52.2% | |
| 👍 | 19 | 41.3% | |
| 👏 | 2 | 4.35% | |
| 👌 | 1 | 2.17% |
No sentiment is inferred, and none should be read in. This table is ordered by count and by nothing else. Emoji do not carry stable meaning across languages or communities — 🙏 is thanks in one channel and mourning in another — so we publish which ones were pressed and how often, and pass no judgement on what an audience meant by them.
Precision. Telegram publishes reaction counts per emoji and short-forms each one — 4.34K, 1.2M — so any single kind at or above 1,000 reaches us at three significant figures, and only counts below 1,000 are exact. The shares above are ratios of those figures and carry the same error. This is also why the total here can differ slightly from a reaction total printed elsewhere on the page: both are sums of the same rounded parts, taken over samples with different edges.
Coverage. Reactions were read on 15 of the 20 sampled posts in this sample. Summed by Telegram’s own count on each post — not by adding up the per-emoji breakdown above — those same posts carry 46 reactions in total: the kind of figure the paragraph above means by “a reaction total printed elsewhere on the page”.
Measured over the 20 most recent posts we hold, published 10 July 2024 to 23 June 2025, using the newest reading held for each. Telegram Stars are excluded: they are a payment, not a reaction, and they have their own section.
The Future English Language Classroom: Human-Centred, Powered By AI https://teachingenglishwithoxford.oup.com/2025/06/23/future-english-language-classroom-ai/ In a not-so-distant future, the English language classroom has been transformed, not by replacing teachers with machines, but by empowering teachers through technology. An AI assistant listens as students speak in pairs, offering real-time feedback on fluency …
❤5
3 Fun Activities to End the Year with Gratitude https://teachingenglishwithoxford.oup.com/2025/06/17/3-fun-activities-to-end-the-year-with-gratitude/ Dear Teacher, Throughout the year, you’ve worked tirelessly to create a positive environment where learners feel supported and valued. Through carefully designed activities, you’ve helped your students grow both academically and personally. By encouraging collaboration…
How to Evaluate Student Success with Assessment https://teachingenglishwithoxford.oup.com/2025/06/12/how-to-evaluate-student-success-with-assessment/ As teachers, how do we know that our students understand the class material? And how do our students know that they understand it? Everybody Up has a variety of assessment opportunities that can help your students reflect on their progress and lead them to become succe…
Teaching Values To Very Young Learners https://teachingenglishwithoxford.oup.com/2025/06/05/teaching-values-to-very-young-learners/ I vividly remember Oscar, a preschool child in my class, jumping up and down excitedly during an activity as he called out, ‘I’m helping!’ Oscar knew that not only had he learnt that helping others was a nice and good thing to do, but he could also put it into practice. For him, it was …
❤1
Arts and Crafts Classroom Management for Preschool Projects https://teachingenglishwithoxford.oup.com/2025/05/30/arts-and-crafts-classroom-management-preschool-projects/ If you teach Early Years, you probably love doing arts and crafts lessons as much as your learners do, but they can easily go wrong. In this blog post, we will explore some simple tips on how Toy Team, our new preschool course from Oxford University…
The Power of Music in Learning: How Songs Make Education Engaging, Fun, and Effective https://teachingenglishwithoxford.oup.com/2025/05/23/the-power-of-music-in-learning-how-songs-make-education-engaging-fun-and-effective/ Do you use songs in your lessons with young learners? Most teachers will say, “Yes!” But have you ever thought about why we use songs in our young learner classrooms? Here are some qualities that …
Bridging the Gap: How Real-World Connections Make Learning More Meaningful. https://teachingenglishwithoxford.oup.com/2025/05/15/bridging-the-gap-how-real-world-connections-make-learning-more-meaningful/ Teaching young learners can feel like juggling. It’s hard to keep students’ attention. It’s hard to keep the energy focused and positive. There are always a variety of abilities in the class. Children have different…
👍2
Can concept-based inquiry help us nurture future-ready kids? https://teachingenglishwithoxford.oup.com/2025/04/29/can-concept-based-inquiry-help-us-nurture-future-ready-kids/ Future-proof your young learners with concept-based inquiry, an innovative new methodology in English language learning that combines concept-based and inquiry-based learning to educate tomorrow’s changemakers. It was an unremarkable, cold and …
Stress Management Skills For Educators https://teachingenglishwithoxford.oup.com/2025/04/09/stress-management-skills-for-educators/ When you first start teaching, you imagine that the hardest part of the role would be the planning and delivery of lessons. However, you probably quickly realise that teaching is so much more than that. It’s about balancing responsibilities, managing unexpected challenges and often putt…
👍2
Sustainability At School: Simple Steps To A Greener Classroom https://teachingenglishwithoxford.oup.com/2025/03/18/sustainability-school-simple-steps/ As the world continues to face growing environmental challenges, the concept of sustainability has become increasingly significant in all areas of life, including in the classroom. Sustainability refers to meeting our current needs without compromising the planet for …
❤2👍1
Supporting Multilingual Language Learners In Your Classroom https://teachingenglishwithoxford.oup.com/2025/02/13/supporting-multilingual-language-learners-in-your-classroom/ There are many terms to talk about English language learning; ESOL (English for Speakers of Other Languages), ELL (English Language Learning) and EFL (English as a Foreign Language) are just some examples. However, many language learners don’t f…
👍3❤2
Five Tips To Challenge Native Speaker Fallacy https://teachingenglishwithoxford.oup.com/2025/02/11/five-tips-to-challenge-native-speaker-fallacy/ Accents are the soul of a language; they carry the history and culture of its people. Unknown If I ask you to think about your favourite teacher when you were a student, who comes to your mind? Why do you think of them? Wh…
👍1👏1
Showing the 12 most recent of 20 posts we hold for @LeEnNe. View and reaction counts are the latest single reading for each post, not a live figure, and a recent post is still accumulating both. A view count marked ≈ was rounded by Telegram before we ever saw it — t.me prints views in full below 1,000 and to three significant figures above, so ≈1,200,000 means somewhere between 1,150,000 and 1,249,999. Unmarked counts are exact. Text is reproduced from the public post preview and truncated for length.
Named by 1 registered channel — every channel on the register whose own posts have named this one, by its current username or any other username it currently holds, merged from two separately captured readings of the same fact so a namer caught by only one of them is not missed and a namer both caught is not counted twice. A username this channel has since dropped is not matched — that handle may belong to someone else now, and crediting today’s namer to yesterday’s owner would misattribute it.
Named by
Channels on the register whose posts name this channel's handle.
A mention is a weaker signal than a forward and is counted separately for that reason — naming a channel is not republishing it, and a handle in a post body is easy to place deliberately. The post counts beside each row below are distinct posts in which the handle appeared, from posts we have read on both sides — the “Named by N registered channels” figure above is a different count, of distinct NAMING CHANNELS rather than posts, and is not the sum of the rows under it.
The reverse of the list above, and a different kind of signal. This does not require this channel to have ever been asked about directly — each row below is a channel we DID ask Telegram about, whose Telegram-generated list happened to include this one. A channel can appear here with an empty list above it, because being named by someone else’s query is independent of having been queried itself.
This channel appears in 3 seed channels' Telegram-generated recommendation lists in total. Each is Telegram’s list for THAT channel, not this one — see how this is measured.
A live page changes as we take new readings, so a citation should name the measurement it is based on, not just the URL. The line below cites the subscriber count as measured 14 September 2026 — this entry's latest reading, not the date you are reading this.
“Learn English Through News BBC VOA EuroNews newspaper” (@LeEnNe), 1,971 subscribers as measured 14 September 2026. Telegram Register, tgregister.com/channel/LeEnNe.
Full measurement history, CC BY 4.0. Every reading this register holds for this entry, not just the latest one, as a dated, downloadable record: CSV · JSON. Free to use with attribution to tgregister.com. Each file carries its own generation timestamp, which is the figure to cite for exactly when the data was retrieved.