2012 IATEFL Conference Programme

Welcome from the IATEFL President

WelcometoGlasgow,andwelcometothe2012IATEFLconference!Whetheryouarean IATEFL-veteranorthisisyourfirsttimeatourconferenceI’msuretherewillbealotto keep you busy, get you thinking, and entertain you over the next few days.

Asusualwehaveaprogrammeburstingattheseams:How-Tosessionsfirstthinginthe morning(includingoneonhowtomakethemostoftheconference);fiveinterestingand excitingplenarysessions;around500talks,workshops,debatesandsymposiums;and lastbutbynomeansleasteveningsocialeventstoletyouconnectwithlike-minded individuals from around the world.

Ifyou’dliketogetanoverviewofnewbooks,exams,onlinematerialsandmore,whynot browse the exhibition where over 50 organisations will be happy to bring you up-to-speed onlatestdevelopments.Whileyou’retherewhynotdropbytheIATEFLstandandmeet someoftheSpecialInterestGroupcoordinators,Associaterepresentativesandother volunteersandmembers?Andifyou’reonthelookoutforachangeofdirectionoranew challenge why not visit the Jobs Market and see if there’s a new opportunity awaiting you.

Asyoucanimagineaneventofthissizehastakenquitesomeefforttoputtogether.I’d liketothankinparticulartheConferenceCommitteefortheirdedicationandhardwork, thestaffinourHeadOfficewhohavebeenpreparingforthisweekforthebestpartofthe year,andourlocalcommitteewhoseknowledgeofthelocationisinvaluableinplanning the local events.

AbigthankyouisalsoduetotheBritishCouncilwhohavemadeGlasgowOnline possible,allowingmanythousandsofpeoplewhoareunabletoattendinpersontotake part from every corner of the world.

Andfinally,ifthisprogrammegetsabittooheavyforyouandyou’dprefertohaveallof theinformationonyoursmartphone,whynotdownloadtheiOSorAndroidappnow.Not onlywillyoubeabletoseedetailsofallthesessionsandbuildyourowneventsplanner, you’llalsobeabletoconnectwithotherusersoftheapp viaTwitter,Facebookor LinkedIn;youmightevenfindyourselfsittingnexttosomeonewhosharesthesame interests as you right now!

Ihopeyouenjoytheconference,andlookforwardtobumpingintoyouinoneofthe sessions or online.

Eric Baber

Pre-Conference Events & Associates’ Day

Pre-Conference Events (PCEs)

Pre-ConferenceEvents(PCEs)heldonMonday19 th Marchwerespecificallyfordelegateswhowishtoconcentrate onaparticulartopic.PCEsareplannedasprofessionaldevelopmentdaysandparticipantsreceiveacertificateof attendance.

Pleasevisitwww.iatefl.orgfordetailsonnextyear’sPre-ConferenceEvents(detailsonlinefromJune2012)and for detailsonallotherSIGevents,heldthroughoutthe yearthroughouttheworld.

This year,theSpecialInterestGroupswhoorganisedPre-ConferenceEventswere:

BBuussiinneessss EEnngglliisshh onEnglishasaLinguaFranca– whatshouldwebeteaching?

EEnngglliisshh ffoorr SSppeecciiffiicc PPuurrppoosseess onCutting-edgedevelopmentsinteachereducation,materialsdesign,andassessment and testinginESPandEAP

EESS((OO))LL onESOLandfamily,societyandwork:preparinglearnersforparticipation

GGlloobbaall IIssssuueess onFromtheorytopractice:bringingy(our)globalissuesintoclass

LLeeaaddeerrsshhiipp && MMaannaaggeemmeenntt onDevelopingpeoplethrougheffectiveperformancemanagement

LLeeaarrnneerr AAuuttoonnoommyy onAutonomyinaction–acrossborders

LLeeaarrnniinngg TTeecchhnnoollooggiieess onChallengesandlimitationsinMALL

LLiitteerraattuurree,, MMeeddiiaa && CCuullttuurraall SSttuuddiieess onGlasgowliterature,Glasgowfilm

PPrroonnuunncciiaattiioonn onMasterclassinteachingpronunciation

RReesseeaarrcchh onHowto combineteachingandresearching:focusonlearnersandclassroomlanguagelearning

TTeeaacchheerr DDeevveellooppmmeenntt onDramatechniquesforcreativeteaching

TTeeaacchheerr TTrraaiinniinngg && EEdduuccaattiioonn onTeachertrainingandeducationworldwide:sharingexperiences

TTeessttiinngg,, EEvvaalluuaattiioonn && AAsssseessssmmeenntt onTheartofassessingwriting

YYoouunngg LLeeaarrnneerrss aanndd TTeeeennaaggeerrss onTheyounger,thebetter?

IATEFL Associates’ Day

(sponsored by University of Cambridge ESOL Examinations)

IATEFLhasaround100AssociateMembers.AnAssociateisanotherTeacherAssociation(TA)thathasenteredintoa mutuallybeneficialrelationshipwithIATEFL.AbenefitofbecominganAssociateliesinlinkinguptoanetworkof internationalTAs,andthroughthis,anetworkoflanguageeducatorsfromallovertheworldandfromarangeof diversebackgroundsandnationalities.

TheAssociates'Dayon19 th MarchisachanceforrepresentativesoftheseTAstogettogetheranddiscussmattersof commonconcern.Oneofthe overarchingaimsofmostTAsisto buildprofessionalcommunities.

We thankoursponsor, UniversityofCambridgeESOLExaminations,forthisopportunity.

WerecentlyheldacompetitionwhereWMSmemberswereinvitedtosendin30-secondvideoclipsofthemselves statingwhatWMSmembershiphadmeantforthem.Thewinnerswouldreceiveaprizeofupto£1,000towardstheir expensesforattendingthisannualconferenceinGlasgow.Thanksareduetoallmemberswhotookthetroubleto sendinentriesandwearesorrythatwecouldn'thavemorewinners.Wehad14entries,andshortlistedthree.The winnerwaschosenattheCoordinatingCommitteemeetinginNovember,andwearepleasedtoannouncethatthe competitionwaswonbymotheranddaughterteam,MirjanaMicetic(daughter)andIrenaMicetic(mum)ofthe AssociateorganisationinCroatia,HUPE.TheirvideoclipwillbeshownontheIATEFLstand.Manycongratulationsto MirjanaandIrena!

AleadingproviderofEnglishLanguage andPerformingArtsQualifications

TrinityCollegeLondonisproudtosponsortwoIATEFL scholarshipsthisyear.

Thesescholarshipsenableprofessionalsinthefieldtopresenttheirworkto awideraudiencebyconductinga session attheIATEFLannualconference. Anawardof£1,000+IATEFLmembershipandconferenceregistrationfees willbemadetothewinnersofeachcategory.

Congratulationstothe2012winners!

PleasecomealongtotheirpresentationsattheIATEFL2012Conference:

◗ TrinityCollegeLondonLanguageExamsScholarship YuliyaSiderovafromBulgaria: ESPtestdesign—achallengetotheELTpractitioner

◗ TrinityCollegeLondonTeacherTrainerScholarship TarunKumariKharbamonfromIndia: Peertranslating—ateacher’sstrategyindifficultcircumstances

PleaselookonIATEFLagendaforfurtherdetails

GENERAL INFORMATION, SCHOLARSHIPS & SPONSORS

The following pages contain –

Pages 5-11-General information

Page 12-What’s new?

Pages 13-18-Scholarships and this year’s winners

Pages 19-21-Conference sponsors

General information

Welcome

Welcome to this year's IATEFL international conference in Glasgow.

The annual conference is best known for its friendly and relaxed atmosphere, where ELT professionals from around 100 countries are able to network, discuss and socialise.

You can enjoy five plenary sessions, five signature events and around 500 sessions consisting of talks, workshops, posters, symposiums, SIG open forums and more.

Registration and exhibition opening times

Monday1030-1800

Tuesday0800-1730Tuesday0830-1730

Wednesday0830-1730Wednesday0830-1730 Thursday0830-1730Thursday0830-1730 Friday0830-1200Friday0830-1200

Registration

Your name badge entitles you to access all sessions and evening events. Please note the room capacity for each session, shown in the left-hand column of the presentation pages. Access to sessions is strictly by badge only and is on a first-come-first-served basis. The ELT resources exhibition (in Hall 2) is open to all.

Catering

A complimentary tea/coffee will be served in the exhibition hall during the coffee breaks (see catering locations on the exhibition floorplan – on the Exhibition divider).

During the lunch break there will be hot and cold food served just outside Hall 2 in the concourse. All food will be offered on a cash basis.

Catering and bar facilities are available in the main concourse and in the Crowne Plaza hotel throughout the day for delegates to purchase snacks and drinks at other times.

Administration

Photocopying facilities are provided by the SECC venue staff at the Business Centre/Information Desk located on the concourse. Copies will be charged at 10p per A4 page and 13p per A4 colour page (no OHP transparencies). We regret that no responsibility can be taken by IATEFL or the SECC in the event of machine failure.

Conference photography

The conference supplement photographer will be taking photographs for use in the post-conference supplement for Voices, on the cover of Conference Selections, on our website, and possibly in other advertising and promotional materials. The photographer will seek permission before photographing individuals. If you do not wish your photograph to be used, please inform the photographer at the time.

General information Information desk

IATEFL’sinformationdesk(sponsoredbyTrinityCollegeLondon)willbestaffedbyour stewardsduringtheregistrationopeningtimestoassistwithgeneralinformationaboutthe conference.

Messages

MessageboardswillbelocatedinHall1neartheregistrationdesk.Youarewelcometoleavemessagesfor otherdelegates.Pleaselookfrequentlyatthemessageboardsforanymessageswhichmayhavebeenleftfor you.

changes and cancellations to the programme.

Collection for WMIS – global initiative

Buy a badge –Show you care

FollowingoursuccesslastyearinBrighton,whereweraisedover£900,wearehappy tosellthenewly-designedbadgeinGlasgowfortheWiderMembershipIndividual Scheme.

TohelpIATEFLraisemorefundsforthescheme,delegateshavetheopportunityat conferencetobuyabadgetoshowtheirsupport.Aminimumdonationof£2isrequired, but we are very happy to accept larger donations!

BadgeswillbeavailableatourIATEFLregistrationdeskandourIATEFLexhibition stand and delegates will be wearing their badges with pride.

TheWiderMembershipIndividualScheme,launchedin2007,isdesignedtoenable individualIATEFLmemberstosponsormembershipsforcolleaguesintheless economicallydevelopedworldwheretherearenolocalTAswhoareAssociatesof IATEFL.

Anumberofmembersoftheprofessionagreedtobeschemefoundersandstarteda fundwhichweusetomatchmembers’donations.Sobydonating£48youcanenablea teachertobecomeafullIATEFLmemberfortwoyears.However,smallerdonations are also very welcome – so buy a badge to help make this initiative a success.

ELT resources exhibition

ThereisanELTresourcesexhibition,opentoallforthelengthoftheconference,showingthelatestpublished materials,teachingresourcesandequipment,computersoftwareandservices.Dotaketimetovisitandre-visit the exhibition stands during the conference. You do not need to register to access the exhibition.

Lookoutforthecompetitions,discountsand,maybe,freebies!Seeourexhibitors’detailsonpages27-36.The exhibitionisopenfrom0830to1730TuesdaytoThursdayandfrom0830to1200onFriday.Forsafetyand security, please do not try to enter the exhibition outside these times.

Delegateswillbegivenaquizsheettocompleteiftheywishforthechancetowinafreeregistrationatthe2013 IATEFL Conference in Liverpool. The clues will guide you to visit the participating exhibition stands!

General information

Internet lounge

The Cambridge English Teacher Internet Lounge is sponsored by University of Cambridge ESOL Examinations. IATEFL is most grateful to them for providing the financial support to offer this opportunity. The Internet Lounge is situated in a prime position in the exhibition area and will be open throughout the exhibition opening times. As well as checking emails and the web, the Internet Lounge is a great place to play an active part in Glasgow Online (http://iatefl.britishcouncil.org/2012).

Annual General Meeting

The IATEFL Annual General Meeting will be held in Lomond on Wednesday from 1225 to 1330. All members are invited to attend. AGM Reports are located on pages 185-194. The AGM Agenda is located on page 184.

IATEFL jobs market

Now in its third year, the Jobs Market offers a unique space where top organisations can find and recruit highlyqualified teachers and ELT professionals from around the world. The Jobs Market offers opportunities for both recruiters and jobseekers.

Whether you are actively looking for a new role in ELT or simply just want to see what’s out there, the IATEFL Jobs Market is the perfect place to start. Jobseekers can review current vacancies from a range of employers, discuss a career or location move with company representatives and, for many posts, submit applications and have interviews on site.

The IATEFL Jobs Market is free for everyone. Visit us on stand 47-48.

The Jobs Market demonstrates our commitment to support our members in their own professional development, as well as our aim to extend our reach and bring new members into the IATEFL community.

Thank you to our IATEFL local conference committee

IATEFL is extremely grateful for the help given by local ELT friends from the Glasgow area. FenandaBersabe,SharonChalmers,AndyCowle,CathyCrawford,CeliaFisher,MarilenaIreland,CarolIrvine, MarionKirby,AdellMitchell,JanvierNkurunziza and MandyWatts.

Their local knowledge has been invaluable and we thank them for their support over the past year.

Conference app

This year we have launched a conference app for iPhone/iPad and Android phone users. The app allows you to: browse and search the conference programme; select individual sessions and add them to a conference planner; view a map of the conference venue and help you navigate the event; see what others are saying about the conference via an integrated Twitter channel; share your location and thoughts via a variety of social media connections; access the IATEFL Online site; and more.

General information

The IATEFL Conference Farewell

Thanks to the sponsorship from ETS TOEFL® & TOEIC®, we are able to offer delegates a snack before they leave the conference. All who attend the final plenary session and closing, from 1340 to 1500 on Friday, are welcome to join us as we say farewell until Liverpool 2013!

Glasgow City Marketing Bureau

Glasgow City Marketing Bureau will be in attendance at the conference, situated in Hall 1, and will have details on local events, local cuisine, things to do and see, travel information, etc. IATEFL thanks Glasgow City Marketing Bureau for their help. They will be in Hall 1 at the following times: Tuesday 0830-1730, Wednesday 1030-1130, Thursday 1100-1200.

Cloakroom

There are cloakroom facilities located in the main concourse near Hall 1. The cost is £1 per item. The cloakroom closes 30 minutes after the last session each day. On Friday a left luggage area will be set up to accommodate your suitcases too (£1 per item). A sign at the cloakroom will let you know the location of this area.

Certificates of attendance

General

Certificates of attendance, sponsored by Mailability, will be available for you to print. Please see page 12 for details.

Please turn your mobile phone/cell phone off during sessions.

Since 2007, smoking is prohibited inside all buildings in the UK. We regret that no responsibility can be taken by IATEFL for the loss of personal belongings or for accidents.

Important Programme note

This Conference Programme contains full information on the academic sessions. This information replacesthe provisionalPreviewofPresentations listed in the Preview Brochure that you received earlier this year. The information contained in the Preview Brochure is no longer current.

Programme changes and cancellations

Changes made to the programme after the printing of this Conference Programme will be displayed on notice boards located in Hall 1. Pleasecheckthepresentationmessageboardsfrequentlyforlast-minutechangesand cancellations.

General information

“HowTo...”track

These morning sessions aim to inform and support delegates across a range of areas they may be unfamiliar with. The sessions will take place from 0815 to 0845, giving you time to get to the plenary sessions.

TUESDAY20TH MARCH

0815-0845inAlsh1

HowtogetthemostoutofthisconferencewithSusanBarduhn

This session is for new IATEFL conference participants as well as those of you who have attended many conferences... but feel your experience could go deeper. We will analyze the programme, form learning groups for those who wish to jigsaw their conference experience, and share conference time management tips.

0815-0845inAlsh2

HowtoReflectonResearchTalksattheConferencewithSimonBorg

Many IATEFL conference sessions present research undertaken in various English language teaching settings. This session highlights issues which conference participants might consider when reflecting on the research they hear about during the conferenceand considering its relevance to their own professional contexts.

0815-0845inBoisdale1

Howtowriteanarticleforateachers’magazinewithHelenaGomm

The editor of English Teaching Professional will talk about the advantages of getting articles published, what editors are looking for, how best to present your work, and how to increase the chances of having it accepted.

WEDNESDAY21ST MARCH

0815-0845inAlsh1

HowtogiveapresentationataninternationalconferencewithCatherineWalter

Giving a presentation can be a stressful experience. This session will give you ways of organising yourself before your presentation and conducting yourself during your presentation to reduce that stress. The aim of the session is to make your presentation a more satisfying experience for you and for your participants.

0815-0845inAlsh2

HowtogetpublishedinanonlinemagazinewithHaniaKryszewska

In this session, the editor of Humanising Language Teaching website magazine will explain the types of contributions you can make and the advantages of publishing online. We will look at some sample contributions, brainstorm topics for possible articles and explore approaches that work most effectively.

0815-0845inBoisdale1

HowtomoveintolanguageschoolmanagementwithAndyHockley

This session will look at starting the transition from teacher to manager - including reasons why you might think about making that move, ways of developing to prepare yourself to take on new responsibilities, and issues that you might want to be aware of. Come and see what is involved.

THURSDAY22ND MARCH

0815-0845inAlsh1

Howtowritesuccessfullyfor IATEFLConferenceSelections withTaniaPattison

Are you presenting at IATEFL? If so, you may write up your session for consideration for IATEFL’s annual Conference Selections publication. The editor will provide guidance on how to prepare your report, will show examples of past submissions that were accepted for publication, and will answer any questions you have.

0815-0845inAlsh2

HowtomovefrombeingateachertobecomingatrainerwithSilvanaRichardson

It is often a challenge to go from being a teacher to a teacher trainer. In this session, I will describe how you can develop the skills and knowledge that you need for the role, as well as formal progression routes.

General information

0815-0845inBoisdale1

HowtocreateaPersonalLearningNetwork(PLN)withNikPeachey

Having a healthy PLN can help you get new ideas, keep in touch with what's happening in the world and become a key part of your professional development, but how do you create and maintain one? Come along and find out how to make your PLN work for you.

FRIDAY23RD MARCH

0815-0845inAlsh1

HowtogetpublishedinarefereedjournalwithKeithMorrow

This session will look at why you might want to get published in an "academic" journal, and how to go about it. The editor of ELT Journal will share tips and suggestions for getting your work in print.

0815-0845inAlsh2

HowtogetthemostoutofsocialmediawithNickyHockly

Wondering what social media such as Twitter, Facebook or Google+ have to do with teachers, school owners and language teaching? Whether you're a teacher, trainer, DoS or school administrator, this session will help you think about how to create and engage with online social networks.

0815-0845inBoisdale1

HowtogetthemostfromyourMAcoursewithShelaghRixon

In this session I will draw onmy experiences asanMA tutor and on the perspectives of some recent MA students, collected by questionnaire and interviews. Themes will include 'How I chose my course', 'My worst mistake', 'What I would definitely do again/never do again'.

Tribute session

The tribute session is an opportunity to remember colleagues who've died during the year since the last conference. If you've lost a colleague or former colleague, you'll have an opportunity to say a few words in their memory and, if you wish, to bring along a memento (book, teaching materials, etc.). Or you may just want to come to the session to hear about colleagues who are no longer with us, and perhaps to add any memories you may have.

The tribute session will take place on Wednesday 21st March from 1130 to 1215 in Shuna.

Symposiums

The symposiums are timetabled in the afternoons of the first three conference days. They are a chance to treat one subject in depth, hear experienced voices on the topic and to stay with the same colleagues for the length of the symposium. Once you have chosen a symposium and attended, please stay with it. The symposiums will not work well if delegates pop in and out of them.

Interactive Language Fair

Introduced in Harrogate 2010, this is our third Interactive Language Fair, taking place on Wednesday from 1335 to 1535 in Forth. This is an event not to miss... and is the conference format of the future! 17 presenters race through thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their interests with them, making use of posters, realia, handouts and a wide range of interactive computer and paper-based materials. The topics explored include CPD and social networks, EAP, global issues, learner autonomy, learning technologies and World Englishes in the language classroom, and include accounts of classroom practice and summaries of research. A feast of presentations in a single two-hour interactive format.

General information

Hornby scholar & alumni presentations

The name of A.S. Hornby is highly regarded in the ELT world, not only through his publications and ideas on teaching methods but also through the work of the A.S. Hornby Educational Trust, set up in 1961. This was a farsighted and generous initiative whereby a large proportion of Hornby's income was set aside to improve the teaching and learning of English as a foreign language, chiefly by providing grants to enable English teachers from overseas to come to Britain for professional training.

On Tuesday, the Hornby scholars this year will present their experiences of how aspects of ELT work successfully in very different contexts across the globe. Aspects to be explored include ways of teaching, motivating learners, educational leadership and planning, and ELT materials design, and show what factors support their success and help ELT work in action. The presentation, will be facilitated by Martin Wedell, Leeds University.

The scholars this year are: Awgichew Arega Abebe, Getachew Melaku Yitbarek, Baka Timothy Hyua, Yosra Hamid Abdelkareem, Hawpage Dona Bimali Niroshini, Mala Palani Palanichamy, Manisha Kundanmal Dak, Evelin Amada Ojeda Naveda, Ricardo Llanos Garcia, Nargiza Kuchkarova, Akhter Jahan, Yohana Gratiana, Fadhel Mohammed Ahmed Abdullah, Nadeem Abdulbaqi Abdullah Al-Murshedi

Two Hornby Alumni will also be presenting. They will present on new perspectives in ELT they have been exploring following their Masters. The alumni are Laxman Gnawali (Kathmandu University, Nepal) presenting on Showcasing a trainer preparation programme for ELT (on Wednesday) and Florence Muluh (Cameroon) presenting on Overcoming the challenges of teaching speaking in a multilingual context (on Thursday).

British Council/IATEFL ‘Glasgow Online’

Onlinecoverageofthe2012AnnualIATEFLConference

We aim to make the conference accessible to many thousand more participants, both members and nonmembers, through Glasgow Online. Remote delegates will be able to watch live video sessions and recorded highlights of the conference on the Glasgow Online website and access a wide range of multimedia resources including video, audio and PowerPoint presentations of the majority of the sessions. Online delegates will also be able to participate in discussion forums linked to the main conference themes and post messages about individual presentations.

Glasgow Online will also feature video interviews and a large photo gallery where at-venue delegates will be able to share their thoughts and experiences with online delegates.

As coming to the conference in person isn’t possible for all members, we hope that Glasgow Online will give online participants the opportunity to take part in much of the action of the face-to-face event.

This initiative, started at the 2007 annual conference, is brought about by collaboration between IATEFL and the British Council in line with our aim of linking, developing and supporting ELT professionals worldwide. Our sincere thanks go to the British Council for providing the infrastructure and human resources as well as the generous support without which this initiative would not be possible.

Howyoucangetinvolved

Whether you've brought your own laptop with you or you use the Internet Lounge, do consider playing an active part in the day-to-day proceedings by sharing photos, tweets or your reflections if you have a blog of your own; get involved with the forums, especially if you have a special interest dear to your heart.

Over 40,000 remote participants will get involved with live chats, twitter and may even be holding a local event in their area with a teacher training focus around the online conference.

We hope you join in with IATEFL Glasgow Online to share your ideas on the IATEFL Glasgow Conference with teachers from all over the world and be a part of one of the biggest online events for teachers of English.

Joininandfollowalltheactionasithappensathttp://iatefl.britishcouncil.org/2012

What’s new?

What’s new?

The conference app

This year we have launched a conference app for iPhone/iPad and Android phone users. The app allows you to: browse and search the conference programme; select individual sessions and add them to a conference planner; view a map of the conference venue and help you navigate the event; see what others are saying about the conference via an integrated Twitter channel; share your location and thoughts via a variety of social media connections; access the IATEFL Online site; and more.

Certificates of attendance

This year we are trying a new innovative ‘print on demand’ system for certificates of attendance. Just scan your badge barcode and a copy of your certificate will be printed. In previous years we have pre-printed and brought them with us and, unfortunately, returned back to head office with a large proportion of them. We are hoping this new system will save time, money and trees and be a better service to our delegates. PCE certificates will be emailed to PCE participants during early April. The scanning station will be near the registration desk and you can print out your certificate at any time during the conference when registration is open. Please note that the certificate printer will be closed at 10.00am on Friday. We do hope that you find this new system works well for you. Visit www.tesoltrainginscotland.co.uk

Email info@tesoltrainginscotland.co.uk Call 01224 279883 or 07780 80274

IATEFL scholarships and winners

The Scholarship Working Party

IATEFL has a Scholarship Working Party (SWP) whose job it is to raise scholarship funds, create new scholarships, publicise the existence of the current scholarships to teachers worldwide, and select scholarship winners. The SWP also works to improve the conference experience for scholarship winners and applicants. To these ends there is a scholarship stand in the exhibition this year – located by the IATEFL stand – and someone from the SWP will be there during the morning coffee break each day and on-and-off at other times to answer questions and receive generous offers of sponsorship for new scholarships, so whether you are a current or past scholar, a potential applicant, or a potential sponsor, do come along for a chat.

Scholarships

We now offer 26 scholarships to enable teachers, trainers and ELT professionals to attend the annual conference. IATEFLthanksallofourscholarshipsponsorsfortheirgeneroussupport. Please visit w www.iatefl.org/scholarships from late May 2012 for details of how to apply for a scholarship to attend the 2013 conference in Liverpool.

TheConsultants-EOnlinescholarship

This scholarship, funded by Consultants-E, is for teachers unable to attend our annual conference in person but who participate actively in the online conference Moodle by making relevant and thoughtful postings. You do not have to be a member of IATEFL to apply for this scholarship. The scholarship consists of a fully funded two-week online course selected from the Consultants-E course list. Applications must besubmitted within two weeks after conference.

Please visit w www.iatefl.org/scholarships for details of how to apply.

Brief details of each scholarship

Below are brief descriptions of all the scholarships but please visit w www.iatefl.org/scholarships for full details:

AfricaScholarship- This scholarship enables teachers or teacher trainers from African countries to attend the annual IATEFL conference.

BESIGFacilitatorScholarship– Awarded to a teacher who is interested in starting up and facilitating local business English events and contributing to BE SIG.

CactustoConferenceScholarship- This scholarship is for a newly qualified teacher with between one and three years’ experience in the ELT profession to come to conference.

CambridgeESOLBestPracticeinEnglishforAcademicPurposesScholarship- A scholarship giving the opportunity for any teacher involved with teaching EAP to attend the conference.

CambridgeESOLBestPracticeinLanguageAssessmentScholarship- The aim of this scholarship is to enable anyone with an interest in language assessment to come to the conference.

CambridgeESOLBestPracticeinStateEducationScholarship– A scholarship enables a teacher involved in state education to attend the conference.

CambridgeESOLBestPracticeinTeacherTrainingScholarship- This scholarship provides an opportunity for a teacher trainer involved with the training and development of teachers to attend the conference.

FrankBellScholarship- This scholarship is run by the Bell Educational Trust in memory of their founder. The purpose of the scholarship is to help teachers to attend IATEFL’s annual conference for the first time.

IATEFL scholarships and winners

GillSturtridgeFirst-TimeSpeakerScholarship- This scholarship is awarded from the donations made in memory of Gill by her family and friends in IATEFL. It is intended to encourage IATEFL members with between three and ten years’ experience in the ELT profession to give their first talk at our annual conference.

GillianPorter-LadousseScholarship- Gillian Porter-Ladousse was the driving force in setting up the IATEFL Teacher Training & Education SIG conference fund to enable a trainer/trainee to attend our conference. After Gillian’s untimely death in 2002, the SIG renamed the scholarship in her honour.

InternationalHouseGlobalReachscholarship- This scholarship has been set up to help teachers unable to benefit from cheap airfares to reach the UK and attend the conference for the first time.

InternationalHouseJohnHaycraftClassroomExplorationScholarship- This scholarship, originally offered on a one-off basis for Exeter 2008 by Jane Willis and Corony Edwards, has since been funded by International House in memory of their founder, John Haycraft. The aim is to encourage teachers to embark on small-scale classroom exploration projects.

InternationalHouseTraining&DevelopmentScholarship- This scholarship, funded by International House London, enables a teacher trainer/developer to present at the IATEFL conference.

LatinAmericaScholarship- This scholarship was set up in 2009 with funds generated at the previous annual conference. This scholarship brings a teacher or a teacher trainer from Latin America to the annual conference.

Leadership&ManagementSIGScholarship- This scholarship enables a person in an ELT leadership/management role to attend the conference.

LearningTechnologiesSIGDianaEastmentScholarship- A scholarship to commemorate Diana Eastment, the founder of MUESLI (now the LT SIG). The scholarship is open to all and enables the winner to attend the conference. The winner is expected to become actively involved in the LT SIG.

LearningTechnologiesSIGTravelScholarship- Funded by the IATEFL Learning Technologies SIG, this scholarship is open to LT SIG members and assists the winner with travelling expenses to come and present at conference.

OISEYoungLearnersScholarship- This scholarship is to enable a practising teacher of young learners (18 years old or younger) to attend the conference and present for the first time.

PeterHargreavesScholarship-Sponsored by Cambridge ESOL, in memory of Dr Peter Hargreaves, this scholarship is open to anyone who works in the fields of ELT or language assessment.

PilgrimsHumanisingLanguageTeachingScholarship- This scholarship is for a practising teacher who has recently explored a person-centred approach in ELT and who will be a first time presenter.

PilgrimsTeacherTrainerJournalScholarship- This scholarship is for a practising teacher or teacher trainer to lead a workshop at the annual conference.

RayTongueScholarship- This scholarship was set up in memory of Ray Tongue, an IATEFL Treasurer, with donations from many colleagues and friends. It helps IATEFL members from the countries heworked in (Hong Kong, India, Indonesia, Malaysia, Singapore, Sri Lanka and Thailand) to attend our conference and give a presentation.

TeacherDevelopmentSIGArticulatingDevelopmentScholarship- This scholarship is for a member of TD SIG to attend the conference and undertake to write three short articles on their own development for the SIG newsletter.

TrinityCollegeLondonLanguageExaminationsScholarship- This scholarship enables an ELT professional working in the field of examinations development to present in the Testing, Evaluation and Assessment SIG Day.

TrinityCollegeLondonTeacherTrainerScholarship– A scholarship to enable a trainer working in the field of teacher qualifying courses to give a talk or lead a workshop at conference.

WRLeeScholarship- Bill Lee was the founder chairman of IATEFL and this scholarship, set up as a memorial to him, assists IATEFL members from the countries he worked in (Czech Republic, Slovakia, Bulgaria, Romania, Poland and Hungary) to attend and present at conference.

IATEFL scholarships and winners

This year’s 33 scholarship winners are...

AfricaScholarshipWinner

CatherineZehMoto Cameroon

CactustoConferenceScholarship Winner

ElizabethPinard UK

CambridgeESOLBestPracticein LanguageAssessmentScholarship Winner

CristinaRodriguez Spain

CambridgeESOLDrPeterHargreaves ScholarshipWinner

Raluca-DanaSarghie Romania

AfricaScholarshipWinner

ElHaniAissam Morocco

CambridgeESOLBestPracticeinEAP ScholarshipWinner

MaggieSwannock UK

CambridgeESOLBestPracticeinState EducationScholarshipWinner

EmeseEnyedi Hungary

FrankBellScholarshipWinner

MarcosKoffiNgoran IvoryCoast

AfricaScholarshipWinner

EsterMonteiro CapeVerde

CambridgeESOLBestPracticein LanguageAssessment2010 ScholarshipWinner

SusanaDichiera Argentina

CambridgeESOLBestPracticein TeacherTrainingScholarshipWinner

AnaCabral Uruguay

IATEFLBESIGFacilitatorScholarship Winner

JenniferVerschoor Argentina

IATEFLscholarshipsandwinners

IATEFL Gill Sturtridge First-Time Speaker 2010 Scholarship Winner

Bijoy Basu Bangladesh

Latin America Scholarship

IATEFL Learning Technologies SIG Diana Eastment Scholarship Winner

IATEFL Gill Sturtridge First-Time Speaker Scholarship Winner

Fielder UK

Latin America Scholarship

IATEFL Learning Technologies SIG Travel Scholarship Winner

Gillian Porter Ladousse Scholarship Winner

Shyam

Pandey Nepal

Leadership & Management SIG Scholarship Winner

Ray Tongue Scholarship Winner

Clare

IATEFL

Bahadur

IATEFL

Winner

Ronaldo Lima Jr Brazil

IATEFL

Winner

Carmen Carmona Chile

IATEFL

Wiktor Kostrzewski Poland

Bruno Andrade Brazil

Jitendra Kumar Singh India

IATEFL

Atanu Bhattacharya India

IATEL TD SIG Articulating Development Scholarship Winner

Michele Garcia USA

IATEFL W R Lee Scholarship Winner

Agnieszka Mirowska Poland

International House Global Reach Scholarship Winner

Baidy Dia Senegal

IATEFL scholarships and winners

InternationalHouseGlobalReach ScholarshipWinner

SaritaDewan Nepal

InternationalHouseTraining& DevelopmentScholarshipWinner

InternationalHouseJohnHaycraft ClassroomExplorationScholarship Winner

SandyMillin UK

OISEYoungLearnersScholarship Winner

BlertaMustafa Kosovo

PilgrimsTeacherTrainerJournal ScholarshipWinner

Poland

Poland

TrinityCollegeLondonLanguage ExaminationsScholarshipWinner

Bulgaria

InternationalHouseJohnHaycraft ClassroomExplorationScholarship Winner

AnaInesSalvi Argentina

PilgrimsHumanisingLanguage TeachingScholarshipWinner

Israel

TrinityCollegeLondonTeacherTrainer ScholarshipWinner

AlicjaGalazka

JenniferAyzen

MiladaKrajewska

YuliyaSiderova

TarunKumariKharbamon India

IATEFL scholarships and winners

Scholarship winners presenting at conference

One of the true pleasures of the IATEFL Conference is the opportunity it provides to celebrate the work of colleagues who have contributed to the professional lives of us all. These include the IATEFL scholarship winners whose sessions are scheduled as follows:

The I IATEFLBESIGFacilitatorScholarship winner, J J enniferVerschoor , whose talk on ‘Teaching Business English with technology in Latin America’ takes place on Thursday at 1550.

The I IATEFLGillSturtridgeFirst-TimeSpeaker2010Scholarship winner, , BijoyBasu, whose talk on ‘Critical pedagogy and appropriation of English in ELT in Bangladesh’ takes place on Tuesday at 1650.

The I IATEFLGillSturtridgeFirst-TimeSpeaker2011Scholarship winner, , ClareFielder, whose talk on ‘EAP study skills: contrasting views on ‘what/where/when/how’ takes place on Thursday at 1430.

The I IATEFLGillianPorter-LadousseScholarship winner, S ShyamBahadurPandey, whose talk on ‘Mentoring in ELT: firsthand or hoary fashion?’ takes place on Tuesday at 1605.

The I IATEFLLeadership&ManagementSIGScholarship winner, W WiktorKostrzewski, whose talk on ‘From chefs to ninjas: habits in TEFL management’ takes place on Wednesday at 1610.

The I IATEFLLearningTechnologiesSIGDianaEastmentScholarship winner, B BrunoAndrade , whose talk on ‘Technology speaks volumes: enhancing integration, participation and speaking abilities’ takes place on Tuesday at 1650.

The I IATEFLLearningTechnologiesSIGTravelScholarship winner, J JitendraKumarSingh , whose talk on ‘Collaborative elearning and m-learning (ME-learning) management’ takes place on Tuesday at 1605.

The I ATEFL R RayTongueScholarship winner, A A tanuBhattacharya, whose presentation on ‘ALE, VLE and affordance: gibberish or possibilities? View from India’ takes place on Friday at 1140.

The I ATEFL W RLeeScholarship winner, A AgnieszkaMirowska, whose talk on ‘A reflective approach in developing communicative skills in advanced learners’ takes place on Wednesday at 1655.

The I nternationalHouseJohnHaycraftClassroomExplorationScholarship winners, A A naInesSalvi , whose talk on ‘Combining autonomy-oriented pedagogy and practitioner research via exploratory practice’ takes place on Wednesday at 1025, and S SandyMillin , whose talk on ‘Go online: encouraging your students to use internet resources’ takes place on Wednesday at 1755.

The I InternationalHouseTraining&DevelopmentScholarship winner, B BlertaMustafa, whose talk on ‘Lessons learned from beginning teachers’ experiences: perspectives on teacher development’ takes place on Thursday at 1550.

The O OISEYoungLearnersScholarship winner, A AlicjaGalazka, whose workshop on ‘Empathetic teaching through drama in the ELT classroom’ takes place on Tuesday at 1215.

The P PilgrimsHumanisingLanguageTeachingScholarship winner, J J enniferAyzen , whose talk on ‘The importance of teaching higher order thinking skills (HOTS)’ takes place on Tuesday at 1400.

The P PilgrimsTeacherTrainerJournalScholarship winner, M MiladaKrajewska, whose workshop on ‘Drill thrills. Engaging grammar drills for adults’ takes place on Tuesday at 1735.

The T TrinityCollegeLondonLanguageExaminationsScholarship winner, Y YuliyaSiderova, whose talk on ‘ESP test design -a challenge to the ELT practitioner’ takes place on Wednesday at 1610.

The T rinityCollegeLondonTeacherTrainerScholarship winner, T T arunKumariKharbamon, whose talk on ‘Peer translating: a teacher’s strategy in difficult circumstances’ takes place on Tuesday at 1400.

We hope you'll show your support by attending these sessions if you can. IATEFL is delighted to be associated with the awards that recognise their achievement. Good luck to all of them, and many congratulations!

Thank You to our sponsors

IATEFL Glasgow saw the launch ofanew and exciting sponsorship programme. In the past, individual items have been sponsored; we are now pleased to offer Platinum, Gold, Silver and Bronze packages as well.

The IATEFL annual conference is a fantastic platform to showcase your brand, products and services to educators, researchers and students in the field of ELT, and these packages are designed to maximise the exposure and impact that your brand can make on our conference attendees.

IATEFL is most grateful for the financial support from all these sponsors. We are always looking for new sponsors and new ideas to be sponsored to enable IATEFL to host a memorable conference for our members and delegates. If you are interested in sponsoring a part of IATEFL's next Annual Conference in Liverpool, April 2013, please see Alison Wallis, IATEFL Marketing &Sponsorship Officer, at conference or contact her at the IATEFL Head Office on awallis@iatefl.org

PLATINUMSPONSORS

BritishCouncil for sponsoring G GlasgowOnline

The British Council is the UK’s cultural relations organisation. We provide global access to English for teachers and learners through classroom teaching and online resources. We make UK qualifications available in over 100 countries. Join us at: our stand to find out more about the British Council offer and to try out our latest teaching resources; our networking event at 1840 on Tuesday in the Crowne Plaza hotel; and the Extensive Reading Foundation Reception and Awards Ceremony at 18.45 on Wednesday in Clyde.

CollinsELT for sponsoring the C ConferenceProgramme&Bookmark,aDayPlannerpage,theSpeaker QuietRoomandajointeveningevent

Welcome to Glasgow, home of Collins since 1819. Come and see us at stands 26/27 to benefit from a 20% IATEFL discount and find out all about the brand new Collins and COBUILD ranges for business, exams, and general English. Celebrate the launch of our Agatha Christie Readers with us by taking part in our Agatha Christie Murder Mystery, and win a hamper full of our favourite HarperCollins books, e-books and a Kindle. We’re looking forward to seeing you!

ETSTOEFL® &TOEIC® for sponsoring the C ConferenceBags,ConferenceFarewellSnacks,theWednesday OverviewPageatthebackoftheProgrammeandthePreliminaryOnlineConferenceBrochure(JuneDecember2011)

Nonprofit ETS is the world’s largest educational research and assessment organization. ETS is dedicated to providing fair and valid assessments (including the TOEFL® and TOEIC ® tests), research, and related products and services to help educational institutions make informed decisions concerning admissions, awards, and placement; facilitate teaching and learning; and provide useful information to the public on the quality of programs and services. Please stop by stand 52 to learn more about the TOEFL® and TOEIC® tests or visit www.ets.org.

Thank You to our sponsors

UniversityofCambridgeESOLExaminations for sponsoring the S SVADinneron18th March,Associates’ Dayon19th March,theThursdayOverviewPageatthebackoftheProgrammeandtheInternetlounge University of Cambridge ESOL Examinations (Cambridge ESOL) develops and produces Cambridge English exams – the most valuable range of qualifications for learners and teachers of English in the world. Over 3.3 million people take our exams each year in 130 countries. Around the world, more than 12,000 universities, employers, government ministries and other organisations accept our qualifications. Cambridge ESOL is a not-for-profit department of the University of Cambridge and part of the Cambridge Assessment group.

GOLDSPONSOR

IELTS for sponsoring the D DelegateBadges&Lanyards,theStewardsandtheTuesdayOverviewPageat thebackoftheProgramme IELTS is the world's leading English language test; delivered in over 130 countries and recognised by over 6000 organisations. Last year more than 1.5 million candidates took IELTS to demonstrate English language proficiency for education, migration or employment. The British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations jointly own IELTS - their program of academic research, test development and validation ensures it remains the expert test, recognised and trusted worldwide.

SILVERSPONSOR

TheScottishGovernment for sponsoring the I IATEFLJobsMarketandraffleprize

The Scottish Government is delighted to sponsor the Jobs Market at the IATEFL conference in Glasgow. The Adult English for Speakers of Other Languages (ESOL) Strategy for Scotland was launched in 2007 and aims to provide a blueprint for the direction and structure of publicly-funded ESOL provision in Scotland. The website esolscotland.com contains information on national ESOL developments in Scotland, including resources, information about ESOL courses for learners and professional development for practitioners.

Thank You to our sponsors

BRONZE SPONSORS

Macmillan Education forsponsoringthePreview Conference Brochure (December 2011-March 2012) MacmillanEducationandMacmillanEnglishCampusarethrilledtobeatIATEFLGlasgowthisyear.Visitourstandto enjoy20%offselectedtitles,exploreournewandexcitingDigitalofferings,browseouraward-winningbooks,checktalk times,orjustchattoourlovelyandinformativestaff.We’realwaysfindingwaystoimprove,sodropbytheMacmillan standtobrowseandengagewithallofournewproducts...andmakesureyoufindoutaboutourparty onWednesday... everyone’s invited!

Pilgrims forsponsoring the Glasgow IATEFL Conference Selections (published January 2013) Pilgrimsrunsoneandtwoweekcoursestomotivateandinspireteachers.Wealsoruncoursesandworkshopsinyour country.Wepublishtwomagazines, TheTeacherTrainerJournal (www.tttjournal.co.uk)and HumanisingLanguage Teaching (www.hltmag.co.uk). Come and see us at our stand to discuss what we can do together!

GENERAL SPONSORS

IATEFL is also grateful to the following general sponsors for their generous contribution:

Crowne Plaza Hotel Glasgow forsponsoringsubsidised hotel rooms fortheplenary speakers,IATEFLstaffandpresident.

D. Isom Print forsponsoringtheconference posters andsignage aroundthevenue.

English Speaking Board forsponsoringtheparticipant list

Mailability forsponsoringthedelegate certificates of attendance

Pearson forsponsoringthePecha Kucha evening event

Scottish Qualifications Authority forsponsoringthecoffee breaks on Tuesday

t e l c – l a n g u a g e t e s t s forsponsoringthec offee breaks o n Wednesday, Thursday & Friday

Trinity College London forsponsoringtheinformation desk.

Join us on

Tuesday 20 March

British Council Signature Event: Global Primary ELT Issues

With Gail Ellis and John Knagg Venue: SECC Time: 1730–1840

Wednesday 21 March

British Council Publication Launch –Managing Change in ELT: Lessons from Experience Come and join in the discussion

British Council Networking Event: Our launch of LearnEnglish Teens website

Venue: Crowne Plaza Hotel (next to the SECC) Time: 1840–2100

Check out British Council sessions on topics ranging from online teacher training to research, mobile learning and digital literacy.

Meet us at our stand (22) to find out more about what the British Council has to offer you and to try out our latest products for teachers and learners.

Extensive Reading Foundation Reception and Awards Ceremony

Hosted by Jeremy Harmer Venue: Clyde Auditorium Time: 1845–1945

Supported by the British Council

Glasgow Online

Follow live sessions at the conference via the Glasgow Online website: http://iatefl.britishcouncil.org/2012

www.teachingenglish.org.uk

www.britishcouncil.org/learnenglish

www.britishcouncil.org/learnenglishkids

DAYTIME TOURS AND EVENING EVENTS

Don’t forget to take time out to relax!

The following pages contain information on –

-Tours for delegates (bookable on a first-come-first-served basis)

-Our evening events (open to all conference attendees)

Daytime tours & evening events

Tuesday 20th March

British Council

1840-2100

in Argyle, Crowne Plaza

The British Council will be hosting a networking reception to launch our brand new website – LearnEnglish Teens. This new website is aimed at teenagers around the world who are learning English as a foreign language and will accompany the popular LearnEnglish, LearnEnglish Kids and TeachingEnglish websites. All delegates are very welcome.

Collins ELT Scottish Shindig

1900-2130at

the University of Glasgow, Hunterian Museum

Welcome to Glasgow, home of IATEFL 2012 and the home of Collins Publishers since 1819! We at Collins ELT would like to invite IATEFL delegates to join us at an authentic Scottish shindig where you will be treated to local cuisine and tipple, and the sound of a pipe band. Tickets will be allocated on a first-come-first-served basis from the Collins ELT stand. For more details about our exciting new publications, go to www.collinselt.com

Macbeth’s Murderous Mayhem, and other stories

1930-2030

in Clyde

A Shakespeare extravaganza presented by David, Hilary and Ben Crystal. We are very pleased to give you the opportunity to see our Patron and family portraying some Scottish themes in literature.

Celebrating 50 years of Teacher Training with International House

1930-2100 in Forth

The first teacher training course was devised by John and Brita Haycraft and launched in International House London 50 years ago. Join us for an informal event to mark 50 years of teacher training with International House, with some memories, some conversation, and some VERY interesting people! Invitations available from the IH London stand.

Oxford University Press &

ELTchat Social Networking & Golden Giveaway from 2000 at Horton’s Bar & Kitchen

Are you trying to expand your Personal Learning Network? Do you know about ELTchat? Come and meet the forward thinkers in social media and grow your connections. Food will be provided, as will our special gold cocktail, and there’ll be a chance to win some prizes. More information on the OUP stand, or follow @oupeltglobal.

Venue: Horton’s Bar & Kitchen, 92 West George St, Glasgow G2 1PH.

Wednesday 21st March

Extensive Reading Foundation Reception and Awards Ceremony 1845-1945 in Clyde

Hosted by Jeremy Harmer, who will present the 2011 Language Learner Literature Awards and the John Milne Innovation Award to Robert O’Neill. Sponsored bythe Brit ish Council, IATEFL, Black Cat, CUP, Helbling, International Language Teaching Services, Macmillan, OUP and Pearson.

Cambridge University Press English Grammar in Use 4th edition Drinks Reception 1900-2030 at the Hunterian Museum

Cambridge are delighted to invite you to a drinks reception at the Hunterian Museum to celebrate the 4th edition of the world's favourite grammar book - now online!  Guest of honour Raymond Murphy. Open to all delegates but tickets allocated on a first come, first served basis. Please collect your invitation from the Cambridge stand.

Daytime tours & evening events

Oxford University Press English File third edition Launch Party

1900-2030 at the Glasgow Science Centre

Celebration of the launch of English File third edition, an evening full of things that will get you talking. Open to all delegates. Join us for drinks and nibbles at the Glasgow Science Centre. Come to our stand for more information or look for details on twitter @oupeltglobal.

Macmillan goes mobile!

1900-2130 at The Ferry, Anderson Quay

This year the Macmillan Party is designed to get you moving in more ways than one… Scottish dancing, drinks, nibbles and fun, AND everyone is invited! Venue: The Ferry, Anderson Quay (we’ll show you the way!) Come to our stand to find out more…

Seal Skins, Elf Kings, Singing Bones and Stranger Things

1930-2100 in Forth

A celebration of Scottish tales with storytellers Andrew Wright and David Heathfield. Pull up a chair and lend your ears as tales of wonder, wit and weirdness wend their way through twilight.

Thursday 22nd March

Voices of Spring

1900-2000 in Alsh 1

The perfect way to end your day and let your hair down. Nikolina Korecic, lyric coloratura soprano or Croatian nightingale, will lead you through activities to help you relax and re-energize for the end of the conference. We will do some vocal warm-ups, breathing and visualization exercises. Finally, each of us will share some of our national chants. Come to this enchanting world of senses where reality seems to fade away, and you are in a perfect harmony with the universe.

Pecha Kucha sponsored by Pearson 1930-2130 in Clyde

This year's IATEFL Pecha Kucha evening will be facilitated by Jeremy Harmer. By now you should know the format: each speaker is allowed a slideshow of 20 images, each shown for 20 seconds, giving a total presentation time of 6 minutes and 40 seconds before the next speaker is up. This year's Pecha Kucha features several new speakers and the enjoyment will be the same as ever. Do not miss this event!

The IATEFL International Quiz evening 2000-2200 in Forth

Come along to the now infamous IATEFL Quiz. Pit your wits against your colleagues from around the world. Drink, make friends and see just how much you know (or don't) about the world we live in (or is it on?). There'll be prizes and lots of FUN had by all. So come and join your host for the evening - Adrian Tennant - for yet another chaotic night!

EXHIBITION

The exhibition floorplan below shows the locations of stands with stand numbers.

The following page lists exhibitors numerically by stand number to make sure you find them easily.

This section contains details of all exhibitors, entries listed alphabetically by exhibitor name.

February 2012

Martin Hewings presentation on on Wednesday 21 March. Find out more at the Cambridge Stand (23).

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For more information on Cambridge Academic English, please contact your local Cambridge representative, or visit www.cambridge.org/elt/academicenglish

www.cambridge.org/elt/academicenglish

CentreIATEFL

List of ELT resources exhibitors

CentreIATEFL Associates

CentreIATEFL Scholarship Working Party

1MONDIALE-Testing GmbH

26-27Collins ELT

28Bournemouth English Book Centre

29Net Languages

30English Language Bookshop

2Norwich Institute for Language Education31University of Exeter

3RendezVu - ExamSpeak

4SATEFL

5Express Publishing

6LCL International Booksellers Ltd

8GrowStoryGrow Ltd

32English UK

33Pavilion Publishing

34Global ELT

35International House London

36City & Guilds International (Hungary) KFT

9University of Stirling, CELT, School of Education37National Geographic Learning

10Pilgrims

11-12telc - language tests

13Black Cat Publishing

14King’s College London

15St Giles International

16Live Language

17Worldteachers

18Liverpool Convention Bureau

19University of Glasgow, Language Centre

20The New School – MATESOL Program

21Scottish Qualifications Authority

22British Council

23Cambridge University Press

24Teachitworld

25Bell Educational Trust

38Helbling Languages

39+41Garnet Education

40English360 Ltd

42Macmillan Education

43Oxford University Press

44University of Cambridge ESOL Examinations

45IELTS

46IATEFL Local Conference Committee

47-48IATEFL Jobs Market

49Richmond

50-51Pearson

52ETS TOEFL® & TOEIC®

54Trinity College London

55ELI Publishing Ltd

Our exhibitors were given the opportunity to post materials on the Glasgow Online website. Check out our virtual conference site at http://iatefl.britishcouncil.org/2012.

The exhibition is open from 0830 to 1730 Tuesday to Thursday and from 0830 to 1200 on Friday. For safety and security, please do not try to enter the exhibition outside these times.

ELT resources exhibitors’ details

BellEducationalTrust(Stand25)

Red Cross Lane, Cambridge, CB2 0QU, UK

Come and visit our stand and learn more about Bell.

BlackCatPublishing(Stand13)

Via Venezia 93, 16035 Rapallo (GE), Italy

Tel: +39 0185 1874329Email: info@blackcat-cideb.com

www.blackcat-cideb.comContact Name: Daniele Vecchiotti, International Representative

Black Cat, a world leader in the production of beautifully designed, innovative and dynamic teaching materials, since 1973 has been well-known in the international educational publishing market. Our material includes graded readers, grammar books, courses, exam books and cultural studies books, not only for the English language, but also for French, German, Spanish and Italian. The range of support material includes audio-CDs, CD-ROMs, DVDs, IWB-compatible material.

BournemouthEnglishBookCentre-BEBC(Stand28)

Albion Close, Parkstone, Poole, Dorset, BH12 3LL, UK

Tel: +44 333 8001900Email: elt@bebc.co.uk www.bebc.co.ukContact Name: Charles Kipping, Marketing Manager

As the UK’s first ELT/ESOL specialist, we have built up a reputation for a fast, efficient and friendly service. We supply books and CDs from all the ELT publishers to all EFL professionals – schools, colleges, universities, both in the UK and worldwide. Available from our stand at discounted prices we have the latest publications from: British Council, Brookemead*, Gem Publishing, Global ELT, North Star ELT, York and others. *sharing our stand.

BritishCouncil(Stand12)

Bridgewater House, 58 Whitworth Street, Manchester, M1 6BB, UK www.britishcouncil.org/english

The British Council is the UK’s cultural relations organisation. We provide global access to English and Exams for teachers and learners through classroom teaching and online resources. You can join a community of like-minded teachers, discuss areas of interest, get advice on professional development and access resources for the classroom. Join us at our stand to find out more about what the British Council has to offer you.

CambridgeUniversityPress(Stand23)

University Printing House, Shaftesbury Road, Cambridge, CB2 8BS, UK Tel: +44 1223 325819Email: apriestley@cambridge.org www.cambridge.org/eltContact Name: Alex Priestley, Senior Manager, ELT Promotions

Welcome to the Cambridge where you can: -browse exciting new Cambridge ELT materials - find out about Cambridge talks and workshops (and how to get your free copies!) as well as competitions, events and special offers

-receive at least 20% discount on purchases at our Bookshop -find out how to transform your classroom with new online and digital products -collect your invitation to our drinks reception to celebrate English Grammar in Use.

City&GuildsInternational(Hungary)KFT(Stand36)

Peterdy u. 15, 1071 Budapest, Hungary

City & Guilds is the leading provider of skills-based qualifications, both in the UK and internationally. As part of its rich offering, City & Guilds offers a range of English language examinations, including International ESOL and Spoken ESOL. The examinations excel with their communicative focus as well as their international recognitions and enable learners to demonstrate their language competencies at all the six levels of the CEFR. The exams are also available on demand.

ELT resources exhibitors’ details

CollinsELT(Stand26-27)

77-85 Fulham Palace Road, London, W6 8JB, UK

Welcome to Glasgow, home of Collins since 1819. Come and see us at stands 26/27 to benefit from a 20% IATEFL discount and find out all about the brand new Collins and COBUILD ranges for business, exams, and general English. Celebrate the launch of our Agatha Christie Readers with us by taking part in our Agatha Christie Murder Mystery, and win a hamper full of our favourite HarperCollins books, e-books and a Kindle. We’re looking forward to seeing you!

ETSTOEFL® &TOEIC® (Stand52)

Rosedale Road, Princeton, New Jersey, 08541, USA www.ets.org

Nonprofit ETS is the world’s largest educational research and assessment organization. ETS is dedicated to providing fair and valid assessments (including the TOEFL® and TOEIC® tests), research, and related products and services to help educational institutions make informed decisions concerning admissions, awards, and placement; facilitate teaching and learning; and provide useful information to the public on the quality of programs and services. Please stop by stand 52 to learn more about the TOEFL® and TOEIC® tests or visit www.ets.org.

ELIPublishingLtd(Stand55)

c/o ELI, Via Brecce snc, 60025 Loreto, Italy Tel: +39 3351368334

Email: intersales@elionline.com www.elionline.comContact Name: Augusto Andreoli, International Marketing and Sales Manager

A leading international publisher offering a wide range of ELT publications: coursebooks from pre-school to upper secondary, readers, exams and culture books, language games, activity books, sundry teacher’s resources and a 30-year popular set of class magazines at various learning levels. Novelties at the IATEFL Conference: new titles in the series New ELI Readers; ESP publications; new resources; new games.

English360Ltd(Stand40)

The Quorum, Barnwell Road, Cambridge, CB5 8RE, UK

We’re delighted to be at IATEFL. Come and see us at our stand.

EnglishLanguageBookshop(Stand30)

31 George Street, Brighton, East Sussex, BN2 1RH, UK

Tel: +44 1273 604864Email: anthony.forrester@elb-brighton.com www.elb-brighton.comContact Name: Anthony Forrester, Partner

The English Language Bookshop was established in 1985 and is one of the leading suppliers of ELT materials in the UK & internationally. We have many special offers for IATEFL 2012 with discounts ranging from 20% to 30%. Books can be bought at the conference or ordered and shipped after the conference is over.

EnglishUK(Stand32)

219 St John Street, London, EC1V 4LY, UK

Tel: +44 20 76087960Email: training@englishuk.com www.englishuk.comContact Name: Tom Weatherley, Professional Services Manager

English UK is the national association for accredited English language providers in the UK. The association has over 450 members including private schools, educational charities, further education colleges and universities. English UK’s mission is to improve the ELT experience for international students and raise quality standards within the industry. Come to our stand to learn more about how you can benefit from our quality professional development activity including qualifications, courses, training events, and consultancy services.

ExpressPublishing(Stand5)

Liberty House, Greenham Business Park, Newbury, Berkshire, RG19 6HW, UK www.expresspublishing.co.uk

Independent publisher dedicated to producing quality ELT material, recognised as a leading publisher.

ELT resources exhibitors’ details

GarnetEducation(Stand39&41)

8 Southern Court, South Street, Reading, Berkshire, RG1 4QS, UK

Tel: +44 118 9597847Email: sophie@garneteducation.com

www.garneteducation.comContact Name: Sophie Webb, Marketing Assistant

Garnet Education, an independent UK publisher, has established a global reputation for quality and innovation in the field of higher education. Following this year’s publication of Progressive Skills in English, in 2012 we will be launching new editions of the English for Academic Study series, additional titles in the award-winning English for Specific Academic Purposes (ESAP) series, twoexciting new Business English courses and our first teenager and young adult reader series.

GarnetEducation,anindependentUKpublisher,hasestablishedaglobalreputationforqualityandinnovationinhigher education.In2012wewilllaunchanupdated EnglishforAcademicStudy series,additionaltitlesintheaward-winning EnglishforSpecificAcademicPurposes (ESAP)series, two newBusinessEnglishcourses andourfirstyoungadultreader series. North Star ELT, an independent publisher of ELT materials for all ages and levels, will be sharing the Garnet stand.

GlobalELT(Stand34)

60 Pankhurst Avenue, Brighton, BN2 9YN, UK Tel: +44 1273 251907Email: orders@globalelt.co.uk

www.globalelt.co.ukContact Name: Lawrence Mamas, Marketing Manager

Global ELT is an independent ELT publishing company that produces exam preparation materials for most of the ELT exams such as Cambridge ESOL, IELTS, TOEFL, TOEIC, Michigan, City & Guilds ESOL, EDI Jetset, ESB, and Pearson Tests of English. In addition to exam preparation materials, we also publish a wide variety of ELT books such as grammar books, skills books, ELT dictionaries, vocabulary books, idioms and phrasal verbs and graded ELT readers. Special offer for IATEFL: all books with CD: £10.

GrowStoryGrowLtd(Stand8)

5/2 Links Gardens, Edinburgh, EH6 7JH,UK www.growstorygrow.com

GrowStoryGrow is the largest online library of stories, specially structured to help children learn a language (English, Spanish, French, German, Mandarin and more). The stories are special because of the way they ‘grow’! The result is tangible progress, which instils confidence and a desire to read and learn. Come to our stand and watch this wonderful resource in action. We offer a 10% discount if you subscribe on the day. Or, why not sign up for a free trial by going to our website www.growstorygrow.com.

HelblingLanguages(Stand38)

Kaplanstrasse 9, 6063 Rum/Innsbruck, Austria & 1a Pope Street, London, SE1 3PR, UK Tel: +358451318936Email: r.dacosta@helblinglanguages.com www.helblinglanguages.comContact Name: Riitta da Costa, International Business Development

Helbling Languages creates high quality innovative publications. Launches include The Photocopiable Resource Seriesinspiring creative classroom activities; Thinking in the EFL Class in The Resourceful Teacher Series; Hooray! Let’s Play!, a course for 3 to 5 year-olds; Grammar Practice, for students from 9+; new titles in the Helbling Young Readers and Helbling Readers series; and For Real Beginner, the new starter level for For Real, our young adult course. Special offers and samples available!

IATEFL(Centrestand)

Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK Tel: +44 1227 824430Email: generalenquiries@iatefl.orgwww.iatefl.org

The International Association of Teachers of English as a Foreign Language, founded in 1967, has nearly 4,000 members worldwide. Working in cooperation with around 100 worldwide teaching associations, we aim to link English language teachers and professionals from around the world and help to provide opportunities for personal and professional development. Visit the IATEFL stand to find out more about the benefits of membership, our 14 Special Interest Groups, our other events around the world, and next year’s conference in Liverpool (8-12 April 2013). Visit us on Twitter (@iatefl) , Facebook or download our conference app QRCODEGOESHERE

IATEFLAssociates(Centrestand) www.iatefl.org

IATEFL has around 100 Associates. An Associate is a Teachers’ Association that has entered into a mutually beneficial relationship with IATEFL. Increasingly, the real benefit of becoming an Associate lies in linking up to a network of teachers’ associations all over the world, and through this, a network of language educators all over the world. Associates send examples of their newsletters, events, publications and publicity material that colleagues can browse through at the Associates stand.

ELT resources exhibitors’ details

IATEFLJobsMarket(Stand47-48)

Contact: Alison Castle, jobsmarket@iatefl.org

If you’re seeking employment, or just want to see what’s out there, the Jobs Market is the perfect place to start. Some of the best employers in ELT have joined us, and they’re recruiting for excellent positions around the world. Jobseekers can: access all current vacancies, discuss a career move with representatives, join in our presentations about working for key employers or advancing your career, and apply for, and interview for, jobs on site.

IATEFLLocalConferenceCommittee(Stand46)

The Local Conference Committee would like to welcome you warmly to Glasgow and Scotland. We think this is a great place to hold a conference and the perfect destination for study and courses of all kinds at one of our excellent ELT institutions or universities. Come and make contact with local fellow professionals by visiting our stand.

IATEFLScholarshipWorkingParty(SWP)(Centrestand) www.iatefl.org/scholarships

Our stand is always staffed during the morning coffee breaks and on-and-off for the rest of the time. It’s the place to come if you have any questions about applying for scholarships or if you’d like to volunteer to sponsor a scholarship. Comments, criticisms, and suggestions will be taken on board as well. And it also serves as a meeting point for this year’s winners and the Scholarship Working Party members, sponsors, and friends. We look forward to seeing you.

IELTS(Stand45)

British Council, Bridgewater House, 58 Whitworth Street, Manchester, M1 6BB, UK Tel: +44 161 9577755 Email: generalenquiries@britishcouncil.org www.ielts.orgContact Name: Kristen Selwood, Marketing Administrator (Events)

IELTS is the world’s leading English language test; delivered in over 130 countries and recognised by over 6000 organisations. Last year more than 1.5 million candidates took IELTS to demonstrate English language proficiency for education, migration or employment. The British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations jointly own IELTS – their program of academic research, test development and validation ensures it remains the expert test, recognised and trusted worldwide.

InternationalHouseLondon(Stand35)

16 Stukeley Street, London, WC2B 5LQ, UK www.ihlondon.com

With over 50 years’ experience, IH London is known around the world for excellent quality language teaching and teacher training. Find out more at our stand. Join us for an informal event to mark 50 years of teacher training with International House on Tuesday night. Invitations available from our stand.

King’sCollegeLondon(Stand14)

Waterloo Bridge Wing, Franklin Wilkins Building, Waterloo Road, London SE1 9NH, UK Tel: +44 20 78483104Email: martin.dewey@kcl.ac.uk www.kcl.ac.ukContact Name: Martin Dewey, Lecturer in Applied Linguistics

Come and find out about our MA in ELT & Applied Linguistics and our PhD programme in the Centre for Language, Discourse and Communication. The MA in ELT and Applied Linguistics at King’s College London is designed for experienced language teachers looking to enhance their understanding of the theoretical and practical issues that impact on language learning and teaching. The programme team and a PhD student will be on hand to answer all your questions.

LCLInternationalBooksellersLtd(Stand6) 104-106 Judd Street, London, WC1H 9PU, UK Email: sales.lcl@btinternet.com www.lclib.comContact Name: Vic Nicholas

We are London’s leading EFL booksellers with the biggest range of materials available from stock. On show will be something for everyone – games, photocopiables, books for teachers, readers for children and adults, coursebooks for Cambridge ESOL exams including IELTS, Trinity and Business exams. As well as stocking materials from all EFL publishers, LCL are distributors for a number of publishers including Black Cat (CIDEB), ELI, Express Publishing and MM Publications. Come and say hello!

ELTresourcesexhibitors’details

Live Language (Stand 16)

15 Sandyford Place, Sauchiehall Street, Glasgow, G3 7NB, UK

Tel: +44 141 2210793Email: info@livelanguage.com www.live-language.com

Contact Name: Adell Mitchell, Director

LearnmoreaboutLiveLanguageGlasgowandourstudentandteachertrainingcourses.Weareafriendlylanguageschool basedinGlasgowwithavarietyofgeneralEnglish,IELTS,examandteachertrainingcoursestomeetyourandyour students’needs.SignupasanagenttoreceiveacomplimentarybottleofwhiskyandlearnmoreabouthowGlasgowisa fantastic destination for your student.

Liverpool Convention Bureau (Stand 18)

The2013IATEFLConference&ExhibitionwillbeheldinLiverpool(8-12April2013).Comeandvisitusatourstandtofind out more about what this fantastic city has to offer.

Macmillan Education (Stand 42)

Between Towns Road, Oxford, OX4 3PP, UK

Tel: +44 1865 405903Email: s.iseard@macmillan.com www.macmillanenglish.comContact Name:Saskia Iseard, Marketing Executive

MacmillanEducationandMacmillanEnglishCampusarethrilledtobebackatIATEFL.Cometoourstandtoenjoy20% discounts,discoverourexcitingdigitalofferings,browseouraward-winningbooksandapps,checktalktimes,andchatto ourlovelyandinformativestaff.Thisyearwe’recelebratingMLearning,sodropbyourstandtofindoutwhatit’sallabout... And be sure not to miss our ‘mobile’ party on Wednesday… everyone’s invited!

MONDIALE-Testing GmbH (Stand 1)

Obermatta 41, CH 3984, Fiesch, Switzerland

Tel: +41 27 9711791Email: beck@mondiale.de www.mondiale-testing.comContact Name: Martin Beck, Managing Director

MONDIALE-TestingoffersalargeportfolioofvariousonlinelanguagetestsbasedontheCEF.Wearerecognizedasan independentlanguagetestingorganizationandareoperatingworldwide.Toourcustomersbelonguniversities,schools, testsuppliersaswellaspublishinghouses,commercialenterprisesandstaffagencies.WeareamemberoftheICCand the EALTA. New: MONDIALE Technical English Test – a scaled exam on a modular basis.

National Geographic Learning (Stand 37)

Cheriton House, North Way, Andover, Hampshire, UK Tel: +44 1264 332424Email: elt.info@cengage.com www.elt.heinle.comContact Name: Michelle Cresswell, Marketing and Communications Manager

NationalGeographicLearning(partofCengageLearning)isaleadingproviderofEnglishlanguageteachingmaterialsfor theK-12,academicandadulteducationmarketsworldwide.IncorporatingCengage,NationalGeographicSchool Publishing,Summertownandotherrespectedimprints.Visitourstandtoseeourlatestpublications,meetourauthorsand learn about our partnership with the National Geographic Society.

ELT resources exhibitors’ details

NetLanguages(Stand29)

Trafalgar 14, Barcelona, 08010, Spain

Tel: +34 93 2687146Email: info@netlanguages.com www.netlanguages.comContact Name: Fiona Thomas, Director of Education

Net Languages is an online language school which produces and sells a wide range of online English and Spanish language courses to a wide variety of clients including language schools, universities, primary and secondary schools as well as government and corporate institutions. We also produce apps for language learners and are involved in the new social network for learners of English: English Corner Online http://english-corner-online.com

NorwichInstituteforLanguageEducation(NILE)(Stand2)

82 Upper St Giles Street, Norwich, NR2 1LT, UK

Tel: +44 1603 664473Email: sarah@nile-elt.com

www.nile-elt.comContact Name: Sarah Mount, Assistant Director

NILE invites you to take a virtual walk through our brand new state-of-the-art teaching and learning centre in Norwich. Meet members of the NILE team, have a slice of Scottish Shortbread and discover why we have become one of the world’s leading providers of professional development courses and qualifications for ELT professionals.

OxfordUniversityPress(Stand43)

Great Clarendon Street, Oxford, OX2 6DP, UK

Tel: +44 1865 556767Email: elt.enquiry@oup.com www.oup.com/eltContact Name: Customer Services

Welcome to Glasgow! If you're looking for some inspiration, come along to our stand to meet our friendly and knowledgeable team, ask them questions and take part in digital demonstrations. Find out more about English File Third Edition, Solutions Second Edition, Oxford Learn, digital books, and much more. And remember, all books on the stand are on special offer throughout the conference!

PavilionPublishing(Stand33)

Rayford House, School Road, Hove, East Sussex, BN3 5HX, UK

Tel: 0844 8805061Email: info@elt-knowledge.com www.elt-knowledge.comContact Name: Fiona Richmond, Marketing Manager

eltknowledge is the new independent language training website that will quite possibly change your approach to English language teaching – forever! Our new website has decades of know-how taken from English Teaching Professional and Modern English Teacher magazines, two of the most popular English language teaching magazines. All the material is ready for you to put straight into everyday practice. Visit our stand, pick up your free magazine and get a 50% discount on your first year’s eltknowledge subscription.

Pearson(Stand50-51)

Edinburgh Gate, Harlow, Essex, CM20 2JE, UK

Tel: +44 1279 623411Email: maureen.coulson@pearson.com www.pearsonelt.comContact Name: Maureen Coulson, Marketing Manager

Come and look, or try, or chat with our team at the Pearson stand. Don’t miss out on our presentations and signature event (Thursday11.45am, Lomond), and don’t forget our Pecha Kucha event on Thursday evening, hosted by Jeremy Harmer.

Pilgrims(Stand10)

Theatre House, 4-6 Orange Street, Canterbury, Kent, CT1 2JA, UK

www.pilgrims.co.uk

Pilgrims runs one- and two-week courses to motivate and inspire teachers. We also run courses and workshops in your country. We publish two magazines, The Teacher Trainer Journal (www.tttjournal.co.uk) and Humanising Language Teaching (www.hltmag.co.uk). Come and see us at our stand to discuss what we can do together!

ELT resources exhibitors’ details

RendezVu-ExamSpeak(Stand3)

NovaUCD, Belfield Innovation Park, UCD, Dublin 4, Ireland www.rendezvu.com

We’re delighted to be at IATEFL. Come and see us at our stand to find out more about us.

Richmond(Stand49)

58 St. Aldates, Oxford, OX1 1ST, UK

Tel: +44 1865 595244Email: info@richmondelt.com www.richmondelt.comContact Names:Cathy Smith, International Sales & Marketing Director Laura Orchard, Marketing Assistant

We’re delighted to be back at IATEFL this year with a new look, a new team and plenty of new materials. Come and see us to find out more about our author talks, our special offers and the competition of the day!

SATEFL(Stand4)

c/o 11 Craigievar Gardens, Kirkcaldy, Fife KY2 5SD, UK

Tel: +44 1592 571335 www.satefl.org.ukContact Name: Kathleen Henderson, Chairperson

Please visit the stand to meet SATEFL members and see our programme for this year.

ScottishQualificationsAuthority(Stand21)

The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ, UK Tel: +44 303 3330330Email: mycentre@sqa.org.uk www.sqa.org.uk

SQA is the national accreditation and awarding body in Scotland. As an awarding body, we work with schools, colleges, universities, industry and government to provide high quality, flexible and relevant qualifications. We strive to ensure that our qualifications are inclusive and accessible to all, that they recognise the achievements of learners, and that they provide clear pathways to further learning or employment. Visit our stand to find out more.

StGilesInternational(Stand15)

154 Southampton Row, London, WC1B 5JX, UK

Tel: +44 20 78370404Email: londoncentral@stgiles.co.uk www.stgiles-international.comContact Name: Garth Cadden, Head of Teacher Training

We’re delighted to be at IATEFL. Come and see us at our stand to find out more about St Giles International.

Teachitworld(Stand24)

11 Charlotte Street, Bath, BA1 2NE, UK

Tel: +44 1225 788852Email: support@teachitworld.com www.teachitworld.comContact Name: Lucy Palmer, ELT Editor

Teachitworld is an extensive online library of adaptable ELT lesson plans, worksheets, ideas and activities, contributed by teachers active in the field. The website includes an audio library and image bank, weekly news-based items and related resources. Members can also access a suite of specially designed computer-based interactive units that address the challenges of learning a language.

telc–languagetests(Stand11-12)

Telc GmbH, , Bleichstrasse 1, 60313 Frankfurt am Main, Germany www.telc.net

telc stands for The European Language Certificates, offering over 60 examinations in 10 different languages. Specialist testing includes examinations for School, Business, Hotel & Restaurant and Technical purposes. telc – language tests are developed according to the Council of Europe's Common European Framework of Reference for Languages and enjoy international recognition and acceptance at universities, companies and governmental institutions. For more information and free mock examinations, visit us at our stand or our website www.telc.net.

ELT resources exhibitors’ details

TheNewSchool–MATESOLProgram(Stand20)

68 5th Ave, Mezzanine, New York, NY 10011, USA

Tel: +1 212 2295372

Email: diazmagg@newschool.edu

www.newschool.edu/matesolContact Name: Gabriel Olaz, Director, MATESOL

Join us at our stand to learn more about The New School’s groundbreaking graduate program in TESOL. Recognizing English as a global language, our 30-credit master’s program connects our global faculty and students, uniting theory and practice within an international curriculum delivered online and on-campus. Some of our faculty include Scott Thornbury, Jeremy Harmer and John Fanselow. Gabriel Diaz Maggioli, Director of the MA TESOL and Department Chair, will be available to answer questions.

TrinityCollegeLondon(Stand54)

89 Albert Embankment, London, SE1 7TP, UK

Tel: +44 20 78206100

Email: info@trinitycollege.co.uk www.trinitycollege.co.ukContact Name: Clinton Rae, Director of Business Development (UK & Ireland)

Assessing English language since 1938. Trinity’s English language examinations are offered in 60 countries worldwide and are taken by hundreds of thousands of candidates each year. Accredited by Ofqual and mapped to the CEFR, GESE, ISE and SEW are accepted by universities and businesses as evidence of English language proficiency. Trinity also offers worldrenowned TESOL qualifications for English language teacher training – CertTESOL, DipTESOL and Cert IBET. Visit our stand to find out more!

UniversityofCambridgeESOLExaminations(Stands44)

1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 1223 553997Email: esolhelpdesk@cambridgeesol.org www.cambridgeesol.orgContact Name: ESOL Helpdesk

University of Cambridge ESOL Examinations (Cambridge ESOL) develops and produces Cambridge English exams – the most valuable range of qualifications for learners and teachers of English in the world. Over 3.3 million people take our exams each year in 130 countries. Around the world, more than 12,000 universities, employers, government ministries and other organisations accept our qualifications. Come and visit us at our stand.

UniversityofExeter(Stand31)

Graduate School of Education, St Luke’s Campus, Heavitree Road, Exeter, EX1 2LU, UK Tel: +44 1392 724837Email: ssis-admissions@exeter.ac.uk www.exeter.ac.uk/educationContact Name: Samantha Phillips, Postgraduate Administrator

The Graduate School of Education is ranked 5th in the UK for world leading and internationally excellent research (RAE 2008). We offer an extensive range of high-quality postgraduate TESOL programmes: PG Certificate; PG Diploma; full-time and summer intensive Masters, as well as Doctor of Education. MPhil/PhD opportunities also exist. Academic staff and current students will be available during IATEFL to answer any questions you may have about the programmes. We look forward to meeting you.

UniversityofGlasgow,LanguageCentre(Stand19)

Hetherington Building, Bute Gardens, Glasgow G12 8RS, UK www.glasgow.ac.uk/efl

The University of Glasgow is one of the world's top universities. We deliver a wide range of high quality courses. For teachers: MEd in English language teaching; initial teacher training; intensive in-service professional development. For students: outstanding preparation for academic study: a year-round course leading to specialist Academic bridging courses. Our staff will be available at our stand to answer any questions about our programmes. We’re looking forward to meeting you.

ELT resources exhibitors’ details

UniversityofStirling,CELT,SchoolofEducation(Stand9)

Pathfoot B33, Stirling University, Stirling, FK9 4LA, UK

Tel: +44 1786 467934Email: celt@stir.ac.uk

www.celt.stir.ac.ukContact Name: Anne Stokes, Director of CELT

CELT offers a range of English language courses, including General English for seven weeks in Feb – March and an English Language Summer School in August. Short courses for teachers can also be provided for groups of 12 minimum by special arrangement. The centre also offers the following degree programmes: MSc TESOL (Teaching English to Speakers of Other Languages), MSc TESOL and CALL (Computer Assisted Language Learning), MSc TESOL and Applied Linguistics, and PhD TESOL.

Worldteachers(Stand17)

Homelea, Faith Avenue, Quarrier’s Village, Renfrewshire, UK www.worldteachers.net

Visit the British Council stand (22) in the exhibition hall

See live demonstrations of our LearnEnglish and TeachingEnglish websites

Talk to us to find out more about what the British Council has to offer you

Find out more about our latest products for teachers and learners

www.teachingenglish.org.uk

www.britishcouncil.org/learnenglish

www.britishcouncil.org/learnenglishkids

IATEFL SPECIAL INTEREST GROUPS (SIGs)

This section contains information on the Special Interest Groups (SIGs) and the SIG Days.

SIG Days are selections of talks and workshops related to a specific SIG area.

Each SIG Day includes an Open Forum. A SIG Open Forum is an opportunity for you to hear about the SIG’s activities.

IATEFL Special Interest Groups (SIGs)

What are the SIGs?

• The aim of the IATEFL Special Interest Groups is to extend the work of IATEFL into several specialist areas, to enable professionals with special interests in ELT to benefit from information regarding new developments and local and international events in their areas of special interest.

Why should I join a SIG?

• Each Special Interest Group aims to provide its members with three mailings (newsletters, updates, other publications) per year. The SIG newsletters often include key articles in the field, as well as informing the membership of the proceedings of conferences and one-day events which members may have been unable to attend.

• Each Special Interest Group aims to organise a minimum of one event (in the UK or outside the UK) per year. These events frequently include the most informed and stimulating speakers in the field.

• In addition there are other benefits for SIG members, which vary from one SIG to another, such as websites, internet discussion lists, internet chat forums, scholarships, etc.

• Full Individual Members of IATEFL are entitled to join one Special Interest Group included in their membership fee.

Who are the SIGs?

Business English

English for Specific PurposesES(O)L Global Issues

Leadership & Management Learner Autonomy

Learning Technologies Literature, Media & Cultural StudiesPronunciation Research Teacher Development

Teacher Training & Education Testing, Evaluation & AssessmentYoung Learners & Teenagers

You can be active in IATEFL: Be active – Join an IATEFL SIG

For more information about the SIGs, come to the IATEFL stand in the exhibition or contact IATEFL at generalenquiries@iatefl.org or visit www.iatefl.org

What is a SIG Day?

On the following pages, the Special Interest Groups list their SIG Days. These are selections of talks and workshops which are a sample of the breadth and variety of work being done around the world in each field of special interest. Each SIG Day includes anOpen Forum, which provides an opportunity for both members and non-members to hear about the SIG’s activities and to talk to other members of the SIG. See you there!

Special Interest Group Days

Business English

1025-1110

1145-1245

1345-1415

1430-1515

1550-1620

1635-1720

1735-1835

Applying m-theory to m-practice: adult learners with mobile devices

Claire Hart & Kristen Acquaviva

Rehearsals for life. Boosting performance in role-plays and presentations

Damian Corcoran

The lessons we learn from 'sales terms and conditions'

Natasa Gajst

L+C=EC: language + culture = effective communication

Kirsten Waechter

Teaching Business English with technology in Latin America

Jennifer Verschoor

Developing language skills through business simulations

Stephanie Ashford & Tom Smith

Business English Special Interest Group Open Forum

English for Specific Purposes

A closer look at classroom discussions

Devrim Demirezen Uygan

Developing academic writing skills at Masters-level in a British university

Clare Furneaux

Innovations in EAP oral assessment: the IOA project

Prithvi Shrestha

English for Specific Purposes Special Interest Group Open Forum

Using keyword analysis to create ESP materials: identifying lexical layers

Michael Nelson

Helping ELT students to develop academic writing

Manuel Pedro

Risk versus reward: the EAP recruitment dilemma

Christopher Macallister

Academic English support program for ESL/EAL university students

Sarah ter Keurs

Special Interest Group (SIG) representatives will be introducing sessions on these SIG Days and will be present at the Open Forum. They will also be available on the IATEFL Stand should you wish to talk about the work of the SIGs in more detail. (Please go to the IATEFL Stand to find out when a representative from the group you are interested in will be available.) Don’t forget to look through your Programme to see what otherinteresting talksand workshops related toyour areaof specialinterest arebeing held throughouttheconference

Special Interest Group Days

ES(O)L

Wednesday 21 March – Morar

1025-1055

1130-1215

1335-1420

1435-1535

1610-1640

1655-1740 1755-1840

ESOL in Scotland and the social practice approach

Mandy Watts

In support of phonology in the ‘skills for life' classroom

Pamela Southall

ES(O)L Special Interest Group Open Forum

Making your materials manage the 'mixedness'

Lorraine Downey & Grainne Carley

EAL provision in England: combining theory and practice or not?

Clare Wardman

SQA TESOL: professional development in Scotland

Jennifer MacDougall

What is effective practice for participation in the community?

Catherine Rice & Pauline Blake-Johnston

Global Issues

Wednesday 21 March – Barra

1025-1055

1130-1215

1335-1420

1435-1535

1610-1640

1655-1740 1755-1840

ELTDP: Enquiry-based project design and teacher development

Rachel Bowden

Evaluating internationalism in the curriculum

Alan Mackenzie

Becoming a global teacher: ten steps to an international classroom

Kip Cates

Self-evaluation of critical global educators using CHAT

Maureen Ellis

Raising awareness of ELF in an internationalising university

Rachel Wicaksono

Global Issues Special Interest Group Open Forum

English language teachers and their work: changing trends?

Sara Hannam

Special Interest Group Days

Leadership & Management

Wednesday 21 March – Leven

1025-1055

1130-1215

1335-1420

1435-1535

1610-1640

1655-1740

1755-1840

Learner Autonomy

How do you go from good to great?

George Pickering

Performance management of teachers

Vic Richardson

Leadership & Management Special Interest Group Open Forum

Facilitating change in ELT practice

Susan Barduhn & Beth Neher

From chefs to ninjas: habits in TEFL management

Wiktor Kostrzewski

Putting the C and the P into CPD!

Josh Round

Influencing

Steve Flinders

22 March – Morar

1025-1110

1145-1245

1345-1415

1430-1515

1550-1620

1635-1720

1735-1835

Putting the learner at the heart of the curriculum

Jonathan Rowberry

Making sense out of chaos: professional development with social media

Ann Foreman

Magic moments: when do students feel a sense of progress?

Stephen Shelley

Outside the comfort zone: getting comfortable with challenging your students

Geoff Hardy-Gould

Implementing self-directed language learning in higher education

Veronica Dal-Bianco

How learning strategy instruction helps develop learner autonomy

Anna Uhl Chamot

Learner Autonomy Special Interest Group Open Forum

SpecialInterestGroup(SIG)representativeswillbeintroducingsessionsontheseSIGDaysandwillbepresentattheOpenForum.They willalsobeavailableontheIATEFLStandshouldyouwishtotalkabouttheworkoftheSIGsinmoredetail.(PleasegototheIATEFLStand tofindoutwhenarepresentativefromthegroupyouareinterestedinwillbeavailable.)Don’tforgettolookthroughyourProgrammeto see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

Special Interest Group Days

Learning Technologies

Let's turn you on! Switch on to rhythmic mobile learning!

Carole Nicoll

Pervasive playfulness and mobile technologies for embodied language learning

Paul Driver

Ideas to implement mobile phones in the English classroom

Maria do Carmo Ferreira Xavier

Are you up to standard? Introducing the TESOL Technology Standards

Philip Hubbard & Sophie Ioannou-Georgiou

Collaborative e-learning and m-learning (ME-learning) management

Jitendra Kumar Singh

Technology speaks volumes: enhancing integration, participation and speaking abilities

Bruno Andrade

Learning Technologies Special Interest Group Open Forum

The story of Debbie and Nyan

Jamie Keddie

Literature, Media & Cultural Studies

Tuesday 20 March – Leven

Creative writing as process and product

Alan Maley

Reading and discussing literature online

Chris Lima

Literature, Media & Cultural Studies Special Interest Group Open Forum

www.worldstories - wonder wit wisdom

David Heathfield

Is a picture really worth a thousand words?

Veronika Rot Gabrovec

It was a dark and stormy night: narratives at work

Fitch O'Connell

Special Interest Group Days

Pronunciation

1025-1110

1145-1215

1215-1245

1345-1415

1430-1515

1550-1620 1635-1720 1735-1835

Research

1025-1110

1145-1245

1345-1415

1430-1515

1550-1620

1635-1720

1735-1835

Listening Hotspots - where angels need to tread Richard Cauldwell

Creating an IEP pronunciation center: procedure and findings

Sophie Farag

Mumbling - a technique highlighting the importance of sentence stress

Mark Hamilton

Sound advice: improving listening, pronunciation and intonation with the internet

Suzanne Cloke

The 3 Ps of a speaking syllabus: poems, plays, presentations Barry Cusack

Can and should we teach intonation? Pamela Rogerson-Revell

Pronunciation in the movies

Wayne Rimmer

Pronunciation Special Interest Group Open Forum

Early language learning in Europe: are we delivering the promise? Janet Enever

Discovering research – a teacher-friendly approach Deborah Bullock

Academic oral presentations: look who's talking! Maggi Lussi Bell

Researching ELT in Bangladesh: practice, perils and pitfalls Manzoorul Abedin

Critical thinking: from creative to academic writing Larysa Sanotska

Teacher research - an organisational approach Clare Walker & Niamh O Leary

Research Special Interest Group Open Forum SpecialInterestGroup(SIG)representativeswillbeintroducingsessionsontheseSIGDaysandwillbepresentattheOpenForum.They willalsobeavailableontheIATEFLStandshouldyouwishtotalkabouttheworkoftheSIGsinmoredetail.(PleasegototheIATEFLStand tofindoutwhenarepresentativefromthegroupyouareinterestedinwillbeavailable.)Don’tforgettolookthroughyourProgrammeto see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

Special Interest Group Days

Teacher Development

Tuesday 20 March – Ness & Lomond

1040-1140 Ness

1215-1300 Ness

1400-1430 Ness

1445-1530 Lomond

1605-1635 Ness

1650-1720 Ness

1735-1835 Ness

From 'English teacher' to 'learning coach'

Duncan Foord

The Se7en deadly sins of ELT

Anthony Gaughan

Teacher Development Special Interest Group Open Forum

A proposal: for active interventionist teaching

Jim Scrivener

Memory - it's on the tip of my tongue

Andrew Howitt

Motivation: how to keep the ball rolling

Reggie Agulha

Observation and feedback: are they really necessary for teacher appraisal?

Amanda Howard

Teacher Training & Education

Thursday 22 March – Carron 2 & Lomond

1025-1110 Lomond

1145-1245

Carron 2

1345-1415

Carron 2

1430-1515

Carron 2

1550-1620

Carron 2

1635-1720

Carron 2

1735-1835

Carron 2

Six key questions for teachers and trainers at the crossroads

Jeremy Harmer

How a coursebook can make you a better teacher

Nick Sheard & Charlie Ellis

Furnished imagination: what new teachers take to work

Richard Kiely

The impact of teacher education on in-service teachers’ beliefs

Simon Borg

Being a new language learner while learning how to teach

Bahar Hasirci

Using mobile phones to support ELT in Bangladeshi schools

Tom Power, Christopher Walsh & Claire Hedges

Teacher Training & Education Special Interest Group Open Forum

Special Interest Group Days

Testing, Evaluation & Assessment

Wednesday 21 March – Ness

1025-1055

1130-1215

1335-1420

1435-1535

1610-1640

1655-1740

1755-1840

Does blended learning have an impact on exam results?

Dianne Davies

You wash my back, I'll...

Thom Kiddle

TOEPAS: a test of oral English proficiency for academic staff

Pete Westbrook

Using VoiceThread as a tool for self-assessment

Tamatha Roman

ESP test design -a challenge to the ELT practitioner

Yuliya Siderova

Testing, Evaluation & Assessment Special Interest Group Open Forum

What implications does International English have for testing and assessing?

Judith Mader

Young Learners & Teenagers

Wednesday 21 March – Carron 1 & Lomond

1025-1055

Carron 1

1130-1215 Lomond

1335-1420

Carron 1

1435-1505

Carron 1

1505-1535 Carron 1

1610-1640 Carron 1

1655-1740 Carron 1

1755-1840 Carron 1

Cyberella versus Cinderella Esra Girgin

Tools for digital storytelling

Russell Stannard

Teaching screenagers: how the digital world is changing learners

Paul Davies & Tim Falla

Bilingual stories - circle of learning

Sebnem Oral

Vocabulary choice for tailored language courses – IT-based methods

Helena Metslang & Mare Kitsnik

Speak and spell: online phonics for YLs

Jo Hayes

Blended learning for young learners: it's all about the ingredients!

Lulu Campbell

Young Learners & Teenagers Special Interest Group Open Forum

SpecialInterestGroup(SIG)representativeswillbeintroducingsessionsontheseSIGDaysandwillbepresentattheOpenForum.They willalsobeavailableontheIATEFLStandshouldyouwishtotalkabouttheworkoftheSIGsinmoredetail.(PleasegototheIATEFLStand tofindoutwhenarepresentativefromthegroupyouareinterestedinwillbeavailable.)Don’tforgettolookthroughyourProgrammeto see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

PRESENTATIONS

The following pages contain the details of the conference presentations –

Pages 45-49-Poster presentations (on display in the exhibition area)

Pages 51-80-Tuesday sessions

Pages 83-115-Wednesday sessions (including the IATEFL Annual General Meeting 1225-1330 in Lomond)

Pages 117-146-Thursday sessions

Pages 149-160-Friday sessions

Poster presentations

DuringtheconferencetherewillbeaPosterForumlocatedintheexhibitionhall. Presenterswillbepresent attheirposterto discussitwithdelegatesandto answeranyquestionsonitatthetimesshownbelow.

DuringtheconferencetherewillbeaPosterForumlocatedintheexhibitionhall. Presenterswillbepresentattheirpostertodiscussitwithdelegatesandto answeranyquestionsonitatthetimesshownbelow.

Poster 1

Tuesday

1215-1220

LA

Poster 2

Tuesday

1230-1235

TEA, YLT

Poster 3

Tuesday

1245-1250

LA, TEA

Examiningstudents'experiencestowardself-studythroughfocusgroupdiscussions

YukiHasegawa(KandaUniversityofInternationalStudies)

Examiningstudents'experiencestowardself-studythroughfocusgroupdiscussions

YukiHasegawa(KandaUniversityofInternationalStudies)

This poster will show the result of students' responses collected through focus group discussions. The students had participated in a course where they learned strategies to study English independently and discussed their experiences and perceptions of the course. Quotes from the discussion will be presented and participants will be able to learn about the students' experiences of learning autonomously.

ChoosingcriteriaforprimaryschoolEFLspeakingassessmentinRSA

CharlotteMbali(Retired,Durban,SouthAfrica)

ChoosingcriteriaforprimaryschoolEFLspeakingassessmentinRSA

CharlotteMbali(Retired,Durban,SouthAfrica)

Utilizing band descriptors of CEFR A2, analysis will be done of elicited learner language from formal tests (adapted from UCLES KEY materials) as well as of recorded classroom language. Some questions will be asked as to how to select and combine criteria for the specific purposes of oral language of learning at primary schools in South Africa.

Creatingdiagnosticframeworksforsupportingfocused,effective,self-directedlearning

BrianMorrison(KandaUniversityofInternationalStudies)

Creatingdiagnosticframeworksforsupportingfocused,effective,self-directedlearning

BrianMorrison(KandaUniversityofInternationalStudies)

Kanda University in Japan is a specialist language university. To support students’ self-directed learning, diagnostic framework materials have been created to develop students’ understanding of their strengths and weaknesses related to their specific learning goals. This poster presentation will provide samples and discuss how students become more self-aware and are guided to make more effective decisions about their own learning.

LearningEnglishinaBrazilianschool–anewapproach

FernandoSartori(SaoPaulo,Brazil)

Poster 4

Tuesday 1415-1420 YLT

Poster 5

Tuesday 1430-1435 TTEd

Poster 6

Tuesday 1445-1450 MD

LearningEnglishinaBrazilianschool–anewapproach

FernandoSartori(SaoPaulo,Brazil)

The poster will display a timeline with the changes introduced to achieve better results with bigger groups in a secondary school. It will show how courses are structured and a different approach to coursebooks and readers. Also, the plans for the future and how technology can help this project will be shown.

Constructionofidentityinteachercandidates

BirsenTutunis(IstanbulAydinUniversity)

Constructionofidentityinteachercandidates

BirsenTutunis(IstanbulAydinUniversity)

Research into teacher identity concentrates on the development of personal beliefs, the effects of these beliefs on the way an individual understands him/herself, the role expectations and how these influence professional identity. The formation of teacher identity is seldom conceptualized as a learning process. This poster will focus on the learning processes and construction of identity.

PracticesfromEFLtextbooksinJapanandChina

LinfengWang(TheUniversityofTokyo)

PracticesfromEFLtextbooksinJapanandChina

LinfengWang(TheUniversityofTokyo)

This presentation reports on the way in which practice on a number of seventh-grade authorized English textbooks is designed. Practice exercises, activities or associated tasks that reinforce language competence. It reveals that the same points of information are treated in different ways, due to the historical and theoretical perspectives on English education in Japan and China.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Poster presentations

Poster 7

Tuesday 1500-1505

TEA

EducationalstandardsforEFLinAustria

DuringtheconferencetherewillbeaPosterForumlocatedintheexhibitionhall. Presenterswillbepresent attheirposterto discussitwithdelegatesandto answeranyquestionsonitatthetimesshownbelow.

Poster 8

Tuesday 1515-1520

TTEd

Poster 9

Tuesday 1615-1620

GEN

Poster 10

Tuesday 1630-1635 GEN

Poster 11

Wednesday 1030-1035 BE

Poster 12

Wednesday 1045-1050

EAP, ESP

Poster 13

Wednesday 1145-1150 GEN

HansPlatzer(FachhochschuleWienerNeustadt)&DesireeVerdonk(UniversityofAppliedSciences WienerNeustadt)

Examiningstudents'experiencestowardself-studythroughfocusgroupdiscussions

Poster 14

Wednesday 1200-1205

LT

Regarding foreign language standards, Swiss educational authorities took a markedly different approach to their German/Austrian counterparts. While the Swiss implemented minimum standards whose attainability was verified in several surveys, Austrian/German authorities stipulated average standards without prior empirical investigation. Hence, this poster discusses the attainability and interpretability of exit-standards set for English at the end of upper-secondary education in Austria.

YukiHasegawa(KandaUniversityofInternationalStudies)

Digitalandcommunicativecompetencesenhancementthroughlearningsubjectcontent

StefaniaDugovicova(ComeniusUniversityBratislava)

My poster will present the objectives and outputs of a European project on behalf of my partners – experts from six European countries. The project addresses the need to integrate the development of digital and communicative competences with the learning of subject content at schools and, through exemplars, demonstrates models of good practice for student teachers in initial teacher training.

ChoosingcriteriaforprimaryschoolEFLspeakingassessmentinRSA CharlotteMbali(Retired,Durban,SouthAfrica)

ThefutureofEnglish

SuncanaTuksarRadumilo(UniversityofPula,Croatia)

Creatingdiagnosticframeworksforsupportingfocused,effective,self-directedlearning

BrianMorrison(KandaUniversityofInternationalStudies)

The English language has sprung many varieties – different “Englishes”. We could expect the status of English to change during the unprecedented social and economic global changes. What is the possible long-term impact on English due to globalisation, and how should we treat different Englishes in a teaching method of the 21st Century?

Falsefriends-trueenemies

GjurgjicaMimicaBezjak(SveucilisteuSplitu-SplitUniversity)

False friends are pairs of words in two languages that sound alike but have a different meaning. They can cause difficulty for language learners who often identify the words erroneously due to "negative transfer" from their mother tongue. The teacher’s role is to point out the most frequent sources of confusion and drill the correct use of the words.

LearningEnglishinaBrazilianschool–anewapproach FernandoSartori(SaoPaulo,Brazil)

“Gettingtoknowyou”intheadultbusinessEnglishclassroom

RobertoAnero(CologneBusinessSchool/LSGLufthansaServiceHolding)

First impressions are very important – in the classroom as in life. I've experimented with ways of making a good first impression as teacher in the first class and also of helping my new students feel as comfortable as possible in a foreign language. My poster will present some of the techniques and tricks I’ve used as a non-native speaker.

Constructionofidentityinteachercandidates BirsenTutunis(IstanbulAydinUniversity)

Emphasizingconcept-mappingforacademicEnglishresearchwriting

DennisBalint(KhalifaUniversity)

Concept-mapping, a graphic organizing technique, is useful in helping EFL learners construct their understanding of and organize and synthesize related information of multi-faceted topics. The presenter will display the instruction and multiple use of concept-mapping integrated into the process of writing research papers in EAP courses at a university in the United Arab Emirates.

PracticesfromEFLtextbooksinJapanandChina LinfengWang(TheUniversityofTokyo)

Explainingyourculture:anactivityframeworkforculturalcommunication

SimonCapper(TheJapaneseRedCrossHiroshimaCollegeofNursing)

Most intercultural communication textbooks emphasize learning about the ‘other’ culture, but intercultural communication is a two-way street, and participants in such exchanges need to understand and be understood. Learners need to be able to explain their culture and lifestyle. This poster introduces a useful framework activity with which to develop this ability.

PromotingprofessionaldevelopmentinTEFL:usingwikisascollaborativetools

ElvinaCastillo(UniversidadNacionalExperiementalFranciscodeMiranda)

This presentation will show how wikis can be used, as e-tools to promote professional development, in EFL teaching. The purpose of this presentation is to demonstrate how wikis can be used to run professional development workshops and to motivate teachers to create their own e-activities.

Poster 15

Wednesday 1345-1350

ESP, LT

Poster presentations

Usebloggingtoexcitetheinterestinlanguagelearning

MariliaConstantinides&MaroNeophytou(CyprusUniversityofTechnology)

DuringtheconferencetherewillbeaPosterForumlocatedintheexhibitionhall. Presenterswillbepresent attheirposterto discussitwithdelegatesandto answeranyquestionsonitatthetimesshownbelow.

The benefits of applying ICT in language learning are an indisputable fact. Blogging has been incorporated in language learning. This poster presentation will examine and evaluate the use of blogging in second language classrooms at tertiary level, by analyzing specific data extracted from questionnaires and online blog statistics. Recommendations and practical suggestions will be made based on the findings.

Examiningstudents'experiencestowardself-studythroughfocusgroupdiscussions

Poster 16

Wednesday 1400-1405

GEN

Poster 17

Wednesday 1415-1420

LT

Poster 18

Wednesday 1430-1435

EAP

Poster 19

Wednesday 1445-1450

EAP, LA

Poster 20

Wednesday 1500-1505

RES, TD

Poster 21

Wednesday 1515-1520

TD, TTEd

Howdoesreadingaffectreadingcomprehension,grammarandvocabularyknowledge?

YukiHasegawa(KandaUniversityofInternationalStudies)

NinaDaskalovska(GoceDelcevUniversity)

A number of studies have demonstrated that reading has a positive effect on language learning. This poster presents a case study in which the participant, a 14-year-old EFL learner, read 15 graded readers of her choice in the course of two months. The results of post-tests showed that there was improvement in reading comprehension, grammar and vocabulary knowledge.

ChoosingcriteriaforprimaryschoolEFLspeakingassessmentinRSA CharlotteMbali(Retired,Durban,SouthAfrica)

Speakingcoursedesignviaonlinetoolsinvirtualclasses

MuzeyyenNazliDemirbas&MustafaAkinGungor(GaziUniversity)

This poster will serve as an eye opener for online tutors and learners in terms of improving speaking skills and web literacy level. Experiences from a distance education language program are shared to gain more insight in using online interactive tools with appropriate cultural themes. Implications for webbased course and material design are also provided.

Creatingdiagnosticframeworksforsupportingfocused,effective,self-directedlearning

IntensiveEnglishProgrammeforinternationalstudents

BrianMorrison(KandaUniversityofInternationalStudies)

MelvinduPreez(StellenboschUniversity)

This poster presentation highlights a seven-week English course offered to prospective international postgraduates. While some South African universities demand a TOEFL or IELTS score, one institution does not; the cost of these exams are often too expensive for students, especially those from African countries. A critical analysis of the Intensive English Programme and its implications are addressed.

Cultivatingeffectivepeerfeedbackstrategiesinanacademicwritingcourse

DanielleFischer(KandaUniversityofInternationalStudies)

LearningEnglishinaBrazilianschool–anewapproach FernandoSartori(SaoPaulo,Brazil)

This poster presentation focuses on how a syllabus was structured and classroom materials used to help students in an academic writing course become less dependent on the teacher for drafting, writing, and editing assignments. The main focus is on how students were trained to use peer feedback strategies and how feedback sessions were conducted in class.

Constructionofidentityinteachercandidates BirsenTutunis(IstanbulAydinUniversity)

QuestioningdichotomiesinEnglishlanguageteaching

WilliamGreen(SapporoUniversity)

This poster critically reviews three dichotomies common in ELT discourse (the “BANA-TESEP” distinction, the “native vs. non-native speaker” dichotomy, and “teacher- and learner-centred” education) in the light of findings from a study conducted with Japanese EFL teachers. The dichotomies obscure important similarities in teachers’ cognitions which should be made the focus of teacher development.

PracticesfromEFLtextbooksinJapanandChina LinfengWang(TheUniversityofTokyo)

IntegrativeuseofthenarrativeportfolioinFLteachereducation

RiittaJaatinen(UniversityofTampere)

The presentation is based on my research and practices as a teacher educator. I explain how theoretical studies and teaching practice are integrated using a narrative portfolio. I present the structure and content of a 10-step model, i.e., the process to become an FL teacher in the University of Tampere, Finland. I illustrate the steps with photographs.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Poster presentations

Poster 22

Wednesday 1615-1620

LA, LT

Universitystudents'andteachers'perceptionsofacomputer-assistedlanguagelearningenvironment

TugbaKucuk(BilkentUniversity)

DuringtheconferencetherewillbeaPosterForumlocatedintheexhibitionhall. Presenterswillbepresentat theirpostertodiscuss itwithdelegatesandto answeranyquestionsonitatthetimesshownbelow.

This study was conducted within a particular institution, Zonguldak Karaelmas University Preparatory School. It examined the perceptions of students and teachers of computer’s role and teacher’s role in a CALL setting. Other institutions can make use of these suggestions and comments to promote the quality of CALL practices.

Examiningstudents'experiencestowardself-studythroughfocusgroupdiscussions

Poster 23

Wednesday 1630-1635 BE, EAP

Poster 24

Wednesday 1645-1650 ESP, RES

Poster 25

Wednesday 1700-1705

LT

Poster 26

Thursday

1030-1035

GEN

Poster 27

Thursday 1045-1050 EAP

Poster 28

Thursday 1200-1205

GEN

Poster 29

Thursday 1215-1220 ESP, MD

Englishforaccountancyinpostgraduateacademicsupportcourses

YukiHasegawa(KandaUniversityofInternationalStudies)

EvelynJNaoumi(MeijiUniversity,Japan)

Acquisition of low frequency vocabulary in accountancy and facilitation of case methodology presentations in English were key issues in an academic support program at a Japanese university. This poster will describe how students from a variety of English learning backgrounds were prepared for study abroad in a sheltered program taught by a content specialist with no language teaching experience.

Needs,needs,needs:investigatingtheuniversity-workplaceinterface

ChoosingcriteriaforprimaryschoolEFLspeakingassessmentinRSA CharlotteMbali(Retired,Durban,SouthAfrica)

JemmaPrior(FreeUniversityofBozen/Bolzano)

The Free University of Bozen/Bolzano is a multilingual university situated in South Tyrol, Italy, where students study subjects taught in German, Italian and English. This talk investigates the English language needs of a set of companies in South Tyrol and whether our graduates are equipped linguistically for the local workplace after studying in English for three years.

Creatingdiagnosticframeworksforsupportingfocused,effective,self-directedlearning

Athree-yearinterculturalexchangeprojectforEFLpupilsinTaiwan

BrianMorrison(KandaUniversityofInternationalStudies)

FanghuiWu(Taiwan)

What could secondary school pupils learn in a three-year intercultural exchange project, organized by the British Council, in the UK, Korea and Taiwan? This poster will present what the pupils learned from the task-based project combining visits to three countries and also provide practical guidelines on how this kind of project can be incorporated into teaching effectively.

OralorwrittenpeerfeedbackinEFLwritingclasses?

SibelDigin(OzyeginUniversity)

LearningEnglishinaBrazilianschool–anewapproach FernandoSartori(SaoPaulo,Brazil)

For effective implementation of peer feedback in EFL writing classes at tertiary level, should students provide feedback on their peers’ texts orally or in writing? This poster presentation aims to report and discuss the results of a study investigating whether oral and written modes of peer feedback delivery affect the way students produce comments and the adoption rate of feedback.

Constructionofidentityinteachercandidates BirsenTutunis(IstanbulAydinUniversity)

You'reusingTHATforyourpaper?!Evaluatingwebsources

SusanGilfert(KwanseiGakuinUniversity,Japan)

Undergraduate students increasingly look to the internet for research sources -- but not always successfully. This poster presentation shows a lesson plan for helping English as a Foreign or Second Language students in writing classes how to find and evaluate online information for building information literacy strategies and skills. Participants can take away a sample resource-evaluation checklist.

PracticesfromEFLtextbooksinJapanandChina LinfengWang(TheUniversityofTokyo)

Astudyofgestures,emotionsandstrategiesinEnglishcommunication

EmikoIzumi(KyotoUniversityofEducation)

This study focused on gestures, emotions and strategies that Japanese EFL learners often use in communication. Communicative tasks were implemented in pairs and their conversations were videotaped, transcribed and analyzed. Participants also filled out questionnaires and reflected on their performance. Several characteristics were observed and will be discussed from the emotional, cultural and language perspectives.

Designingpurposefullearningactivities

ErikaJeret(ParnuCollegeoftheUniversityofTartu)

ELT in tertiary education is closely linked with curricula and skills that students are expected to obtain before entering the world of work. The poster covers some aspects, tasks, learning outcomes and ICTs engaged in teaching English for professional purposes. It provides some examples of materials design and learning processes involved.

Poster 30 Thursday 1230-1235

LMCS

Poster presentations

ExtensivereadingforreluctantEFLreaders

EleanorKane(UniversityofShimane,Japan)

DuringtheconferencetherewillbeaPosterForumlocatedintheexhibitionhall. Presenterswillbepresentat theirpostertodiscuss itwithdelegatesandto answeranyquestionsonitatthetimesshownbelow.

This presentation considers practical interventions for reluctant EFL readers: phonics training, buddy reading, and reading tasks. While Sustained Silent Reading secures time to read, simply allocating time and books is not enough. This presentation shows tried and tested activities from a large-scale university SSR programme. It shares the successes and pitfalls of implementing SSR throughout an institution.

Examiningstudents'experiencestowardself-studythroughfocusgroupdiscussions

Poster 31 Thursday 1400-1405

AL, EAP

Poster 32 Thursday 1415-1420

YLT

Poster 33 Thursday 1430-1435

ES(O)L, MD

Poster 34 Thursday 1500-1505

EAP, LT

Poster 35 Thursday 1600-1605

LT

Poster 36 Thursday 1615-1620

TD

Poster 37 Thursday 1630-1635 ESP

Reconsiderationofcommunicationstrategies:Englishasalinguafrancaperspective

YukiHasegawa(KandaUniversityofInternationalStudies)

MayuKonakahara(WasedaUniversity)

This poster examines communication strategies (CS) in English as a lingua franca interaction. Taking an interactional approach, it analyzes how international graduate students in a British university negotiate meaning by use of CS in an informal talk. What facilitates a mutual understanding is not alreadydocumented CS but others (e.g., explication and reformulate). Implications for English language teaching will be discussed.

ChoosingcriteriaforprimaryschoolEFLspeakingassessmentinRSA CharlotteMbali(Retired,Durban,SouthAfrica)

Project-basedteachingpracticeforJapaneseelementaryschoolEFLlearners

RiekoNishida(KansaiUniversity)

One public elementary school in Japan conducted a teaching project utilizing drama. Fifth grade students, who love to sing songs and act in front of their parents and teachers, participated in a musical performance. In this presentation, I will focus mainly on how I organized the project and explain the supporting theory (Self-Determination Theory).

Creatingdiagnosticframeworksforsupportingfocused,effective,self-directedlearning

BrianMorrison(KandaUniversityofInternationalStudies)

Learningcommunicationstrategiesandspeechactsthroughanimation

KimikoOchi(MatsuyamaUniversity)

The purpose of this poster is to show how communication strategies and speech acts can be learned effectively from animations such as Shrek and Ice Age. Animation provides a great variety of examples that illustrate how native speakers of English use the language for successful communication. Through engaging exercises, our students acquire confidence in communicating in English.

LearningEnglishinaBrazilianschool–anewapproach FernandoSartori(SaoPaulo,Brazil)

MyStory –theencounterofme,online,writingandacademia

AnnaRolinska(Freelance)

I present a proposal of an online project, MyStory, allowing participants (international students on a presessional course) to: reflect on the issue of ‘self’ by perusing topics of family, career field/major, entertainment and community history; build personal digital narratives/artefacts meditating on the above; create academic narratives exploring the background of the topics; and acquaint oneself with and/or develop digital literacy.

Constructionofidentityinteachercandidates BirsenTutunis(IstanbulAydinUniversity)

JustanotherVLE/LMS?ExperiencewithOLAT(amongothers)

JodySkinner(UniversitaetKoblenz)

While many might know Moodle as one example of a Virtual Learning Environment or used as a Learning Management System, another open-access platform called OLAT is being implemented especially in German universities. My poster will document my experiences with this Online Learning and Training platform, and I welcome your experiences too in person or virtually.

PracticesfromEFLtextbooksinJapanandChina LinfengWang(TheUniversityofTokyo)

ICTcompetenceoflanguageteachersthroughanonlinecourse

SvetlanaTitova(LomonosovMoscowStateUniversity)

This poster presents an online professional development course (ICT Integration into Language Classroom), which is taught at a large Russian university for teachers who would like to acquire professional ICT competence. It also reports the results of a research review on running this course, providing additional results based on trainees' feedback and reflection.

MakingEnglishforspecificpurposesachallenginglearningexperience

VesnaVulic(PolytechnicinPozega,Pozega,Croatia)

This poster will share my experience of teaching English for specific purposes to Croatian students of Viticulture and Oenology. We will look at a range of learner-focused, needs-based motivating activities for bringing the appropriate texts to life, and for practising the grammar they present. Examples will be taken from the book Grapes of Knowledge.

ThePosterForumislocatedintheexhibitionarea.

0800-1730: Registration Desks Open

0815-0845: How To... Track

0800-1730 Registration desks open

0815-0845 IATEFL How to... track

Alsh 1

Alsh 2

Boisdale 1

Tuesday 20 March

0830-1730: ELT Resources Exhibition

0900-1025: Opening & First Plenary Session

Howtogetthemostoutofthisconference withSusanBardhun

This session is for new IATEFL conference participants as well as those of you who have attended many conferences... but feel your experience could go deeper. We will analyze the programme, form learning groups for those who wish to jigsaw their conference experience, and share conference time management tips.

Howtoreflectonresearchtalksattheconference withSimonBorg

Many IATEFL conference sessions present research undertaken in various English language teaching settings. This session highlights issues which conference participants might consider when reflecting on the research they hear about during the conference and considering its relevance to their own professional contexts.

Howtowriteanarticleforateachers’magazine withHelenaGomm

The editor of English Teaching Professional will talk about the advantages of getting articles published, what editors are looking for, how best to present your work, and how to increase the chances of having it accepted.

0830-1730 Exhibition open

0900-1025 Opening Announcements and Plenary Session

The conference will be opened by the IATEFL President, Eric Baber, with welcomes as well from Bill Maxwell from Education Scotland and a representative from the Lord Provost’s office.

Clyde (2000 audience)

PlenarysessionbyAdrianUnderhill

I work as a consultant with schools wishing to develop their organizational intelligence, and as a trainer conducting programmes on facilitation and leadership skills. Current positions include educational consultant to Study Group UK, principal tutor on the Oxford University summer seminar for EL teachers, and trainer on Pilgrims teacher programmes. Prior to 1999 I was Director of the International Teacher Training Institute at IH Hastings. Outside ELT I am an Associate of the National School of Government, and spent six years as tutor for Leaders UK, a Cabinet Office initiative to develop connected up leadership across UK public services. I also tutored on leadership development programmes for the Bath University MBA. I have enjoyed a long association with IATEFL, starting the Teacher Development SIG in 1984, and serving as IATEFL President. I am series editor of the Macmillan Books for Teachers, author of Sound Foundations: Learning and Teaching Pronunciation, and recently brought out SOUNDS: The Pronunciation App. Current interests include applications of action inquiry and reflective practices in professional learning, and the role of improvisation in teaching.

Messandprogress

ELT has been characteristically open to influences and feeder fields. I would like to draw attention to two emerging and connected fields which, though perhaps less discussed, already impact on our profession.

1. Systems thinking and action – developed in the last few decades to enable us to see and talk about the complex ‘messes’ we find ourselves in, and to act in the midst of them.

2. Post-heroic leadership practices (emerging out of the failure of traditional forms of leadership to deal adequately with ‘messes’) which resonate well with the activity of teaching.

These two fields can embrace almost any human activity, and they also connect with a third more familiar field, that of learning at organisational and individual levels. I will highlight some ways in which these fields taken together afford us different perspectives on our work in education, and offer some suggestions from the systemic perspective.

Tuesday 20 March

Session 1.1 : 1040-1140

1040-1140 Session 1.1

Barra

65 audience Workshop YLT

Jura

30 audience

Restricted Workshop YLT

Orkney

35 audience

Restricted Workshop TEA

Shuna

65 audience Workshop

LA

Staffa

65 audience Workshop LA

Clyde

500 audience

Funwithflashcards

WeronikaSalandyk(Freelance)

Are you looking for ways to break the monotony of your flashcard activities? This practical workshop offers a variety of simple and engaging flashcard games which help to revise the vocabulary with kindergarten or primary students. Find out how to spice up your flashcard lessons with movement, games and everyday objects such as an egg timer or plastic toy hammers.

Videoprojectsorhowtomakeitworkforteens

MonikaZaczek(BritishCouncil,Romania)

Ever been in a classroom filled with teenagers who seemed unable to focus on anything but their phones? Visual materials enhance teens’ motivation and provide a springboard for a variety of skills-developing tasks and language activities. This workshop will demonstrate how to use films and short video clips to create stimulating and inspiring lessons.

Testswithahumanface

MartaRosinska-Trim(DOSTeacherTrainingSolutions)

I would like to share my reflections over more informal testing methods and show how these can enhance learner motivation. I will be presenting lots of practical ideas, to help you introduce some variety to your testing techniques. Come for a healthy mixture of 'practical theory' and a great range of classroom activities.

HelpingstudentstolearnmoreeffectivelythroughCLIL

AndrewDrought(BritishCouncil,Tokyo)

This is a hands-on workshop to demonstrate materials created as a part of action research into whether the CLIL framework can be applied to current affairs classes for adults, and whether, as a result, students learn language better because they are more cognitively engaged. I also demonstrate an innovative mind map activity to help students systematically organise and use vocabulary.

TeachingEnglishthesilentway

RoslynYoung(UneEducationPourDemain)

Can we consistently replace teacher talk with student talk? Can we keep our students interested all the time? Yes and yes, but only if we have suitable techniques. I have been a Silent Way teacher for 40 years. I will use several mini-lessons to show why the Silent Way is such a potent approach to learning and teaching English. e, ie, p, s, a

A.S.HornbyEducationalTrustScholars’Presentation ELTinaction:whatworksandwhatmakesitworkindifferentcontexts?

This year’s Hornby scholars will present their experiences of how aspects of ELT work successfully in very different contexts across the globe. Aspects to be explored include ways of teaching, motivating learners, educational leadership and planning, and ELT materials design. They will show what factors support their success and help ELT work in action.

The scholars are: A AwgichewAregaAbebe(Ethiopia),GetachewMelakuYitbarek(Ethiopia),BakaTimothy Hyua(Nigeria),YosraHamidAbdelkareem(Sudan),HawpageDonaBimaliNiroshini(SriLanka),Mala PalaniPalanichamy(India),ManishaKundanmalDak(India),EvelinAmadaOjedaNaveda(Venezuela), RicardoLlanosGarcia(Mexico),NargizaKuchkarova(Uzbekistan),AkhterJahan(Bangladesh),Yohana Gratiana(Indonesia),FadhelMohammedAhmedAbdullah(Yemen),NadeemAbdulbaqiAbdullahAlMurshedi(Yemen). Facilitated by Martin Wedell (Leeds University).

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Forth 300 audience Workshop AL, MD

Gala 1

60 audience Workshop BE

Gala 2

60 audience Workshop GEN

Alsh 1

96 audience Workshop GEN

Alsh 2

96 audience Workshop GEN

Tuesday 20 March

Session 1.1 : 1040-1140

Boisdale 1

100 audience Workshop TTEd

Focusongrammar:learningprocessesandteachingstrategies

DaveWillis(Birmingham)

I will take a brief look at the English verb system to show that learning involves a complex interaction between at least three learning processes: recognition, system building and exploration. We will devise exercise types for each of these processes, and look at ways in which these activities supplement one another.

Globalbusinessetiquette101

NikolinaKorecic(UniversiteStendhalGrenoble3,France)

Why do some businesses fail in some countries, and do well in others? The secret may lie in culture. Globalization has enabled divergent cultures to interact with one another despite cultural differences. Business English trainers serve as mediators in teaching entrepreneurs how to conduct business worldwide by not only teaching the language, but also the culture needed to communicate effectively.

HavingaregionalLatinAmericanCaribbeanELTevent...dreamscometrue!

LeonorMarinCaceres(IATEFLPeru)

In this workshop, I will present educational facts about LAC countries, the source being research and interviews with Associations' Presidents. A draft Programme will be shared subject to participants' suggestions which will be taken into account, and the country where this regional event will take place will be chosen that day. A pot porri of music from each country will be sung/danced?

Creativeteaching,creativelearning

CarolRead(Freelance,Spain)

This highly practical workshop explores the concept of creativity through an engaging, interactive story. Participants are invited to consider and discuss key questions such as the differences between creative teaching, teaching for creativity and creative learning, and big ‘C’ and little ‘c’ creativity. A range of easy-to-implement strategies are offered to promote creativity in teaching learners of all ages.

Usingmindmapsintheclassroom

MilesCraven(Author/publisher,Cambridge,UK)

Mind mapping is a useful technique that can be effectively employed with classes of all ages and abilities. This workshop will give participants a thorough insight into what mind maps are, and how they can help students develop key language skills. Participants will prepare their own mind maps and be shown various communicative exercises to use with their students. ie, s, a pub

Whydoweteachthat?

PeterBendall(EmbassyCESCambridge)

Does the analysis of contrasting tenses help students to use them more appropriately? Do the rules we give them actually conform to native speaker use? Do scanning tasks really help students read better? Do discourse markers really improve students’ writing? This workshop will give you the opportunity to make up your own mind. e, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.1 : 1040-1140

Boisdale 2

100 audience Workshop GEN

Lomond

620 audience

Listenupandtakenotice:using(semi)authenticlisteningresourcesproductively

RachaelRoberts(Freelance)

More and more authentic (or semi authentic) listening texts are appearing in published materials. In this session we will look at the reasons for this and at how such materials can be exploited fully to provide not just more realistic listening practice but also a rich resource for developing learners’ own language and speaking skills. e, a prod prom

CAMBRIDGEUNIVERSITYPRESSSIGNATUREEVENT

It’sallverywellintheory,but...

Speaker: P PennyUr

Some people claim that research-based theory is an essential source of teacher knowledge.  Others say it is fairly irrelevant, and that what is important is classroom experience and reflection.  Penny Ur’s own position is that insights founded in research may often inform teaching – but their practicability needs to be evaluated cautiously and critically. In this session Penny will discuss a selection of interesting research studies and their possible implications for teaching, with the aim of pinpointing when, and why, such studies may be more, or less, useful to the practitioner.

Carron 1

88 audience Workshop YLT, L LTSIG Day

Carron 2

88 audience Workshop EAP, E ESPSIG Day

Dochart 1

88 audience Workshop BE, TEA

Let's turnyouon!Switchontorhythmicmobilelearning!

CaroleNicoll(Worldwide)

Catchy songs, music and rhythm, or Earworms, are proven aids to retaining large chunks of language along with its correct pronunciation. Let your subconscious do all the work!

Embrace our digital era and experience how you can use smartphone apps, iPods or iPads anytime, anywhere! This fun workshop will change your life forever! Take control! Audience participation encouraged!

Acloserlookatclassroomdiscussions

DevrimDemirezenUygan(SabanciUniversity,Istanbul,Turkey)

Classroom discussions are commonly used in EAP settings as a classroom and assessment tool. Yet, approaching it systematically seems to be a challenge for many institutions. Having contributed to the research for and the writing of speaking guidelines at my institution, I would like to share with participants the sub skills, strategies, and language that would enhance effective discussions.

BringingBECVantagetolife

MarjorieRosenberg(UniversityofGraz,Graz,Austria)

This workshop will provide practical tips and ideas to trainers preparing learners for the Cambridge ESOL BEC Vantage exam. This interactive workshop aims to help trainers through practical activities created to help learners with both exam tasks and their knowledge of business and specialised vocabulary. Some activities will be taken from the new edition of Pass Cambridge BEC Vantage

p, s, a prod prom

Dochart 2

88 audience Workshop MD

Usingcorporatosupplementcoursebookvocabulary

KenLackman(Freelance)

This session presents classroom activities that implement corpora searches based on coursebook vocabulary. It will be demonstrated how corpora can provide information about variations in the form of a word, its most frequent collocates and, for verbs, the ones most commonly used in particular grammatical structures. The activities will be demonstrated to show how students can learn from the corpora.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

ie, s, t, a prod prom

ie, s, t, a

Leven 100 audience Workshop LMCS SIG Day

Morar

20 audience Restricted Workshop YLT

Ness

50 audience Workshop LA, TD SIG Day

1140-1215

Creative writing as process and product

Alan Maley (Leeds Metropolitan University)

Tuesday 20 March

Session 1.1 : 1040-1140

Session 1.2 : 1215-1300

Iwilloutlinethekeydifferencesbetweencreativeandexpositorywriting,thenoffersome simplebuthighlyproductivewritingactivities.Wewilldiscusstheadvantagesofcreative writingforlearnersandteachers,itsvalueforlanguagelearningandalsoforthetexts produced,whichcanbeusedasinput.IwillrelatethistotheworkoftheAsian-teacher writers group.

Designing TEYL project-based courses – frameworks for getting started

Sarah Troughear (British Studies School of English, Oxford)

Planninganeffectivesequenceoflessonsforyounglearnerscanappearoverwhelming withsomanyfactorstoconsider.Thishands-onworkshopwillgiveyoutheopportunityto tryoutstrategiesforgeneratingandsequencingideasasawaytodevelopingashort integrated project-based language course for young learners aged 8 to 11 years old.

From 'English teacher' to 'learning coach'

Duncan Foord (OxfordTEFL, Barcelona)

Willourstudentsmakefasterprogressifwespendmoretimecoachingthemandless timeteachingthem?Wewilllookatcoachingstrategieswhichcanmotivatestudentsto learnmoreeffectivelyduringandafterclassandtherewillbepracticalexamplesofsome authentic activities students can do outside class.

Exhibition hall A complimentary tea/coffee is available at the catering points in the exhibition hall.

1215-1300

Barra

65 audience Talk AL

Session 1.2

Does pre-teaching vocabulary have a role in facilitating reading comprehension?

Matilda Wong (University of Macau )

ThissessioninvestigateshowEFLsecondaryschoolteachersinMacauteachvocabulary inreadinglessonsandtheirrationaleforpre-teachingvocabularyinatypicalreading lesson.Itdiscussestheargumentsforsupportingordisapprovingpre-teaching vocabularyandexamineswhetherpre-teachingvocabularyinanywayfacilitatesstudents’ reading comprehension.

Jura

30 audience

Restricted Workshop

TEA, YLT

Feel the fear and write it anyway

Bess Bradfield (Richmond )

Thisworkshopexploresideasforbanishing‘blankpagesyndrome’!Wewillsharetipsfor helpingstudentstoconquerfear,generateideas,anddeveloptheirexamwritingskills. Wewilltestarangeofactivitiessuitableforteenagersandyoungadults,usingexamples from TargetFCE.Withtherightinspiration,eventhemostreluctantstudentcanwritewith confidence!

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

ie, s, t, a prod prom

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Please note that some presenters have requested a maximum audience size. Therefore, please check the audience size in the left-hand column of each entry

Tuesday 20 March

Session 1.2 : 1215-1300

Orkney 30 audience

Restricted

Talk

TTEd

Shuna 65 audience Talk

HowtosurviveandpassanonlineDELTAcourse

JillColeman(BellInternationalCollege,Cambridge)

Are you considering doing an online DELTA? This talk gives a full insight into the experience from a participant’s viewpoint. You will learn how such a course works, what it covers and how you can best cope. You will hear about the benefits and difficulties involved and gain some valuable tips on how to get through successfully!

ScottishQualificationsAuthority’s(SQA)HigherESOLqualification

JillMurray(SQA)

This talk will look in depth at SQA’s Higher ESOL course, its content and methods of assessment, in particular for speaking. As well as considering the theory behind the development of the course, it will look at a case study of a successful programme which delivers the qualification to secondary age school pupils to allow them access to Higher education.

Staffa

65 audience

Talk

RES, TTEd

Clyde

500 audience

Talk

TEA

Forth

300 audience

Talk YLT

Gala 1

60 audience

Talk GI, TTEd

Non-nativeEnglishteacherson4-weekinitialtrainingcourses:astudy

JennyJohnson(CactusWorldwide)

How do ‘non-native’ teachers get on on 4-week pre-service training courses such as CELTA or CertTESOL? In this talk I present the results of a study into whether the experiences of the ‘NNS’ trainees on these courses make them feel in any way inferior or at a disadvantage because of their ‘non-nativeness’. Trainers’ expectations and viewpoints are also presented.

Goodatlisteningorgoodatlisteningtests?

JohnField(UniversityofBedfordshire)

Using verbal reports, this presentation examines what test takers actually do during listening tests. There is evidence that conventional formats encourage learners to adopt strategies which play no part in real-world listening. When designing local progress tests, teachers should be free to use more innovative formats which represent the skill more accurately. e, s, t, a pub

Exampreparation:whatdowemeanby'skillsdevelopment'?

MalcolmMann(Freelancewriter,Athens,Greece)

We'll look at the needs of students and teachers – in terms of preparing adequately for English language exams. We'll examine what the term 'skills development' really means, and we'll explore successful ways to develop our students' ability to deal with reading, writing, listening and speaking. Some examples will come from Laser, a course for young teenagers published by Macmillan. e, ie, s prod prom

EnglishcurriculumreforminChina:tenyearson

DaveHuxtable(BritishCouncilChina)

In 2001, China embarked on a curriculum reform to equip 300 million learners with English for communication. Ten years on, much has been achieved but there are still hurdles to overcome. This session describes practical approaches to the challenge, with valuable lessons for those involved in training the large numbers of educators seeking further development at home and overseas. e, p, s

experienced audience

inexperienced audience

Tuesday 20 March

Session 1.2 : 1215-1300

Gala 2

60 audience

Talk TTEd

Alsh 1

96 audience

Talk LT, MD

Alsh 2

96 audience

Talk LT

Perceptionsoftheroleofreflectioninstudent-teacherdevelopment

CarlaGastelum(UniversidaddeSonora)

Reflection has been promoted and encouraged in student-teachers as a means for professional and personal development in the B.A. in ELT at Unison. The aim of this session is to describe some activities that have been carried out by some student-teachers and the impact that these have had on their ability to reflect and critically evaluate their practice teaching.

Frombooktoweb–practicaltipsforinnovativecoursedesign

RuidaSilva(BellerbysCollege)

Using the concrete example of Access EAP by Argent and Alexander, this session explores how we can synthesise coursebooks with learning technologies to increase motivation, personalisation and learner confidence. We will present our VLE-based course and discuss how the different activities linked to the target language can add real value to the learning experience.

IELTSinvirtualreality-acasestudy

IffafKhan(Languagelab)

I have delivered an IELTS Preparation course in virtual reality, specifically on a platform called Second Life. This talk comments on the implementation of these IELTS classes, which I designed, and lessons learned from their delivery and format. I will look at the successes and challenges of this particular course and what makes a competent virtual learner.

ie, a prod prom

Boisdale 1

100 audience

Talk GEN

Boisdale 2

100 audience

Talk BE

Lomond

620 audience

Talk MD, YLT

Shakingupgrammar:acontext-andgoals-basedapproach

LeslieAnneHendra(CambridgeUniversityPress)

Compare: "If I miss the next train, I’ll be late." "If you like sushi, you’ll love this restaurant." The second is truly context-based and meets the CEF goal ‘give recommendations’. Using examples from English Unlimited (CUP), we’ll examine ways to make grammar presentation more meaningful and help learners achieve real-life CEFbased goals by using this motivating context- and goals-based approach. e, ie, a prod prom

TrainingvirtualcommunicationskillsforbusinessEnglish

JackieBlack&JonDyson(YorkAssociates)

After briefly presenting the technology available for trainers wishing to simulate virtual meetings and presentations in class, we will outline a set of best practices (based on our experience and research into this type of communication), which will help develop greater learner competence and confidence in this international skill set. e, a

Teachingthinkingtoyounglearners

MarionWilliams(OISE)

In this talk I shall first discuss the teaching of thinking to children and outline some of the thinking programmes available. I shall then present a number of activities for primary EFL learners, designed to teach thinking through English while at the same time developing language skills, drawing from Herbert Puchta and Marion Williams’ book Teaching Young Learners to Think. e, p prod prom

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.2 : 1215-1300

Carron 1

88 audience

Talk

LTSIGDay

Carron 2

88 audience

Talk

ESAP, ESP

SIGDay

Dochart 1

88 audience

Talk

TEA

Dochart 2

88 audience Workshop TTEd

Leven

100 audience

Talk

TTEd, L LMCS

SIGDay

Morar

30 audience

Restricted Workshop

TTEd, YLT

Pervasiveplayfulnessandmobiletechnologiesforembodiedlanguagelearning

PaulDriver(UniversityofTras-os-MonteseAltoDouro)

Urban games reclaim play from the disembodied virtual worlds of the computer screen and return it to the physical and social spaces of the real world. In this session I will discuss the learning potential of technology-enhanced pervasive games, their design and implementation and I will illustrate this with concrete examples drawn from an ongoing research project.

DevelopingacademicwritingskillsatMasters-levelinaBritishuniversity

ClareFurneaux(UniversityofReading,UK)

This talk explores the experiences of a group of ELT/Applied Linguistics students at a British university on a one-year MA as they developed their academic writing skills. They came from a range of academic, linguistic and professional backgrounds. The talk discusses the challenges they faced in writing and how they dealt with them.

IntegratinginternationalexamsintotheSpanishschoolsystem

DesmondNicholson(Spain)

This presentation discusses Cambridge ESOL’s work with mainstream education in Spain. Cambridge ESOL has been working providing advice and training to schools wishing to introduce external assessment. The presentation highlights the schools as examples of good practice in English language teaching and the role of external assessment in assisting schools in increasing the English language proficiency of students.

Frommetoyou-yeah,yeah,yeah AlanGreen(Pilgrims)

The presenter uses his lifelong passion for The Beatles to suggest ways in which their music and biographies can be utilised to promote the learning of language, culture, communication and study skills. Be prepared to participate. Come and travel on the Long and Winding Road - join him on a unique Magical Mystery Tour!

Readinganddiscussingliteratureonline

ChrisLima(TheOpenUniversity)

Can reading and discussing literature online have any positive impact on English language teachers' professional development? In this talk we will take a look at the ELT Online Reading Group, analyse the forms of interaction happening there, and discuss how literature and computer-mediated communication can be constructively used in ELT teacher education. e, ie, t, a

OISEYOUNGLEARNERSSCHOLARSHIPWINNER

EmpatheticteachingthroughdramaintheELTclassroom

AlicjaGalazka(UniversityOfSilesia,Katowice,Poland)

The workshop will demonstrate some of the drama strategies which provide empathetic holistic emotional and multisensory language learning. Drama stimulates and uses different parts of the brain. In drama there is a safe and distanced opportunity to recognize and talk about emotions together developing a L2. Drama focuses significantly on non-verbal messages and supports the understanding of sub text. ie, s, a

Ness

50 audience

Talk

TTEd, T TDSIG

Day

TheSe7endeadlysinsofELT

AnthonyGaughan(HamburgSchoolofEnglish)

Communicative language teaching has succeeded in purging classrooms of the following 'vices': 1) drilling; 2) translation/L1 use; 3) dictionary use; 4) teacher explanations; 5) reading aloud; 6) telling students they're wrong; 7) teacher talk time. I want to present the case for the defence for these techniques and persuade you to give in - occasionally and consentingly - to temptation.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASECHECKNOTICEBOARDSFORCHANGES&CANCELLATIONS

e, ie, a

1300-1400 Lunch break

1400-1430 Session 1.3

Barra

65 audience

Talk LA, YLT

Jura

65 audience

Talk YLT

Orkney

20 audience

Restricted Talk TTEd

Shuna 65 audience Talk TEA

Staffa

30 audience

Restricted Talk GEN

Tuesday 20 March

Session 1.3 : 1400-1430

Students'conferences:towardsaneraofsustainableautonomouslearners

NesreenElNesr(MinistryofEducation,Egypt)

Leading students to be autonomous has become the aim for educational organizations. One way of achieving this is through directing students to share in and conduct conferences. The presenter will offer practical simple ideas of how to conduct student-led conferences, and reflect on the benefits gained for students, teachers and the institution.

PILGRIMSHUMANISINGLANGUAGETEACHINGSCHOLARSHIPWINNER

Theimportanceofteachinghigherorderthinkingskills(HOTS)

JenniferAyzen(NesZionaHighSchool,Israel)

I will clarify what HOTS are, differentiate them from lower order thinking skills, and explain why it’s essential to teach these skills. I’ll discuss changes made within the Israeli education system with regard to HOTS. Then I’ll present an example of how to teach various HOTS in the classroom, giving practical tips and examples of how to get pupils really thinking.

TRINITYCOLLEGELONDONTEACHERTRAINERSCHOLARSHIPWINNER

Peertranslating:ateacher’sstrategyindifficultcircumstances

TarunKumariKharbamon(TheEnglishandForeignLanguagesUniversity,Meghalaya, India)

Translation has always been understood as an art of decoding and encoding a text from the source language (SL) into the target language (TL). However, translation, if judiciously used, can be effectively employed as a teaching strategy to facilitate the process of second language learning among the non-native speakers.

Howcanassessmentsupportlearning?Alearningorientedapproach

MirandaHamilton(UniversityofCambridgeESOLExaminations)

This talk summarises and locates learning oriented assessment within the assessment landscape. Learning oriented assessment brings together notions of summative and formative assessment with learning located at the heart of the process. I will explore how assessment data can be used to profile and monitor learners’ progress, informing teacher decision-making and planning and enabling students to engage in focused self-study.

PartnershipworkinginELT

TonyJones(BritishCouncilHQ,London)

Recently the British Council has been working in partnership with Microsoft and other digital corporations to provide ELT support to very large-scale global education programmes. This presentation will consider aspects of materials design and adaptation of existing materials as well as the strategic benefits to the British Council and to UK ELT in general. e, s, a prod prom

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.3 : 1400-1430

Clyde 500 audience

Talk GEN

Forth

300 audience

Talk GEN

Gala 1

60 audience

Talk

ES(O)L, RES

Sevenfeaturesofspokengrammar

KenPaterson(Freelance)

Corpus-based grammars have revealed some interesting aspects of spoken English. We’ll look at seven of these (including heads, tails, exaggerations, vague language, ways of reporting speech and structures with 'know' and 'think'), and suggest how we can bring them into the classroom for learners to use. I’ll refer to A Handbook of Spoken Grammar, published by DELTA.

EnglishformigrantworkersinruralScotland

HamishKirk(IsleofBute,Scotland)

After spending 40 years in EFL in Europe, Africa and the Middle East, the speaker now finds himself in a rather different game. He is teaching as an unpaid volunteer in a rural area of Scotland. What are the differences? Should there be a tolerance of unpaid voluntary work while we have qualified teachers who are unemployed? a

AnESOLstudy:itsimpactonadevelopingScottishcontext

MargaretAllan(ScottishQualificationsAuthority)

This talk considers how research, supported by the Scottish Qualifications Authority, into the discourses of ESOL learners and practitioners will be helpful in supporting assessment literacy among ESOL teachers and in the continued development of ESOL and TESOL qualifications. It discusses how research can support both pedagogic and developmental change within the context of Scotland’s Curriculum for Excellence. e, ie, a

Gala 2

60 audience

Talk

TTEd

Alsh 1

96 audience

Talk

LA, RES

Alsh 2

20 audience

Restricted

Talk

LA, TTEd

Teacher-educatorresearchandthedesignofmethodologycourses

LiviaDonnini(SchoolofEducation,UniversidadedeSaoPaulo,Brazil)

This talk discusses the role of research carried out by the teacher-educator as a means to achieve a more organic relationship between theory and practice in the design of methodology courses. To elucidate this discussion, results of a research project involving the introduction of autobiographical narratives as the core component of an undergraduate program of teacher education will be presented.

Collocationsandlexicalnotebooks-theirclassroomproblemsandsolutions

ShaunDowling(CulturaInglesa,Brasilia,Brazil)

This session will present a new study into lexical notebooks and demonstrate the difficulties faced in addressing collocation teaching in the classroom. We will discuss current theories in lexical teaching and the problems they pose to both teachers and learners. The session will show how these can be overcome and finally how participants are able to produce their own lexical notebooks.

Learnerautonomyinateam-taughtintroductorygraduatecourseinJapan BruceMalcolm&HaruyoYoshida(OsakaKyoikuUniversity)

Employing two teachers in the same classroom simultaneously is a relatively new educational phenomenon in Japan. The effects of a Japanese and native English speaker team-taught semester-long graduate introductory course, conducted only in English, were investigated. An analysis of standardized spoken test scores revealed significant improvements, which correlated with increases in both learner autonomy and fluency.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Boisdale 1

100 audience

Talk

AL, YLT

Boisdale 2

100 audience

Talk LAM

Lomond

620 audience

Talk

TEA

Carron 1

88 audience

Talk

LTSIGDay

Carron 2

88 audience

Talk

EAP, E ESPSIG Day

Dochart 1

88 audience

Talk YLT

Tuesday 20 March

Younglearners’languageachievementsinalongitudinalperspective

MagdalenaSzpotowicz(EducationalResearchInstitute,Warsaw,Poland)

This talk provides an analysis and discussion of young learners’ productive and receptive skills, observable after the first few years of learning a foreign language at school. Including a focus on language achievements and on how listening and speaking skills develop in the longitudinal perspective, it aims to show how these skills begin to interact with emerging literacy abilities.

Changingschools:reasons,rolesandthehumanfactor

MariaAraxiSachpazian(InputonEducation)

Change is necessary in any educational setting but what brings about change in our classroom? Who spearheads change and who follows? This session aims to present and analyse a case study regarding the role of the modern school owner and directors of studies in connection with change management. Theories related with the sociology of change will also be presented.

IELTSintroduction -agentlewayintotheacademicversion

SamMcCarter(Freelancewriter,London)

The talk will look at teaching strategies that blend the four main skills in IELTS for lowlevel learners at Score Bands 3-4, using examples from IELTS Introduction and other textbooks. Techniques that help introduce students to IELTS without burdening them with lots of information, but are still relevant to IELTS, will be explored.

IdeastoimplementmobilephonesintheEnglishclassroom

MariadoCarmoFerreiraXavier(CulturaInglesaS.A.)

This talk will show how the language learning process can be enriched through the use of mobiles and interactive whiteboards. For 18 months, the presenter experimented with different types of mobiles (including smartphones) with her learners. This classroombased experiment showed how technology can positively affect students' motivation in class, making language learning more meaningful and real. e, ie

InnovationsinEAPoralassessment:theIOAproject

PrithviShrestha(OpenELT,DepartmentLanguages,TheOpenUniversity)

This talk reports on findings from a pilot study of academic listening and speaking skills designed for and delivered through a voice response system powered by Learnosity®. The findings, based on students’ experience, suggest the possibility of this system as an attractive option in open and distance learning. A number of pedagogical implications based on the findings will be presented.

Parents’rolesinlanguagelearningoftheirchildren

MandanaArfaKaboodvand(IslamicAzadUniversity,CentralTehranBranch)

e, ie, t, a prod prom

Parents play major roles in their children’s language learning. By adopting a positive or negative attitude towards the language, teachers and schools, they can have a direct impact on their children’s performance. In this talk, based on research, some of their expectations and some ways to help build a rapport between parents and language teachers will be investigated. e, ie, s

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.3 : 1400-1430

Session 1.4 : 1445-1530

Dochart 2

88 audience

Talk AL, TEA

Leven

100 audience LMCSSIGDay

Morar

50 audience

Talk TTEd

Ness

50 audience TDSIGDay

CreatingnewnormsforEnglishlanguagetestinginSriLanka

DiliniWalisundara(DepartmentofEnglish,UniversityofSriJayewardenepura)

The recent World Bank sponsored English language development programmes in national universities in Sri Lanka is expected to increase the ‘employability’ of the graduates. The talk will explore the validity of some of these assumptions and question its implications relating to testing and assessment of English language in Sri Lanka.

IATEFLLiterature,Media&CulturalStudiesSpecialInterestGroupOpenForum

Come along to meet the committee, hear about what we have been doing in the past year and what we have planned for the coming year. It will also be a chance for you to get involved, make suggestions of what you’d like us to do, and to hear each of the committee members read a Scotland-related poem, to get you in the right Glasgow mood.

Listeningtotherightpeople:managingrelationshipsinteachertraining

ClaireRoss(BritishCouncilLebanon)&DamianRoss(WiderEurope)

Lebanon, 2009-date: three international organisations worked together to develop a teacher training programme for 255 teachers of English from the Palestinian community. There were significant developments in classroom practice as a result. We will outline success factors and lessons learned that can be applied to your own teacher training context. e, ie, p

IATEFLTeacherDevelopmentSpecialInterestGroupOpenForum

Interested in professional development, your own and that of others? Want to take more responsibility for your personal and professional growth? Come to the TD SIG Open Forum to find out what we are doing and are going to do, to discuss what you want from the SIG and to see if you would like to become more involved.

1445-1530 Session 1.4

Barra

65 audience Workshop

TTEd

Jura

65 audience Talk TTEd

CLILactivities

LizDale(HogeschoolvanAmsterdam,UniversityofAppliedSciences)&RosieTanner (UtrechtUniversity,CentreforTeachingandLearning)

A very participatory workshop for subject and language teachers where you do CLIL (content and language integrated learning) activities. These activities will activate you and your secondary students to work on and keep a balance between language and content. Discover how 'CLIL' you are, experience some classroom tasks and consider how subject and language teachers can work together. e, s prod prom

Teachersofteachersatthecrossroads:signpostsandpotentialdirections GabrielDiazMaggioli(TheNewSchoolUniversity,NewYork,USA)

The field of teacher education/training has remained mostly unchanged for decades. With the expansion of programs offered worldwide, it is time to think about the direction our profession is going. This talk will address four perspectives in teacher education which have the potential to promote a rebirth of the field and better serve our trainee population. e, t

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Orkney 30 audience

Restricted Workshop BE

Shuna

65 audience

Talk LAM

Staffa

65 audience Workshop MD, TTEd

Clyde 500 audience Talk LA

Tuesday 20 March

Session 1.4 : 1445-1530

Forth

300 audience Talk GEN

Teampresentations:expandingthelearningexperience

VibekeHostvedt&BoZdzitowiecki(OISECambridge)

Using English in the international arena requires a wide range of skills that go beyond just language. We will show how regular group presentations have helped our students develop these skills. Working in teams, researching topics and performing to an audience builds skills and confidence, is challenging and gives a tremendous sense of achievement. And it’s fun!

Fivestarapproachtoqualitylanguageeducation

MartinBeck(MONDIALE-TestingGmbH,Switzerland)

For teachers, test providers and schools there is a demand for a standardized quality framework for courses, tests and teacher training. Working with a Quality Assurance matrix opens the door for further accreditation of the services offered. The talk will give an insight into how to start and implement a QA process and how to fulfill the requirements needed for accreditation.

Observingteachersinaction:aDVDseriesforteachereducators

LesleyDick(BritishCouncil)

This workshop focuses on the development of the DVD series of films in the Tamil Nadu Project teacher training project. Local teachers were filmed in their classrooms and the materials were developed to form the basis of face-to-face and self-access teacher training courses. Participants will be able to view and use the materials. e, ie, p prod prom

LearningManagementSystemsfordifferentagegroups

NDawson(Pearson)

Learning Management Systems extend the teacher's controlling hand beyond the classroom but fail to train learners in the self-management required for life-long learning. The session contrasts classrooms with private learning and reviews the history of learning management systems used in distance learning. Changes are needed to promote self-management and learning independence.

Language,motivationandopportunity:threethingsthatgetlearnersspeaking

TimHerdon(OxfordUniversityPress)

Learners need plenty of opportunities to practise their speaking in order to become effective communicators in English. But helping them speak is always a challenge. This practical session shows how this can be achieved by balancing the elements of language support, motivation and opportunity. We will be trying out some stimulating classroom activities, taken from OUP’s English File 3rd edition.

e, s, a prod prom, pub

e, ie, a prod prom

Gala 1

60 audience Workshop BE Facebook-afriendorfoe

EvelinaMiscin(CollegeofBusinessandManagement,Zapresic,Croatia)

The aim of this workshop is to show the ways to use Facebook in class. It can be used both in General English, as well as in business English classes. The workshop is based on the project carried out at the College of Business and Management where students had to create their own ‘fictional’ facebook which was later used.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

e, ie, t

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.4 : 1445-1530

Gala 2

60 audience

Talk

Alsh 1

96 audience

Talk

Alsh 2

96 audience

Talk

Makingaplan:choosingtoolsforproject-basedassessment

KathleenNickle(ToyoUniversity)

A challenge for teachers is effectively and fairly grading student projects such as presentations and posters. In this practical session, the presenter will walk through designing an assessment plan for group or individual projects and will discuss rubrics, checklists, observation sheets and peer feedback forms. The focus will be on creating time-efficient, reliable tools that offer accessible feedback to students.

CambridgeEnglish:Advanced forhighereducation

AnnieBroadhead(Freelance)

What English language skills do students need for successful study at Higher Education institutions where the medium of instruction is in English? This presentation looks at what a student must be able to do at university (speak in seminars, listen in lectures, etc.) and draws on Cambridge ESOL’s Cambridge English: Advanced exam to illustrate the underlying skills and levels required.

Affectiveeffectivelearning:promotingself-esteemandmotivationthroughfilms

VeraCabreraDuarte(PontificalCatholicUniversityofSaoPaulo)

Drawing on principles of educational psychology, this presentation proposes the use of films as triggers for investigating self-esteem and motivation among despondent EFL learners at a secondary school. The activity was implemented and tested in a teacher development course and results helped shed light on the important role of the affective component in foreign language learning.

ie, t, a prod prom

Boisdale 1

100 audience

Talk LT, MD

Boisdale 2

100 audience

Talk GEN

Lomond

620 audience

Talk

TTEd, T TDSIG

Day

Exploring CultureWorld:people,behaviourandculture(s)

SusanHolden(SwanCommunication)

The talk discusses ways in which a foreign culture can be explored productively with elementary and pre-intermediate learners by finding similarities and differences with the learner’s own world. The blended learning approach uses location video and classroom interaction to develop listening and speaking skills, and to encourage intercultural awareness. The session uses interactive online material from Culture World e, ie prod prom

UnderstandingEnglishhoweveritisspoken

IanBadger(BMES,Bristol)

I will discuss the value of using authentic recordings to prepare our students for the listening challenges they meet in the real world. I will demonstrate key differences in using authentic recordings compared with scripted ones in terms of accents, ‘mistakes’, fragmented sentences, etc. I will refer to example recordings from the new Collins ELT Listening Skills series.

Aproposal:foractiveinterventionistteaching

JimScrivener(BellEducationalTrust)

We say we are ‘communicative’ but do we just do ‘whatever's in the coursebook’? Is our methodology hit and miss? Does much contemporary teaching (fluency tasks, communicative focus, fear of ‘teacher talk’ or of being ‘teacher-centred’) sidestep real learner needs? This talk proposes an urgently-needed muscular reinvigoration of teaching: alert, active and getting closer to where the learning is.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASECHECKNOTICEBOARDSFORCHANGES&CANCELLATIONS

ie, s, t, a prod prom

Carron 1

88 audience Talk

TTEd, L LTSIG Day

Carron 2

88 audience ESPSIGDay

Dochart 1

88 audience Workshop TTEd, YLT

Dochart 2

88 audience

Talk MD, YLT

Leven

100 audience Workshop LMCSSIGDay

Tuesday 20 March

Session 1.4 : 1445-1530

Morar

50 audience Talk TTEd

Areyouuptostandard?IntroducingtheTESOLTechnologyStandards

PhilipHubbard(StanfordUniversity)&SophieIoannou-Georgiou(CyprusMinistryof Education&Culture)

How can language teachers and language learners implement technology effectively? To address this question, TESOL has developed sets of Technology Standards for language teachers and language learners. The presenters, members of the TESOL Technology Standards Task Force, invite all teacher educators, teachers and administrators to come and find out more.

IATEFLEnglishforSpecificPurposesSpecialInterestGroupOpenForum

The purpose of the Open Forum is to review cutting-edge developments that have taken place in the past year. Participants will have an opportunity to access the SIG's most recent report, examine its most recent publications (e.g. a brand new 3rd book on English for Work and a brand new issue of the journal), network with fellow professionals, and to hear about the new groundbreaking collaboration between the ESP SIG and TESOL ESP IS!

Theywillneverforget!EarwormtunesandPMA

CharlesGoodger(FunSongsEducation)

Can you recall the songs and rhymes you learned as a child? Yes? In this dynamic and enjoyable workshop I will illustrate my FunSongs Method, now used by teachers and learners in over 80 countries. When language chunks are presented, taught and performed in earworm action songs that fully engage the learner, they will seldom be forgotten.

Whatreallyshapesmaterials?

SeyitOmerGok(UniversityofLeicester)

This talk examines the pre-design, while-design and after-design and development stages of a locally created coursebook series for young learners in order to gain an insight into the factors that shape the eventual form of materials. The coursebook series, The Learning Ladder, has been created by SELT Publishing (a local publishing house in Turkey). e, p prod prom

www.worldstories- wonder wit wisdom

DavidHeathfield(INTOUniversityofExeter&Freelance)

Seven ways to inspire our students with simple, powerful, spoken and written, interlingual and intercultural stories. New website www.worldstories develops language skills, cultural awareness and creativity. Each story is audio-recorded and transcribed in both English and its original language. Discover what this new and free collection of authentic, illustrated stories, developed by charity Kids Out, offers you and your learners. e, ie, p, s, t, a prod prom

Whatdolanguageteachereducatorsneed?:globalskills,localpractice

SueLeather(SueLeatherAssociates)&LeilaTehrani(Freelance)

What qualities and skills do language teacher educators need? How do we go about developing those skills on training courses? What do we include and leave out? What can we do before the course to prepare participants, and how can we support them afterwards? This presentation is based on our experience of developing a trainer development course for Iranian teachers.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.4 : 1445-1530

Session 1.5 : 1605-1635

Ness

50 audience

Talk

TTEd

Englishlanguageininternationaldevelopment-evaluatingETTE’scontribution

JeanWilson(IndependentConsultant)&MirzaTariqBeg(BritishCouncilBangladesh)

How, and in what circumstances, can ELT contribute towards the achievement of the Millenium Development Goals? This talk examines the evaluation findings from a British Council teacher development project in Southern Asia: English for Teaching-Teaching for English (ETTE). The evaluation provides a case study to stimulate discussion of the circumstances in which EL can support international development.

1530-1605 Coffee break (sponsored by Scottish Qualifications Authority)

Exhibition hall A complimentary tea/coffee is available at the catering points in the exhibition hall.

1605-1635 Session 1.5

Barra 1605-1835

65 audience Symposium

ThePsychologyofLanguageLearningsymposium

This symposium will explore the psychology of language learning. Up until fairly recently, the field has been largely dominated by research investigating motivation, but as this symposium hopes to show, there are other fascinating, vitally important constructs that have much to contribute to our understandings of our learners and language learning processes. The symposium aims to highlight the connections between arange of different psychological constructs and to consider the ways in which these constructs are encountered in classrooms across various cultures. The audience will be invited to share their experiences related to the research presented and take part in ongoing discussions throughout.

The symposium will begin with a general introduction to the topic of language learner psychology by the convenor S arahMercer(UniversityofGraz) who will focus on understandings of the self as a hub connecting together various dimensions of psychology. She will pose a series of questions that the symposium seeks to address. These will guide the discussions throughout and will form the basis for the final discussion to round off the afternoon.

The first talk of the symposium by F FlorentinaTaylor(UniversityofYork,UK) and B BarbaraRoosken(Fontys University,Netherlands) considers a specific aspect of the self, namely, identity perceptions. Reporting on a large-scale, British Council funded study, their research shows that both learners and teachers sometimes display identities they think are expected of them, even though these may be different from what they truly believe about themselves. The practical implications of this identity display will be discussed and, as with all the talks, the audience will be invited to share their own experiences in relation to these findings.

In the second talk, S StephenRyan(SenshuUniversity) introduces the concept of mindsets. This refers to the framework of beliefs that an individual holds about the role of natural talent and effort in language learning achievement. Based on the findings of research conducted in Japan, this presentation discusses the practical value of an understanding of mindsets in the language classroom and opens up a discussion about the cultural dimension of constructs.

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Tuesday 20 March

Session 1.5 : 1605-1635

Jura

65 audience Talk

TTEd

Orkney

30 audience Restricted Talk

TTEd

Shuna

65 audience

Talk

YLT

Staffa

65 audience Talk AL

ThePsychologyofLanguageLearningsymposiumCONTINUED

Moving on to a construct closely interlinked with mindsets, the third talk considers attributions, which are the reasons students give for their perceived successes and failures in FL learning. Informed by empirical research, this presentation, by A AnaSofiaGonzalez(ISCED-Luanda) , considers the different variables which may affect the formation of students' success/failure perceptions. In particular, the audience will be invited to take part in a discussion about how certain cultural parameters may influence such perceptions.

In the final talk of the afternoon, S SuYonYim(NationalInstituteofEducation) explores individual learner variables associated with English learning anxiety amongst young FL learners in Korea. Reporting on a quantitative study, the talk discusses the role of learner background variables and the interrelatedness of anxiety with other aspects of learner psychology such as feelings of competence. There will again be opportunity for the audience to consider their own experiences in relation to the factors discussed.

The afternoon will end by returning to the series of questions posed at the outset and a final discussion with all members of the symposium and the audience. We look forward to sharing our ideas and learning about your own experiences in the fascinating area of language learning psychology.

Learner-centeredteaching

VeenaKapur(UniversityofDelhi,India)

Concern over the quality of school education and development in learning theories are pushing for a more learner-centred approach. Pre-service teacher training that prepares teachers for their new role as a facilitator becomes an essential element. The presenter will discuss her approach and experience as a teacher trainer. e

IATEFLGILLIANPORTER-LADOUSSESCHOLARSHIPWINNER

MentoringinELT:first-handorhoaryfashion?

ShyamBahadurPandey(BrilliantMultipleCampus,Kathmandu,Nepal)

Mentoring, a way to guidance, support and sharing classroom problems and practical solutions by an experienced teacher to a novice one, varies in its form. This study reports on a study on the Nepalese trends of adaptation in mentoring. It highlights the discrepancies between the Nepalese ELT scenario and other EFL classroom practices.

Collaborationinwriting:peerfeedbackinaJapanesehighschool

NorikoKurihara(AioiSeniorHighSchool,Japan)

This presentation reports how process writing impacted on senior high school students in Japan. After getting writing instruction and peer feedback training, third-year students started writing speech drafts, on which their peers gave feedback. Questionnaires and interviews were conducted to examine how/whether students were influenced by peer feedback. Pre- and post-essay tests were administered to observe students’ writing performance.

ExplicitteachingofconversationalstrategiesandIELTScandidates'speaking performance

SaeedeHaghi(American/BritishCultureOrganization,LanguageSchools)

The impact of awareness-raising activities and explicit teaching of conversational strategies on language learners’ fluency has been considered as a critical issue in the last few decades. The presenter will report on findings of a study providing teachers with strategies that can help students to enhance their performance in testing contexts, namely IELTS speaking test, regarding fluency, and accuracy. e, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.5 : 1605-1635

Clyde 500 audience

Talk

TTEd

Learnerandteacherperceptionsofsenseofprogress

SarahShaw(BritishCouncilThailand)

This presentation is based on research into the factors teachers and adult learners feel affect learners' sense of progress whilst studying in part-time English courses. The research is part of an East Asia initiative to develop English courses which meet the expressed needs of learners. The findings will be used to inform course design and teacher development. e, ie, a

Forth

300 audience

Talk

LA, TTEd

Gala 1

1605-1835

60 audience Symposium

Usingaprocesssyllabusforteachertrainingprograms

EltonLaClare(SojoUniversity)

This talk will present a case study of a teacher training program designed to prepare South Korean elementary school teachers to teach English in English. The objectives of the program included the creation of a ‘Phrasebank’ of English expressions intended to address the communicative needs of the teacher as they arise during the course of a routine lesson. e, t

InnovationsinTEYLs–lessonsfromAsiaandtheMiddleEast s symposium

This symposium could be aptly renamed teaching children and teenagers in rapidly changing times considering the extent certain countries in Asia and the Middle East have been making headlines. The contexts where the symposium presenters work are experiencing unprecedented reforms in political, social and/or educational spheres. These are represented by a number of seminal events including the Egyptian revolution, Qatar’s positioning as a regional educational leader and the release of political prisoners in Burma. We aim to demonstrate how the push for change and innovation in our contexts is also happening in YL ELT and to offer you fresh, creative, groundbreaking ideas to adapt for your own teaching repertoire. Our five mini workshops collectively cater for teachers of all age groups as we take you on a whirlwind tour over oceans and continents, across the young learner spectrum, from early years in primary to upper secondary. Get ready to be super active as we will have a plethora of demonstrations, new approaches to using authentic, tailor-made and published materials, as well as group thought showers and video extracts from YL lessons. By the end of the symposium, you will be inspired to take the children and teenagers that you teach on your own innovative journey…

1605–1610DavidValente

Brief outline of the symposium and introduction of the presenters

1610–1640NeilWinston,BritishCouncilCairo,Egypt

Storytelling: practical applications

This workshop focuses on an innovation in Egypt, Kids Read, for early years and lower primary teachers to encourage their YLs to read extensively (i.e. for pleasure). This is achieved by incorporating storytelling into the curriculum and I will demonstrate practical storytelling techniques, as well as ways to maximise YLs’ participation and foster their love of storybooks.

1640–1710AnnVeitchandRyanParmee,BritishCouncil,Doha,Qatar

Bridging the gap

We will share a newly developed course and materials pioneered with pre-A1 primary learners in Qatar who are making the transition from phonics to the communicative approach with an emphasis on reading skills development. Participants will work in groups to experience how a lesson, based on the new course, is scaffolded and then compare with a video extract.

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Gala 2

60 audience Talk AL

Alsh 1

96 audience

Talk MD

Alsh 2

30 audience

Restricted Talk

RES, TTEd

Tuesday 20 March

Session 1.5 : 1605-1635

InnovationsinTEYLs–lessonsfromAsiaandtheMiddleEast s symposiumCONTINUED

1710–1740TeresaDoguelli,BritishSideEnglishLanguageSchool,Istanbul,Turkey(speakingonbehalfof Macmillan)

Jekyll and Hyde in the primary English language classroom

I will draw on my experience of working with primary English teachers (in Turkey, Georgia, Iran, the Middle East, Central and Eastern Europe and Central Asia) to address what stops them implementing a YL methodology they accept and believe in. I will offer real solutions and activities to help teachers adapt the new methodology in Macmillan’s English World. Participants will take part in a range of creative hands-on tasks, songs and chants.

1740–1810MonaMajzoub,NationalCentreforEducationalResearchandDevelopment/HoussamHariri HighSchool,Beirut,Lebanon

Middle East revolutions: a teachable moment

This workshop explores the impact of social media on both revolutionary events as well as secondary English language learners. I will demonstrate how I enabled my learners to analyse political cartoons, online interviews and blogs to promote genuine communication and develop their critical literacy skills. Participants will consider topics they can use to ignite debate and motivate teens.

1810–1835DavidValente,BritishCouncil,Rangoon,Burma

A parsnip a day keeps intolerance away – GLEE! in Burma

My workshop showcases some innovative lesson materials for Burmese upper-secondary learners based around the hit TV series GLEE! I will demonstrate selected activities from the materials used to promote tolerance and develop the teens’ language skills. I will also share personalised responses to the materials including lesson extracts and interviews with teachers and learners.

TheeffectsofArabiconEnglishwritingofJordanianstudents

AhmadAl-Hassan(PetraUniversity)

In this talk, I will investigate the interference effects of Arabic (L1) on the English (L2) writing of Jordanian students. This talk is based on a sample of 40 essays of a given topic and the results of a placement test consisting of 100 multiple choice items. The errors will be classified, categorized and tabulated according to the levels of grammar. e, p, s

SpeechactsandpolitenessinthesecondaryTEFLinJapan

ToshihikoSuzuki(WasedaUniversity)

This session sheds light on how pragmatic components, speech acts and politeness, have been treated by Japanese secondary EFL teachers in their lessons and how they think these should be incorporated from now on in pursuit of the CLT, based on the written data provided by 17 Japanese secondary EFL teachers in August 2011. ie, s

Actionresearchforprofessionaldevelopment:anidealor‘real’construct?

PaulaRebolledo(UniversityofLeeds)

This talk reports on a PhD research which investigated the action research component of an INSETT course in Chile, in order to explore how it may have influenced teachers’ classroom practices and contributed to their professional development. In this session I will discuss the feasibility of action research in less supportive contexts and the factors which may hinder its occurrence. e, ie, s, t, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.5 : 1605-1635

Boisdale 1

100 audience

Talk

LT

Boisdale 2

30 audience

Restricted

Talk

GEN

Lomond

620 audience

Talk

YLT

Carron 1

88 audience

Talk LTSIGDay

Whichisbetter?F2Fore-learning?Applesororanges? PrzemyslawStencel(WebLang)

Which is better? A face-to-face course or the same course taught online? In this talk I will discuss some of the reasons why the conclusion is often that the F2F course is better than its online equivalent and suggest possible ways to alleviate this. I will also argue that maybe the question itself is not the one we should ask.

Identity,motivationandautonomyofnewly-qualifiedEFLteachersinTaiwan Heng-YuShao(WenzaoUrsulineCollegeofLanguages)

This session reports on a study to investigate the possible links between the identity, motivation and autonomy of beginning primary teachers in Taiwan through a qualitative case study approach. In sum, the research highlighted that these three concepts interact and play equally crucial roles in the development of language teachers.

InspiringyoungchildrentoenjoytheirfirstexperienceofEnglish KarenJamieson(Collins)

Young children have a natural curiosity about the world around them, and an innate aptitude for learning language which can be activated through fun, child-centred input. This talk introduces First Words, a new picture dictionary from Collins, and provides insight into the principles behind the selection of themes and headwords.

IATEFLLTSIGTRAVELSCHOLARSHIPWINNER

Collaborativee-learningandm-learning(ME-learning)management JitendraKumarSingh(NSPatelArtsCollege,Anand,India)

Based on learnings from developing and maintaining VCALP.com (a free, collaborative learning platform), issues and best practices for VLEs with a blend of e-learning and m(obile)-learning (‘ME-learning’) are discussed. The talk will have practical hints for teachers, especially from ‘resource-poor regions’, for developing such a collaborative website with support for mobile learning objects and QR codes on a shoestring budget.

ie, p prod prom

t prod prom

Carron 2

88 audience

Talk

EAP, E ESPSIG

Day

Dochart 1

1605-1835

88 audience Symposium

UsingkeywordanalysistocreateESPmaterials:identifyinglexicallayers

MichaelNelson(UniversityofTurkuLanguageCentre)

Specialist texts consist of lexical ‘layers’ that can be exploited to create more accurate teaching materials. This talk will report on a corpus-based approach used to investigate specialist texts in order to create accurate classroom materials. In this case anatomy texts were used, but this is a method suitable for all areas of ESP/EAP. Practical examples will be given. ie, t

Assessmentforlearnerautonomysymposium

Convenor:LucyCooker

While learner autonomy is often lauded as an important goal in language education, language teachers have debated if it is a construct that has been given proper attention in terms of assessment. This symposium explores the notion of assessing learner autonomy from different perspectives: formative and summative, qualitative and quantitative, and self, peer, and teacher driven.

The first presenter, F FumikoMurase(TokyoUniversityofAgricultureandTechnology,Japan), will briefly discuss the measurability of learner autonomy, and then describe the development of a survey instrument for quantitatively measuring language learner autonomy from its multidimensional perspectives. She will present findings from statistical analysis on the survey data, and explore how a quantitative measurement could contribute to the theories and practices of learner autonomy.

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Dochart 2

88 audience Talk AL

Tuesday 20 March

Session 1.5 : 1605-1635

AssessmentforlearnerautonomysymposiumCONTINUED

Then M MariaGiovannaTassinari(FreieUniversitatBerlin,LanguageCentre,Germany) will present on tools and approaches for self-assessing learner autonomy. She will describe how learners can assess their own learning competences in autonomous learning processes and how language advisors and teachers can support them. Finally, she will present a tool for self-assessment: a dynamic model with descriptors for learner autonomy. She will show how it can be used both in advising and in classroom settings to provide a framework for reflection and goal-setting.

LucyCooker(TheUniversityofNottingham,UK) will also describe the development of a tool for formative self-assessment as autonomous learning. She will describe how the tool was conceived using a taxonomy of learner-generated autonomy modes. She will explain how the autonomy modes were developed using Q-methodology and qualitative interview data and how they represent viewpoints about ways to be autonomous which learners adopt in order to identify strengths and weaknesses and thus develop their learner autonomy.

The self-assessment theme continues with C CarolJoyEverhard(AristotleUniversity,Thessaloniki,Greece) who will discuss peer- and self-assessment in EFL higher education. She will argue that despite the inconclusive evidence, learner involvement in language assessment has long been recognised as contributing to improved learning and the development of autonomy. She will then present encouraging results from triangulated self-, peer- and instructor-assessment of writing and speaking skills, using criterial checklists, on the 5-year Assessment for Autonomy Project (AARP) in a Greek Higher Education EFL context.

DianeMalcolm(ArabianGulfUniversity,Bahrain) focuses on self-directed projects for language improvement which have long been a requirement of the academic English courses at Arabian Gulf University, Bahrain. She discusses how differing teacher expectations and learner interpretations of what makes a “good” self-directed project may affect their assessment, and counteract the autonomypromoting intention of this initiative.

Finally, L LindaMurphy(recentlyretiredfromTheOpenUniversity,UK) will discuss how the gap between the rhetoric and reality of assessment for autonomy can be bridged. She explores the scenario where assessment practices do not support or acknowledge learner autonomy, or the capacities for critical reflection and decision-making on which it depends, despite the increasing focus on autonomy in language programmes. She describes an intervention aimed at enabling autonomy to be exercised even in such circumstances before considering the outcomes and potential wider relevance.

There will be a few minutes for questions after each presentation, and the symposium will end with an opportunity for discussion amongst the presenters and audience members.

Englishlanguageclassroomanxiety:affectormetacognition?

ChristinaGkonou(TheUniversityofEssex)

This talk focuses on the importance that metacognitive strategies take on alleviating the English language classroom anxiety (ELCA) of students in private language school settings in Greece. A selection of student diary entries will be presented with a view to analyzing how metacognition can work effectively. The teacher’s role in stressing the value of self-study will also be discussed. e, ie, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.5 : 1605-1635

Leven 100 audience

Talk

RES, YLT

Morar 1605-1835

50 audience Symposium

Children'sexperienceandperceptionofadaptationandinterculturalencounters

SamanehZandian(UniversityofWarwick)

This talk explores children’s perception of intercultural encounters and transitional experiences, in particular the understanding of children of 11 years of age, in the host countries which in this study is England. These findings can provide some practical guidelines for the teachers and the host schools. It can also have some implications for the international families who come to England. e, ie, p

Specialneedsandinclusivelearningsymposium

Special Educational Needs covers a very broad range of issues and in this symposium we will concentrate on the topics of visual impairment, dyslexia, asperger’s syndrome/autism, attention deficit hyperactive disorder and challenging behaviour that significantly impacts on the ability of learning in schools. The overall theme of the symposium will focus on inclusive approaches in mainstream schools and ideas and strategies supporting teachers based on good practice.

Each topic will be presented by the speaker for 25-30 minutes followed by questions and discussions. The topics will be dealt with separately though there will be obvious commonalities across the topic areas and the ideas and strategies discussed. We hope participants will leave the symposium with solutions they can apply in their own contexts.

PhilDexter(TheBritishCouncil,London) will present the aims of the symposium, introduce the speakers and outline the themes of special needs and inclusive learning that will be discussed. He will focus specifically on the importance of integrative approaches encouraging good classroom practice supporting learners with special needs.

BiljanaPavlovic(VukKaradzicPrimarySchool) will talk about her experiences of working with primary learners with visual impairment in Serbia. She will discuss successful learning strategies and methods she has used in catering for the needs of learners with visual impairment.

SallyFarley(BritishCouncil) will explore practical methods in anticipating and implementing a culture of inclusive learning and celebration of difference in the classroom. She will discuss and share practical strategies and activities for teachers which encourage participation and achievement of all learners, focussing specifically on learners with dyslexia, Asperger’s Syndrome and Attention Deficit Hyperactive Disorder.

NoreenCaplen-Spence ( (BritishCouncil) will discuss through examples and activities how to introduce successful strategies for supporting learners with specific learning difficulties. She will specifically focus on how to bridge the gap between theory and practice, enabling teachers to implement such strategies easily in their own context.

MarieDelaney(BritishCouncil/Pilgrims) will focus on the effects of trauma, loss and disruptive attachment in a child’s early years and how this impacts on their ability to learn and behave in class. She will present a framework for understanding challenging behaviour and blocks to learning and strategies for dealing with this in the classroom.

Ness

50 audience

Talk

TDSIGDay

Memory-it'sonthetipofmytongue

AndrewHowitt(CentralSchoolofEnglish&OISE)

What is memory and what is memorable? Why do we forget? This short talk with practical demonstrations and activities aims to raise awareness of the internal and external factors which enhance or inhibit storage and subsequent recall/retrieval of information by referencing Baddelley & Hitch's model of working memory as well as Lazanov and Krashen among others. e, a prod prom

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Tuesday 20 March

Session 1.6 : 1650-1720

1650-1720 Session1.6

Barra 1605-1835 Symposium

Jura

20 audience Restricted Talk

TTEd

Orkney

35 audience Talk GI

ThePsychologyofLanguageLearningsymposium (see pages 66-67 for details)

TheproblemsofmentoringatanELTdepartmentinTurkey

AysunYavuz(CanakkaleOnsekizMartUniversity)

A mentor and six final year ELT students participated in the study. Data were collected through semi-structured interviews. The findings demonstrated important issues about the nature, functions, benefits, and problems of the mentoring, such as organising regular meetings and seminars, the need for developing selection criteria and training programmes for mentors. Drawing on the data, recommendations and implications are suggested.

IATEFLGILLSTURTRIDGEFIRST-TIMESPEAKER2010SCHOLARSHIPWINNER

CriticalpedagogyandappropriationofEnglishinELTinBangladesh BijoyBasu(UniversityofDhaka,Bangladesh)

The role of critical pedagogy has been emphasized by academics in dealing with the ‘dangers’ of English language teaching, particularly in the aftermath of the publication of Phillipson’s Linguistic Imperialism in 1992. Based on the experiences and views of EFL teachers in Bangladesh, the talk aims to highlight ways in which the English language can be ‘appropriated’ in EFL/EIL contexts.

Shuna

65 audience

Talk

LT, RES

Staffa

65 audience

Talk

TTEd

Clyde

500 audience

Talk GEN

EffectofnativelanguageonEFLlearnersusingmetadiscoursemarkers

NasimShangarffam(IslamicAzadUniversity,CentralTehranBranch)

I'll present on a study which sought differences between Iranian and Canadian students’ use of metadiscourse markers in emails written to their professors. Emails were analyzed based on participants' use of textual and interpersonal metadiscourse markers and the common features of digital writing. The study has theoretical and practical implications for teaching, cross-cultural communication, syllabus design, discourse/metadiscourse researches, and learning psychology.

Argentina:newperspectivesinforeignlanguageteachereducation

DanielFernandez(UniversidadNacionaldelLitoral–CentrodeIdiomas)

On the basis of a new document issued by the Ministry of Education in Argentina, I aim to present the policy underlying foreign language teacher education in the country, analyse the future professional profile and describe the disciplinary axes that cut across teacher educational programmes. Though context embedded, the concepts I will explore can be adapted to new educational environments.

Exploringreflectivepracticediscourseinalanguageteachereducationcontext

BronaMurphy(UniversityofEdinburgh)

This session uses a 120,000 word Corpus of Reflective Practice (CoRP), to investigate how developing teachers engage in reflection in both written and spoken teacher education reflective contexts. The talk will investigate frequently-occurring words as well as lexicogrammatical patterning. It will also explore how typologies of reflective practice can benefit from a discourse-informed perspective.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

ie, t, a

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.6 : 1650-1720

Forth

300 audience

Talk RES

Gala 1

1605-1835

Symposium

Gala 2

60 audience

Talk AL, MD

Alsh 1

96 audience

Talk TEA

Alsh 2

96 audience

Talk AL

Boisdale 1

100 audience

Talk GEN

Boisdale 2

100 audience

Talk GEN

Singaporeanparents'perceptionsofprogressintheclassroom

MattWinchester(BritishCouncilSingapore)

This presentation outlines the research conducted in British Council Singapore concerning how the parents of our primary four school students perceive the progress of their children with regards to English language development. We will identify how parents perceive tests, the teachers, and our other methods of evaluating and messaging progress. ie, p

InnovationsinTEYLs–lessonsfromAsiaandtheMiddleEast s symposium (see pages 68-69 for details)

HumourinTEFL:aninvestigationofmaterialsandlearners'reactions

MilenaMendes(Queen'sUniversityBelfast)

This presentation investigates the presence of humour in printed materials designed for FL learners and how learners react to some of these texts. By analysing both materials and learners’ comments on the reception of humour, the aim here is to reflect on practices for a beneficial inclusion of humour in EFL curriculum. a

Testingtoteach:collaborativedialoguebetweenteacherandlearners

NupurSamuel(UniversityofDelhi,India)

This session argues that testing is an integral part of teaching and through collaborative dialogue it is possible to assess learners’ abilities while helping those abilities to develop. It shows examples of 1) scaffolding while learners collaborate on a task, 2) L2 learners’ emergent abilities in writing through dialogue and 3) language learning resulting from that interaction. t

ChallengingmonolithicmodelsofEnglish:anonlinetutorial

ChristopherHall(YorkStJohnUniversity)

This talk describes a project (supported by the British Council) which seeks to challenge monolithic views of English as a pedagogical model, by developing teachers’ sensitivity to English as a Lingua Franca and ‘plurilithic’ approaches to language. An interactive online tutorial, based on research with practising TEFL practitioners in China, the UK and Gaza, will be presented. e

Learningthroughamovieproject:successfulpractices

KhuloodAl-Balooshi(MinistryofEducation,Bahrain)

Can teachers use movies to stimulate learning? Help students achieve higher scores? Provide an authentic environment for learning? This project aims at exploring successful ways and practices to incorporate movies in the language classroom. I will discuss a study that was carried out to enhance language learning using movies. e, s

ConnotationsofJapanesereturneeEnglishmaintenanceandusage

CarolBegg(KandaUniversityofInternationalStudies)

Few would argue that learning a language in the country where it is spoken is optimal to acquisition. However, the role of L2 in the returned learner’s L1 context is less clear. A recent, small-scale study demonstrated that returnee L2 within the Japanese contextKikokusei English - was more cosmopolitan and instrumentally motivated than current ELT practice supports. e, s, t

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Lomond 620 audience Talk GEN

Carron 1

88 audience Talk LTSIGDay

Textanalysisinthevirtualreality

LesleyPainter-Farrell(TheNewSchool)

Tuesday 20 March

Session 1.6 : 1650-1720

This presentation will illustrate how wikis can be used to examine text in depth and facilitate vocabulary development, in and outside the classroom, and how this application can encourage and develop both learner autonomy and collaborative work. The presenter will also discuss the benefits and challenges of working in a virtual environment.

IATEFLLTSIGDIANAEASTMENTSCHOLARSHIPWINNER

Technologyspeaksvolumes:enhancingintegration,participationandspeakingabilities

BrunoAndrade(CulturaInglesa,RiodeJaneiro,Brazil)

This talk will focus on how the webtool Skype can enhance integration, participation and speaking abilities. I will highlight how it can be put into use in order to get students practicing, and therefore, improve their speaking along with a powerful contextualization that technology can pipe into the classroom and help in terms of integration, motivation and participation.

Carron 2

88 audience Talk ESPSIGDay

Dochart 1 1605-1835 Symposium

Dochart 2

88 audience Talk MD, YLT

HelpingELTstudentstodevelopacademicwriting

ManuelPedro(ISCED-Luanda)

A gap between students’ entry level of writing proficiency and school expectations often makes it difficult for them not only to use writing as a tool for learning, but also to meet graduation requirement – the completion of a long dissertation. This talk shares how and what has been done to overcome such a problem.

Assessmentforlearnerautonomysymposium (see pages 70-71 for details)

WillRussianstateeducationalprimaryschoolstandardchangeEFLmarket?

VeraBobkova(PrivateSchool'VENDA'&BritishCouncil,Moscow,Russia)

The talk is targeted at primary school teachers, publishers, material and software developers interested in growing Russian market and educational reforms. We will look at how Russian State Educational Standard for Primary Schools has recently changed, and what skills it now prioritizes. The focus will be on the new role of ICT and teachers’ new demands. e, ie, p

Leven

100 audience Workshop LMCSSIGDay

Morar 1605-1835 Symposium

Isapicturereallyworthathousandwords?

VeronikaRotGabrovec(FacultyofArts,UniversityofLjubljana)

When teaching (about) literature, we often neglect illustrations. Not only that – it is often claimed that picture books are meant mostly for young, aspiring readers. In my workshop I intend to explore the “grammar” of illustrations and prove that reading pictures can be inspiring for readers of all ages. e, ie, s, t

Specialneedsandinclusivelearningsymposium (seepage 72 for details)

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.6 : 1650-1720

Session 1.7 : 1735-1835

Ness

50 audience Talk LA, T TDSIG Day

Motivation:howtokeeptheballrolling ReggieAgulha(RegentOxford)

I will be discussing learners' motivation and the importance it has in the outcome of a lesson on a daily basis and how it could affect the overall outcome of a course. Finally, I will be presenting easy to prepare activities and techniques to promote challenging lessons for learners as well as different strategies to identify learners' motivation. e, ie, a

1735-1835 Session 1.7

Barra 1605-1835 Symposium

Jura

30 audience Restricted Workshop GEN

ThePsychologyofLanguageLearningsymposium (see pages 66-67 for details)

UsingKagancooperativelearningstructurestoengageEFLlearners ImaneNejjar(EcoleNormaleSuperieure-Rabat,Morocco)

Spencer Kagan Cooperative Learning Structures are simple, step-by-step instructional strategies or techniques designed to increase student engagement, cooperation and achievement. In this highly interactive workshop, participants will experience first-hand effective use of Kagan Structures in the EFL classroom. They will be experimenting with efficient instructional strategies which can help create an enjoyable classroom atmosphere where students learn, cooperate and develop.

Orkney

30 audience

Restricted Workshop MD

Shuna

65 audience Workshop BE

PILGRIMSTEACHERTRAINERJOURNALSCHOLARSHIPWINNER

Drillthrills.Engaginggrammardrillsforadults

MiladaKrajewska(Poland)

Strangely enough, my adult students enjoy grammar drills. In this workshop I will share some classroom-tested repetition-based tasks which are fun, memorable and relevant to adult learners. Rejuvenate your drilling repertoire with just a few basic ingredients: microstories, humour, props and teacher-friendly visual technologies. And leave the room with a handful of practical lesson and homework ideas, drilled to bits!

Boardroomtoclassroom:designthinkingandmoderncreativitytechniques NataljaGorohova(Privatepractice)

An engaging workshop on the classroom application of Design Thinking techniques, such as IDEO method cards, used by the leading business consultants to promote innovation. You will use the creative thinking framework to share your insights on how to assist your students in acquiring problem solving and communication skills in a meaningful and fun way.

e, ie, s, t, a prod prom

Staffa 1735-1805

65 audience Talk YLT

Findingthevoiceofthechild

MariaDolorsRomeu-Font(IemerNursery,Lleida,Spain)

This talk focuses on how to help children communicate from a very early age and become competent learners of a foreign language. It will deal with methods to help babies and infants react to the world around them by means of pictures, music and games, and show how they progress linguistically through the different ages.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

PLEASECHECKNOTICEBOARDSFORCHANGES&CANCELLATIONS

e, ie, p

Tuesday 20 March

Session 1.7 : 1735-1835

Staffa 1805-1835

65 audience Workshop YLT

Clyde

500 audience

Grandmastartingfromthenurseryschool

MariaEstelaRibeiroJardimRondon(Freelance)

Come along and see how I taught the tots and older kids. Have a lot of fun with some very easy, practical and highly motivating activities for children starting from the age of one year and a half. Teaching little ones is not only a new demand of the market, but also a magic world of love and discovery.

BRITISHCOUNCILSIGNATUREEVENT

GlobalprimaryELTissues

Speakers: G GailEllis & J JohnKnagg

Teaching more English at ever younger ages is a defining characteristic of the global ELT scene over the last decade. Gail Ellis and John Knagg will paint a picture of the primary ELT world from the perspectives of children, teachers, and political decision makers. They will highlight findings from freely available recent research and quality improvement initiatives. Primary practitioners can place their own work within this wider global context, and others will benefit from an overview of the big issues in the field.

Forth

300 audience Workshop

Gala 1

1605-1835 Symposium

Gala 2

1735-1805

60 audience Talk TTEd

Gala 2

1805-1835

60 audience

Talk

TTEd

52:ayearofsubversiveactivityfortheELTclassroom

LindsayClandfield(Freelance,Spain)&LukeMeddings(Freelance,UK)

Can one new idea per week make a difference? This is the question we’ve tried to answer in our new e-book 52, using radical texts, subversive images and lateral thinking. This workshop will explore how to get you and your learners thinking critically about life inside and outside the classroom – from teaching and learning to advertising and human rights. e, ie, s, t, a prod prom

InnovationsinTEYLs–lessonsfromAsiaandtheMiddleEast s symposium (see pages 68-69 for details)

TheoccupationalchoiceofstudentteachersofEnglish:gender-specificdifferences

SenemOzkul(AugsburgUniversity)

This presentation reports on a PhD research about the occupational and subject field aspirations of English-teachers-to-be as well as their stability of career decisions. The presenter will explore the results of a written questionnaire which was conducted with 1709 student teachers of English at 19 German universities. Are men really motivated by pragmatic reasons whereas women by pedagogic reasons?

EFLteachers'entrycareermotivationsinGermany,JapanandTurkey

EceTopkaya(CanakkaleOnsekizMartUniversity,Turkey)&MehmetSercanUztosun (UniversityofExeter,GraduateSchoolofEducation)

This study explores career motivations of undergraduate ELT students from Germany, Japan and Turkey. Data were collected through a questionnaire from 85 students. Differences were found between countries regarding ability perceptions, intrinsic and social motivations. Choosing teaching as a fallback career was the least reported motivation for Turkey while for Germany and Japan, this was the most highly rated dimension. e, t

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.7 : 1735-1835

Alsh 1

96 audience

Workshop GEN

Alsh 2

1735-1805

30 audience

Restricted Talk

TTEd

Alsh 2

1805-1835

96 audience

Talk GEN

Boisdale 1

100 audience

Workshop BE, LAM

Boisdale 2

100 audience Workshop GEN

Inspiration with TED! Using www ted com to wow your students

Claire Hunter (Basil Paterson College)

ThefreeTEDwebsiteisarichresource,astoreofvideoedtalksandpresentationsby someoftheworld’sbestandmostengagingthinkers.Thisworkshopexamineswaysof exploitingthisauthenticsourcewithdifferentclasslevelsandtypes,includingforexam preparation.Activitiespresentedincludeafocusonexploitingtheinspirationalcontent,as well as on language work.

Effective INSET programmes for CLIL teachers in an EFL context

Shigeru Sasajima (Saitama Medical University) & Makoto Ikeda (Sophia University)

CLILisgraduallyattractingattentionoutsideEuropeandmoreCLILclassesarebeing providedtoEFLstudents.However,thereareavarietyofCLILapproachesindifferent contexts,soteachersarefacedwithafundamentalquestion:whatisCLIL?Toanswerthis question,wearetryingtodevelopeffectiveINSETprogrammesforEFLteacherswhoseek for an innovative classroom.

English and national identity

Nada Eljack (Sudan University of Science and Technology)

Nationalidentityshouldbegivenpriorityineducation.Languagesarecarriersofpeoples’ cultures,values,etc,andshouldhelpstudentstodeveloppositiveattitudestowardsthe othersandliveinpeace.ThepresentershowshowEnglishdevelopsnationalidentityin theRepublicofSudan(withreferencetoastudycarriedoutbythepresenter),andthe Republic of South Sudan.

The Yes Factor, an experiential approach to coaching negotiation skills

Mark Powell ( Mallorca)

Thisinteractiveworkshopwilllookatissuessuchas:whatistheabsoluteworstthingyou candotoanegotiator?Whatdomasternegotiatorsdomorethantwiceasoftenas mediocreones?Andwhatarethesixsimplepsychologicalswitchesyoucanfliptomake any negotiator much more likely to say yes?

Your CLIL – identifying and activating general academic language

Keith Kelly & John Clegg ( Freelance education consultant)

InmanyCLILcontexts,schoolsimportL1textbooksforclassroomuse.Naturally,these textbookstendnottomakelanguageexplicitforlearners.Participantswillbeinvitedto discoverthe'hidden'languageofanumberofcontenttasks(includingexamplesfrom onestopenglish.com’sbimonthlyYourCLILresource)andtodiscusstheimportanceofan explicit approach to teaching language in CLIL classrooms.

ie, a prod prom

e, ie, p, s prod prom

Lomond 620 audience Workshop GEN

Carron 1 1735-1750 88 audience LT SIG Day

Follow-up workshop relating to Adrian Underhill’s plenary

This workshop will offer practical ways to engage with the content of my plenary talk Mess and Progress in the context of your own work. And it will provide opportunities to ask questions and develop issues of interest that have been raised.

IATEFL Learning Technologies Special Interest Group Open Forum

Come and meet other LT SIG members, find out more about us and how you can become involved. During the Open Forum we will be talking about what we have been doing over the last year and what lies in store for the future. All welcome! We look forward to seeing you there.

e = experienced audience

p = primary teaching ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Carron 1

1750-1835

88 audience

Talk

YLT, L LTSIG

Day

Carron 2

1735-1805

88 audience

Talk

EAP, E ESPSIG Day

Carron 2

1805-1835

88 audience

Talk

EAP, E ESPSIG

Day

Dochart 1 1605-1835 Symposium

Dochart 2 1735-1805

88 audience

Talk

LA, MD

Dochart 2 1805-1835

30 audience

Restricted Talk

RES, TEA

ThestoryofDebbieandNyan

JamieKeddie(NILE)

Tuesday 20 March

Session 1.7 : 1735-1835

For many of us, generational gaps between teacher and learners mean cultural divides in the classroom. In this practical talk, we will look at three viral video case studies and examine issues of creativity, collaboration and copyright along the way. In doing so, we will set out to understand the minds, the culture, and the driving forces behind generation YouTube.

Riskversusreward:theEAPrecruitmentdilemma

ChristopherMacallister(DurhamUniversityEnglishLanguageCentre)

A growing dilemma for the university EAP unit is whether to recruit teachers who have had a communicative ELT career; or teachers with an academic background who hold a postgraduate qualification in linguistics/TESOL. This paper will argue that there are potential risks and rewards associated with both choices and that this is a decision with consequences for the wider profession.

AcademicEnglishsupportprogramforESL/EALuniversitystudents

SarahterKeurs(UniversityofBritishColumbia)

How do we support ESL/EAL students once they’ve been accepted into university and yet still struggle with the challenges of academic English? This talk will describe a pilot program that was designed to enhance students’ academic success once they’ve started their university studies. Mostly online, the program combines courses, self-access sites and English language coaches.

Assessmentforlearnerautonomysymposium (see pages 70-71 for details)

WorkingwithanELP-inspiredlearnerdiary

RachaelFionda(SwanTrainingInstitute,Dublin)

How best to provide students with an approachable, portfolio-based method of recording their learning, tracking progress and encouraging learner autonomy which also fits into your busy school environment? We piloted an ELP inspired learner diary at our large, Dublin city centre language school, collected feedback from students and teachers, and report on the results here.

Teachers'perceptionsoftheeffectivenessofthelearningportfolio ZeynepKirecci(BilkentUniversitySchoolofEnglishLanguage)

In this study we explore teachers’ perceptions about their involvement in the design and implementation of a new Learning Portfolio (LP) initiative in an English Language Preparatory School in Turkey. Our analysis of the questionnaire revealed some conflicting ideas regarding teachers’ beliefs in the effectiveness of the LP and their involvement in the design of the LP.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Tuesday 20 March

Session 1.7 : 1735-1835

Evening events: 1840-2130

Leven

100 audience Workshop LMCSSIGDay

Morar

1605-1835 Symposium

Ness 50 audience Workshop

LAM, T TDSIG Day

Itwasadarkandstormynight:narrativesatwork

FitchO'Connell(WordPowered)

Drawing on the experiences of the WordPowered and BritLit projects, this workshop will explore how using short narratives and poetry from contemporary sources will engage students in creative reading and lead to creative writing. Delegates will be presented with an array of freely available resources, and will be expected to contribute to the narratives being revealed.

Specialneedsandinclusivelearningsymposium (see page 72 for details)

Observationandfeedback:aretheyreallynecessaryforteacherappraisal?

AmandaHoward(BritishUniversityinDubai)

The presence of a classroom observer, and subsequent feedback relating to the way in which this lesson was taught and teaching and learning goals were achieved, can be problematic for observers, teachers and learners. In this workshop, both participant experience and research data will be used to investigate classroom observation, and to evaluate the potential alternatives.

1840-2130 Evening events

British Council

1840-2100 in Argyle, Crowne Plaza

The British Council will be hosting a networking reception to launch our brand new website – LearnEnglish Teens. This new website is aimed at teenagers around the world who are learning English as a foreign language and will accompany the popular LearnEnglish, LearnEnglish Kids and TeachingEnglish websites. All delegates are very welcome.

Collins ELT Scottish Shindig

1900-2130at the University of Glasgow, Hunterian Museum

Welcome to Glasgow, home of IATEFL 2012 and the home of Collins Publishers since 1819! We at Collins ELT would like to invite IATEFL delegates to join us at an authentic Scottish shindig where you will be treated to local cuisine and tipple, and the sound of a pipe band. Tickets will be allocated on a first-come-first-served basis from the Collins ELT stand. For more details about our exciting new publications, go to www.collinselt.com

Macbeth’s Murderous Mayhem, and other stories

1930-2030 in Clyde

A Shakespeare extravaganza presented by David, Hilary and Ben Crystal. We are very pleased to give you the opportunity to see our Patron and family portraying some Scottish themes in literature.

Celebrating 50 years of Teacher Training with International House

1930-2100

in Forth

The first teacher training course was devised by John and Brita Haycraft and launched in International House London 50 years ago. Join us for an informal event to mark 50 years of teacher training with International House, with some memories, some conversation, and some VERY interesting people! Invitations available from the IH London stand.

If

MA in ELT & Applied Linguistics

research

research university (evenings) over two years

“Studying for the MA in ELT and Applied Linguistics enabled me to pull together my experiences as a teacher and to expand on the areas I was most interested in, as well as introducing me to fresh ideas,

Research Methods.

Language Education. For

Wednesday 21 March

0815-0845: How To... Track

0830-1730: Registration & Exhibition Open

0815-0845 IATEFL How to... track

Alsh 1

Alsh 2

Boisdale 1

0830-1730

0900-1010

Clyde (2000 audience)

0900-1010: Plenary Session

How to give a presentation at an international conference with Catherine Walter Givingapresentationcanbeastressfulexperience.Thissessionwillgiveyouwaysoforganisingyourself beforeyourpresentationandconductingyourselfduringyourpresentationtoreducethatstress.Theaim of the session is to make your presentation a more satisfying experience for you and for your participants.

How to get published in an online magazine with Hania Kryszewska Inthissession,theeditorof HumanisingLanguageTeachingwebsitemagazine willexplainthetypesof contributionsyoucanmakeandtheadvantagesofpublishingonline.Wewilllookatsomesample contributions, brainstorm topics for possible articles and explore approaches that work most effectively.

How to move into language school management with Andy Hockley Thissessionwilllookatstartingthetransitionfromteachertomanager-includingreasonswhyyoumight thinkaboutmakingthatmove,waysofdevelopingtoprepareyourselftotakeonnewresponsibilities,and issues that you might want to be aware of. Come and see what is involved.

Registration & Exhibition open

Plenary Session

Plenary session by Diana Laurillard

DianaLaurillardisProfessorofLearningwithDigitalTechnologiesattheLondonKnowledgeLab,Institute ofEducation,leadingexternally-fundedresearchprojectson:i)developingalearningdesignsupport environmentforteachers,andii)developingsoftwareinterventionsforlearnerswithlownumeracyand dyscalculia.ThisworkrelatescloselytoherrolesasProDirectorforOpenModelearning,andasa foundermemberofthePlanningBoardforthecross-institutionalCentreforEducationalNeuroscience (IOE, Birkbeck, UCL).

Previousrolesinclude:Headofthee-LearningStrategyUnitattheDepartmentforEducationandSkills, whereshedevelopedthefirstcross-sectore-learningstrategyon‘HarnessingTechnology’;Pro-ViceChancellorforlearningtechnologiesandteachingatTheOpenUniversity,VisitingCommitteeonITat Harvard University and previously worked on the Technology Enhanced Language Learning programme.

Currentrolesinclude:RoyalSocietyWorkingGrouponEducationalNeuroscience,Boardsofthe ObservatoryforBorderlessHE,SupervisoryCouncilforFernUniversitaetinHagen,GoverningBoardof the UNESCO Institute for IT in Education.

Shehasgivenmanyinternationalkeynoteaddresses,publishedinmanyacademicjournalsandbooks,and herbook RethinkingUniversityTeaching:Aconversationalframeworkfortheeffectiveuseoflearning technologies (2002, RoutledgeFalmer) is one of the most widely cited in the field.

Supporting the teacher as innovative learning designer

Teacherswhowishtoupdateandupgradetheirteachingbyusinglearningtechnologieshavesome difficultissuestoconfront,andwehavetorecognisethatteachersdeservefarmorehelpwithdiscovering howbesttoexploitdigitalmethods.Thepresentationstartsfromthepremisethatonlyteachershavethe knowledge,experience,andappropriatecontextfordevelopingthenewformsofpedagogymadepossible bydigitallearningmethods.Effectiveuseoflearningtechnologywillnotcomeaboutunlessteachersare atthehelmofinnovation.InthecontextofTEFL,digitaltechnologiescanenhancethelearningexperience insomanydifferentways–throughanalyticaltools,onlinecommunicationthroughtext,audioandvideo, multimediapresentations,digitalgames,virtualrealityenvironments…almosteverytypeofdigital technologycanenhancesomeaspectoflanguagelearning.Thereissomuchlanguageteacherscoulddo withtechnology-basedinnovation.Butthisisahugedemandonteachers:todiscoverhowtousenew typesoftechnology,whicharechangingcontinually,alongsidedeliveringmoreandbetterteachingalso demandedofthem.Thepresentationwillarguethatweneedtopaymoreattentiontosupportingthe teacherasinnovator,andwillproposethekindsoftoolsandresourcesthatareneededtohelpthe language teaching community develop this new specialised knowledge and skill base.

Wednesday 21 March

Session 2.1 : 1025-1055

1025-1055 Session 2.1

Barra

65 audience

Talk TD, G GISIGDay

Jura

65 audience

Talk

LMCS, MD

Orkney

35 audience

Talk TTEd

Shuna

65 audience Talk LT

Staffa

65 audience Talk LMCS

Clyde

500 audience Talk BE

ELTDP:Enquiry-basedprojectdesignandteacherdevelopment

RachelBowden(BritishCouncilEastMalaysia)

This presentation introduces delegates to the English Language Teacher Development Project, a mentoring programme based in 600 primary schools in East Malaysia. Focussing on the central role of enquiry in our approach to teacher development and project planning, we demonstrate how this approach is informed by, and allows us to realise, our principles of relationship building, participation and sustainability.

CultureandEnglishlanguageteachinginIran

MahdiDahmardeh(TheUniversityofTehran)

This presentation arises from a three-year cross-sectional investigation into English language teaching in Iranian schools and aims to discuss the role of the culture of English speaking countries within the above context. It will be explained how the situation can be improved within both Iran and other countries with similar cultural constraints.

TheimpactofINSETonteachingpractice

MohammedAlGhafri(MinistryofEducation,Oman)

This session presents the results of a study that explored teachers’ and teacher trainers’ perceptions of the impact of two in-service training courses in the Sultanate of Oman government schools. The study aims to discover the amount of transfer and the factors that facilitate and/or hinder the impact of these courses on the classroom teaching practice. e

Learningviadubbing

PaulinaBurczynska(Poland)

The aim of this talk is to determine whether dubbing can affect teaching and learning foreign languages and to what extent it enhances listening, writing, pronunciation and intonation skills and the acquisition of new vocabulary. To investigate this issue, selected scenes from the comedy film Gnomeo and Juliet will be analyzed. ie, s

LiteratureteachingwithinEFL/ESLcontexts

SuhairAl-Alami(AlGhurairUniversity,Dubai,UAE)

With quality education in mind, this session offers thought-provoking suggestions on how literary texts can be utilised to promote students’ communicative competence, as well as enhance their critical thinking skills. The talk is based on empirical research undertaken in the United Arab Emirates. I will make recommendations in light of the study’s findings. e, a

Effectivebusinesscommunicationskillsfortheinternationalmanager EmmaSuePrince(espconsulting)

LCCI have recently developed a new Diploma in Business English for International Managers. This talk will briefly outline some of the latest thinking in developing effective business communication skills for those in senior positions and explain how preparing learners for this diploma can support teachers. There will be a brief explanation about the qualification, format and target audience. e, ie, a

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Forth

300 audience Talk

LT

Gala 1

20 audience

Restricted Talk

AL, RES

Gala 2

20 audience

Restricted Workshop LA

Alsh 1

96 audience

Talk

TD, TTEd

DigitalmediaandEnglishinIndia

VandanaJain(BritishCouncil,India)

The talk will showcase British Council’s partnership with a leading dish TV (DTH) provider and the launch of an English learning channel. This innovative partnership enables learners to improve their conversational skills at a nominal cost and also highlights an effective use of digital media. An extremely successful model, it can be easily replicated in other countries.

Boostinglexicalcreativityviainternet:waystochangethelanguage

YuliaSergayeva(EnglishPhilologyDepartment,HerzenStatePedagogicalUniversityof Russia,SaintPetersburg)

The presentation explores lexical, pragmatic and didactic aspects of word-coining aimed at filling blank spaces in the system of language. The presenter focuses on the contribution of online communities to compiling databases of new words. Based on interaction and collaboration, these resources boost PC users’ creativity in shaping the language and reveal the modern speaker’s perception of the reality.

IncorporatingcoachingintoEnglishlanguageteaching

OliverBeaumont(RegentLondon)

The session will focus on adapting and using coaching activities in an English teaching environment, in both one-to-one teacher/student and student/student sessions, as well as with the whole class. The session will include a series of practical activities and discuss the benefits of employing these to develop skills and autonomy in students and teachers alike. e, a

Theexpertiseofteachersandmedicaldoctors

MasatakaKizuka(KyotoPrefecturalUniversityofMedicine)

The talk focuses on similarities in the expertise of school teachers and medical doctors. Six features common to both of them are scrutinised. In addition, one framework, which is composed of the six common features and which underpins both works, causing them both to be considered professional, is discussed. The intention is eventually to enhance the current status of teachers.

Alsh 2

96 audience

Talk

TD, TTEd

Boisdale 1

100 audience

Talk

EAP, TTEd

AzETAasalearningschool

SevinjRashidova(LanguageServicesDirect)

We often speak about teacher development and view teacher training courses, conferences and seminars as an opportunity for teacher development. However, sometimes teachers find it challenging to apply what is presented in professional development experiences to their classroom. The use of projects can be used as a catalyst in teacher development.

Takingthestressoutofwritinglongessays

RachelClark&MadeleineduVivier(UniversityCollegeLondonLanguageCentre)

Many students find writing long essays a daunting process. This talk outlines how to make it more manageable for students and tutors. We draw on our experience of preparing a group of 26 teachers for Delta Module Three and show how we implemented a systematic approach, combining self-study tasks, face-to-face input and online written feedback to achieve exceptional results. e, ie, t, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.1 : 1025-1055

Boisdale 2

100 audience

Talk RES, TD

Lomond

620 audience

Talk EAP, TD

Carron 1

88 audience Workshop LT, Y YLTSIG Day

Carron 2

88 audience

Talk TD, TTEd

Doqualificationsandexperienceaffectteachers’attitudestopeerobservation?

AndrewHart(BellSwitzerlandSA)

In a reflective context, teachers are the initiators of their own development and peer observation has a role to play in this process. This talk reports on the results of an investigation into teachers’ perceptions and understanding of peer observation as a tool for professional development, and provides academic managers with practical suggestions to facilitate the implementation of peer observation.

Whoneedsateacher’sbook?

OlwynAlexander(Heriot-WattUniversity)

We learned how to teach EAP through materials written by others and, as authors of the Access EAP books, we hope that our own materials contribute to EAP teacher development. The teacher’s book seems to be an obvious place to explain the different approaches in EAP and General ELT, but can we be sure that teachers will engage?

CyberellaversusCinderella

EsraGirgin(TerakkiFoundationSchools)

Considering today's world and the profile of the 21st Century learner, the time seems particularly ripe for combining the digital world with classical stories to provide a new learning experience. In this session, we will explore several web tools such as Kerpoof, Bubblr, Storybird; discuss ways to create digital stories; and ways to assign students a project using digital storytelling tools.

TrainingonairinKurdistan-Iraq

HimdadAbdul-QahharMuhammad(SalahaddinUniversity-Erbil,Iraq)

This talk examines the role of radio broadcasts in teacher development at the largest teacher training institute in Kurdistan of Iraq, Salahaddin University-Erbil. The talk evaluates the benefits and challenges of integrating the radio series into the syllabus of the English departments. There will be opportunities to listen to extracts from the programmes. ie, a

Dochart 1

88 audience

Talk LA, RES

Dochart 2

88 audience

Talk ESP, ESAP

INTERNATIONALHOUSEJOHNHAYCRAFTCLASSROOMEXPLORATIONSCHOLARSHIP WINNER

Combiningautonomy-orientedpedagogyandpractitionerresearchviaexploratory practice

AnaInesSalvi(Argentina)

In this talk I will present a completed research project on the exploration of the impact a learner-centred pedagogy can have on language learners' development, and the feasibility of incorporating the principles of learner autonomy and exploratory practice into my practice in both a summer school course for teenagers, and an EAP university course for postgraduate students, in the UK.

Fillingthegaps:targetedEnglishforstrugglingESPundergraduates

AdrianMillward-Sadler(JoanneumUniversityofAppliedSciences)

This presentation reports on the ongoing findings of a tertiary level project group to provide online materials to supplement undergraduates studying ESP in engineering and design subjects. In an inter-departmental collaboration, instructors from different fields identify common areas of student weakness and tailor input and activities in multimodal form with the assistance of the university’s department for e-learning.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

ie, t

Wednesday 21 March

Session 2.1 : 1025-1055

Session 2.2 : 1130-1215

Leven 100 audience Talk

LAM SIG Day

Morar

50 audience Talk

ES(O)L SIG Day

Ness

50 audience Talk

RES, TEA SIG Day

1055-1130

How do you go from good to great?

George Pickering ( George Pickering Consultancy)

Whatfactorsareneededtotakeanorganisationfrombeinggoodtogreat?Thistalkwill seektoidentifythosefactorsthatmakethedifference.Referencewillbemadeto leadership,vision,strategy,culture,coaching,benchmarking,continuousimprovement andfeedback.Theevidenceforthistalkwillcomefrommyownmanagementexperience and consultancy work in a number of contexts.

ESOL in Scotland and the social practice approach

Mandy Watts (Education Scotland)

FindoutabouttheprogressoftheAdultESOLStrategyforScotlandandhowpolicyhas relateddirectlytopracticedevelopment.Learnaboutthesocialpracticeapproachand howthishasbeeneffectivelyusedtoengagelearnersinavarietyofdiversesettings.The talk will provide an informative session on ESOL in Scotland.

Does blended learning have an impact on exam results?

Dianne Davies ( Innsbruck University)

Thistalkwillcomparetheresultsoftwosemesters‘worthofdataonanESLlexicalbased tertiarylevelcoursewhichwasofferedasaconventionalF2Fcourseandasablended learningcourse.Qualitativefeedbackintheformofstudentcourseevaluationsonthe perceived impact of the ‘blend‘ will also be presented.

1130-1215 Session 2.2

Barra 65 audience Talk GI SIG Day

Jura

65 audience

Talk

EAP, LA

Evaluating internationalism in the curriculum

Alan Mackenzie (British Council India)

InIndia,theInternationalSchoolAwardhasbeenusedforthepasteightyearstopromote globalcitizenshipandinternationalunderstanding.Thesuccessesoftheprogramme revealedbytherecentindependentlyconductedevaluationwillbehighlighted.Theroleof Englishandotherlanguageswillbeexplored.Finally,itcriticallyexaminesissuesand illustrates further initiatives to promote internationalising the curriculum.

Helping low level IELTS students realise their ideal L2 selves

Philip Patrick (British Council Tokyo )

Whatisthestudents’idealL2selfwhenconsideringthemotivationoflower-levelIELTS classes?Idemonstratehowcarefully-structuredprogrammesofautonomouslearning integratedwiththecoursesyllabuscanimprovemotivationandall-roundlanguage development.Theprogrammehelpsthelearnertobeconfidentandclosertotheirideal L2 selves in fulfilling their goals to study abroad.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Please note that some presenters have requested a maximum audience size Therefore, please check the audience size in the left-hand column of each entry

Wednesday 21 March

Session 2.2 : 1130-1215

Orkney 35 audience

Workshop TTEd

DoesCELTAprovidefortheneedsofnewteachers?

RuthHamilton(ILSEnglish)

The aim of this workshop is to explore to what extent initial teacher training courses (Cambridge ESOL CELTA or Trinity CertTESOL) provide for new teachers’ needs in the workplace. This will be considered from the point of view of recently qualified and employed teachers, course tutors and those responsible for the recruitment and support of new teachers (employers/directors of studies).

Shuna

65 audience TributeSession

The tribute session is an opportunity to remember colleagues who've died during the year since the last conference. If you've lost a colleague or former colleague, you'll have an opportunity to say a few words in their memory and, if you wish, to bring along a memento (book, teaching materials, etc.). Or you may just want to come to the session to hear about colleagues who are no longer with us, and perhaps to add any memories you may have.

Staffa

65 audience

Talk

LMCS, MD

Clyde

500 audience

Talk GEN

Forth

300 audience

Talk EAP, MD

Gala 1

60 audience

Talk ESP, LT

Gala 2

30 audience

Restricted

Talk

LA, LT

Outofthemediaandintotheclassroom

HeatherBuchanan(LeedsMetropolitanUniversity)

Many teachers are in favour of using authentic materials in the classroom but lack the time to find appropriate materials and prepare tasks to exploit them. With a specific focus on current affairs TV/radio programmes, this session will provide you with straightforward selection procedures, recommended sources and some recyclable frameworks for exploiting them.

Fivemindsforthefuture:implicationsofanewtheory HannaKryszewska(PilgrimsLanguageCourses,UK&UniversityofGdansk,Poland)

Since 1983 Gardner’s theory of Multiple Intelligences has inspired many language teachers. In 2006 Gardner proposed a new educational framework. It focuses less on how we learn, and more on how education prepares for adult life in a rapidly changing globalised world. The session will outline the theory, propose ELT implications and assess current and future implementation.

EAPinpractice:integratingskills,language,tasks,andcriticalthinking

EdwardDeChazal(Freelance)

Teaching EAP can be challenging and complex. This talk focuses on an approach which integrates accessible micro-skills, academic language, and critical thinking tasks within a syllabus led by the four skills. Grounded in the general EAP classroom, this principled yet flexible approach is illustrated using sample material from the new Oxford EAP course e, t prod prom

Buildingandusingfield-specificcorporatoenhanceESPteaching ManuelaReguzzoni(Genova,Italy)

Material design is quite often a 'must do' in ESP teaching. Hard work, but are we always pleased with its final results? If not, why stop there? Let's go on to 'corpus design'. In this practical 'corpus-building' session, you will discover how you can exploit the materials you use to create your own pedagogic corpus and make a difference. ie, s, a

FromnomadstoiPads-arewepocketingeducation? GiselleSantos(CulturaInglesa)

The number of educational apps launched, here and now, speaks volumes about the role of mobile learning. A natural taste for mobility, instant feedback, and flexibility have reshaped learning experiences. Has education been pocketed? Is mobile-learning for all or just a blind innovation? This presentation suggests ways of looking beyond apps and facilitate learning instead of a line of products. e, ie

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Alsh 1

96 audience

Talk

TD, TTEd

Alsh 2

96 audience

Talk BE, RES

Boisdale 1

100 audience

Talk

LT, TD

Boisdale 2

100 audience

Talk GEN

Lomond

620 audience

Talk

LT, Y YLTSIG Day

Carron 1

88 audience

Talk

LMCS

Wednesday 21 March

Whywebwikiblogstream?Usingonlinesupportinteacherdevelopment

MartinGoosey(BritishCouncilMadridYoungLearners)

In recent years, British Council Spain has utilised wide-ranging online support options for professional development. This talk reports on the experience of moving from website, to wiki, streaming, and blog, for engagement with a wider audience of educators. Through interactive demonstration of readily available technologies, participants are encouraged into the practical application of our experiences to their own training contexts.

Developingbusinessskillsthroughrealrecordedmeetings

AlmutKoester(UniversityofBirmingham)

Business skills, for example for meetings or negotiations, are essential for Business English learners; however the language taught for these skills is not usually based on real business interactions. Drawing on examples from Business Advantage, this talk shows how real business meetings can be used to teach skills in ways that more accurately reflect real usage.

Englishlanguageeducation2.0

JoannaTrzmielewska(MacmillanEnglishCampus)

In recent years, the internet has moved education from the one-model-fits-all approach to the possibility of various technology-enabled solutions that can be customized for each student. This talk will discuss new trends in education and how they can improve learning. We will focus on the usage of social media and blogs as learning and teaching tools.

'Livelistening':bringingteachers'voicesbacktotheclassroom

BillHarris(Freelanceteachertrainer)

'Live listening' in the classroom is in contrast to learners listening to pre-recorded material. In our obsession with reducing teacher talk time, we forget that teachers' personalised stories are a rich source of language and a model for students' own output. I will give feedback on my survey of trainers, teachers and learners as well as teaching a model lesson.

Toolsfordigitalstorytelling

RussellStannard(UniversityofWarwick)

This talk will focus on some of the tools that we can use to encourage students to speak. New web 2.0 tools make it possible to load up pictures, Powerpoints, videos or even documents and then add voice narration to them. The students can then share their oral work via the internet.

Waysin,waysout:before-andafter-readingactivities

RobertHill(BlackCatPublishing)

Has anyone ever handed you a book, open at the first page, and told you to start reading? Probably not. This session will show how to easily create motivating before-reading activities as well as entertaining after-reading activities. All the ideas, which can be used at any level, will be exemplified with a short story from a Black Cat reader

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.2 : 1130-1215

Carron 2

88 audience

Talk LA, LT

Dochart 1

88 audience

Talk LA, TD

Dochart 2

88 audience

Talk GEN

Leven

100 audience

Talk

TTEd, L LAM SIGDay

Morar

50 audience

Talk

PRON, E ES(O)L SIGDay

Ness

50 audience

Talk

TEASIGDay

Informedteaching:re-placingtheteacherinandoutsidetheclassroom

NickPerkins(Colombia)

How is the use of new technologies changing the role of the teacher? Blended learning solutions enable students to spend more time learning outside of the classroom. We will discuss how this can have a wide-ranging positive impact on what happens in the classroom and also change the teacher/student dynamic. Examples will be taken from MyEnglishLab (Pearson).

Ifyoudon’twanttoforgetsomething,makealist

KatjaThornton(BellBedgeburyLanguageCentre)

Students often note vocabulary in lists that do not contain much more information than the word plus translation. This session aims to show how word processing can help to make vocabulary learning more flexible, where vocabulary can still be stored in lists, but is available to be turned into a personal dictionary over time, as information is added as needed.

Willitblend?Integratingface-to-faceandonlinelearning

IranaMorrish(CambridgeESOL)

This presentation showcases examples from Cambridge ESOL’s range of blended learning courses, including the Cambridge B1 Online and a BULATS preparation course. Directors of Studies who have run the courses in their own schools and institutions share their experiences of the blended learning model in practice and how they successfully integrated online and face-to-face teaching and learning.

Performancemanagementofteachers

VicRichardson(EmbassyCESUK)

This interactive talk will present a case study in setting up a performance management system for a global chain of medium to large private language schools. It will address both big picture issues and specific issues and how we did or didn’t resolve them. It will be of interest to school managers, DoSs, Teacher Trainers, and of course teachers!

Insupportofphonologyinthe‘skillsforlife'classroom

PamelaSouthall(MorleyCollege,London)

This presentation reports on tutors' views on teaching pronunciation in the ‘skills for life’ classroom and explores reasons why phonology might be a neglected aspect of ESOL, EFL and literacy language programmes. This talk also offers suggestions as to how we as teachers, teacher trainers and managers can change this situation.

Youwashmyback,I'll...

ThomKiddle(NorwichInstituteforLanguageEducation)

ie, s, t, a prod prom

t, a

Over 20 years since Weir's 'Communicative Language Testing' and still the multiplechoice question and its variations are the dominant item-type in language assessment. This session looks at a range of item types and discusses ways to make exam practice and preparation activities communicative rather than just a mechanical process of taking and reviewing past papers. ie, a

1215-1335 Lunch break

Wednesday 21 March

Session 2.3 : 1335-1420

1225-1330 Annual General Meeting

Lomond NoticeofAnnualGeneralMeeting

The2012AnnualGeneralMeetingofIATEFLwillbeheldinLomond,attheSECC,Glasgow,UK,on Wednesday21st March2012from1225to1330

Allmembersareinvitedtoattend

AGENDA

1.Minutes of the AGM held in April 2011 at the Brighton Centre

2.Matters arising

3.Treasurer’s report

4.Presentation and receipt of accounts for 2010-2011

5.Re-appointment of Larkings as auditors

6.Presentation by the President and Executive Committee chairs on general issues, the work of the Coordinating and other committees, the SIG representative’s report, and Associates’ representative’s report

7.Appointment and reappointment of new Trustees

8.Thanks to out-going Vice President, and welcome to new post holders and other new volunteers

9.Date of next meeting 10th April 2013 in Liverpool, time and venue to be confirmed.

By order of the Board

Zeynep Urkun Company Secretary

International Association of Teachers of English as a Foreign Language, Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK

1335-1420 Session2.3

Barra

65 audience Talk

LMCS, G GISIG Day

Becomingaglobalteacher:tenstepstoaninternationalclassroom KipCates(TottoriUniversity,Japan)

One of the most important tasks for educators today is to help students learn about the diverse peoples in our multicultural world and the global issues that face our planet. Language teachers have a special role to play. This talk will outline 10 steps we can take to become “global teachers” and to add an international dimension to our classrooms. ie, t

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.3 : 1335-1420

Jura

65 audience

Talk

GEN

Orkney

35 audience

Talk

TTEd

Shuna

65 audience

Talk

EAP, RES

Staffa

65 audience

Talk

TD, TTEd

CambridgeEnglish:Proficiency –anewexamforanewcentury

RonZeronis(CambridgeESOL)

Cambridge English: Proficiency was launched in 1913 as a 12-hour examination. Testing methodology and practices have evolved considerably since then and so has Cambridge English Proficiency. The latest update of CPE will be launched to coincide with the exam centenary in 2013. This presentation will detail Cambridge ESOL’s examination revision process and describe the new exam’s format and content.

Bringingthestagetotheclassroom

LauraVinas-Valle(UniversidaddeCastilla-LaMancha)

Spanish primary school English teachers often complain that teacher trainees lack voice projection and body language. This talk will show the process and results of a drama experience, carried out in the EFL classroom with second-year students in a Spanish teacher training college, aimed at finding a solution to this problem.

HowwellarewepreparingourEAPstudentsforseminars?

BelindaJohn-Baptiste(LondonMetropolitanUniversity)

Are we teaching the language and skills that our EAP students really need for seminars? This talk looks at the findings of a research project seeking to answer that exact question. Using the findings from my research, I will be comparing the seminar language and skills we currently teach to those really used in seminars in the UK.

Fromteachertotrainer:sustainabletrainerdevelopmentprojectsinChina

KeithO'Hare(BritishCouncilChina)&CharlotteThompson(BritishCouncilHongKong)

This talk presents a new collaboration between the British Council, teachers and education authorities to support the needs of English teachers in China’s developing rural areas. Extending our learning from past training projects, we outline the phases in a trainer development programme which takes teachers into a trainer role, and share some trainer reflections on the challenges they face.

e, ie, p, s

Clyde

500 audience

Talk GEN

3Fs-foster,fluency,faster!

PaulSeligson(Richmond)

Highly practical, focusing on ‘teachering’,i.e. on well-established teachers’ tactics which look ‘pedagogically good’ but are often ‘dinosaurian’ and limit/hinder fluency, especially at lower levels, this lively talk offers simple, pragmatic alternatives. Areas include defining fluency, strategies, ‘syllabus reduction’ to make space for fluency, eliciting, L1 use, recording vocabulary, reading aloud, classroom recordings, transcript analysis, correction, and a 30-point checklist.

e, ie, p, s, t, a pub

Forth 1335-1535

100 audience

ILF

TheIATEFLInteractiveLanguageFair(ILF)

This is an event not to miss... and is the conference format of the future! 17 presenters race through thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their interests with them, making use of posters, realia, handouts and a wide range of interactive computer and paper-based materials. The topics explored include CPD and social networks, EAP, global issues, learner autonomy, learning technologies and World Englishes in the language classroom, and include accounts of classroom practice and summaries of research.

Facilitated by Graham Hall, this is a feast of presentations in a single two-hour interactive format on a range of topics:

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Session 2.3 : 1335-1420

Forth 1335-1535

TheIATEFLInteractiveLanguageFair(ILF)CONTINUED

CPDthroughsocialnetworks:Web2(too).0(verwhelmed)?Thelightattheendofthetunnel KonstantinaNtomprou(EurognosiS.A.)

What can the internet do for EFL teachers? What sort of opportunities can social networks like facebook and twitter offer? Does professional development actually exist online? What free software is available and how can it be used in class? Join me as we answer these questions. I will provide useful links and showcase my work using short videos.

Creatingacultureofreading:IsEnglishabarrieroropportunity?

GaneshGnawali(PreciousNationalCollege)

Many public schools' students think English is the barrier to their success In Nepal. It is because of the lack of enough access and practice in English including the reading skill, reading being the receptive skill which has a powerful means of comprehension. My research focuses on the difficulties that they face in reading tests and suggests some ways to minimize those problems.

Englishforacademicpurposes:EducationalenvironmentdevelopedwithL3SmodelforteachingEAP IrinaYunatova(RussianNeurosurgicalInstitute)

This session is about a special educational environment based on an L3S (Lifelong Learning Space) model, and a suggested methodology for developing a syllabus for Academic Reading. The audience will learn how to design a syllabus bringing learners with different entry language levels to the required level described in terms CEF and see a real example of a designed syllabus.

Englishforacademicpurposes:Peercommentarymadebetter NataliaEydelman(NovosibirskStateUniversity,Russia)

Academic writing course activities through which the students learn to write more effective peer comments on each others’ essays in blogs and wikis will be presented. I will share a step-by-step procedure used to let the students learn to comment on different aspects of each others' writing from content and organization to vocabulary, mechanics and style.

Englishforspecificacademicpurposes:EnglishforAcademicWorld(aspecialcourseforuniversity students)

ElenaVelikaya(NationalResearchUniversityHigherSchoolofEconomics)

The presenter will focus on ways of developing students’ professional communication skills and equipping them with skills necessary to write a resume, prepare for a job interview, to write for publication and give a talk at an international conference. The talk will be based on the use of some commercial books (e.g. English for Scientists) and specifically developed materials.

General:DetextualizingJapanesecollegeconversationcourses

DavidJohnWood(ChikushiUniversity)

Japanese universities are largely text-dependent. Text-independence and content-contextualization, however, can educe achievable activities when based on situational needs analyses. We will identify contextualized topic series before detailing a text-free approach rationale and its related implications, and discuss content negotiation and evaluations to show how text-free teaching can facilitate the most appropriate remediation and development of communicative ability in many contexts.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.3 : 1335-1420

Forth 1335-1535

TheIATEFLInteractiveLanguageFair(ILF)CONTINUED

General:Privatelanguageschools/institutesvs.public/stateschools;Iran AlirezaTalebzadeh(MinistryofEducation)

I will present on a study which focused on the differences between the two major sectors responsible for teaching EFL in the Iranian context: the private sector and public state sector. I will outline the reasons why the private sector has overtaken the public sector, concerning textbooks, teachers and settings.

Globalissues:Fosteringcriticalthinkinginmasshighereducation:challengesandprospects

EkuaAmua-Sekyi(UniversityofCapeCoast,Ghana)

Students develop critical thinking when they engage critically and thoughtfully in the intellectual dialogue of the disciplines. Large classes create problems which contribute to less effective teaching. However, current research suggests that teacher expertise is a more significant determinant of student learning than class size. Lecturers will have to learn new skills to foster criticality in students.

Globalissues:Newideasofmulticulturalapproachtoforeignlanguageteachereducation

LyudmilaKhalyapina(KemerovoStateUniversity)

The process of foreign language education should be based on the learning of the conceptual world picture of native speakers in comparison with their own world. We have developed an approach which helps students to understand that one and the same universal cultural concept (friendship, family, etc.) has both similarities and differences in its realization in different cultures.

Globalissues:TeachersofEnglishbetweenthehammerandthenail SrourShalash(SyrianEducationalPublisher)&NibalHanna(MinistryofEducation,Syria)

In our workshop we will focus on some of the challenges of teaching English in the third world. We are going to show some pictures. The participants will be asked to guess and share ideas about the demerits of such situations, then discuss with them some solutions which we have reached through our long experience (more than 30 years).

Learnerautonomy:Encouragingstudentevaluationoflanguagelearningresources

ElizabethLammons(KandaUniversityofInternationalStudies)

We will discuss methods to assist learners in evaluating resources (print, online, audio, and film) that they can use for their language learning. Exploring how learners choose language learning resources can be beneficial for empowering learners to own their language learning by making more informed choices about the resources they use for their language learning goals.

Learningtechnologies:Hurdlesandsolutionstoonlineteaching KirosLangston(BritishCouncil)

This workshop will analyse the advantages and disadvantages of two new, innovative British Council online courses, English for IT and SecondLife Business English, recently trialled in Tunisia. By learning from and sharing our experiences, we hope to offer useful insights into how online learning can be successfully delivered, particularly in developing countries.

Learningtechnologies:Learningvocabularyintoday’sworld MariaLuciaSciamarelli(CulturaInglesa/CambridgeESOLBrazil)

For students of other languages, the issue of how to learn and consolidate new words has always been important. However, how can students get the most from today’s technology to achieve this? Memorable experiences in tandem with enjoyable technological activities might be one of the answers! Based on practical classroom examples, we’ll look at how to get the best from technology.

CONTINUED...

Forth 1335-1535

Session 2.3 : 1335-1420

Gala 1

30 audience

Restricted Workshop

LT, TD

Gala 2

60 audience

Talk

LT, TTEd

TheIATEFLInteractiveLanguageFair(ILF)CONTINUED

Motivatinglearnersinpractice:Maximizeteachablemoments:buildingbridgesviamusic

RaquelOliveira(SBCI)

How to recognize and make the most of teachable moments in EFL classrooms? Is it a sparkle when learners are particularly engaged demanding further exploration collaboratively? In this talk, we will discuss our experiences with a group of A1 learners whose noticeable interest in music resulted in a singalong project including peer teaching and collaboration which maximised their affordance potential.

Teacherdevelopment:Payingitforward-coachingcolleaguestoICTintegration

AnneFox(Freelance,Denmark)

Delegates will sample activities from the VITAE course, developed to teach peer coaching skills through the use of pedagogically useful Web 2.0 tools. Peer coaching of colleagues is an effective form of professional development. These digital tools also facilitate becoming a learning coach. Teachers gain their coaching skills through simple online tools that can also extend their classroom skills.

WorldEnglishesinthelanguageclassroom:BotswanaEnglishandvocabularyinstructioninschools

ModupeAlimi(UniversityofBotswana)

The presentation proposes the inclusion of features of Botswana English in vocabulary instruction in schools in Botswana. The proposal, which challenges the ‘centrifugal’ perspective, is premised on the benefits, pedagogical and socio-cultural, that such a move will offer learners. The talk also highlights some challenges that the move might pose to researchers, teachers and language policy makers in Botswana.

Younglearnersandteenagers:Kidsread!

CarolineLisaCameron(BritishCouncilQatar)

I will explore the various components of the MENA Kids Read primary literacy initiative, which has been implemented in government primary schools in 13 MENA countries, to encourage reading for pleasure inside and outside the classroom. We will look at how successful the project has been from the Ministry of Education, student, teacher and parent perspectives and lessons learnt.

UsingE-portfoliosforalternativeassessment

SuzanneMordue&SirinSoyoz(BritishCouncil)

In this workshop we will look at ways to use E-portfolios as an assessment tool. We will also present and give feedback on both hi and low-tech portfolios currently in use. Participants will also have the opportunity to assess a range of E-portfolio tools for use in their own context. ie, t, a

Indeterminatearticlesandunaccountablenouns.TeachingNSCELTAtraineesgrammar

JoGakonga(SolihullCollege)

Native English speaker teacher trainees often have the experience that they do not know the nomenclature or systems of the language (the examples in my title are authentic!). This talk will describe the short course I have developed using a virtual classroom to address this and consider the feedback I have had from participants about the course and the technology. e, a prod prom

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.3 : 1335-1420

Alsh 1

96 audience

Talk

BE, LT

Alsh 2

96 audience

Talk EAP

Boisdale 1

100 audience

Talk LT

Situatedcognitionandvirtualworlds

ShivRajendran(Languagelab.com)&JessicaDriscoll

By the age of 17 the average child has learned 5,000 words per year for 15 years, largely through encountering the new words in everyday situations. Learning new words in classrooms occurs at a much slower rate. This presentation talks about how this style of learning can be stimulated using virtual worlds.

ApplicationsofcorpusanalysisinEAP:research,learningandteaching

MartinHewings(UniversityofBirmingham)

The talk outlines recent research employing corpus analysis for EAP, considers the effectiveness of learner investigations of corpora in ‘data-driven learning’, and explores the kinds of discoveries teachers can make from corpora. The focus will be on applying corpus analysis in classroom activities and materials, and participants will have the opportunity to compare their intuitions about language with corpus evidence.

Technologyandprinciplesinlanguagelearning

AndrewWalkley(UniversityofWestminster/Heinle)

The distinctions between the digitally native/literate and non-native/illiterate breed insecurity about the wrong thing. The concern should be that teachers focus on language, employ principles of teaching and learning, and are paid for the hours they work. I discuss these issues, suggest how technology can follow principles but at the same time show parallel non-tech solutions.

ie, s, t, a prod prom

Boisdale 2

100 audience

Talk GEN

Carron 1

88 audience

Talk LT, Y YLTSIG Day

Carron 2

88 audience

Talk LT, MD

Makingthelink-connectingideasinadvancedlevelwriting

AmandaJeffries(OxfordUniversityLanguageCentre)

Linking ideas in writing is a major challenge for students at all levels, even advanced. I will draw on authentic student samples, and tasks from Global Advanced. I will look briefly at linking expressions and devices. I will explore practical ways of helping students write more fluently and coherently. We will see how this abstract could be improved by linking! e, ie, t, a prod prom

Teachingscreenagers:howthedigitalworldischanginglearners

PaulDavies(Oxford)&TimFalla(Kingsbridge,Devon)

Born into a digital world, today’s students have a short attention span but a talent for multi-tasking. Should we tailor our material and our teaching-style to reflect the ‘screenage’ mind? Using examples from New Solutions (Falla & Davies, 2012, OUP), we’ll discuss how best to exploit currently available digital resources and look briefly at emerging technologies and their potential. prod prom

Creatingalanguagelearningapp–concepttoappstore KimAshmore(UK)&GrahamBradford(Italy)

This presentation concentrates on the lessons learned by a group of professionals working independently from commercial publishers with significant experience in the development of multimedia language learning materials as they develop a pedagogically sound mobile language learning app within a limited budget. The presentation will provide an insight into what to do and what not do when developing an app. e, s, a prod prom

e = experienced audience

p = primary teaching

ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Dochart 1

88 audience Workshop LT, MD

Dochart 2

88 audience Talk EAP

Wednesday 21 March

Session 2.3 : 1335-1420

Session 2.4 : 1435-1535

Leven

100 audience LAMSIGDay

Morar

50 audience ES(O)LSIG Day

Ness

50 audience Talk

EAP, T TEASIG Day

Zoomingintothereadingclass: Prezi

HakanSenturk(YeditepeUniversity)

Web 2.0 tools have changed teaching completely. One web 2.0 tool which combines both teachers’ and students’ search for new experiences is Prezi. Prezi is a unique and efficient application that can be easily adapted to the language classroom. Knowing how to prepare language lessons with Prezi will provide new dimensions in the language classrooms. e, ie, s, t, a prod prom

Aproficiencyandneeds-basedapproachtoIELTS

MarySpratt(UK-basedfreelance)

This talk aims to introduce the audience to a new series of IELTS course books Mission IELTS. It highlights the distinguishing features of the series: addressing a full range of IELTS students' needs, i.e. exam, language and learner needs. It also walks the audience through the series, giving a rationale for approaches and tasks, and multiple tips for classroom use. e, ie, t, a prod prom

IATEFLLeadershipandManagementSpecialInterestGroupOpenForum

Come along to the Leadership and Management SIG Open Forum and meet the committee and other leaders and managers; find out about LAM SIG activities; and learn and practise some simple coaching techniques you can use to coach yourself and colleagues.

IATEFLES(O)LSpecialInterestGroupOpenForum

The ESOL SIG brings together international language professionals who work with asylum seekers, refugees, migrant workers and settled migrant communities. This year we are celebrating our 10th anniversary in Glasgow! Why not join us for some refreshments and find out more about our work from our committee? You could also win some great prizes! We look forward to seeing you there.

TOEPAS:atestoforalEnglishproficiencyforacademicstaff

PeteWestbrook(UniversityofCopenhagen)

As a result of the rapidly increasing growth in internationalisation at the University of Copenhagen, the university set up the Centre for Internationalisation and Parallel Language Use. This talk will describe the purpose and activities of the Centre, focusing particularly on a new performance-based test of English proficiency for university lecturers developed at the Centre. a

1435-1535 Session 2.4

Barra 65 audience Workshop GISIGDay

Self-evaluationofcriticalglobaleducatorsusingCHAT

MaureenEllis(OpenUniversity)

Cultural Historic Activity Theory (CHAT) encapsulates philosophical, theoretical, psychosocial development. It offers practitioners a sound, analytical framework for evaluation. Placing human consciousness at its core, it focuses on discourse, communicative language as performance of identity, and learning as development of holistic individuality. Policy-makers, academics and practitioners are invited to this friendly informal application. e, t

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.4 : 1435-1535

Jura

30 audience

Restricted Workshop BE

Orkney 1435-1505

20 audience

Restricted

Talk

ESAP

Orkney 1505-1535

35 audience

Talk

LT TD

Shuna 1435-1505

65 audience

Talk

TTEd

Shuna 1505-1535

65 audience

Talk

EAP, TD

Staffa 1435-1505

65 audience

Talk

TD

Easybusinesspresentationsandhelpofdigitaltechnology

AnaMariaLeiras(ElmecInformaticaspa-Italy)

Participants discuss and clarify the basic characteristics, elements and objectives of business presentations. Helped by a list of introductory phrases and flow-chart, groups design and deliver presentations while peers assess success/failure using a practical checklist. Followed by discussion and exchange of ideas on the incorporation of smartphones and tablet PCs into the different stages of the lesson and outside the classroom.

Writingamemoir:helpingstudentstransformtheirselfandlife

JungaLee(KOSETA)

I helped my 10th grade Korean female students experience transformation in their self and English through a series of autobiographical writing for one school year through a practice of writing workshop. My students could celebrate their academic and self development with the culminating activity of memoir writing and publishing it in the genre of picturebook.

Lurking,listening-discussing,developing:learningaboutlearningthroughdistance

RachelLindner(UniversityofPaderborn)

The shift in distance education from isolated correspondence courses to online social learning groups is inextricably linked with emerging technologies and the growing popularity of (social) constructivist pedagogy. This presentation reports on how tangling with technology in the course of studying towards a distance MA significantly impacted on the language teaching practice of three TESOL teachers.

Collaborativelanguageteachersupervisionthroughvideosofclassroomteaching

SandraMariKanekoMarques(IFSP-FederalInstituteofSaoPaulo)

This presentation aims at discussing teacher supervisors’ roles in different supervision models, highlighting the importance of collaborative dialogues between supervisors and supervisees supported by video recordings. Results from a qualitative study developed in an EFL teacher education course will be presented, then, some actions and implementations to improve language teacher supervision in different teacher education programs will be discussed.

Promotingteacherdevelopmentinauniversitycontext

NicholasNorthall(TheUniversityofSheffield)

As part of our Teacher Development Programme, one to three articles are disseminated to teachers weekly. By reading these articles, it is hoped teachers will incorporate new ideas into their teaching, take part in discussion groups and be inspired to write about their own teaching. This paper will discuss the effectiveness of this programme in achieving these aims.

TrainingEnglishlanguageteachersinruralsecondaryschools:astudy ArifaRahman(UniversityofDhaka,Bangladesh)

This paper investigates the impact of a training program on English language teachers of rural secondary schools in Bangladesh. The relevance of this training and the existing challenges are examined in terms of three issues: teacher beliefs, local context and educational culture. It is argued that these issues need to be considered to formulate a principled approach towards teacher development.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASECHECKNOTICEBOARDSFORCHANGES&CANCELLATIONS

s

Staffa 1505-1535

65 audience

Talk

RES, TTEd

Clyde

500 audience Panel

discussion GEN

Forth 1335-1535 ILF

Gala 1

30 audience

Restricted

Workshop

LT, TTEd

Gala 2 1435-1505

30 audience

Restricted Talk

TD

Gala 2

1505-1535

20 audience

Restricted Talk

LT, TTEd

Wednesday 21 March

Session 2.4 : 1435-1535

ConflictingissuesinthetrainingprogrammeforBangladeshiEnglishteachers

RubaiyatJahan(Bangladesh)&Md.AkhtarHossain(Sher-e-BanglaAgricultural University,Bangladesh)

This study evaluates the prevalent situation of teacher training programmes for English teachers in Bangladesh, and enquires about the beliefs and expectations of both teacher trainees and trainers. It reports on the result of a study based on classroom observations, interviews and questionnaires, which clearly shows that the provided training programmes failed to meet the English teachers’ expectations.

ManagingchangeinELT:lessonsfromexperience

ChristopherTribble(King'sCollegeLondon),ChrisKennedy(UniversityofBirmingham), HarunurKhan(EastWestUniversity,Bangladesh),WendyArnold(ELTConsultant)&John McGovern(TenterfellConsulting)

This British Council panel discussion will consider the challenges policymakers and implementers face in making ELT reform successful. Insights from a new British Council publication Managing Change in ELT: Lessons from Experience, which editor Christopher Tribble will introduce, and comments from a panel comprising Chris Kennedy, Harunur Rashid Khan, Wendy Arnold and John McGovern, will stimulate general discussion.

TheIATEFLInteractiveLanguageFair(ILF) (see pages 92-95 for details)

Onlineandblendedinitialteachertraining–challengesandsolutions

KenMacDougall(StevensonCollegeEdinburgh)

A workshop on the emerging area of certificated online or blended learning initial teacher training qualifications. Pulling on our experiences delivering SQA PDA TESOL and Cambridge ESOL CELTA we discuss the pros and cons of online delivery of input sessions and different models of organising teaching practice for blended learning.

Realisticteacherdevelopmentforinexperiencedteachersonsummerschoolcourses

DuncanJamieson(OISE)

This session looks at realistic teacher development for fairly-inexperienced teachers on summer school courses. It includes setting up induction, practical observation and peer observation models, encouraging reflective teaching through a 'thought for the day', providing lesson plan packs, and giving senior teachers the tools and resources to deliver short developmental workshops. There will be time to share the audience's experiences.

TechnologiesforELTlearninginVenezuela:benefitsofscreencasting

MiguelMendoza(UniversidadCentraldeVenezuelaandBritishCouncil)&LuzOrtuno (BritishCouncilVenezuela–ELTProjectsCoordination)

This session will present the way The British Council Venezuela uses technology to improve the ELT knowledge nationwide. The presenters will describe the BC online offer, focusing on the teacher development course Learning Technologies, and will also show how screencasting has been used in teacher development sessions for the British Council, English Village Online and an ESP course in Venezuela.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

t, a

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.4 : 1435-1535

Alsh 1

1435-1520

96 audience Workshop LMCS

Alsh 2

96 audience Workshop LT, TTEd

Boisdale 1 1435-1505

100 audience Talk LA

Boisdale 1

1505-1535

100 audience

Talk LT, TD

Boisdale 2 1435-1520

100 audience Workshop RES, TTEd

Lomond

620 audience

Ecowhat?

MojcaBelak(UniversityofLjubljana,Slovenia)

It’s got something to do with ecology and literature, or more precisely, with the way nature is represented in literature. It’s newish and has a fancy name, but above all it’s a great way to explore literature. In this workshop we’ll look at Emma Donoghue’s novel Room through ecocriticism and do some eco activities you can use in class tomorrow.

PastIT-fromCALLtoEdTech:ahistory GavinDudeney(TheConsultants-E)

Having worked with EdTech in teaching and training since 1990, I have seen a wide range of tools come and go over the years. In this session we will look at the history of EdTech and examine where we are today: what have we learnt from the past, which technologies survive and where are we heading?

Student-directedfeedbackonwriting

JenniferSchummFauster&NancyCampbell(UniversityofGraz,Austria)

Do you ever feel that the time you invest in correcting students’ work does not always result in substantial improvement in their writing? This talk addresses this problem by presenting a student-directed approach to feedback. A positive side effect of this approach is that teachers do not waste valuable time on corrections which students may ignore.

Feedback:readitorhearit?

MarwaAtieya(TheBritishUniversityinEgypt)&YasmineShehata(TheAmerican UniversityinCairo)

We present the main focus of our study to explore the benefits of audio feedback on written tasks of intermediate college students. The study analysed and compared teachers’ reactions and students’ responses to both traditional written feedback and technology-enhanced feedback. The aim was to show how audio feedback improves learning progression and increases the level of interaction between teachers and learners.

Makingsensewithmetaphorinlanguageteachertraining

RichardChinn&MarieWilloughby(IHLondon)

Metaphor is a tool used by trainers to help trainees understand difficult concepts. This interactive workshop will examine the beliefs and insights of experienced trainers and incorporate feedback from trainees of when metaphor is useful and when it can hinder clarity. The session will include discussion, practical activities, metaphors that delegates can take away and use in their own teaching.

MACMILLANSIGNATUREEVENT

Enhancingstudents’languageacquisitionthroughmobiletechnologies

Speakers: NickyHockly,AgnesKukulska-Hulmeplusguestspeakers

Learning is changing, language is mobile and the way that our students expect to approach their own learning experience is evolving dramatically. This panel discussion will consider the reality of how Mobile Learning is affecting different aspects of education: from language to pedagogy and to investigating the environment that best suits its delivery. The panel discussion invites you to join practitioners who will share their valuable lessons as we consider the effects and opportunities mobile learning is already providing and will continue to provide in the future.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Wednesday 21 March

Session 2.4 : 1435-1535

Carron 1

1435-1505

88 audience

Talk

YLTSIGDay

Carron 1

1505-1535

88 audience

Talk

EAP, Y YLTSIG

Day

Carron 2

88 audience

Workshop

LMCS

Dochart 1

1435-1505

88 audience

Talk

TD, TTEd

Dochart 1 1505-1535

88 audience

Talk EAP

Dochart 2 1435-1505

88 audience Talk LT

Bilingualstories-circleoflearning

SebnemOral(SisliTerakkiFoundationSchools)

If we make YLs listen to or read a story bilingually over and over, would we trigger their intrinsic motivation to discover new vocabulary, expression or chunks? This presentation which includes interviews and YL studies, aims to discuss whether bilingual stories could be a constant flow of target language and thus be seen as comprehensible input plus one.

Vocabularychoicefortailoredlanguagecourses–IT-basedmethods

HelenaMetslang&MareKitsnik(TallinnUniversity)

Every year migrant students join classes of various age groups at different schools. Supportive language courses are conducted to help the non-native students to cope with science, history and other subjects. The teachers need to know what the crucial vocabulary to teach is. This talk details how to use simple IT tools to create an word lists for language courses.

Alacunainyourclassroom:traditionalfolksongs

DavidAHill(Freelance)

While pop, rock and contemporary folk songs have long been used in language classrooms, research shows that few teachers use traditional folk songs. There is a wealth of wonderful material to tap into. Though related to the speaker’s Traditional Folk Songs of Britain & Ireland (Helbling), this distinct, practical workshop will show ways of using one song, with live performance.

NESTsandNonNESTs:who'sworthmore?

NenadJovanovic(MatildaLanguageCenter,Serbia)

This talk will pose the controversial question of whether native or non-native Englishspeaking teachers are worth more to students, language schools and to the teaching profession in general. In doing so it will discuss diverse subjects ranging from the ownership of English to the challenges and opportunities associated with being a NonNEST.

Aformativemodelof Turnitin useinapathwaycollege

BenBrown(KaplanInternationalColleges[Glasgow])

The talk presents research into how a formative model of Turnitin use was piloted in a pathway college preparing international students for higher education. The research explored a model of Turnitin implementation as part of a cohesive framework for addressing plagiarism which combines the aims of both prevention and detection. e, a prod prom

Extensivereadingthroughguidedweb-basedbookclubs

IanRogers(ZayedUniversity,Dubai)

This talk will outline the methodology and provide the materials for delivering an extensive reading project as a web based or face-to-face book club. Geared towards adult and teenage learners, this program targets a diverse audience and is intended for use with fiction, but can be adapted to capitalize on a wide variety of reading materials.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.4 : 1435-1535

Session 2.5 : 1610-1640

Dochart 2

1505-1535

88 audience Workshop LA

Leven

100 audience Workshop TD, LAM SIG Day

Using metacognitive strategies to enhance reading comprehension

Diana Pena Munoz ( The Anglo Mexican Foundation LABCI)

Proficientreadersuseoneormoremetacognitivestrategiestoextractmeaningfrom texts.Butwhatexactlyaretheyandhowcanweteachstudentstousethem?Duringthis workshoptherewillbeanopportunitytoexaminesuchstrategiesinmoredetail,and experiencewaystomodelthemtostudentstohelpthembecomemoresuccessful readers.

Facilitating change in ELT practice

Susan Barduhn ( SIT Graduate Institute) & Beth Neher ( Education Consultant, Brattleboro, Vermont, USA)

Theintentofmostin-serviceteachereducationisprogresstowardalignmentwithbest practices.However,growthinteacherswhoregularlyparticipateinteacherdevelopment isnotalwaysobservable.Inthisworkshop,weexaminefactorsimpactingteachers’ability tomakelastingchangesintheirpractice,articulateinstitutionalgoalsforteacher development, and generate plans for future professional development activities.

Morar

50 audience Workshop MD, ES(O)L SIG Day

Ness 50 audience Workshop

LT, TEA SIG Day

Making your materials manage the 'mixedness'

Lorraine Downey & Grainne Carley (City of Dublin Vocational Education Committee)

BasedontheexperienceoftheCDVECinworkingwithnewlyarrivedrefugees,this practicalworkshopwillexplorethechallengesposedbymixedabilityclasses,identify strategiestocaterfordifferentiationandtodevelopcriticalthinkingskillsnecessaryto engagewiththesecondarycurriculum.Finally,participantswillhavetheopportunityto examine and discuss sample materials developed on this project.

Using VoiceThread as a tool for self-assessment

Tamatha Roman (Kanda University of International Studies)

Thispresentationinvestigatestheusageof VoiceThread,acollaborativeandinteractive webprogram,asameansforself-assessmentintheESLorEFLclassroom.The presenterwillprovideanoverviewof VoiceThread,introduceseveralactivitiesthat encourageself-assessment,showexamplesofstudentwork,andleadahands-on practice session with the program.

1535-1610 Coffee break (sponsored by telc – language tests) Exhibition hall A complimentary tea/coffee is available at the catering points in the exhibition hall.

1610-1640

Barra 65 audience Talk

MD, GI SIG Day

Session 2.5

Raising awareness of ELF in an internationalising university

Rachel Wicaksono (York St John University)

InternationalstudentsareoftenblamedforcommunicationproblemsinUKuniversity classroomswhereEnglishisalinguafranca.Thisisdespiteemergingevidencethatitis sometimesUKstudentswholackthelanguageawarenessnecessaryforeffective internationalcommunication.Thispresentationcontraststwodifferentapproachesto language awareness and makes some practical suggestions for materials developers.

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Wednesday 21 March

Session 2.5 : 1610-1640

Jura 1610-1840

65 audience Symposium

PragmaticsandELT–whatweneedtoknowsymposium

Pragmatic competence has been widely recognised as being of vital importance to an L2 speaker, and in recent years ELT has sought to promote this ability through instructional pragmatics. This symposium will address a range of topics in the field of pragmatics and how they are taught in language classes. Our aims are to encourage colleagues to question the manner in which pragmatics is covered in ELT and to propose ways of improving L2 learners’ pragmatic competence through classroom language and instructional pragmatics. The symposium will enable you to evaluate pedagogical pragmatics from a wide range of perspectives, including the current status of English in the world, pragmatic awareness raising through classroom discourse and instructional pragmatics, materials development, teachers’ attitudes to pragmatics teaching and how linguistic choices affect pragmatic meaning.

The first presenter, P PeterGrundy,DurhamUniversity,UK, will argue that approaches to the teaching of pragmatics in the language classroom differ depending on whether we view English as a foreign/second language for use in cross-cultural communication or as a lingua franca for use in intercultural communication. He will critique most former approaches and call for a new direction, outlining areas which he considers important.

The next two speakers will focus on learner data. R R acheleDeFelice,CentreforResearchinApplied Linguistics,UniversityofNottingham,UK, will show how the tools for linguistic research into politeness and pragmatics find practical applicability in the ELT domain by enabling fine-grained comparisons of features such as adverb use and the distribution of expressions of time. L LubovTsurikova,VoronezhState University,Russia, will discuss the importance of teaching pragmatics in an EFL context and enhancing cross-cultural sociopragmatic sensitivity in EFL learners. Her presentation will focus on the results of a research project used to assess the pragmatic (in)adequacy of discourse produced by the EFL speakers in spontaneous communication and the communication problems they may face in real-life interaction with English speakers.

The four final presenters will address pedagogic issues, often in an interactive way that will involve the audience. H HelenBasturkmen,DepartmentofAppliedLanguageStudiesandLinguistics,Universityof Auckland,NewZealand, will report a small scale study that aimed to gather information for planning a teacher education program in which teachers would develop materials for teaching pragmatics in their own classes using authentic/semi-authentic texts. The first part of the presentation describes the study and the second part reports key findings concerning the teachers' reports of their current practices and which aspects of pragmatics and pragmatics-focused instruction they were interested in finding out more about.

DonnaTatsuki,KobeCityUniversity,Japan, will dispel the mystery surrounding the creation of materials for pragmatic instruction. She will draw on her own experience creating materials and editing collections to give examples of activities for form-focused instruction of speech act sequences, involving awareness raising, identification and/or comprehension exercises, and opportunities for both controlled and guided practice. T TarjaNikula,UniversityofJyvaskyla,Finland, will help the audience explore and problematise pragmatic competence and awareness in the context of CLIL classrooms, with the target language as the means of instruction in content lessons. Applying a discourse-pragmatic perspective, attention will be drawn to how Finnish secondary level students orient to social-interpersonal dimensions of interaction when conducting their classroom activities in English. Finally, E EsraOzdemir,IstanbulUniversity,Turkey, will focus on the aspects of pragmatics that can be taught, and the ‘whys’ and ‘hows’ of the teaching of pragmatics in ESL/EFL classrooms. The focus will be on instructional pragmatics and how it has improved in both theoretical and practical dimensions encompassing a variety of instructional approaches and activities that aim to raise awareness of pragmatic aspects of the target language. There will be opportunities for audience participation at various stages and the symposium will conclude with an open discussion.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session2.5:1610-1640

Orkney 30 audience

Restricted Talk RES

Shuna

65 audience

Talk TD, ESAP

EffectsofreflectivelearninginuniversityEFLclasses

EriOsada(KandaUniversityofInternationalStudies)

I will report on an exploratory study on the effects of students’ reflective learning, which analyzes the reflective journals which 48 freshmen in a department of international studies kept and the questionnaires about their perceptions of learning situations, as well as their English proficiency. One of the findings is that the students learned better when taught in clearly understandable terms in their L1.

ESPteacherdevelopmentthroughEuropeanteachingstaffmobilityprogrammes

DietmarTatzl(FHJOANNEUMUniversityofAppliedSciences,Graz,Austria)

This talk exemplifies how three European teaching staff’s mobility activities have contributed to the speaker’s development as an ESP instructor in aeronautical engineering. Mobility programmes create opportunities for ESP practitioners to gain a deeper understanding of content disciplines. This talk should encourage colleagues to embark on teaching staff exchange not only as an internationalisation measure but also for professional development.

Staffa

65 audience

Talk

Clyde

500 audience

Talk

LA

Forth

300 audience

Talk TD, TTEd

HORNBYTRUSTALUMNUS

ShowcasingatrainerpreparationprogrammeforELT LaxmanGnawali(KathmanduUniversity,Nepal)

This session discusses how teacher trainers are prepared in the Nepalese context. It will look at the local conditions and how the course has been developed to meet the local needs. It will discuss how participants themselves reflected on the course and put what they learned into practice. It will also discuss lessons to help others establish a similar programme.

HelpingChineselearnerstolearnEnglishbetter

XiaobingWang(EnglishlanguageteacherintheUK)

Despite reforms to the English language teaching in China, many students are still taught and learn English in traditional approaches. This causes problems later when they are expected to learn more independently. Based on my experience and research, I will explore how Chinese learners can be helped to develop effective learning strategies and critical thinking skills in different global contexts.

Innovationandroadshows-trainingYLteachersinChina

DedeWilson(Freelance)

There are 11 million English teachers in China, enthusiastic people keen to receive training in new methodologies. This practical session will highlight how innovative training has been provided: from large-scale courses at the Beijing Institute of Education for hundreds of YL teachers with only three trainers and team teaching to ELT Roadshows for thousands of YL teachers across the country.

Gala 1

60 audience

Talk TTEd

Throughthewicketgate?FromELTtostatesectorQTLS

BenBeaumont(Ealing,Hammersmith&WestLondonCollege)

In this ever changing world, appropriate qualifications to move between sectors in the UK has become more of a ‘must have’. This talk will outline new ways for diploma-qualified teachers to gain a Cert Ed/PGCE (and QTLS) through a distance learning programme accredited by the University of Westminster, allowing them to teach in secondary and tertiary education. The world’s changing!

e = experienced audience

p = primary teaching

ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASECHECKNOTICEBOARDSFORCHANGES&CANCELLATIONS

ie, t, a prod prom

Gala 2

60 audience

Talk

GEN

Alsh 1

96 audience

Talk

TTEd

Alsh 2

96 audience

Talk

AL, ESAP

Boisdale 1

100 audience

Talk

TTEd

Session 2.5 : 1610-1640

Promotingvocabularyretentionandrecallthroughcorpus-basedandcognitive approaches

YuhoKokubu(University)

What strategies are available to help learners expand their vocabulary knowledge and retention? The application of a corpus-based and cognitive linguistic approaches are two possible approaches to enhance vocabulary retention and stimulate recall. The findings indicate the potential of using corpus-based word frequency lists and lexical networks to teach formulaic sequences.

Teachereducation:whatshoulditprovideandwhy?

MarinaBendtsen(AboAkademiUniversity)

What do student teachers expect from teacher education? How are these expectations realized and how is teacher education viewed after a few years of working as a teacher? These questions will be focused in this talk where results from a qualitative longitudinal study conducted in a Finnish-Swedish setting will be discussed and problematized.

Strategiestohelpstudentsconstructindividualizedvoiceinacademicwriting

ElvanEdaIsikTas(MiddleEastTechnicalUniversityNorthernCyprusCampus)

Contrary to the traditional belief that academic writing is impersonal, recent research reveals that it is not totally devoid of author’s voice. Based on contrastive analysis of selfmention strategies adopted by expert and novice writers, this talk gives clues about how student writers might be supervised to utilize self-mention strategies of expert writers in constructing individualized voice in academic writing.

Dialogueinteachertraining:asocioculturalperspective

WillyCardoso(StGeorgeInternational-London)

By analyzing dialogues between teacher trainers and trainees, we can see that the processes that occur in teacher learning extend those processes of sociocultural participation, in which dialogic processes serve as a “thinking device”. This talk is an exploration of the critical aspects of dialogues and a contention that co-construction of knowledge is more relevant than input. e

ie, t, a

Boisdale 2

100 audience

Talk AL, RES

Lomond

620 audience

Talk GEN

Negotiatedidentityindiscoursalcommunities:insideroroutsider?

Ya-HuiChang(SchoolofEducation,UniversityofStirling,UK)

Identity issues have attracted much attention in second language writing. This research study reports a longitudinal case study on how international postgraduate students position themselves in academic writing. The results are presented from a practical aspect, discussing how identity is negotiated within the academic writing process and factors contributing to the development of identity in different discoursal communities. e, t, a

Gettinglearnerstoaskthequestions

TonyLynch(EnglishLanguageTeachingCentre,UniversityofEdinburgh)

This talk focuses on the advantages of getting learners to devise questions on a listening text, rather than using the teacher's or author's questions. I present classroom episodes in which the learners composed their own questions and evaluated the answers given by their peers. The approach is designed to build self-confidence and support a move towards learner autonomy. ie, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.5 : 1610-1640

Carron 1

88 audience Talk

LT, Y YLTSIG Day

Carron 2

1610-1840

88 audience Symposium

Speakandspell:onlinephonicsforYLs

JoHayes(BritishCouncilParis)

Teach English with the super space spy spellers! In this talk we will explore fun and interactive ways of exploiting phonics in the YL EFL classroom for pronunciation and spelling. The talk will focus on a new set of materials developed for the British Council website, LearnEnglish Kids, based on the UK phonics programme Letters and Sounds e, p prod prom

Creatingacultureofreadingsymposium

Convenor: DanielXerri(UniversityofMalta)

This symposium will explore how the creation of a culture of reading induces students to move from a dependence on the teacher to the cultivation of a greater sense of autonomy. Research suggests that extensive reading leads to an improvement in word recognition, increased motivation, faster reading speed, inductive learning of reading strategies, and a development in students’ ability to use context for comprehension. The strategic use of readers and other texts capitalises on the contributions made by L2 learners and helps to improve their reading in English by equipping them with skills that allow them to read more broadly. Our aim is to encourage you to evaluate different ways to promote a heightened sense of reading engagement inside and outside the classroom.

The first presenter, D D anielXerri(UniversityofMalta) , will analyse the role that teachers play in encouraging students to read for pleasure. He will examine the idea that teachers who enjoy reading can act as role models for their students, especially when they use literary texts in a student-centred method.

Another teacher’s perspective on how learners may be helped to practise extensive reading in their own time is that of R RhodaMcGraw(EcoledesPontsParisTech) . Her talk will focus on free silent reading periods during class meetings and she will offer practical suggestions for implementing them. Rhoda will also examine their effects on subject interest, identity expression, learner autonomy, and reading styles.

Then V VanessaEsteves(EscolaSuperiordeEducacao , Oporto) will take a look at how to motivate and engage so-called “unteachable” (disruptive and demotivated) students in the reading process. She will focus on activities that can be used in any classroom to promote cross-curricular learning and to develop learner autonomy and critical thinking skills.

The next presenter, R R obertCampbell(freelanceauthorandeditorof its-teachers) , will ponder the question of how the class reader should adapt to the needs of today’s learners and teachers as the publishing world adapts to new digital formats. His talk will be based on his own experience as an author of readers, including readers that make use of podcasts, blogs, videos and students’ own work.

In the final presentation M MarkBrierley(ShinshuUniversity) will discuss the benefits of using the Extensive Reading Foundation’s Online Self-Placement Test (ERFOSPT). This test is designed to check the fluent reading ability of second-language readers and match that to a suitable graded reader series or level. Mark will explain how the test was made, and how teachers can use the test and become involved in its trialling and development.

This symposium will offer the audience a number of opportunities for participation and it will finish with an open discussion.

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Wednesday 21 March

Session 2.5 : 1610-1640

Dochart 1 1610-1840

88 audience Symposium

ELTcoursebooks:past,present,andpossiblesymposium

Convened by R RichardSmithandJohnGray

It is surprising that so little research has been carried out into ELT coursebooks, despite their continuing importance to teachers and students in so many classrooms around the world. This symposium has been arranged by way of redress - to showcase some recent research into coursebooks, to illustrate different kinds of research that can be undertaken; and to encourage more such research. The six presentations report on recent investigations of both ‘global’ and ‘locally produced’ coursebooks and will be of interest to teachers, materials writers and publishers alike. After each presentation there will be 5 minutes for questions, and some time for overall discussion at the end.

RichardSmith (University of Warwick) begins with A Very Brief History of ELT Coursebooks, highlighting past developments which have shaped the contemporary ‘shape’ of ‘the global coursebook’. Richard focuses in particular on books issued by UK publishers, and on developments up to the 1980s, illustrating both achievements and ‘roads not taken’ with reference to books in the ELT Archive (www.warwick.ac.uk/go/elt_archive), and with an emphasis throughout on the present-day value of historical research.

DianaFreeman (University of Essex) examines questions accompanying coursebook readings in her talk It’s a Question of Questions. What should such questions achieve? Are some ‘better’ than others? Diana presents her taxonomy of question types, demonstrates its practical application for teachers and analyses the questions accompanying readings in the four editions of Headway Intermediate (Soars & Soars 1986, 1996, 2003 and 2009), revealing some perhaps surprising results.

JohnGray (Institute of Education, University of London) next considers Neoliberalism, Celebrity and ‘Aspirational Content’ in ELT Textbooks for the Global Market. He takes the view that popular UKproduced ELT textbooks for the global market reproduce and seek to legitimise views of the world through the use of ‘aspirational content’ which is concomitant with the neoliberal ideology of selfbranding. The talk focuses on pervasive representations of celebrity from the 1970s onwards and reports the responses of practising teachers.

Following a short break, A AliceWanjiraKiai (Catholic University of Eastern Africa, Kenya / University of Warwick) recounts ‘An English Language Textbook Story from the “House of TESEP”’. Suggesting that to fully ‘understand’ a coursebook we need to explore all the links from conceptualization to consumption, Alice follows these links in presenting a biography of one secondary school English textbook. Her story unfolds against the backdrop of recent market liberalization in educational publishing in Kenya.

MayumiTanaka (Nagaoka National College of Technology, Japan / University of Warwick) also considers ‘locally published’ materials in her talk on ‘Dealing with Constructed Cultural 'Reality' in Japanese High School Coursebooks’. She describes a critical reading course she has developed, reports on how the students interpreted texts, and presents their feedback as well as that of other teachers, indicating how these perspectives will influence the next phase of her action research project.

DarioBanegas (Ministerio de Educacion, Argentina / University of Warwick) presents the concluding paper, on ‘Combining Marketed Coursebooks and Teacher-developed Materials: Reasons, Possibilities and Challenges’. Dario describes an action research project undertaken in response to students in his context suggesting that learning English could be more fruitful if teachers combined a grammar coursebook with teacher-developed materials featuring authentic sources and context-responsive topics.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.5 : 1610-1640

Session 2.6 : 1655-1740

Dochart 2

88 audience Talk EAP

Leven

100 audience Talk

LAM SIG Day

The learning portfolio strand of an intensive EAP programme

Instruction)

ThistalkoffersparticipantsanexampleofhowCEFEuropeanLanguagePortfolio:Guide forDeveloperscanbeusedtodesign,develop,andevaluateaLearningPortfoliostrand basedoncontextualneedsandrequirementsinanEAPProgrammeinOzyeginUniversity SchoolofEnglishLanguageInstruction,Istanbul,Turkey,wherethemediumofinstruction is English.

IATEFL LEADERSHIP & MANAGEMENT SIG SCHOLARSHIP WINNER

From chefs to ninjas: habits in TEFL management

Wiktor Kostrzewski (City School of Languages, Swansea, UK)

Thistalkwillpresentanacademicmanager'sperspectiveontherelevanceofadopting habitsinTEFLmanagement,relatingtheimportanceofgoodhabitstotheuniquenature ofthejob.ThepresentationstressestheneedforTEFLmanagementhabitsthatare simple, effective and inspire positive change in a business environment.

Morar

50 audience

Talk

ES(O)L SIG Day

Ness

50 audience

Talk

ESP, TEA SIG Day

EAL provision in England: combining theory and practice or not?

Clare Wardman ( University of York)

SupportforchildrenwithEALisverypostcode-dependent,asaresultofde-centralisation intheUK.Researchfindingsareoftenbadlydisseminatedandtrainingisvaried.This sessionpresentsaqualitativestudycomprisinginterviewswithstaffacrosseight northernEnglishprimaryschoolsandcomparesthefindingstotheoriesofbestpracticein EAL. Implications for interested parties will be discussed.

TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLARSHIP WINNER

ESP test design -a challenge to the ELT practitioner

Yuliya Siderova (Naval Academy, Varna, Bulgaria)

TestdesignisachallengetoanyELTpractitioner;however,designingESPtestsisevena greaterchallenge.ThispresentationwilldiscusstheproblemsofESPtestdesigninterms ofreliabilityandvalidity.TheexampleswillbetakenfromESPtestsdesignedbythe presenter during her career as an ESP test designer for the specialty 'Electronics'.

1655-1740

Barra 65 audience GI SIG Day

Jura 1610-1840 Symposium

Orkney 20 audience Restricted Talk GEN

Session 2.6

IATEFL Global Issues Special Interest Group Open Forum

GISIGhavehadaproductiveyear,withananimateddiscussionlist,livelynewsletters,collaborationin conferences,andpertinentwebinars.Wewelcomecontributionsandsuggestionsonthewayforward.Visit ouropenforumtofindoutmoreaboutGISIGaims,ourplans,takeyourchanceinourraffle,andmeetthe committee.

Pragmatics and ELT – what we need to know symposium (see page 103 for details)

IATEFL W R LEE SCHOLARSHIP WINNER

A reflective approach in developing communicative skills in advanced learners

Agnieszka Mirowska ( Teacher Training College)

Thetalkillustrateshowareflectiveapproachmayhelpadvancedlearnersindeveloping communicativeskillsontheirown.ItwillpresentatechniqueIusedwithmystudentsat theteachertrainingcollegetohelpthemraisetheirawarenessoftheproblemareasthey have in oral production, analyse their causes and consider some possible solutions. a

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Shuna 1655-1840

65 audience Symposium

Staffa 65 audience Workshop TD, TTEd

Motivating learners in practice symposium

Clyde 500 audience Talk MD, TD

Forth

300 audience

Talk AL, RES

Session 2.6 : 1655-1740

Whatmakesformemorablelearning?Trust,meaningfulnessandmotivationareallkeyfactorsfor learnerstobeengagedwithlanguage.Inthissymposiumwewilllookathowcoursecontentneeds relevanceandhowstudentchosencontentandactivitiesproducesatisfactoryandrewardingoutcomes. Students'takethefloor'andshowhowintrinsicmotivationshapedpurposeandacquisitioninthe classroom.Progressandachievementaregainedthroughmeaningfultasksandhowteachersneedto adapt and be circumspect with global coursebooks as a means to an end.

Convenor: Simon Shephard

Presenters: Faika Hwejeh & Steve Brown

Trust them: they can do it

Faika Hwejeh (Damascus University )

Whenteachersgettiredandstudentsgetbored,somethinghastobedone.Togetbetterresults,the teacherdecidedtogivethefloortothosewhowerebored.Theywere20undergraduatestudentsfrom different disciplines. Cooperative work was done in so much fun; no one was tired or bored anymore.

Meaningfulness and motivation: how tasks affect learners' sense of achievement

Steve Brown (British Council Kuala Lumpur, Malaysia)

Weoftenselecttasksbecausetheyareinthecoursebook,orbecausetheyfocusonaspecificlanguage pointorsub-skill.Butwhatdotasksactuallymeantostudents?Thisworkshopanalysessomestudent responsestothisquestion,discusseswaystomaketasksmoremeaningful,andexamineshow meaningful tasks can give learners a sense of progress and achievement.

CiSELT: secondary teacher training in South Asia - innovation and challenges

(Department of English, University of Karachi, Pakistan)

AstrainersfromIndiaandPakistan,inthisjointpresentationwewillshareourexperience ofsuccessesandchallengesindeliveringtheBritishCouncilCertificateinSecondary EnglishLanguagetoteachersworkinginenvironmentswherethereisresistanceto changeandproblemsinmanaginglargemixedlevelclasses.Throughthecourseteachers have been empowered through practical learning centred approaches. e, s

Let's hear it for authentic listening! A writer's plea

Sheila Thorn (The Listening Business)

Listeningistheskillweusemostinourdailylives,sowhyisitsoneglectedintheELT classroom?Ishallconsiderthepossiblereasonsforthisfromapublishingandpedagogic perspective.Ishallthenmakethecaseformoreauthenticlisteningpracticeandgive practicaladviceonprovidinglisteningtrainingpracticeinthemoderncommunicative classroom. ie, a

What are youse guys doin'? Expressing plural you in English

Penny Hands (Freelance)

ThistalkdescribesastudythatwascarriedoutusingtheCollinsCorpustodeterminethe mostfrequentpluralformsof you inEnglish(forexample youguys,youlot,yous,y’all).I willshowhowwetrackedchangesovertimeandacrossvarieties,andshareother findings relating to connotation and redundancy.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

ie, t, a prod prom

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Please note that some presenters have requested a maximum audience size Therefore, please check the audience size in the left-hand column of each entry

Wednesday 21 March

Session 2.6 : 1655-1740

Gala 1

30 audience

Restricted Workshop TD

Gala 2

30 audience

Restricted Talk BE, ESP

Alsh 1

96 audience

Talk ESP, MD

Teachingwithspontaneity:usingPDLintheclassroom

EugeneSchaefer(Freelance)

Imagine walking into a classroom with no idea what the lesson content will be, but certain that learner input will lead the way. In this workshop you will be introduced to techniques used in PDL (Psychodramaturgie Linguistique), enabling you to react spontaneously to impulses from the class and help students to say what they really want to say.

Noregister!Usingpunctuation,modalityandphraseologytoteachemail

AlistairMcNair(UniversityofBrighton'sInternationalCollege)

Teachers often receive emails from students using inappropriate register. Emails sent by staff in a Kaplan International College are compared to student emails and those in business and general English course books. Staff use punctuation, modality and phraseology differently depending on their audience, and highlighting these specific areas can help students write more appropriate emails.

Promotingautomaticrecognitionofmedicalabbreviationsusingacomputergame

AmandaMuller(SchoolofNursing&Midwifery,FlindersUniversity)

This paper discusses the theoretical underpinnings of a new non-commercial computer game created to promote automatic recognition of medical abbreviations – both in spoken and written forms. Listening for patient information in spoken handovers is difficult for international nursing students. This game prepares students for a rapid delivery style and promotes automatized recognition through effective exposure, repetition, and multichannel input.

Alsh 2

96 audience

Talk LT

Boisdale 1

100 audience

Talk

BE, ESP

Newworldnewmedia

PaulWoods(BritishCouncilArgentina)

The British Council’s aim of “Reaching every teacher and learner of English in Latin America with materials from the UK” presents a huge challenge. I will describe how we are attempting to meet this challenge using TV, radio, mobile technology, the internet and social media and outline issues we are currently facing.

Growyourowncorpora!

RichardGallen(TheLondonSchoolofEnglish)

We can use online texts, students' writing and the organic accumulation of classroom materials to create mini corpora. I will give tips on harvesting the data to inspire teaching and create wonderfully relevant materials for business English, ESP and EAP classes. I will also give delegates corpora of spoken English I have transcribed that can be transplanted into their own teaching environments. e, a

s

Boisdale 2

100 audience

Talk

TD, TTEd

CambridgeESOLandCambridgeUniversityPressintroduce CambridgeEnglishTeacher

BrendanWightman(CambridgeUniversityPress)

Responding to demand for affordable and practical professional development courses that will enable teachers to advance their careers, Cambridge ESOL and Cambridge University Press have developed a unique online environment that offers: professional development courses; interaction with leading ELT professionals; and a space to record and showcase achievements. This talk will introduce the various elements of the site.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

e, ie, p, s, t, a prod prom

Lomond

620 audience

Talk

GEN

Carron 1

88 audience

Talk YLTSIGDay

Wednesday 21 March

Session 2.6 : 1655-1740

Carron 2 1610-1840 Symposium

Dochart 1 1610-1840 Symposium

Dochart 2

88 audience

Talk

TTEd

Leven

100 audience Talk

TD, L LAMSIG Day

Morar

50 audience

Talk

TTEd, E ES(O)L SIGDay

Ness

50 audience TEASIGDay

Poweroftheimage-10waystousephotographs

PaulDummett(CengageHeinleELT)

Images and photographs play an important part in all our lives. Working on a new coursebook using content from National Geographic magazine has provided the opportunity to explore how photographs can be used to stimulate learning and aid memory. This talk shares these insights and provides teachers with 10 practical ideas for exploiting images in the classroom. ie, a prod prom

Blendedlearningforyounglearners:it'sallabouttheingredients!

LuluCampbell(MacmillanMexico)

With more digital expected in 21st century classrooms, finding the right content with the right balance of print/digital is not always straightforward. We explore how to approach blended learning and become more comfortable with digital teaching, while retaining the importance of learning language through engaging content. Various published materials including Bounce Now, Take Shape and Brainwave (Macmillan) will be considered. e, ie, p prod prom

Creatingacultureofreadingsymposium (see page 106 for details)

ELTcoursebooks:past,present,andpossiblesymposium (see page 107 for details)

CELTAwrittenassignments-timeforachange?

LizMcMahon&MariaHeron(NorwichInstituteforLanguageEducation)

As experienced CELTA trainers we felt it was time to reassess the role of written assignments. This feeling resulted from a perceived mismatch between the time and stress this course component causes both the trainers and trainees and the impact it can have on their final grade, which can range from none at all to failure on the course. e, a

PuttingtheCandthePintoCPD!

JoshRound(StGeorgeInternational)

Delivering an effective and all-encompassing CPD programme is a challenge for any DOS, and the relevance and demands of it may seem beyond many teachers. This talks looks at what makes a good school CPD programme and confronts the greater challenge of how to engage teachers to enter into the learning process of reflective practice. e, ie, a

SQATESOL:professionaldevelopmentinScotland

JenniferMacDougall(ScottishQualificationsAuthority(SQA))

In tandem with the development of Scotland’s Professional Development Framework for ESOL practitioners, SQA was tasked with designing a suite of TESOL qualifications to enhance training provision and meet the needs of practitioners working in diverse contexts. This session focuses on the Framework, SQA’s TESOL project (qualification design, content and resources). Participants will interact with some of the resources. e, ie, a

IATEFLTesting,Evaluation&AssessmentSpecialInterestGroupOpenForum

Have you any questions or comments re testing, evaluation and assessment? Would you like to join a SIG which enables you to join in, debate and address the thorny issues of language assessment with other experts in the field? To find out more about this SIG, come to our Open Forum for information, ideas and plans for upcoming events and initiatives (and a glass of wine too!)

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.7 : 1755-1840

1755-1840 Session 2.7

Barra 65 audience Workshop RES, G GISIG Day

Jura 1610-1840 Symposium

Orkney 20 audience Restricted Workshop ESAP

Shuna 1655-1840 Symposium

Staffa

65 audience

Talk AL

Clyde

500 audience

Talk LT, RES

Englishlanguageteachersandtheirwork:changingtrends?

SaraHannam(OxfordBrookesUniversity)

Survey results focusing on the working conditions of 600 English Language teachers living in different countries will be presented. It was found that some are happy with their job, but for many they are being moved towards casual labour with little security. The session will explore what can be done to improve things in the profession for the future.

PragmaticsandELT–whatweneedtoknowsymposium (see page 103 for details)

DatadrivenlearningintheteachingofEAP‘grammar’

MichaelThomas(SabanciUniversity,Istanbul,Turkey)

This workshop aims to provide a practical insight into the use of ‘data driven learning’ in the teaching of (academic) English for Specific Purposes, as a means through which learners are able to ‘notice’ language use in an authentic context. Opportunities for discussion of the advantages and drawbacks of DDL in teaching ESP-specific grammar will be provided.

Motivatinglearnersinpracticesymposium

(see page 109 for details)

Don’ttellthepolice–they’renotimportant

DannyNorrington-Davies(InternationalHouseLondon)

It is still all too common to see coursebooks using generalised pedagogic grammar rules like “We use the passive when the speaker is unimportant or unknown”, even if this is often not the case. This talk will explore a simple alternative by suggesting that the problem lies not with the rule, but by prefacing it with “We use…”

Interactiveintegration-theIWBasaneffectiveclassroomresource

PaulBraddock(BritishCouncil)

Increased use of Interactive Whiteboards in foreign language classrooms is creating a need for teacher training and extra pedagogical support. This talk will look at early outcomes of research into this area by the EU-funded ITiLT (Interactive Technologies in Language Teaching) project, as well as a range of resources & video footage of IWB interaction in classroom observations.

e, ie, p, s prod prom

Forth

300 audience

Talk LT

Creatingabuzzwith LingoBee mobilelanguagelearningapp

BarbaraGardner,EmmaProcter-Legg&RebeccaAdlard(StudyGroupUK)

“Free smart phone anyone?” What happens after you offer students a free smart phone to collect, annotate (multi-media) and share vocabulary and culture-related content? More collaboration? Self-organisation? Independence? Could you or your organisation run a similar project? Come and experience the app and find out! Joint presentation of research findings from two field trials of the free LingoBee app.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

e, ie, a prod prom

Gala 1

30 audience

Restricted Workshop LA

Gala 2

60 audience

Talk LT, TTEd

InstantEnglish!IwantitNOW!

Wednesday 21 March

Session 2.7 : 1755-1840

Alsh 1

96 audience

Talk TD

Alsh 2

96 audience

Talk TTEd

Boisdale 1

100 audience

Workshop LA, MD

Boisdale 2

100 audience

Talk LA, LT

KaminiTaneja(TheBritishCouncil)

Do your students want to be fluent in English immediately? Why do they have these unrealistic expectations and how can we re-define them?

This workshop will address the problems teachers face in meeting and managing students’ expectations in different cultural contexts and explore strategies and techniques to help students set achievable language learning goals.

Virtuesandvicesofvirtualteachereducation

CaterinaSkiniotou(HellenicAmericanUnion/TESOLGreece)

Are pre-service teachers opting for an online TESOL teacher education program adequately prepared to deal with classroom management problems that arise when teaching an ESL/EFL course on-site? Could practice teaching in three-dimension virtual environments prepare prospective teachers to deal with such issues? The presenter will share her experience of working with pre-service EFL teachers in Second Life.

Gattegno’sscienceofeducation

PiersMessum(Freelance)

Through the ages, the greatest thinkers have reported on the human mind and how it is to live a life. As teachers, we should surely be able to report fluently on how it is to learn. Caleb Gattegno argued that only with this understanding can we be confident that we teach correctly. We will examine his response to this challenge.

PromotingauthenticautonomyonCELTAcourses

SimonBrown(BritishStudyCentresTeacherTraining,Oxford)

In recent assessments of CELTA courses, I have noticed that the trainees, in their final lessons, are still tied to coursebook pages either by choice or prescription.There has been a general absence of independent teaching.This is often compounded by an absence of or demotion of input sessions on authentic materials. As trainers we need to promote independence and creativity more transparently.

Thepowerofchoice

MichaelHarris(Freelance)

Studies have shown the benefits of learner choice in various educational settings. In this session, we will seek to demonstrate that choice can be built into coursebook lessons such as those in Choices, an upper-secondary course. In this way, student motivation can be improved and learners equipped with learning skills for the 21st Century.

INTERNATIONALHOUSEJOHNHAYCRAFTCLASSROOMEXPLORATIONSCHOLARSHIP WINNER

Goonline:encouragingyourstudentstouseinternetresources

SandyMillin(IHNewcastle)

What factors help or hinder students’ uptake and continued use of online materials to aid their English learning outside the classroom? What can teachers do in class to encourage students to take advantage of available materials and help them to overcome any obstacles? This talk will detail the results of action research done in my classes.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

e, ie, t, a

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Wednesday 21 March

Session 2.7 : 1755-1840

Lomond

620 audience

Talk EAP

Carron 1

88 audience YLTSIGDay

Carron 2

1610-1840 Symposium

Dochart 1 1610-1840 Symposium

Dochart 2

88 audience Talk LT

CriticalthinkinginEAP:perspectivesfromcontentteachers

LouisRogers(DeltaPublishing)

This presentation will look at the topic of critical thinking from the perspective of a group of foundation level content based teachers. It will look at how important critcal thinking is in their respective fields, how well students demonstrate critical thinking in their work, and to what extent is it the role of an EAP teacher to develop these skills. ie, t, a prod prom

IATEFLYoungLearners&TeenagersSpecialInterestGroupOpenForum

During the YLTSIG Day the YLTSIG committee will have its Open Forum. Members and non-members are welcome to join us for an informal discussion about SIG matters, a short presentation of the past year and a look forward to the year ahead, as well as the annual goodies raffle.

Creatingacultureofreadingsymposium

(see page 106 for details)

ELTcoursebooks:past,present,andpossiblesymposium (see page 107 for details)

Everycloudhasa...phrasalverb:experimentingwithwordles

AnneRocchiccioli(UniversityofSienaLanguageCentre)

The talk will explore some of the possibilities offered by the simple web-based tool 'Wordle' for creating materials and activities for use in the F2F and virtual classroom (Moodle). In particular it will focus on blended language courses which prepare university students for a B2 level exam. Examples of materials, activities and student production will be illustrated throughout the talk.

Leven

100 audience

Talk BE, L LAMSIG Day

Morar

50 audience Workshop ES(O)LSIG Day

Ness

50 audience Talk TEASIGDay

Influencing

SteveFlinders(YorkAssociates)

Increasingly, professional people need to influence others. People working internationally face additional challenges when they have to influence others from different cultures. In this presentation I shall look at: what influencing is and why it is important; the language of influencing; and how we can help our students (and ourselves) to learn how to influence others more effectively. e, a

Whatiseffectivepracticeforparticipationinthecommunity?

CatherineRice&PaulineBlake-Johnston(UK)

What is effective practice in Community-based ESOL? What makes a project in this sector successful? How can organisers, teachers and volunteers develop an approach that leads to greater participation in community life by learners? This workshop offers an opportunity to evaluate an example of effective practice in Scotland and to discuss the practicalities of developing a successful approach.

WhatimplicationsdoesInternationalEnglishhavefortestingandassessing?

JudithMader(FrankfurtSchoolofFinanceandManagement)

What is International English and what is it not? Can it be tested and will the tests be valid? How does International English affect test setting, marking and candidates’ performance? These and other questions will be discussed using examples from different types of tests, ranging from classroom tests to international exams. e, t, a

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

1845-2130 Evening events

Wednesday 21 March

Evening events: 1845-2130

Extensive Reading Foundation Reception and Awards Ceremony

1845-1945 in Clyde

Hosted by Jeremy Harmer, who will present the 2011 Language Learner Literature Awards and the John Milne Innovation Award to Robert O’Neill. Sponsored by the British Council, IATEFL, Black Cat, CUP, Helbling, International Language Teaching Services, Macmillan, OUP and Pearson.

Cambridge University Press English Grammar in Use 4th edition Drinks Reception

1900-2030 at the Hunterian Museum

Cambridge are delighted to invite you to a drinks reception at the Hunterian Museum to celebrate the 4th edition of the world's favourite grammar book - now online!  Guest of honour Raymond Murphy. Open to all delegates but tickets allocated on a first come, first served basis. Please collect your invitation from the Cambridge stand.

Oxford University Press English File third edition Launch Party

1900-2030 at the Glasgow Science Centre

Celebration of the launch of English File third edition, an evening full of things that will get you talking. Open to all delegates. Join us for drinks and nibbles at the Glasgow Science Centre. Come to our stand for more information or look for details on twitter @oupeltglobal.

Macmillan goes mobile!

1900-2130 at The Ferry, Anderson Quay

This year the Macmillan Party is designed to get you moving in more ways than one… Scottish dancing, drinks, nibbles and fun, AND everyone is invited! Venue: The Ferry, Anderson Quay (we’ll show you the way!) Come to our stand to find out more…

Seal Skins, Elf Kings, Singing Bones and Stranger Things

1930-2100 in Forth

A celebration of Scottish tales with storytellers Andrew Wright and David Heathfield. Pull up a chair and lend your ears as tales of wonder, wit and weirdness wend their way through twilight.

0815-0845: How To... Track

Thursday 22 March

0900-1010: Plenary Session

0830-1730: Registration & E Exhibition Open

0815-0845 IATEFL How to... track

Alsh 1 H Howtowritesuccessfullyfor IATEFLConferenceSelections

TaniaPattison

Are you presenting at IATEFL? If so, you may write up your session for consideration for IATEFL’s annual Conference Selections publication. The editor will provide guidance on how to prepare your report, will show examples of past submissions that were accepted for publication, and will answer any questions you have.

Alsh 2 H Howtomovefrombeingateachertobecomingatrainer

SilvanaRichardson

It is often a challenge to go from being a teacher to a teacher trainer. In this session, I will describe how you can develop the skills and knowledge that you need for the role, as well as formal progression routes.

Boisdale 1HHowtocreateaPersonalLearningNetwork(PLN)

NikPeachey

Having a healthy PLN can help you get new ideas, keep in touch with what's happening in the world and become a key part of your professional development, but how do you create and maintain one? Come along and find out how to make your PLN work for you.

0830-1730 Registration & Exhibition open

0900-1010 Plenary Session

Clyde (2000 audience)

PlenarysessionbyStevenL.Thorne

Steve Thorne holds faculty appointments in the Department of World Languages and Literatures at Portland State University and in the Department of Applied Linguistics at the University of Groningen, The Netherlands. His interests and research include cultural-historical and usage-based approaches to language development, language use and learning in new media and online gaming environments, and theoretical investigations of language, communication, and development. He is currently working on a variety of projects that examine technology-mediated language learning occurring within and outside of formal educational settings, ancestral language maintenance and revitalization among the Yup’ik in Alaska, and with colleagues at the University of Groningen, is exploring the conceptual consequences of divergent theories of second language development. His research has appeared in numerous edited collections as well as the Handbook of New Literacies, Encyclopedia of Language and Education, and the Modern Language Journal, Language Learning & Technology, Annual Review of Applied Linguistics, CALICO Journal, Language Teaching, Brain & Cognition, and Intelligence, among other venues. His book length works include a co-edited book on Internet-mediated Intercultural Foreign Language Education (Thomson/Heinle, 2006) and the co-authored volume Sociocultural Theory and the Genesis of Second Language Development (Oxford University Press, 2006).

Awareness,appropriacy,andlivinglanguageuse

There has been a great deal of research and pedagogical experimentation relating to technology use within second and foreign language (L2) education. This presentation broadens the scope of inquiry to examine entirely out-of-school L2 digital engagement in environments such as social media, fan fiction communities, and online gaming. The presentation argues first for the efficacy of a usage-based model of second language development and the benefits of explicitly addressing genre awareness and pragmatic appropriateness as core assets in the language learning process. I then present a pedagogical framework designed to increase the relevance of instructed L2 education through the structured juxtaposition of digital vernaculars with more formal ‘classroom’ genres of language use, an approach I and colleagues are calling bridging activities (e.g., Thorne & Reinhardt, 2008). In conclusion, an argument is made for the continued exploration of new media genres of language use and their selective inclusion into instructed L2 pedagogy, processes, and curricula.

Thursday 22 March

Session 3.1 : 1025-1110

1025-1110

Barra

65 audience

Talk RESSIGDay

Session 3.1

EarlylanguagelearninginEurope:arewedeliveringthepromise?

JanetEnever(UmeaUniversity,Sweden)

This presentation introduces evidence from a major study of early language learning in Europe (ELLiE 2006-10), discussing the extent to which current school provision for 6-11 year olds enables young children to confidently take their first steps towards becoming fluent speakers of foreign languages. The presentation will also introduce the forthcoming British Council publication on the study.

p prod prom

Jura

65 audience Workshop ESP, TEA

Orkney

30 audience

Restricted Workshop GEN

Shuna

65 audience Talk ESP

TechnicalEnglish–Thewhatandthewho

GeoffTranter(MONDIALE-TestingGmbH)

TE learners have widely differing backgrounds, needs and levels, which make life quite challenging for trainers and testers. A highly flexible approach is needed to make both the course and tests relevant. Based on a new flexible online TE test this practical workshop will look at possible solutions and how to achieve tailor-made courses and tailor-made testing. ie, a prod prom

Teachingskills!Tointegrateornottointegrate!

AmaalAl-Halwachi(BahrainTrainingInstitute)

Teaching language skills in an integrative way is fundamental for language teachers. This methodology has been applied in different classes by the presenter. It has significantly helped her students move from simple to complex language tasks. Participants will learn more about ways of integrating language skills by using different activities. Handouts will be distributed to reinforce the learning process. e, a

EFLforjournalismundergraduates:meetinglocalneeds

GloriaRLSampaio(CatholicUniversityofSaoPaulo)

Journalistic writing in Brazil requires not only a thorough understanding of information sources in English, but also an ability to gather, filter, restructure and edit the information retrieved. This presentation therefore focuses on strategies and activities devised to help journalism undergraduates develop and refine their EFL skills, so as to produce stylistically and functionally adequate texts in Portuguese. e, t

Staffa

65 audience Workshop YLT

Clyde

500 audience

Talk GI, LT

Thedevelopinglearner

KatharineBlancaScott(CambridgeUniversityPress)

Children change in many ways during their years at school. They change not only in size, in abilities and in interests, they also change as learners. In this session we will discuss how children change and develop while we examine different learning platforms and classroom activities that best reflect different stages of development. e, p prod prom

Englishfordevelopment:creatingopportunityfordevelopingcountries

MichaelCarrier(BritishCouncil)

Having English skills means you can have access to the world – the challenge is how to bring these skills to learners in resource-poor areas. This talk addresses some issues involved in English for Development and how we can help learners & teachers in developing economies - providing innovative training for teachers and new forms of learning opportunity to learners. e, ie, p, s, a

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Forth

300 audience

Workshop LT

Gala 1

60 audience

Talk

LT, YLT

Gala 2

60 audience Workshop

LT, YLT

Alsh 1

96 audience

Talk

EAP, ESAP

Thursday 22 March

Session 3.1 : 1025-1110

Alsh 2

96 audience

Talk

EAP, MD

Learngrammar,practisegrammar,knowgrammar

DianeHall&MarkFoley(Freelance)

Why do learners fail to understand and use grammar successfully? What can we do to help them? In this workshop we will look at the importance of graded explanations, theme, authentic context and contrastive practice. We will look at different ways of practising grammar using a combination of book-based and digital materials.

Connectingclassroomsonlineforlearnerdevelopment:actglobally,developlocally MohammedHassim(MinistryofEducation,SousMassaDraaAcademy,Taroudant Delegation,Morocco)

As a coordinator of Connecting Classrooms Online project in my region, my talk will focus on the use of ICT and project work in ELT and how learners and teachers work together and share their products with partners overseas. The different educational gains for teachers and learners will be discussed and samples of products will be shared with the audience.

Netbooksinclass:sciencefictionoreverydaypractice?

DimitriosPrimalis&ChryssanttheSotiriou(DoukasSchool)

In 2009, Doukas School in Greece introduced the use of netbooks instead of coursebooks in elementary and high schools. What's it like working in a fully wired classroom? This workshop will focus on using and exploiting technology, integrating it in the syllabus, setting rules, and daily problems and remedies. Participants are invited to share ideas and experiences.

Useandmisuseofdirectquotationinstudentacademicwriting

PhilipNathan(TheEnglishLanguageCentre,DurhamUniversity)

In many academic specialisms, particularly within the social sciences and humanities, direct quotation from sources is an important component of effective academic writing. Using direct quotation appropriately can, however, prove challenging for student writers. This talk presents an investigation of student use and misuse of direct quotation, with the aim of supporting more effective academic writing pedagogy.

BreakingdowntheAWL:selectingandgradingacademicvocabulary

JulieMoore(Freelance)

This talk will discuss ways of breaking down the daunting amount of academic vocabulary needed by IELTS and EAP students into manageable stages. We will demonstrate how we selected word lists for the Collins COBUILD Key Words for IELTS titles, and look at dividing the Academic Word List (AWL) into levels. Finally, we will consider what non-AWL vocabulary to teach.

t, a prod prom

THURSDAY

Boisdale 1

100 audience

Talk LT

Thedigitalimage:developingvisualliteracyinELT

BenGoldstein(Richmond)

Never have we been able to access, create or manipulate so many images in so little time. This practical talk will look at ways we can place the image at the centre of our classroom, seeing how electronic media can enable learners to become visually literate. Examples of tasks using different digital tools will be shown and evaluated. e, ie, s, t, a pub

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.1 : 1025-1110

Boisdale 2

100 audience

Talk LMCS

Lomond

620 audience

Talk TTEdSIGDay

Carron 1

88 audience

Workshop

LT, B BESIGSIG

Day

Carron 2

88 audience

Talk GEN

Dochart 1

88 audience

Talk GI, TD

Dochart 2 88 audience Workshop TEA

Fromprinttodigital:encouragingtoday'sstudentstoread

VerissimoToste(OxfordUniversityPress,Oxford,UK)

Motivating students to read is not always easy, yet reading is one of the most important learning tools you can give them. From print-based books, to IWBs, to e-books and apps, this session focuses on practical, classroom-based activities that create an environment in which students want to read. The session draws on various readers series from Oxford University Press.

Sixkeyquestionsforteachersandtrainersatthecrossroads

JeremyHarmer(Freelance)

This session will take six key issues – the use of IT, CLIL, the benefits/disadvantages of language testing, repetition (and behaviourism), the grammar syllabus, and rapport – to demonstrate the diversity of opinion in an international ELT world. I will then suggest what a core methodology should look like in the light of such diversity.

Applyingm-theorytom-practice:adultlearnerswithmobiledevices

ClaireHart(Freelance)&KristenAcquaviva(USA)

An ever-increasing number of learners and teachers have mobile devices, such as smartphones and tablets. Many are, however, not aware of their potential as fun, effective and highly practical learning tools. This workshop will focus on the impact of m-learning, or mobile learning, in adult-learner contexts and will illuminate m-learning strategies which facilitate language learning and foster learner autonomy.

TherealreasonsforCLIL?Andnon-CLIL?

AnthonyBruton(UniversityofSeville,Spain)

The position taken here is that there are a number of reasons for CLIL being adopted, some of which are not necessarily very logical, coherent, consistent, or transparent, and certainly not proven, as I demonstrated at IATEFL 2011. Furthermore, overt justifications may be obscuring covert interests. The arguments presented will hopefully prompt some intended debate about CLIL, and non-CLIL.

Whoselanguageisitanyway?

SylvieDonna(DurhamUniversity)

As an EFL teacher it is all too easy to be ethnocentric perhaps because of a lack of awareness of differences between varieties of English, on the one hand, and the reasons students need English, on the other. This session will consider issues to help us decide, as teachers, which varieties of English we ourselves should learn about and teach.

ToptipsforsuccesswithIELTSteachingandlearning

LouisaDunne&SarahPhilpot(BritishCouncil,France)

Discussing their own experience of preparing students for IELTS, participants will look at common pitfalls for candidates taking language tests and ways these can be avoided. The workshop will also consider the possible challenges faced by teachers when preparing students for IELTS and provide useful tips and present a range of innovative online teaching resources provided by the British Council.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching

Leven 100 audience Talk LT

Morar

50 audience Talk

LA SIG Day

Ness

50 audience Talk

PRON SIG Day

Thursday

Addressing the training resource deficit utilizing open corpora and OER

22 March

Session 3.1 : 1025-1110

Session 3.2 : 1145-1245

Alannah Fitzgerald (Concordia University, The Open University, Durham University)

Thispresentationwillintroduceanddemonstrateopeneducationalresources(OER)for trainingELTpractitionersintheuseofopencorporaandopenlanguageanalysistoolsfor Englishlanguageteachingandlearning.Thiswillincludewheretolocatetheseopen tools,alongwithguidelinesandresourcesonhowtoexploitthemforuseintheclassroom or in independent language learning.

Putting the learner at the heart of the curriculum

Jonathan Rowberry (Sojo University)

Inthecontextoflarge,establishededucationalinstitutions,howcanweensurethatthe rhetoricoflearnercenterednessdoesnotbecomemerelipservicebutleadstoreal changeinthelearners’experiences?Thistalkwillfocusoninnovationsattheclassroom anddepartmentallevelthatcanempowerlearnerswithoutupsettingtheinstitutional apple cart.

Listening Hotspots - where angels need to tread

Richard Cauldwell (Speechinaction)

ListeningHotspots areshortfastmomentsofspontaneousspeech.Theycontainfast unclearwordswhicharedifficulttohear.Madeinteractiveinatouch-sensitiveiPad application, Hotspots becomeanopportunityforlearningthroughintensivelistening: tappingonceplaysthefastoriginalversion,tappingtwiceplaysaslowcarefulversion. Students rapidly learn to understand fast speech. e, a prod prom

1110-1145 Coffee break (sponsored by telc – language tests)

Exhibition hallA complimentary tea/coffee is available at the catering points in the exhibition hall.

1145-1245 Session 3.2

Barra

65 audience Workshop TD, RES SIG Day

Jura 1145-1215

65 audience Talk TEA

Discovering research – a teacher-friendly approach

Deborah Bullock (British Council )

THURSDAY

TeachersofEnglishoftenfindresearchdifficulttoaccess,hardtounderstandandofno practicalvalue.Thisworkshopintroducesafreelyavailableonlineresourceaimedat practitioners: BritishCouncilResearchPapersSeries.Workingwithsampletexts,wewill reflect,discussandcarryouttaskstocomeupwitharangeofpracticalactivitiesto support teachers in reading research. e, ie, p, s, a prod prom

Using verbal protocols to explore Language in Use tests

Theresa Weiler (University of Innsbruck, Austria)

ThistalkwillreportonapilotstudythatinvestigatestheconstructofLanguageinUse testsbyusingverbalprotocolsthatrevealstudents’approachtocompletingtestitems. Datacollection,analysis,andresultsofthestudywillbepresented.Theusefulnessof verbal protocols in construct definition and investigation will be discussed. e

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Please note that some presenters have requested a maximum audience size Therefore, please check the audience size in the left-hand column of each entry.

Thursday 22 March

Session 3.2 : 1145-1245

Gala 1

1145-1215

30 audience

Restricted Talk ESP

Gala 1

1215-1245

20 audience

Restricted Talk

MD

Gala 2

1145-1215

60 audience Talk LT

Gala 2 1215-1245

60 audience Talk

EAP

Alsh 1

1145-1215

96 audience

Talk

LT, TD

Alsh 1 1215-1245

96 audience Talk GEN

CanyoubecreativeinL2?Creativityandlanguageusage

TanjaPsonder(FHJoanneumUniversityofAppliedSciences)

This talk outlines the dual-focused approach used to train architecture students to work independently on re-development concepts in an Erasmus intensive workshop, in which English was used as the working language. The creative tasks were combined with communication skills (social & technical English, negotiations), which were to enable the students to present their outcome publicly in a final presentation.

GreenEnglishinCLIL:wasteandconservation

LoretaAndziuliene(LithuanianUniversityofEducationalSciences)

Dissemination of the results of Nordplus Adult project “Green English in CLIL”. The teaching resources, worked out and published on-line by Lithuanian, Latvian and Estonian Associations of Teachers of English (LAKMA, LATE, EATE), are designed to provide both English and subject teachers with teaching materials i.e. series of lessons on Waste and Conservation: Water, Energy and Things.

Postmanandanecologicalapproachtoeducationtechnology

ThomasEwens(KIMEP-KazakhInstituteofManagementEconomicsandStrategic Research)

In this talk I will argue that the implementation of technology in the English language classroom is too often imposed from above. Drawing on humanistic education theory (particularly that of Postman), I will argue instead for a bottom-up, ecological approach to the use of technology in ELT. I will further discuss how this could work in practice.

ProblemsofteachersinteachingEnglishlexiconinNigeria

SordumOwenAkata(Polytechnicsystem)

The session focuses on the problems encountered by English teachers in the teaching of English lexicon in Nigeria. Nigeria adopted British English in education because of British colonialism. American English is now popular in Nigeria. Many English teachers no longer keep to the adopted variety (i.e. British English). The result is double-standards in the teaching of English in the country.

SocialnetworkingforEnglishteachers’professionaldevelopmentinIceland

SamuelLefever(UniversityofIceland)

This talk will look at how a web-based meeting place is providing English language teachers in Iceland opportunities for professional collaboration and development irrespective of geographical location. The “Language Plaza” enables teacher to share their ideas and materials and support each other through social networking. Examples from the online resource and its benefit for language teachers will be discussed.

Becominganonlineteachertrainer-what'satstake?

RadmilaPopovic(WorldLearning)

The increased presence of modern technologies in many education contexts has channeled the professional development of many teacher trainers in the digital direction. Using her experience and data obtained from a survey and semi-structured interviews with colleagues, the presenter outlines typical learning paths and discusses the challenges of becoming an online teacher trainer.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.2 : 1145-1245

Alsh 2

1145-1215

96 audience

Talk EAP

Alsh 2

1215-1245

96 audience

Talk EAP

Boisdale 1

30 audience

Gainingathirdeyethroughcriticalthinking

BirgulKokturk(SabanciUniversity)

This presentation aims to deliver the results of a study which was conducted with Freshman students at Sabanci University in the 2011-2012 Fall semester. The study attempted to discover students’ perception of English Academic writing and to examine the effectiveness of awareness raising and self evaluation tasks in English academic writing.

DevelopingcriticalthinkingskillsinEFLstudents'writingclasses

BeverleyHorne&KyokoOi(ChibaUniversity,Japan)

We will demonstrate how teachers can effectively integrate critical thinking skills into their teaching of English EFL academic writing in universities. We will delineate the properties of an English essay which entail critical thinking and present the syllabus we designed. We will compare students’ essay writing before and after this instruction to show how students’ work improved through this.

EmilyBell&AdamBeale(InternationalHouseSantander)

Restricted Workshop TD Dogmeandblogginginthreesocialspaces:classroom,staffroom,chatroom

Our workshop shares learning points from a project designed by a newly qualified teacher who is using a blog as a reflective tool for action research on Dogme in ELT. By drawing on feedback from his students, academic manager and PLN, we will demonstrate how social networking has been integral to the project and this teacher's own professional development.

Boisdale 2

100 audience Workshop EAP

Writingastatementofteachingphilosophy

SimonWilliams(UniversityofSussex)

Writing a statement of teaching philosophy can be a way of documenting professional practice, stimulating professional development, and extending a CV. The self-evaluation necessary for articulating a philosophy of teaching can be an enlightening and motivating experience in itself. Through the presentation of models, discussion and vox pop extracts, the workshop will guide participants in writing their own statement.

Lomond

620 audience

Carron 1

88 audience Workshop BESIGDay

PEARSONSIGNATUREEVENT

21st CenturyskillsforELT

Facilitator: R RobDean. Panel: V VickiHollett,LewisLansford&GarethRees

In an increasingly complex, demanding and competitive world, students need to go beyond the traditional 3Rs and embrace the 4Cs - communication, collaboration, critical thinking and creativity. This is the view of the 21st Century skills movement which is helping to redefine the goals of general education for today’s world. But what does this mean for ELT? Do we need to include the 4Cs in our teaching? Our panel will discuss the relevance of the 4Cs for ELT and discuss ways in which they can be incorporated into our courses.

Rehearsalsforlife.Boostingperformanceinrole-playsandpresentations

DamianCorcoran(Freelance,Paris)

In this workshop you will learn ways to help trainees develop their performance skills in role-plays and presentations.Discover how classrooms become rehearsal spaces for real situations and how appropriate preparation improves performance. I will focus on the crucial part that motivation and feedback play in reinforcing positive learning experiences and how to enhance trainees' and your own vocal presence. e, ie, t, a

e = experienced audience

p = primary teaching

ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Thursday 22 March

Session 3.2 : 1145-1245

Carron 2

88 audience Workshop TTEdSIGDay

Dochart 1 1145-1215

88 audience Talk EAP, LAM

Dochart 1 1215-1245

88 audience Talk ESP

Dochart 2

88 audience Workshop GEN

Howacoursebookcanmakeyouabetterteacher

NickSheard&CharlieEllis(MacmillanEducation,Oxford)

In a busy, complicated world teachers are often looking for clear straightforward solutions – in short – Teaching made Simple. In this practical workshop we will investigate classroom fundamentals and doing simple things well. Using examples from Straightforward Second Edition we will look at how the coursebook can provide practical ways to improve your teaching and professional development.

Creatingaflexiblesummerpre-sessionalprogramme

AnneCampbell(KeeleUniversity)

Pre-sessional courses are now having to adapt to a number of environmental changes, such as government regulations and new demands from the student market. This talk describes how the presenter has redesigned the programme of a Pre-Sessional course so as to respond to these new challenges and provides a tentative model for designing more flexible summer pre-sessional programmes.

"Toputitsimply"–teachingthroughandaboutsimplicity

MartinaKoenig(FHJoanneum-UniversityofAppliedSciences)

In my talk, I will present the outline of an ESP course for students of Information Design, drawing upon John Maeda’s book The Laws of Simplicity, illustrating how a text can be used in a threefold manner: as a source for information and ideas; as an example of language usage; and as the basis for developing and/or selecting teaching materials.

Revisingandrecyclinglexis

LeoSelivan(BritishCouncilTelAviv)

Leven

100 audience Workshop TEA

Morar

50 audience Workshop TD, L LASIG Day

ie, t prod prom

While most teachers understand the importance of teaching vocabulary in chunks, few actually know how to go about it. This practical workshop provides ideas on how to revise and recycle collocations your learners come across and demonstrates a variety of activities suitable for different levels and different intelligences, some of which require almost no preparation. e, ie,

Howtoprepareyourownpracticematerials

ChrisBrown(CambridgeESOL)

Exam preparation materials need to develop the skills which are tested in any specific exam task. This practical session will briefly analyse a selection of tasks from Cambridge ESOL exams to identify the skills and strategies being tested in the tasks, followed by input and discussion on how teachers can design their own exam practice activities.

Makingsenseoutofchaos:professionaldevelopmentwithsocialmedia

AnnForeman(BritishCouncil,Bilbao)

e, ie, s, t, a prod prom

Social media can provide valuable support for our continuing professional development. The problem is coping with the information overload. Where do we start? How do we set ourselves goals and keep track of where we’re going? In this workshop we’ll consider practical ways of centering and organising ourselves to make the process less chaotic. ie,

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.2 : 1145-1245

Session 3.3 : 1345-1415

Ness 1145-1215

50 audience

Talk PRONSIGDay

Ness 1215-1245

50 audience Workshop PRONSIGDay

1245-1345

CreatinganIEPpronunciationcenter:procedureandfindings

SophieFarag(TheAmericanUniversityinCairo)

Pronunciation is often neglected in the EAP classroom even though it can affect communication. This presentation discusses a project initiated to improve the pronunciation of students in an IEP who were identified by their teachers as being difficult to understand. Students received instruction out of class hours. The steps followed will be presented, and the findings will be discussed.

Mumbling-atechniquehighlightingtheimportanceofsentencestress

MarkHamilton(inlinguaEdinburgh)

Pronunciation is, of course, important when it comes to speaking English. However, word and sentence stress can prove even more important. Through an interactive workshop, learn the technique of mumbling – something that brings smiles to faces as well as stimulates learners cognitively. This technique can work well for learners of any age. ie, a

Lunch break

1345-1415 Session 3.3

Barra

65 audience

Talk

TEA, R RESSIG

Day

Jura

65 audience

Talk GI

Orkney

35 audience Talk ESP

Academicoralpresentations:lookwho'stalking!

MaggiLussiBell(ZurichUniversityofAppliedSciences)

This talk is based on a recent study which aimed to gain a better understanding of interlocutor examiner-candidate interaction in the question phase of academic oral presentations used for assessment purposes. The particular focus is on the linguistic and interactional support given to candidates by examiners. The findings are presented and implications for testing practice discussed.

Dogmeplus–learningwithoutthepressureoftechnology

NiallLloyd(TheAngloMexicanFoundationLABCI)

This talk will highlight the benefits of the technology-light classroom, revisiting and adapting Thornbury’s idea of Dogme to introduce the idea of Dogme Plus, the modern day classroom without excessive technological usage. Additionally, it will present opinions of practicing English teachers about use or non-use of technology in the classroom. e, ie, a

ImpactofsocialnetworkingmediaontheteachingofESP

RunyararoMagadzire(HararePolytechnic,Zimbabwe)

Information and Communication Technology students in Zimbabwe tertiary institutions spend considerable time accessing social media networks, like facebook and twitter, from mobile phones and computer laboratories. This session investigates the impact of the networking media on the teaching of ESP. I will highlight and make recommendations on the effects of shortened English language on the studying and teaching of ESP. e, t

e = experienced audience

p = primary teaching

ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Shuna 65 audience Talk LT

Staffa

65 audience Talk LT, LMCS

Clyde 500 audience

Forth

300 audience Workshop MD

Gala 1

60 audience Talk GEN

Thursday 22 March

Session 3.3 : 1345-1415

Gala 2

30 audience

Restricted Workshop LT

Theeffectivenessofaudiofeedbackinonlineenvironments

NatalyaAlexeeva(North-EasternFederalUniversity)

This study examined the possible differences between EFL and ESL students’ perceptions of the effectiveness of audio feedback during online collaboration between Russia and the U.S. Specifically, the study investigated preferences for audio over text feedback and perceptions of the sense of community when receiving audio feedback from an ESL speaker.

Learnlanguage:usinginteractivefictionfordigitalgame-basedlanguagelearning

JoePereira(BritishCouncil,Porto)

Interactive Fiction is a genre of computer game that uniquely blends literature and puzzle-solving, where the the player becomes immersed in a simulated world and becomes a co-creator of the narrative. Because it is motivating and fun and is completely text-based, it can be naturally used for digital game-based language learning. We will look at how this can be achieved.

Question&answersessionrelatingtoDianaLaurillard’splenary

If you attended Diana Laurillard’s plenary session yesterday on “Supporting the teacher as innovative learning designer”, you are welcome to attend this related session. This will allow participants to ask any questions or address any issues that have been raised by Diana’s plenary talk.

Someinsightintodesigninginteractivereadingactivities:astep-by-stepworkshop

JohnLamont(CityofGlasgowCollege)

Gain the confidence to present your students with simpler texts. With the right kind of questions, these texts can be more profitable in terms of vocabulary, comprehension and provide a springboard for subsequent speaking and writing activities.This workshop will focus on how to make simple texts and clever questions which can open up more possibilities for you and your students.

Three-paragraphtransitionessay:isitarealsolution?

HilalTatis(YasarUniversitySchoolofForeignLanguages,EnglishPreparatorySchool)

The students in our Preparatory School always think that writing a five paragraph essay after learning to write a paragraph is quite challenging. For this reason, an alternative transition essay, three paragraph essay was implemented with suitable materials for a period of two months. This study will show the effects of it on students by analysing their opinions. e, ie, t

Betterblogging:using GoogleSites tocreateaclasswebpage

LukeRoger(RegentLondon)

This workshop is a practical guide to creating a class webpage using Google Sites Google Sites is very user-friendly and possesses superb functionality allowing students to post and discuss work, as well as affording a huge range of internet resources. Action research on useful activities will be presented and attendees will brainstorm their own ideas.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.3 : 1345-1415

Alsh 1

96 audience

Workshop TD

Alsh 2

96 audience

ContinuingprofessionaldevelopmentinELT:anonlineBritishCouncilinitiative

RichardGresswell(BritishCouncil)

Are you working in ELT in the UK and want to find out the best ways to develop? How do you progress? What career pathways are open to you? What can you do to develop your skills, and where can you find the support? This workshop addresses these concerns and opportunities interactively through an innovative online British Council CPD framework.

‘Teamteachership’:factorsattectingthenatureofteam-teachinginteractional relationships

JaeyeonHeo(UniversityofWarwick)

This study investigated team teaching between native English speaking teachers and Korean English subject teachers in Korean primary schools within the EPIK (English Programme in Korea) scheme. In particular, this qualitative case study focused on their classroom interactional relationship. It uses the concept of ‘teachership’ to account for a range of relational issues.

Boisdale 1

100 audience Talk LAM

AnationalChileanprogramthatsupportsEnglishlanguagelearning

SylviaGuzman(EnglishOpensDoorsProgram,CurriculumandEvaluationUnit,Ministryof Education)

Since 2004, the English Open Doors Program, based on the national curriculum of Chile and underpinned by a sound methodology, has developed various initiatives to support English language learning and teaching in the country. This talk outlines activities developed for primary and secondary learners, including immersion progams and competitions, as well as the development of CPD courses for their teachers.

p, s

Boisdale 2

100 audience Workshop LT, MD

Lomond

620 audience

Talk

YLT

Carron 1

88 audience Talk

AL, B BESIG Day

What’sinyourblendedteachingtoolkit?

ValentinaDodge(English360)

“If all you have is a hammer, everything looks like a nail!”. Technology-supported learning activities need to be driven by the understanding of the unique opportunities the tools provide. This workshop will illustrate how the self-authoring tools on English360 can personalise and humanise course design. The workshop will share ways of promoting reflection, interaction and offering unique self-paced learning paths. a prod prom

EnglishWorld –thefirsthybridten-levelcourse

WendyWren(Freelancewriter,UK)

English World is the first ten-level course for schools (from primary to secondary). It draws on best practice from both EFL and first language teaching to provide a rich language diet, covering both skills and systems. The talk will look into the avenues explored to converge L1 onto L2 and discuss ways of promoting learner autonomy and personalisation.

Thelessonswelearnfrom'salestermsandconditions'

NatasaGajst(UniversityofMaribor,FacultyofEconomicsandBusiness)

Specific terminology and grammatical structures make sales terms and conditions a valuable resource for the acquisition of English for business and legal purposes. The talk presents the characteristics of these documents by focusing on their genre conventions, phraseological collocations and grammatical characteristics. During the talk, we also discuss the ways in which these resources can be applied in a classroom.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Carron 2

88 audience

Talk

TTEdSIGDay

Dochart 1

88 audience

Talk LT

Dochart 2

88 audience

Furnishedimagination:whatnewteacherstaketowork

RichardKiely(UCPMarjon,UK)

Leven

100 audience Talk TD

Morar

50 audience

Talk LASIGDay

Ness

50 audience

Talk PRONSIGDay

Session 3.3 : 1345-1415

This talk explores what new teachers, graduates of a short Cert Level course in TESOL, have learnt, and how this shapes their work, and positions them for ongoing learning. The talk is based on data from an impact study of a Cert course, using data from new teachers in work.

LearningEnglishthroughproblem-basedlearninginthedigitalworld

AndrewBosson(OzyeginUniversity)

This session presents a learner-centred, integrated skills project designed for learners attending an English Language preparation course at a Turkish University. The project delivers Problem Based Learning via a wiki. What are the benefits of PBL for English language learners? How can the affordances of wikis and other Web 2.0 technology encourage meaningful PBL facilitated by a single teacher?

Younglearnerwritingandthestorylineapproach

SharonAhlquist(KristianstadUniversity)

The storyline approach is a specific kind of task-based learning. Learners adopt the role of characters in a story, which develops through the use of naturalistic tasks. Learner engagement has a positive effect not least on writing. Based on my recent doctoral study, I will demonstrate how learning was evidenced in writing tasks produced over the course of five weeks.

JohariWindow asaself-awarenesstoolforteacherdevelopment

HuseyinDemirel(EasternMediterraneanUniversity)

Johari Window is a cognitive psychology tool aimed at enhancing self-awareness. This is usually achieved through self-perception exercises compared with perception of the self by others. This talk focuses on a study where perceptions of teachers (of themselves) are compared with perceptions of their students, and how this process can be a useful tool for self-development.

Magicmoments:whendostudentsfeelasenseofprogress?

StephenShelley(BritishCouncilHongKong)

What causes students to feel a sense of progress? Why is it so important that they do so? Discover the surprising results of a research project into how teachers can support a sense of progress in the classroom. This talk will discuss some practical implications of the study and explore how these findings can be adapted to different situations.

Soundadvice:improvinglistening,pronunciationandintonationwiththeinternet

SuzanneCloke(UniversityofPadova)

As a former speech therapist, I will demonstrate step-by-step lessons on pronunciation, syllable/sentence stress, linking, assimilation, and vowel reduction. Tasks aimed at improving pronunciation and intonation in authentic situations using American and British audio, podcasts or YouTube videos will be demonstrated. These activities motivate students to create their own audio diaries, ‘podcasts’, radio programs, video newscasts, slide presentations and more. ie, t

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.4 : 1430-1515

1430-1515 Session 3.4

Barra

65 audience

Talk

LAM, R RESSIG

Day

Jura

65 audience

Talk

ES(O)L, TEA

ResearchingELTinBangladesh:practice,perilsandpitfalls

ManzoorulAbedin(UniversityofCambridge,UK)

The session outlines the challenges a typical ELT research, set in Bangladesh, faced by considering the relationship between the research problems, methodological assumptions, instrumentation, and the culture of the research setting. Drawing on examples of state-level, NGO, institutional and individual research-works, I will highlight the importance of quantity, diversity and quality of evidence required to probe ELT in Bangladesh.

ApracticalwaytoapplynegotiatedassessmentinEFLcontexts

MonaKhabiri(IslamicAzadUniversityCentralTehranBranch)

Negotiated assessment (NA), although being consistent with the trends in alternative forms of assessment, is still not equally popular in many EFL contexts. Do NA and alternative assessment produce similar outcomes? How can EFL teachers implement NA in a non-negotiated syllabus with formative and summative targets? How do learners feel about it?

Orkney

35 audience

Talk EAP

Shuna

65 audience

Talk ESP, TEA

Staffa

65 audience

Talk

EAP, TD

Helpingstudentsmeetexpectationsonwritingassignments

VirginiaChristopher(UniversityofCalgary-Qatar)

Students often submit writing assignments that show that they have not understood the task’s requirements, despite instructors’ seemingly clear oral and written explanations. This presentation will provide some practical strategies for bridging the gap between instructors’ expectations and students’ final writing products. Strategies include genre analysis, designing effective assignment sheets, grading rubrics, graphic organisers, modeling, and ‘think aloud’ protocols.

EnglishforAccounting -whatisit?

EvanFrendo(EDILCCI)

In 2011 EDI launched a new ESP test called English for Accounting, which is based on the written discourse accountants meet in their workplace. In this session we will discuss what it is that makes the language of accounting unique, focussing in particular on lexis and genre. We will then look at activities which help students prepare for the test. e, a prod prom

IATEFLGILLSTURTRIDGEFIRST-TIMESPEAKER2011SCHOLARSHIPWINNER

EAPstudyskills:contrastingviewson‘what/where/when/how’ ClareFielder(UniversityofTrier,Germany)

This talk presents results of research on advanced learners’ and teachers’ views on EAP study skills. Survey data highlight discrepancies in expectations regarding which EAP competences students and learners focus on. An analysis of these helps us to understand why students can’t always do what teachers expect, and provides recommendations for how to help. e, ie, t, a

Clyde

500 audience

Talk

GEN

Theend(ofthecoursebook)isnigh!Orisit?

NickRobinson(NickRobinsonPublishing&TrainingServicesLtd)

Are the coursebook's days really numbered? Or do we just need to think more carefully about their use with today’s students? In this talk, we’ll examine some of the issues related to coursebook use with adults and young adults, looking at both sides of the coursebook debate. Reference will be made to face2face Second Edition (CUP).

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

e, ie, a prod prom

Forth 300 audience Workshop GEN

Gala 1

60 audience

Talk LT

Gala 2

60 audience Workshop LMCS, YLT

Alsh 1

96 audience

Talk GI, LT

Alsh 2

96 audience

Talk

EAP, TEA

ThinkingintheEFLclass

TessaWoodward(HilderstoneCollege)

Thursday 22 March

Session 3.4 : 1430-1515

How can we teachers promote our own and our students’ thinking? There has been interest recently in working on creative and critical thinking. This workshop will involve you in trying out practical ideas in this area and useful in secondary, tertiary and adult language classes. I will give participants a taste of my forthcoming book Thinking in the EFL class

CrossingthedigitaldemographyinIndia–theoldergeneration

June-RoseDavis(TheBritishCouncil,NewDelhi)

The story of near retirees on a ‘traditional’ Creative Writing course in British Council Delhi and how they became successful online publishers. Maximising their life experiences, social skills and available time while adding digital literacy skills to their soft-skill set, this case study shows how the older generation is having a social and political impact on the growing youthful demography

Dressingastorytokill

TraceySinclair(LanguageSchools)

Illustrations in a reader should be used as an integral and complimentary part of the book and even be used as a springboard for learning; not just pretty pictures. Using the new series from Eli, this presentation will show how illustrations, films, mixed with fun and instructive activities can truly get students to read, act and bring books to life.

TeachingEnglishintechnologically-challengedenvironments

RubenaSt.Louis(UniversidadSimonBolivar)

In this presentation, we will share and discuss the results of a questionnaire sent to English teachers worldwide who work in technologically-challenged contexts. We will look at the characteristics which define a low-tech context, the tools used by these teachers, and give some ideas on how learning can be enhanced in said context.

PreparingstudentsforIELTSandPTEAcademic:acomparison

FionaAish&JoanneTomlinson(TargetEnglish)

This talk will focus on the speakers’ experiences of preparing students for PTE Academic and IELTS. The talk will outline and compare both tests and highlight how specific preparation challenges for each test can be overcome. Participants will leave with a clearer picture of how these tests could be utilised and prepared for in particular educational settings.

Boisdale 1

100 audience

Talk

LT, MD

Vocabularylearning&technology:aretheyaperfectmatch?

MarkOsborne&GrahamShipman(L2)

This talk will explore vocabulary learning in relation to the affordances offered by new technologies. It will look at how these technologies can inform the choice of which vocabulary to teach, as well as how learning and teaching can be enhanced. It will use examples from the groundbreaking WORDREADY series and examine the processes beneath the surface. e, ie, p, s, t, a prod prom

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.4 : 1430-1515

Boisdale 2

100 audience

Talk MD, TD

Lomond

620 audience

Talk GEN

Carron 1

88 audience Workshop BESIGDay

Motivation,identityandL2identity

JillHadfield(Unitec,NewZealand)

The L2 Motivational Self System (Dornyei 2005) is an important new theory, backed by considerable research but which as yet lacks any direct practical applications which could be used by L2 teachers. In this talk I will briefly outline the theory, explain how a motivational programme can have a positive effect on language learning and then demonstrate some practical activities.

Grammardoesn'thavetobegrey

MichaelSwan(Home)&CatherineWalter(OxfordUniversityDepartmentofEducation)

Research shows that grammar teaching works. How? We explore criteria for creating and balancing explanations, examples and exercises in teaching both spoken and written grammar. We examine ‘real world’ visual support, variety and personalisation. We consider ways of linking grammar with vocabulary, pronunciation and skills, from elementary up to university level. Examples are taken from the Oxford English Grammar Course.

L+C=EC:language+culture=effectivecommunication

KirstenWaechter(Bochum,Germany)

Anyone teaching English in a business context is aware that teaching the language is not enough: working at companies or universities, we prepare people for the international work environment and thus are automatically teaching culture as well. It is the combination of both that makes people effective communicators. This workshop will provide some insight and exercises on that.

Carron 2

88 audience

Talk

TTEdSIGDay

Dochart 1

88 audience

Talk

ES(O)L, LT

Dochart 2

88 audience

Talk LT, TD

Theimpactofteachereducationonin-serviceteachers’beliefs

SimonBorg(UniversityofLeeds)

This talk explores the impact of a teacher education course on the beliefs of in-service language teachers. Drawing on a qualitative longitudinal study, various forms of impact are highlighted and practical suggestions made for ways in which the impact of teacher education on pre- and in-service teachers’ beliefs can be increased. e,

TakingESOLHigherstudentsfurther:previewingSCHOLARonlinelearningmaterials

MarkWatson(Heriot-WattUniversitySCHOLAR)&SusanPaton(AnnieslandCollege)

SCHOLAR is one of the world’s largest online learning programmes. The SCHOLAR ESOL course authors will present a wealth of interactivities and facilities, part of a 120 hour course for students and teachers of the SQA Higher ESOL syllabus. The presentation and online learning materials will be of interest to ESOL and EAP providers worldwide. e, ie, s, t, a prod prom

SocialnetworkingsitesforCPDofIndianEnglishteachers KalyanChattopadhyay(B.S.College,UniversityofCalcutta)

I will focus on how Indian English teachers are using a variety of social networking sites in their social lives and professional contexts. Drawing on that, I will suggest ways to make pedagogic use of these sites for supporting teachers’ continuous professional development, and will demonstrate how they may fit into teacher development programmes. e, ie, t, a

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Leven 100 audience Talk YLT

Morar

50 audience Workshop LA SIG Day

Ness

50 audience Talk PRON SIG Day

Thursday 22 March

Session 3.4 : 1430-1515

Session 3.5 : 1550-1620

Literary understanding and language development in a foreign language context

Sandie Mourao (Freelance )

Thistalkdiscussesfindingsfromanempiricalstudyinvestigatinghowpre-schoolchildren usedtheL1andtheL2tointeractwithEnglishpicturebooks.Idescribehowboth languageswereusedtoscaffoldtheirL2developmentandmakereferencetoliterary understanding,accumulatednarrativesandimportations.Recommendationsforthe classroom are also considered.

Outside the comfort zone: getting comfortable with challenging your students

Geoff Hardy-Gould ( OISE)

Wouldyouliketomakeyourlessonsmorechallenging?Howcanyouhelpstudentsto moveoutsidetheircomfortzones?Thissessionaimstohelpyougetmorecomfortable withpushingyourstudents,andconsidershowtoencouragelearnerstopushthemselves. We’lllookattheroleoftheteacherasmediatorandcoach,andteacherbeliefstoward challenge.

The 3 Ps of a speaking syllabus: poems, plays, presentations

Barry Cusack (Bell Educational Trust)

Howpoems,playsandpresentationscancontributetoimprovedspeakingskill,especially regardingspeechqualityandintelligibility,byfocussingonatop-downapproachto pronunciation.Howtousethe3P'sinclassinalogicalsequence,andhowstudentscan dopeerassessment.Withvideoexamplesofstudentperformance.Relevanttostudents of intermediate (and beyond) ability.

1515-1550 Coffee break (sponsored by telc –

language tests)

Exhibition hallA complimentary tea/coffee is available at the catering points in the exhibition hall.

1550-1620 Session 3.5

Barra 65 audience Talk

RES SIG Day

Critical thinking: from creative to academic writing Larysa Sanotska (Lviv National Ivan Franko University)

Thispresentationisbasedonresearchonapplyingcreativewritingtechniquesfor developingcriticalthinkinginacademicwriting.Itwasconductedonamultinationalgroup ofuniversitystudentsinUkraine.Qualitativeandquantitativeapproacheswereappliedto justifythatwritingactivities,whicharenotrestrainedbyacademic‘frames’,provehelpful in developing study skills necessary for writing academic papers successfully.

Jura

65 audience

Question & answer session relating to Steven Thorne’s plenary

As an overarching theme, participants will be encouraged to explore the relations between conventional school-based literacies and foreign language learning goals in view of the heterogeneity and linguistic pluralism that constitute the broader everyday contexts of online life in professional, social, and recreational settings. Note that this session will be a continuation of the topics broached in the preceding keynote presentation and opportunities to share pedagogical experience, suggestions, and insights will shape the discussion.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Please note that some presenters have requested a maximum audience size Therefore, please check the audience size in the left-hand column of each entry

Thursday 22 March

Session 3.5 : 1550-1620

Orkney 30 audience

Restricted

Talk

TD

Shuna

65 audience

Talk

EAP

Staffa

65 audience

Talk

Clyde

500 audience

Talk

TD

Forth

300 audience

Talk AL, ESAP

INTERNATIONALHOUSETRAINING&DEVELOPMENTSCHOLARSHIPWINNER

Lessonslearnedfrombeginningteachers’experiences:perspectivesonteacher development

BlertaMustafa(UniversityofPrishtina)

Have you ever wondered what your former student-teachers do in their classroom? Have you followed their development after graduation? Do you feel responsible for their success or failure? This presentation will share beginning teachers’ views on their teacher development journey: what worked and what didn’t. Aspects related to bridging the gap between theory and practice will also be discussed.

Theimportanceofquantitativeliteracyinacademicwriting

SedaGurdere(KadirHasUniversity)

This study explores the necessity of quantitative literacy (QL) in academic writing for the IELTS exam. By focusing on social science students who must take this exam, it proposes a curriculum design which covers a series of quantitative literacy studies. The study thus aims to minimize the problems caused by lack of QL skills and hereby encourage better academic writing.

HORNBYTRUSTALUMNUS

Overcomingthechallengesofteachingspeakinginamultilingualcontext

FlorenceMuluh(Cameroon)

This session will discuss research I carried out into the teaching of English language speaking skills in Cameroon secondary schools. This showed that small-scale changes in teachers’ practice could improve the learning of speaking skills. I will also present some of the interactive speaking activities that these teachers then developed to complement the coursebooks in use.

TheuseofL1intheclassroom

AlexandraReynolds(UniversitedeNantes,France)

This talk is aimed at higher education teachers who want to reflect on how and why they use L1 in ELT. We will try and pin-point the advantages and disadvantages of using L1 when teaching English, for both the learners and the teachers themselves. These will be compared with the arguments of the proponents of the 'Direct' method.

CreatingpedagogicalwordlistsforESAPlearners

SimonFraser(HiroshimaUniversity)

The acquisition of relevant vocabulary is a key problem for ESAP learners. I address this by 1) introducing a new, more helpful way of classifying technical words, and 2) describing the creation of manageable word lists for pharmacology. The lists include multi-word items, and provide highly efficient coverage of pharmacology corpora. Implications for classroom instruction and materials development are considered. e, t

e = experienced audience

p = primary teaching

ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASECHECKNOTICEBOARDSFORCHANGES&CANCELLATIONS

Gala 1

60 audience Symposium

Thursday 22 March

Session 3.5 : 1550-1620

Continuousprofessionaldevelopmentthroughsocialnetworkingsymposium

Convener: S ShaunWilden

Based around the twitter hashtag group #ELTchat, the symposium looks at the benefits for a teacher in using social media. Over the course of the talks, we’ll outline how social networking works from a professional development context, what a PLN (Personal Learning Network) is, how to create and maintain an online PLN and how to make the most of the free professional development opportunities available to teachers through these connections. Symposium presenters will show how Twitter and other Social Networks can unlock a world of online conferences, webinars and sessions that you can access from the comfort of your own home

During the session there will the opportunity to ask questions and space for discussion. There will also be a special ‘live’ #ELTchat from the conference’ with Twitter users who will be connecting with the conference delegates.

#ELTchat-hashtaggedconversationsandCPDthroughsocialnetworking

MarisaConstantinides–CELTAthens

150,000 tweets and counting - weekly conversations amongst ELT professionals in the global staffroom that Twitter has evolved into. The #ELTchat hashtag has created a community of sharing and a formidable resource created and tapped by ELT Professionals from around the globe who have taken control of their professional development. Join us to find out how you can benefit from these resources and conversations.

Whathas#hashtaggingeverdoneforus?

ShaunWilden-InternationalHouseWorldOrganisation

From an online staffroom to a never-ending resource list, the # is an important part of the ELT. This talk addresses the benefits of hashtagging and answers the doubters by asking what has #hashtagging ever done for us?

ELTCHATandreflectiveteaching

SharonHartle-UniversityofVerona,Italy

This talk is based on my own personal experience of attending #eltchat on Twitter this past year, and how this has caused my method of professional reflection to change and to become a much more shared, social experience: exchanging ideas, reflecting blogging commenting, putting into practice and then reflecting once again.

Continuousprofessionaldevelopmentthroughsocialnetworking

BarbaraHoskinsSakamoto-InternationalTeacherDevelopmentInstitute

Come with me on a whirlwind tour to classrooms around the world, and the projects teachers have created with a little help from their personal learning networks (PLN). From cultural exchange to authentic research to student publication, you'll be amazed at the ways teachers just like you have used PLNs to connect their classrooms to the world

Creatingyourowninterest-drivenprofessionaldevelopmentpathusingsocialmedia

BernadetteWall-RLI-Gapfillers

This session will show teachers how, by getting online and joining eltchat on twitter a whole new world of contacts, support, and mentoring opens up. From teachers beginning their career, to more experienced teachers, there are opportunities for learning and collaboration which will provide unlimited professional development for a whole career.

Evolutionoftheconference:theinternet'simpactonprofessionaldevelopment

ShellyTerrell

The Internet has greatly impacted the way a large amount of language teachers gather and learn at an event. English language teachers worldwide are participating in free online professional development through online conferences and courses. Discover how you can attend, organize, and participate in these incredible events.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.5 : 1550-1620

Gala 2

60 audience

Talk

GI, RES

Alsh 1

96 audience

Talk

ESP, ESAP

Alsh 2

96 audience

Talk TD

Boisdale 1

100 audience

Talk LAM, TD

EnglishasalanguageforinternationaldevelopmentinruralBangladesh

ElizabethJ.Erling(OpenUniversity)

This presentation reports on the methods and processes used in conducting a British Council funded research project on attitudes to English as a language for international development in rural Bangladesh. It explores various issues that arose in conducting the research and then shares the most relevant findings from the project.

NecessityandprovisionofanESAPsyllabus

AmnaMohamedBedri(AhfadUniversityforWomen)

This presentation will focus on the concept of ESAP for Islamic studies. Then it will discuss the process of writing an ESAP syllabus focusing on learners' needs and level of English. The presenter will refer to her own experience of writing a syllabus for ESAP, referring to difficulties as well as benefits.

Teacherdevelopmentthroughpeerpresentations:theexperienceofEELTPA

AschalewTekluMinas(St.Mary’sUniversityCollege)

This session reports the teacher development experience that members of EELTPA have gained through the peer presentations they have been giving to one another. It aims to share their experience to conference participants by presenting the results of a questionnaire survey with 25 respondents which indicate to what extent the peer presentations have contributed to the respondents’ qualities as teachers.

'Stonesoup':arecipeforsuccessfulteacher-ledprofessionaldevelopment

MaxClark(BritishCouncil,Malaysia)

From the folk tale about a hungry traveller whose “magic” soup-making stone hoodwinks the villagers into chipping in ingredients to make nourishing soup for all, has arisen in Kuala Lumpur a thriving discussion group run by teachers for teachers. Come and get the recipe for a rewarding, empowering approach to teacher development that makes use of resources you already have.

Boisdale 2

30 audience

Restricted Workshop YLT

Lomond

620 audience

Talk

LMCS

Languagetownproject

SabrinaBechler(Goethe-UniversityFrankfurt)

A language town is a fictive town (e.g. placed in different rooms) where learners can visit several locations and amenities. An example would be a restaurant where learners order drinks and food in English while getting to know specialities of the town/ country they visit. In this workshop, we will discuss different ways of creating and organising a language town.

101YANsyouhavetoreadbeforeyou...

ChristianHolzmann(UniversityofVienna)

This talk focuses on a project that tries to list and briefly describe 101 young adult novels for ELT, linked to other novels; film tips and tips on further reading will be provided. In the talk the project will be discussed in detail, sample pages and the website from a forthcoming book (with Helbling) will be shown. e, s prod prom

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Carron 1

88 audience

Talk

BESIGDay

Carron 2

88 audience

Talk

TTEdSIGDay

Dochart 1

88 audience

Symposium

Thursday 22 March

Session 3.5 : 1550-1620

IATEFLBESIGFACILITATORSCHOLARSHIPWINNER

TeachingBusinessEnglishwithtechnologyinLatinAmerica

JenniferVerschoor(TechTools4Educators)

This presentation will offer hands-on opportunities for Business English educators to explore practical ways of using technology face-to-face or online in their daily classroom activities. We will discuss how innovative ideas to incorporate web-based resources have been introduced in Latin America in order to teach Business English in our networked world. e, a

Beinganewlanguagelearnerwhilelearninghowtoteach

BaharHasirci(BilkentUniversity)

This talk investigates pre-service language teachers’ perceptions of reflective thinking using their own experiences as a language learner. Given the opportunity to learn a brand new language, and given the chance to reflect after their language classes, pre-service teachers may develop a positive attitude towards critical reflection and use their language learning experience as an initial model for their teaching. a

Technologyandteenssymposium

This symposium will explore the relationship between today’s teenage language learners and technology. Interest in using new tools, both in the language classroom and outside, to appeal to this age group has grown substantially with the emergence of the digital revolution. This symposium hopes to explore a number of different pedagogically sound ways we can use technology to appeal to teens to engage and motivate them in the language learning process. The symposium also aims to explore some of the benefits that using technology can offer teachers and their learners by looking at a number of real examples in a variety of different contexts. The audience will be invited to discuss these and to share their own experiences related to the topic, taking part in ongoing discussions throughout.

GrahamStanley (Coordinator, IATEFL Learning Technologies SIG) will begin the symposium by giving a brief introduction to teenage learners today and how technology fits into their lives, drawing both on research in this area and personal experience teaching this age group.

In the first presentation, J JoannaBudden(BritishCouncil,Spain)&KevanCummins(BritishCouncil,UK) will examine what is involved in developing LearnEnglish Teens, the British Council’s new website for teenage learners. The talk will present the challenges and issues involved in designing content to meet the needs of both teenage learners and their teachers in order to motivate this age group and offer them a positive online learning.

Then, E EvaBuyuksimkesyan(EsayanArmenianHighSchool,Turkey) will be showing how reading activities can be spiced up with Web 2.0 tools. As we all know, reading can open many windows in life and help learners to develop in many ways, but are today’s teenage students interested in reading? In this session we will look into some fun activities that Eva’s students responded to eagerly.

The next presenter, M MariaVictoriaSaumell(Freelance,Argentina) will show how digital storytelling can be a powerful tool to develop language ability and creativity, as well as a great motivation tool for teenage learners. Discover some of these tools and see the benefits using them can bring when we look at examples of actual projects done with teenagers.

Finally, K KarinTirasin&CigdemUgur(IzmirSEVPrimarySchool,Turkey) will be sharing their experiences using cell-phones in the EFL classroom. Find out how they implemented a “bring your own device” program where the many different functions and “apps” of today’s (smart)phone technology were used in an attempt to enhance learning and enjoyment.

The symposium will offer the audience a number of opportunities for questions and participation and it will finish with an open discussion among the participants and audience members.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

THURSDAY

Thursday 22 March

Session 3.5 : 1550-1620

Session 3.6 : 1635-1720

Dochart 2

88 audience

Workshop

ES(O)L, TD

Leven

100 audience

Talk GI, LMCS

TipsforteachingIGCSEESL

RosemaryWestwell(Cambridgeshire)

IGCSE students need to engage with language intensively if they are to succeed in examinations. The book Tips for Teaching IGCSE English as a Second Language offers student-centred exercises for improving speaking, listening, reading, writing and grammar. Participants discover quick and easy ways to raise their students’ level of achievement.

Thequietrevolutionwentunnoticed

YingLiu(Beijing,China)

China's English education in the last three decades has been a quiet revolution which went unnoticed. Without passing English language tests one can neither graduate from college or advance professionally. English education has shaped the lives and world views of the educated elites in China and China today. My presentation examines how English has shaped the lives of five prominent Chinese.

Morar

50 audience

Talk

EAP, L LASIG Day

Ness

50 audience

Talk

AL, P PRONSIG Day

Implementingself-directedlanguagelearninginhighereducation

VeronicaDal-Bianco(UniversityofAppliedSciencesBurgenland,Austria)

Would you like your students to determine what, when and how they learn English? Then come and hear why we decided to introduce self-directed learning as part of our university ESP blended learning courses and how we did this. Reflections on what worked/didn’t work and portfolios (electronic & paper) that showcase examples of students’ work will also be presented.

Canandshouldweteachintonation?

PamelaRogerson-Revell(UniversityofLeicester)

It is perhaps in the area of intonation that there is the biggest divide among teachers regarding its importance in pronunciation learning. Drawing on materials from my recently published book English Phonology and Pronunciation Teaching (2011), I describe how the key areas of intonation can be taught and consider current debates and research regarding the teaching and learning of intonation.

1635-1720 Session 3.6

Barra

65 audience

Talk

TEA, R RESSIG Day

Jura

65 audience

Talk MD, YLT

Teacherresearch-anorganisationalapproach

ClareWalker&NiamhOLeary(BritishCouncil)

Enhancing the research skills of EFL practitioners can make an impact on both their professional development and quality in the classroom. This presentation outlines a framework for the design of research programmes which support the development of research skills. We’ll identify key characteristics of the process and use teacher, mentor and trainer feedback to evaluate the model.

Creatingsongsandchantsfordailyroutinesandtransitionaltimes

M.TeresaFleta(AlcaladeHenaresUniversity)&MariaLuisaGarciaBermejo(Universidad Complutense,Madrid)

Music, songs and rhymes can help young learners to develop their auditory and oral abilities as well as their fine and gross motor control skills. This presentation is about creating songs and chants for daily routines and transitional times. We provide evidence of how student teachers went through a creative process of songs and chants in EFL.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product

pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

ie, t,

p, s, t, a

Thursday 22 March

Session 3.6 : 1635-1720

Gala 2

60 audience

Talk EAP, MD

Alsh 1

30 audience

Restricted Workshop LT, MD

Alsh 2

96 audience Workshop TD, TEA

TheAcademicCollocationList-atoolforteachingacademicEnglish

KirstenAckermann(Pearson)

This presentation introduces the Academic Collocation List (ACL) - a list of the most frequent and pedagogically relevant collocations in written academic English. ACL was compiled from the Pearson International Corpus of Academic English in order to produce lexicographic resources to facilitate, for example, EAP material development, test development, and research into the register of academic English.

VirtualteachersupportnetworksinEastAsia(VTSN)

JohnO'Rourke(BritishCouncil,Hanoi,Vietnam)

In this session you will learn about the British Council VTSN programme. You will be presented with a range of online resources and the considerations in mapping materials to a curriculum for ease of use and to maintain sustainability as a supplementary resource. The session will also outline how teachers can exploit electronic resources using low cost technologies.

Me,myselfandIELTS

RichardBrown(TecIdiomes)

As committed teachers, we all embark on a process of identifying our individual teaching beliefs. This workshop documents how my personal journey towards a ‘principled eclecticism’ led to the creation of IELTS Advantage: Writing Skills. Practical activities will encourage attendees to pinpoint their own beliefs and demonstrate how this clarity can enrich their future careers and their students’ learning experience.

ie, t prod prom

a prod prom

Boisdale 1

100 audience

Talk GI

Boisdale 2

100 audience Workshop AL

Lomond

620 audience

Talk GEN

Whycan'tmymumanddadspeakEnglish?

JoSmith(Brighton)

This interactive talk explores culture, identity and 2nd, or additional, language acquisition in the contexts of migration, social inclusion and loss. It raises awareness of key questions surrounding values and cultural assumptions then offers practical suggestions on how to develop more inclusive resources and learning environments to support and motivate learners from a range of backgrounds, identities and learning contexts. e, ie, a pub

Theusefulnessofknowingwhatkindsofprepositionthereare

SethLindstromberg(HilderstoneCollege)

There are more than a dozen ways to classify English prepositions and their usages. If known about, every one of these classifications has the potential to help you to help your students learn something useful about this or that English preposition. This session will offer a swift tour through 10 or so of these classifications. e, s, t, a

Speakingout:helpingstudentstocommunicateintherealworld

AntoniaClare(Freelance)

This session will offer practical teaching ideas to inspire and motivate students to express their opinions using video, podcasts, and other mobile media. Using BBC material from Speakout, we will look at the nature of real life communication and how we can best equip students with the language, skills and strategies they need to communicate in the real world.

experienced audience

audience

Carron 1

88 audience Talk

BESIGDay

Carron 2

88 audience Talk

TTEdSIGDay

Dochart 1 1550-1820 Symposium

Dochart 2 88 audience Talk AL, GI

Leven

Thursday 22 March

Session 3.6 : 1635-1720

Developinglanguageskillsthroughbusinesssimulations

StephanieAshford&TomSmith(Germany)

Business simulations that seek to integrate content, language and skills tend to feature elaborately constructed scenarios, extensive background reading and feverish numbercrunching. StartUp Enterprise offers a leaner and nimbler alternative. In this session, we will introduce the simulation and the teacher’s guide, and demonstrate three key techniques to help you to maximise language learning with the minimum of resources.

UsingmobilephonestosupportELTinBangladeshischools

TomPower,ChristopherWalsh&ClaireHedges(TheOpenUniversityUK)

Using audio files on mobile phones, in a work-based programme of teacher professional development in Bangladesh, provides students and teachers—having little prior exposure to spoken English—a near native example of spoken English to enhance teaching and learning. External evaluation demonstrates this approach to TEFL is both cost-efficient and successful at helping students acquire higher levels of English language proficiency.

Technology&teenssymposium (see page 137 for details)

Who'salegitimateEnglishspeaker?

RenataFrancoWilmot(BellInternational)

How does perception of English speakers affect progress? What do students really expect from schools? This talk will look at the role of identity and how it affects motivation in English language teaching and learning. We hope to offer some insights and suggestions as to how to consider this issue when creating effective classes for your students. e, a

100 audience Workshop YLT TPRfrenzy!

RaymondKerr(BritishCouncilGlobalEnglishTeam)

This is very much a hands-on workshop that looks at one of the most versatile YL classroom activities - Total Physical Response. It will explore ways of developing skills using TPR as well as making it more student-centred. It uses a wide variety of resources that are inexpensive and easily available. Participants should be prepared to take an active part! e, ie, p

Morar

50 audience Talk LASIGDay

Ness

50 audience Talk PRONSIGDay

Howlearningstrategyinstructionhelpsdeveloplearnerautonomy

AnnaUhlChamot(GeorgeWashingtonUniversity)

Teachers can help develop learner autonomy by structuring the learning task to the needs of the student and showing students how to learn effectively by using learning strategies. This presentation suggests guidelines for differentiating language learning tasks and teaching learning strategies appropriate for the task and useful for autonomous learning. e, s, t

Pronunciationinthemovies

WayneRimmer(InternationalHouse)

Ever since the first talkies, film makers have been conscious that the way characters speak influences their reception by audiences. Pronunciation can mark a protagonist on many levels, for example, social class, education and attitude. Enjoying a series of clips from films old and new, we will appreciate and analyse the contribution of pronunciation to characterisation. e, ie, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Thursday 22 March

Session 3.7 : 1735-1835

1735-1835 Session 3.7

Barra

65 audience RESSIGDay

Jura

1735-1805

65 audience

Talk

LT

Jura

1805-1835

65 audience

Talk

LT

Orkney 1735-1805

35 audience

Talk

AL

Orkney 1805-1835

35 audience

Talk AL, EAP

Shuna 1735-1805

30 audience Restricted workshop

TD

IATEFLResearchSpecialInterestGroupOpenForum

Richard Smith (University of Warwick / Coordinator of the Research SIG) opens the forum by making some general points relating to the Research SIG Day presentations and inviting presenters and the audience to respond. Then comes the Research SIG’s annual report (2011/12) and an opportunity for all present to express their views and contribute to the planning of future activities.

TheuseofICTtechnologiesinadistancelearningbased OmerHago(OpenUniversityofSudan)

The Open University of Sudan (OUS) is responsible for delivering a blended learning programme of English language teaching and professional development training to school sector teachers in the Sudanese states. This session looks at how the university is embracing ICT technologies to achieve this in low-tech contexts with limited resources. e, t

UsingtechnologyinELT:innovationorjustchange?

SoniaMunro(UniversityofHuddersfield)

How do ELT teachers use technology in their teaching? To what extent do teachers’ uses of technology provide innovative learning opportunities? This talk will attempt to answer these questions by exploring the findings of a small-scale research project conducted in Further Education colleges in England. The practical implications of the research will also be discussed in relation to teacher education. e, a

'JapaneseEnglish':thestructureofthenominalphrase KolawoleOlagboyega(AkitaInternationalUniversity,Japan)

As an attempt to conflate the existing pedagogical concept of 'Standard English' and the emerging theoretical notion of 'standard non-native varieties of English', this study looks at the stability of the claimed 'characteristic' forms of 'Japanese English' and shows the statistical likelihood of their occurrence in particular syntactic and semantic environments. e, ie, t

ErrorsinEnglishacademicpapersbyJapanesegraduatestudents

AtsukoUmesaki(KwanseiGakuinUniversity)

This session analyses errors in research papers written by Japanese MA students. Two versions of the papers before and after editing by a native-speaker professor. Categories suitable for classifying errors in the papers were devised with reference to Ferris (2002). The results show that errors related to prepositions occur with a frequency second only to those related to articles.

Whatdoesbeingateachermean?Exploringteacherpersona

JaneWelberrySmith(EckersleyOxford)

In this participatory session teachers can explore ways to deal with challenging teaching situations through discussion of potentially difficult classroom scenarios. The session will suggest ways we can we maximise our effectiveness as a teacher to bring out the best in our classes. We will focus on classroom management, soft skills such as body language, and developing our teacher persona. ie, t, a

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Shuna 1805-1835

65 audience

Talk

AL

Staffa 1735-1805

20 audience

Restricted

Talk

EAP, TD

Staffa 1805-1835

65 audience

Talk

ES(O)L

Clyde

500 audience

Thursday 22 March

Session 3.7 : 1735-1835

Forth

300 audience Workshop MD

Gala 1 1550-1820 Symposium

ApplyingacognitiveapproachtoteachingfigurativelanguageinTEFL

SaltanatMeiramova(TheGumilyovEurasianNationalUniversity)

This talk examines the usefulness effect of taking a cognitive approach to the process of acquiring figurative language in TEFL classes at university level in Kazakhstan. Part of this approach involves the use of a classification of colour-based figurative expressions and colour symbolization in English and three other languages, namely French, Russian and Kazakh.

UsingEAPcourseevaluationasasourceforteacherdevelopment

AysenGuven(BilkentUniversitySchoolofEnglishLanguage)

What decisions do EAP teachers take while implementing and evaluating their courses? What do they base decisions on as they adapt and revise courses? What support does the EAP teacher need to make these decisions more principled? This session will outline tools and processes to explore these questions with reference to data collected from participants on Bilkent EAP Certificate Program.

ConversationaldifficultiesinESOL

RoisinNiMhochain(UniversityCollegePlymouthMarjon)

This research investigates the teaching of conversation to adult ESOL learners in Ireland, focusing on difficulties they encounter when talking to Irish-English speakers and when practising conversation in class. The conversational difficulties identified through focus groups will be discussed and compared with data from classroom recordings. Are the difficulties mentioned during focus groups apparent during classroom activities practising conversation skills?

ELTJOURNAL/IATEFLSIGNATUREEVENT

WhathaschangedinELTsince1995?Notmuch!

To propose the motion: B BarbaraSinclair (University of Nottingham)

To oppose: G GuyCook (The Open University)

Chair: K KeithMorrow (ELT Journal)

‘The past is a foreign country’ wrote E.M. Forster but if we went back to an ELT classroom (or an IATEFL conference) in 1995, how strange would we find it?Has there been a revolution – or even an evolution - in professional discourse or classroom practice since then? Or are things still basically the same? Our two speakers have different views on this. Please come along, have your say, ask questions – and join in the vote. Why 1995? Come along and find out.

Thethreei’sofgradedvideo:inspire,inform,integrate JohnHughes(Freelance)

Authentic video from sources such as YouTube can inspire learners but 'graded video' aimed at specific levels can also inform and it's easy to integrate into your lessons. In this workshop we'll consider the three i’s of graded video and try some practical activities with video material from National Geographic that you can use in the classroom tomorrow. e, ie, s, a prod prom

Continuousprofessionaldevelopmentthroughsocialnetworkingsymposium (see page 135 for details)

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

THURSDAY

Thursday 22 March

Session 3.7 : 1735-1835

Gala 2

30 audience

Restricted Workshop TD

Alsh 1

1735-1805

96 audience Talk LT

Alsh 1

1805-1835

96 audience Talk YLT

WhoamIasateacher/teachertrainer/person?

SezgiYalin(Pilgrims)

This workshop will encourage participants to tap their potential to become even better teachers/trainers/people through a series of tasks to experience different ways of reflecting on how they can take action to develop themselves both professionally and personally. While exploring their positive qualities, they will also think about ways to activate other positive characteristics of their own choice.

SubtitlesinTVcommercialsasaforeignlanguageslearningtool

AnnaKlein(Poland)

According to the fact that TV commercials are multimodal and include visual and verbal modes, it is riveting how those modes influence each other creating one coherent issue. It will be examined how the process of audiovisual translation, especially subtitling of TV commercials may become a useful tool for the purpose of learning foreign languages.

GamificationandmotivationinEFL

PaulMaglione(EnglishAttack!)

Motivation can be a problem in EFL/ESL, particularly for teens and young adults. The profession can learn and adapt strategies and approaches from the growing "gamification" movement, replacing stress-inducing assessment with healthy challenge; adding social dimensions to learning; and creating motivational mechanisms that transform what seem like learning chores into discovery and self-development opportunities.

Alsh 2

96 audience Workshop LT

Boisdale 1

100 audience Workshop LMCS

Boisdale 2 1735-1805

100 audience Talk LT

Let’stakeafieldtrip!Aguidedtourofdigitalliteracies

KristinaSmith(SELTAcademy)

Join my virtual fieldtrip to an exotic locale and learn important skills for teaching with ICT, especially: how to find, evaluate, store and share online materials, copyright and task design for ICT-based projects. These enabling skills are the foundation needed before students and teachers can create their own multimodal texts. Do your students have what it takes? Laptops not essential.

AnELThorrorstory!

LucyWilliams(MacmillanEnglishCampus-onestopenglish)

It was a stormy night. Shadows danced around her as she climbed the deserted Glasgow street. She stopped; was that the echo of her own footsteps, or …? Just when you thought it was safe to go back into the classroom, onestopenglish.com delivers a shocking selection of suspense and horror resources for teens and adults! Not for the fainthearted.

Whatcan’tportfoliosdotoenhancelearners’writingcompetence?

Wei-WeiShen(FengChiaUniversity,Taiwan)

s, t, a

e, ie, prod prom

My presentation shows that using portfolios does not mean a panacea to increase students’ writing motivation and language ability. A classroom study of mine recently conducted in an EFL context reveals students’ distress when they keep an electronic portfolio. It also demonstrates that having a good portfolio does not mean to increase students’ writing competence, particularly in terms of vocabulary level. e, ie, t, a

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Boisdale 2

1805-1835

100 audience Talk RES

Lomond

620 audience Workshop TD, YLT

Carron 1

88 audience BESIGDay

Engagingmindsthroughpoetry

Thursday 22 March

NkechiChristopher(UniversityofIbadan,Nigeria)

Carron 2

88 audience

TTEdSIGDay

Dochart 1 1550-1820 Symposium

Dochart 2

88 audience Workshop MD, TD

Leven 1735-1805

100 audience Talk AL

Session 3.7 : 1735-1835

The presenter will be sharing a possible means of overcoming apathy to writing and poor engagement with essay topics among students. I found that in writing poetry students were creative in language use, subject development and ideas’ organisation. Poetry writing can therefore be explored in teaching essay writing; and it is convenient for self, teacher and programme assessment.

Tenquotations(andsomecartoons)thatmightmakeyouthink KenWilson(FreelanceELTwriterandtrainer)

Famous people’s quoted words are sometimes quite amusing, but a really GOOD quotation makes you stop and think, and even change the way you do things. In this talk, ten of my favourite quotes - from Albert Einstein to Marilyn Monroe - and how they made me change the way I teach. Plus some thought-provoking cartoons that do the same.

IATEFLBusinessEnglishSpecialInterestGroupOpenForum

Your chance to learn more about BESIG, to meet the committee and the 2012 IATEFL BESIG facilitator scholarship winner, Jennifer Verschoor from Argentina. We will announce the winner of the Lesson Plan Competition co-sponsored by Cambridge University Press, and development of local IATEFL BESIGs in the former Yugoslav states following our successful conference in Dubrovnik in 2011. We will share our plans for IATEFL BESIG and welcome your suggestions and feedback. Sponsored by CUP and Lydbury English Centre.

IATEFLTeacherTraining&EducationSpecialInterestGroupOpenForum

The open forum will provide the grounds for TTEd members and non-members to voice their expectations, criticisms and evaluations as well as to hear about TTEd SIG’s conducted and future activities. We will also have some small souvenirs for our participants in the raffle to be drawn at the end. Come and join us.

Technology&teenssymposium

(see page 137 for details)

Writingyourownmaterials–plussesandpitfalls

LucyPalmer(Teachit(UK)Ltd.)

Are you looking to supplement the coursebook, prepare an ESP class or take the first steps towards getting published? Then this workshop is for you. We will be taking a hands-on approach, discussing the strengths and weaknesses of a range of teaching resources, making improvements to them and exploring the theoretical issues underpinning our decisions. e, ie, a pub

Datsczuhav4go10!-netspeakandyoungPakistanis

AkifaImtiaz(GovernmentPostGraduateCollege(w)Rawalpindi,Pakistan)

Pakistani Netspeak has emerged as a variety which is a blend of multilingual characteristics. This session focuses on the ‘hybrid’ English found in the Pakistani chat rooms. Data was collected through virtual ethnography from Pakistan chat rooms. Furthermore, the adverse effects on the academic English of the college students were studied due to the emergence of this ‘hybrid’ English. e, t

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

THURSDAY

Thursday 22 March

Session 3.7 : 1735-1835

Evening events: 1900-2200

Leven 1805-1835

100 audience

Talk LT, MD

Morar

50 audience LASIGDay

Theuseoflanguagelaboratorywithintheteaching/learningprocess

FaizaHaddam(AbouBekerBelkaidUniversity,Tlemcen,Algeria)

The educational system in Algeria has witnessed remarkable changes during the last two decades, through the adoption of different modern approaches and methodologies. The language laboratory system has been introduced by the government and higher ministry of education to improve language teaching and learning. All university subjects have been modified to suit modern trends and occidental waves of educational reforms. ie, t

IATEFLLearnerAutonomySpecialInterestGroupOpenForum

After a free drink, participants and the SIG committee will discuss what in their view are pressing issues and future steps for the development of learner autonomy. These views will provide guidelines for the work of LASIG. There will be a short business meeting where news from the committee will be presented and opened up for questions/discussion. Ideas for the future work of the SIG and its activities will be welcomed. We end with a free raffle!

Ness

50 audience PRONSIGDay

IATEFLPronunciationSpecialInterestGroupOpenForum

A substantial part of our Open Forum will be devoted to a panel session, in which presenters from earlier in the day will respond to your questions, either related to their presentations or more generally concerned with teaching and learning pronunciation. You will also have an opportunity to discuss what you would like the PronSIG to offer in the future.

1900-2200 Evening events

Voices of Spring 1900-2000 in Alsh 1

The perfect way to end your day and let your hair down. Nikolina Korecic, lyric coloratura soprano or Croatian nightingale, will lead you through activities to help you relax and re-energize for the end of the conference. We will do some vocal warm-ups, breathing and visualization exercises. Finally, each of us will share some of our national chants. Come to this enchanting world of senses where reality seems to fade away, and you are in a perfect harmony with the universe.

Pecha Kucha sponsored by Pearson 1930-2130 in Clyde

This year's IATEFL Pecha Kucha evening will be facilitated by Jeremy Harmer. By now you should know the format: each speaker is allowed a slideshow of 20 images, each shown for 20 seconds, giving a total presentation time of 6 minutes and 40 seconds before the next speaker is up. This year's Pecha Kucha features several new speakers and the enjoyment will be the same as ever. Do not miss this event!

The IATEFL International Quiz evening 2000-2200 in Forth

Come along to the now infamous IATEFL Quiz. Pit your wits against your colleagues from around the world. Drink, make friends and see just how much you know (or don't) about the world we live in (or is it on?). There'll be prizes and lots of FUN had by all. So come and join your host for the evening - Adrian Tennant - for yet another chaotic night!

Visit the IATEFL Jobs Market Stand 47 in the Exhibition Hall

Open 20 - 22 March

If you’re looking for your next career move - or simply want to see what’s out there - the IATEFL Jobs Market is the perfect place to start.

Don’t miss out!

Visit Stand 47 to talk to some of the best employers in ELT. They’re recruiting at the Conference for excellent positions in universities, private language schools, publishing and more.

ELT Recruiters making job offers this week!

View 100s of vacancies on the Jobs Board

Explore new opportunities with recruiters on site

Come along to short presentations on regions of the world and career development

Make an application (bring your CV in both print and electronic format)

You never know… you could find a new job before the end of the Conference!

Interviews taking place here in Glasgow

0815-0845: How To... Track

0830-1200: Registration & Exhibition open

Friday 23 March

0900-1010: Plenary Session

0815-0845 IATEFL How to... track

Alsh 1

Alsh 2

Boisdale 1

Howtogetpublishedinarefereedjournal withKeithMorrow

This session will look at why you might want to get published in an "academic" journal, and how to go about it. The editor of ELT Journal will share tips and suggestions for getting your work in print.

Howtogetthemostoutofsocialmedia withNickyHockly

Wondering what social media such as Twitter, Facebook or Google+ have to do with teachers, school owners and language teaching? Whether you're a teacher, trainer, DoS or school administrator, this session will help you think about how to create and engage with online social networks.

HowtogetthemostfromyourMAcourse withShelaghRixon

In this session I will draw on my experiences as an MA tutor and on the perspectives of some recent MA students, collected by questionnaire and interviews. Themes will include 'How I chose my course', 'My worst mistake', 'What I would definitely do again/never do again'.

0830-1200 Registration & Exhibition open

0900-1010 Plenary Session

Clyde (2000 audience)

PlenarysessionbyJamesE.Zull

James E. Zull is Professor of Biology and Founding Director of the University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University (CWRU). After receiving his PhD from the University of Wisconsin (Madison) he taught and conducted research in Biochemistry at CWRU for 25 years, publishing over 100 papers. He became UCITE Director in 1994 and began to study the literature on learning and neuroscience, which led to his books The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning and From Brain to Mind: Using Neuroscience as a Guide to Change in Education. These books provide an accessible discussion of the biology of learning for teachers at all levels.

Abrain-basedmodelforhumanlearning;applicationforeducators

This session will review our growing knowledge about the brain and learning, in terms that are understandable by all educators at all levels, from pre-school to professional school and graduate school. I will present actual neuroscience experiments, and show how those experiments suggest an accessible theory for using that information to enhance learning. The presentation will consist of two sections: 1) fundamental ideas for all pedagogy, based on my first book The Art of Changing the Brain; and 2) special focus on cognitive growth as described in my recent second book, From Brain to Mind. The presentation will center on stories of the author's real life experiences with students and teachers, over a 45-year time span. There will be a special emphasis on learning language, which is the core of cognitive maturation and personal growth. In addition, I will make specific suggestions about applying these ideas in formal schooling, as well as through experiential learning.

Friday 23 March

Session 4.1 : 1025-1110

1025-1110 Session 4.1

Barra

65 audience Talk AL, TD

Jura

65 audience Talk GEN

Orkney

35 audience Talk TTEd

DevelopingknowledgeandexpertiseatMaster’slevel

NickAndon&MartinDewey(King'sCollegeLondon)

This session explores the knowledge base of language teachers in relation to their continued professional development, examining in particular the potential role of a Master’s degree in providing the theoretical knowledge that teachers can draw on in order to enhance their professional expertise. We discuss how theory and research can be made to intersect with the practical concerns of teachers.

Fivestepstophrasalverbs

TamaraJones(BritishSchoolofBrussels)

Being able to understand and easily use phrasal verbs in conversation and writing is key for students' academic, work and social success. This presentation demonstrates a fivestep process for teaching and reviewing phrasal verbs at all levels. Participants will leave with practical, fun ideas that can be implemented in class on Monday.

ExploitingL1knowledgeinEnglishteaching:teachereducationpossibilities

GeethaDurairajan(TheEnglishandForeignLanguagesUniversity)

This talk makes a case for the use of the L1 as a positive resource in the ESL classroom. In grassroots multilingual contexts, students’ L1 capabilities are rarely perceived as transferable. Meta-knowledge of language and knowledge of the world, available in L1, can be exploited to enable L2 learning. A theoretical justification, research evidence, and classroom techniques will be discussed.

Shuna

65 audience Workshop BE

Staffa

65 audience Workshop TD, TTEd

Yourpolitenessormypoliteness?Politenessmattersininterculturalencounters

RudolfCamerer(FrankfurtamMain)

The widespread use of English as the global lingua franca has made the question of politeness urgent. Which politeness conventions should be used in international/intercultural encounters in which English is used? Anglo-American conventions will not always be appropriate. This session provides an introduction to politeness theory and suggests ways of dealing with it in business English and intercultural training courses.

TeacherEducationPlanningGuide:strategiestosupportsuccessfulimplementation

ClareODonahue(SouthIndia)

English Partnerships in India works with education departments and funding organisations strengthening management and delivery of large-scale teacher education cascade programmes designed to improve English language teaching and learning in government schools. Participants will be introduced to ‘The Guide’ which facilitates participatory and consultative project planning through a series of engagement activities with key stakeholders - implementers, teachers, trainers and parents.

s,

p

Clyde

500 audience

Talk YLT

Teachingyounglearners–wantbetterresultsanyone?

HerbertPuchta(Freelanceteachertrainerandmaterialswriter)

There is often a significant gap between what we hope to achieve in the YLs’ classroom and what the students learn. In this session we will look at how the teaching of children can be intensified – by making them aware of social values and developing cognitive tools, as well as fostering their creativity and identification with the foreign language.

e = experienced audience

p = primary teaching

ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

e, ie, p pub

Forth

300 audience

Talk

BE

Gala 1

60 audience

Workshop LT, YLT

Gala 2

60 audience

Workshop GI, TEA

MakingbusinessEnglishmorerelevant

AlanEngland(Languagelab.com)

Friday 23 March

Session 4.1 : 1025-1110

Business English students are often learning English with a specific goal in mind. They often have limited time yet need to achieve specific goals very quickly. Learning about global culture is also extremely valuable. Based on research conducted at Languagelab.com this talk discusses the use of real task based communication as a method for teaching Business English.

Gameon! Digitalplay intheclassroom

KyleMawer(BritishCouncil)

Digital Play is a new teacher development book (Delta Publishing) that aims to help develop both the 21st century teacher and teaching. In three parts we will look briefly at the background to gaming in education, focus on specific lesson plans to bring gaming into the classroom, and finally expand outwards to the syllabus, school and the future.

Providingjusticetotest-takersofEFL

MayaRai(NationalCentreforEducationalDevelopment,MinistryofEducation)

Setting test items for evaluating listening skills of EFL learners is challenging for even experienced teachers and examiners. This study analyses the listening test scores of primary to secondary level students in multilingual and multicultural Nepal, and presents its conclusion, in particular calling for serious consideration towards contextualization among other factors to avoid bias.

Alsh 1

96 audience

Talk TEA, YLT

Alsh 2

96 audience

Talk

YLT

Usingtechnologytoimprovereadingandwritingskillswithteenagers

JaneAllemano(Freelance)

Reading and writing are important skills for teenagers taking PET and KET for schools exams. This session looks at how you can connect exam preparation with teenagers’ lives through the use of ICT. The presenter will discuss ideas for incorporating technology, such as texting or discussion boards, into your classes to motivate and encourage your teens with reading and writing.

Literaturecircles:collaborativelearningintheEFLclassroom

OsmanBedel(DrujbaSchools)

Literature circles are student discussion groups who read sections of books and perform tasks corresponding to their rotating roles for every meeting. In this session I will show that literature circles can provide an exciting way to promote student engagement in extensive reading, based on cooperative study and collaborative learning, and offer the potential to promote reading for enjoyment.

ie, s prod prom

ie, p, s, a prod prom

Boisdale 1

100 audience

Talk LT, TD

Whatarewebusyabout?

PedroMoura(MacmillanEnglishCampus)&MichaelRiley(InternationalHouse)

Teachers are frequently faced with the feeling of being 'overwhelmed'. There are too many classes to give; too many students to manage; too many workbooks to correct and lessons to prepare. We will offer classroom management tips and demonstrate how the Macmillan English Campus, a learning management platform, can help teachers to optimize their precious time. e, ie, prod prom

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Friday 23 March

Session 4.1 : 1025-1110

Boisdale 2

100 audience

Talk

LT, TTEd

Carron 1

88 audience

Talk

LT

Carron 2

88 audience

Talk

EAP

Dochart 1

88 audience

Talk

LT, TD

Dochart 2

88 audience

Talk

TTEd

Leven

100 audience Talk LT

TheCELTAOnline-oneyearon

ColinPaton&DaveRea(InternationalHouseLondon)&MarieThereseSwabey (Freelance)

The talk starts with a brief outline of the conception and development of the Cambridge CELTA Course Online, a joint project between IH London and Cambridge ESOL, followed by reflections from IH London on their experience of running the first two courses in 2011. Finally, a look at the variety of models used by different centres that have run the course so far. e, a prod prom

EnglishCornerOnline -socialnetworkingforlearnersofEnglish

JonathanDykes(IHLSGroup)

This talk will summarise the creation and evolution of English Corner Online, a social networking site designed specifically to help learners of English practise speaking and writing with other learners, anywhere in the world, free of charge. The talk will discuss what we have learned so far and what the future may hold for this sort of learner centred technology. ie, a prod prom

Integratingprojectsintoayear-roundpre-sessional:practiceandperceptions

CaroleMacDiarmid&RachelElmslie(UniversityofGlasgowLanguageCentreEFLUnit)

Students entering higher education in the UK need to integrate into university life, work effectively in groups, and learn independently. This talk will describe four different projects used in our EAP programme to develop independent and group study skills and familiarise students with university services. We will also compare course designer, tutor and student views on their aims and usefulness. ie, t

TeCH-achers:getyourone-waytickettotechislands!

IsilBoy(YildizTechnicalUniversity)&BeyzaNurYilmaz(OzyeginUniversity)

The web environment looks like a tech island full of various web tools. Unless teachers know how to make the most of them, they cannot guide students through their learning journeys to the 'tech island' which is to be illustrated by the presenters who will explain online platforms like VLEs and PLEs, and introduce examples of courseware from their contexts. e, ie, a

Identity-oridentities?-forinternationalstudentsinBritain

JennyPugsley(Freelance)

I will explore some key parameters of personal identity and the factors that affect these. I will provide evidence of specific international visitors' perceptions of their social and academic experience in the UK. I will highlight the importance of a strong, albeit adapting, sense of personal identity in the successful pursuit of one's studies in another country. e, a

Gettingtheirattention-howtoteachwithaniPad StevenBukin(SchoolofEnglishStudies)

Are your students distracted by their iPhones/smartphones? Do your (younger) students find it hard to focus on you as a teacher? Using practical ideas, I will show how a tablet device, like the iPad, and a projector can be used to teach interactively, and furthermore, how to include the students' own smartphones in class activities. ie, a

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Morar

30 audience Restricted Talk

EAP, LA

Ness

50 audience Talk YLT

Friday 23 March

Session 4.1 : 1025-1110

Session 4.2 : 1140-1225

How 'critical' can critical friends be? Quantifying critical skills development

Catherine Mitsaki (Queen Mary University of London)

CriticalFriendsGroupscanbeusedasatoolforprovidingconstructivefeedbackand facilitatingAcademiclanguageandskillsdevelopmentthroughempoweringthestudentto developsolid,empiricalstandards.Thistalkwillfocusontheeffectivenessofsuchgroups overmorerandomisedgroupingsandinvestigatewhethertherearemeasurablewaysof detecting progress using language, behavioural and skills development indicators.

Enhancing learning by using puppets in the young learner classroom

Valeria Benevolo Franca (Cultura Inglesa S A )

Thispresentationwillshowhowyounglearnerteacherscanusepuppetstocreatea positiveandsafelanguagelearningenvironment.Thisinturnfostersmeaningful,ludic andmemorablelanguagelearningexperienceswhichenchantyounglearners.Yet,this canbedauntingforsometeachers.Practicalexampleswillbeshownsoastohelp teachers overcome their initial fears of using puppets.

1110-1140 Coffee break (sponsored by telc – language tests)

1140-1225 Session 4.2

Barra

65 audience

Jura

65 audience Workshop EAP, ESAP

Orkney

30 audience

Restricted Workshop

YLT

A fair assessment for English language learners

Andresa Pontes (ACG Language School)

Theaimofthispresentationistoacknowledgethecontributionsofmultipleintelligences tocurrentlanguagetestingpractices.Astheeffectivenessofexaminationsreliesupon cognitiveskills,MIcanbeincorporatedintolanguagetestingandexaminationscanbe composedofEnglishknowledgeandaspectrumofintelligences.Fairnessisthus achieved in the field of language assessment.

From TEFL to TEAP, starting with 'A' (for academic)

Steve Kirk & Louise Greener (Durham University English Language Centre, UK ) InthisworkshopwewillbelookingatcrucialdifferencesbetweenEFLandEAP,andhow thesedifferencestranslateintomaterialsandteaching.OurcentralpositionisthattheA inEAPreallymatters.Together,wewillcompareEFLandEAPmaterialsandseethatin EAP we need to view ourselves as more than ‘just’ language teachers. ie, a

No words: ideas for using sound and images in class

Michael Harrison (Bromley College of Further and Higher Education )

Oftenwhileteachinglanguageswecanbecomefixatedonwriting.Thisworkshopaimsto lookathowimagesandsoundcanbeusedinthelanguageclassroomandhelpour learners,especiallythosewhostrugglewiththewrittenform.Ihopetogiveyousome practical ideas for using these stimuli in your teaching. e, ie, p, s, t, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Please note that some presenters have requested a maximum audience size Therefore, please check the audience size in the left-hand column of each entry.

Friday 23 March

Session 4.2 : 1140-1225

Shuna

65 audience

Talk

TD, TTEd

Staffa

30 audience

Restricted

Talk

TD, TTEd

UpCELTA-creekwithoutapaddle?

MelissaLamb&CatrionaJohnson(InternationalHouseLondon)

Becoming a CELTA trainer is an enlightening experience in any teacher’s career. The initial training process provides newer trainers with support and guidance as they dip their toes into the training pond. But what happens after that? This action research tracks newer trainers as they navigate CELTA-creek, providing paddles, charts or the necessary means to help them reach their destination.

Notgoodbyetoallthat:enablingskills-sharingforsustainability

AndyKeedwell(BritishCouncilEthiopia),PeterHare(BritishCouncilEthiopia PeacekeepingEnglishManager),BetruShiferaw(EMONDTestingTeam)&Kaleab Gebretensay(EMONDTeacherCoordinator,Mentor)

This presentation will highlight principles that can inform the effective development of trainers, mentors and testers for the Peacekeeping English Project in Ethiopia. While comparing the challenges and sources of satisfaction of pre-experience and experienced trainers, we aim to identify the skills required to train new recruits, and demonstrate effective teacher training models to ensure the sustainability of this project.

Forth

300 audience

Talk GI

Gala 1

60 audience

Talk

LT

Gala 2

60 audience

Talk

BE, MD

Alsh 1

96 audience

Workshop TD, TTEd

Bridgingtheculturegapintheclassroom

HughDellar(TheUniversityofWestminster/HeinleCengage)

Culture in the classroom frequently causes more confusion and conflict than almost anything else. What should we be teaching students about culture? And whose culture should we be focusing on? What does intercultural competence mean? And how do we teach it? I aim to answer all these questions and more!

ExaminingemergingELTprofessionalpresenceacrosstheblogosphere

KerstinMuller(DurhamUniversityandUniversityofMuenster)

Focusing on the rising number of ELT professional bloggers, this presentation shows their motivations, the blogs’ content, the communication with audiences, and their applied tools. Based on interviews and blogs’ evaluations at the centre of an empirical research study, the blogging practices of Scott Thornbury, Ken Wilson, Mike Harrison, David Deubelbeiss, along with other blogging ELT professionals will be presented.

AmaterialcontributionfromTargetTraining

AnthonyMcManus&PhilippaWalker(TargetTrainingGmbH)

ELT providers should recognize the need for a shared materials bank, but approaches taken to encourage trainers to contribute to one are usually or exclusively tied to performance management systems. During this talk delegates will learn more about a fresh approach to encourage proactive participation, and they will also see how this results in clear benefits to other stakeholders.

Challengingsacredcowsinteachertraining

SilvanaRichardson(BellTeacherTrainingUnit)

This interactive workshop for teacher trainers and managers responsible for teacher development aims to reassess the value of four practices frequently introduced as good practice in initial and in-service training programmes: 1. Concept-checking through elicitation; 2. Encouraging learners to ignore/guess new vocabulary when reading; 3. The receptive/productive skills distinction; 4. Discouraging the use of the learners’ L1.

e = experienced audience

p = primary teaching

ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Alsh 2

96 audience

Talk

EAP, TEA

Boisdale 1

100 audience

Talk

LT, TTEd

Boisdale 2

100 audience

Talk

YLT

Carron 1

88 audience

Talk GEN

Carron 2

88 audience

Talk

LT

Dochart 1

88 audience

Talk

EAP, LT

VocabularydevelopmentforIELTS:twoeffectiveapproachesfromCollins AnneliWilliams(UniversityofGlasgow)

Session 4.2 : 1140-1225

IELTS examination candidates need to demonstrate lexical range in all four skills. Using examples from Vocabulary for IELTS and Writing for IELTS, we will present a ‘bottom-up’ and a ‘top-down’ approach to helping learners integrate vocabulary learning with skills development. These approaches can be applied to any teaching context where vocabulary range and usage are important components of skills work.

12stepstowardswebinarsuccess

SarahMilligan(MacmillanEnglishCampus)

Setting up webinars is easy, but are they doing the job? How do you know if your teachers are awake? Are they even there on the other side of the screen? You’ll need a plan of action: in this talk we’ll be going through a check-list of points to consider and tips to engage your teachers during webinars.

Storytellingandstorymaking:pavingthewayforliteracyatkindergarten FlorenciaInesViale(SaintPatrick'sSchool-ARCI-IESNº28)

Storytelling constitutes the most ancient and compelling of human activities and is a useful teaching tool in the EFL classroom. The objective of this presentation is to discuss its theoretical and practical implications on very young learners in order to provide a rationale within which teachers can generate their own stories. p prod prom

Imagination:closingthegapinsecondlanguageacquisition

LilianaSanchez(TheAngloMexicanFoundationLABCI)

By using students’ imagination alongside creative teaching through the use of video, images, sounds and suggestion, students can be engaged in meaningful and relevant classroom interactions. Reducing the gap between individuals as social beings in creative ways can promote Second Language Acquisition. In this talk I will discuss ways to help students communicate using ideas that spring from their imagination. ie, s, t, a

DevelopingoralskillsusingaFlip™videocamera

HelenStrong(Freelance,Germany)

In this talk I will demonstrate how to use small, lightweight video cameras to develop students’ speaking skills. Taking examples from my own teaching, I will show how simple it is to make videoing students part of your teacher’s toolkit. This talk will also be of interest to teacher trainers wishing to highlight aspects of trainee teaching practice. e, ie, t, a prod prom

BlendingMoodle:usingMoodletosupportEAPwritingprojects

PaulLouis(ShanghaiInternationalStudiesUniversity)

This talk focuses on my experience of using Moodle to deliver an online space where EAP students can work together to analyse and create longer pieces of writing. The talk will explore both the technical affordances (and issues) Moodle can bring, and the use of a blended approach to compensate for some of the issues arising from online learning.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Friday 23 March

Session 4.2 : 1140-1225

Session 4.3 : 1240-1325

Dochart 2

88 audience

Talk

TD, TTEd

Leven

100 audience

Talk

YLT

Morar

50 audience

Talk LT

Ness

20 audience

Restricted Talk

LA

Reflectivepractice–wedon’tdothathere!

MikeSolly&ClareWoodward(OpenUniversity)

English in Action in Bangladesh aims to develop English teaching through a broadly communicative approach. Past attempts have not been totally successful. Is this because reflective learning, an underlying element of CLT is not a component of the education system? We will discuss attempts in EIA to deal with this and the impediments and successes we encountered along the way!

Getyourteenstalking!

SamanthaLewis(CambridgeUniversityPress)

How can I support my teenage students during speaking activities? How can I motivate them to communicate? How can I boost their confidence when speaking? This talk will present some responses by reflecting on the nature of speech, looking at how to exploit coursebooks and graphic novels to get students speaking, with reference made to Cambridge’s new teen course, Interactive.

IATEFLRAYTONGUESCHOLARSHIPWINNER

ALE,VLEandaffordance:gibberishorpossibilities?ViewfromIndia AtanuBhattacharya(HMPatelInstituteofEnglish,VallabhVidyanagar,Gujarat)

There is an increasing focus on creating new technologies in today's global world. As pedagogues, and possibly, policy makers, we need to assess these new technologies as to their usefulness in creating enhanced teaching or learning environments, methodologies or strategies. The talk will focus on uses of technology in classrooms in India and its challenges/impact on pedagogic contexts.

AverypopularFAQ:'HowcanIstudyoutsideclass?'

SecilChouseinoglou(BilkentUniversitySchoolofEnglishLanguage)

The presentation aims to indicate ways of guiding elementary students, for learning how to learn outside class following an individual based approach defined by the teacher and the individual students.The presenter will share sample study programs and outside class tasks designed for a group of students who have gone through various thinking and reflective processes throughout an Elementary course.

1240-1325 Session 4.3

Barra

65 audience

Talk EAP, ESAP

Jura

65 audience Workshop LAM, MD

Thefrustratingirrationalityofwritingprocrastination:canweunderstandit?

NancySusanKeranen(BenemeritaUniversidadAutonomadePuebla)

Procrastination is almost a “way-of-life” for students. But students are not the only ones who procrastinate. Academics also engage in active procrastination. Most of our writing only leads to benefits for us, but why can’t we get our writing done? This issue will be examined from various theoretical perspectives to see if we can understand and perhaps control procrastination. e, t

Thresholdconcepts:overcomingbarrierstolearningthevocabularyofmanagement

ArthurMcKeown(UniversityofUlster)

Work on threshold concepts identifies how learners can get ‘stuck’ or plateau at different stages as they work through a syllabus or curriculum. Depending on the subject and the context, learners’ progress can be slow. Threshold concepts are described and related to learning the vocabulary of management; and those attending have an opportunity to apply them in their own work. e, ie, a

e = experienced audience

p = primary teaching ie = inexperienced audience

s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Orkney 35 audience Talk RES, YLT

Shuna

65 audience Workshop LMCS, TTEd

Muchadoabouteverything–animpactassessmentacrossWestBengal DavidVale(France)

Session 4.3 : 1240-1325

ie, p

Staffa

65 audience Talk GEN

Forth

300 audience Talk MD, TEA

This presentation follows a 2-month journey of challenges, complexities, surprises and successes of carrying out an impact assessment study of the West Bengal English Project. The size and scope of both Project and the investigation is huge: 51.000 primary schools, 200.000 teachers and 9+ million children. Come and check out the results.

TeachingEnglishthroughliterature

AvivaShapiro(BeitYerachRegionalHighSchoolandMinistryofEducation[RuralSector])

This workshop guides teachers through the teaching of English through literature. I discuss and demonstrate how to build a portfolio using an assortment of methods including alternative assessment, oral performance and creative thinking activities. “Tried and tested” activities are given and the participants will leave with an understanding of how to incorporate literature into teaching English into their classrooms.

IncorporatingdogmeELTintheclassroom

MartinSketchley(LTCEastbourne)

Incorporating Dogme ELT poses difficulties for some teachers that are new to experimental teaching techniques. This presentation introduces the three key principles of Dogme ELT and offers advice for those wishing to experiment and develop Dogme ELT within the classroom. This talk is supported with primary research collated in 2011. e

Gettingthebestfromthe EnglishVocabularyProfile

AnnetteCapel(CambridgeUniversityPress)

English Profile is a collaborative programme that is shaping the future of language learning, teaching and assessment. The English Vocabulary Profile is now available online, and this practical session will explore how it can be used effectively to support the teaching and testing of vocabulary across the CEFR levels. Sample worksheets will be distributed to participants for their own use.

s

Gala 1

60 audience Talk

Gala 2

60 audience

LegalEnglishandILECbecomeaccessiblethroughsimulationanddramatization

InasKotby(AmericanUniversityinCairo)

Through simulation, the classroom becomes a court of law where the teacher, a nonlawyer, teaches legal topics, concepts and legalese: vocabulary and collocations. The dramatization of authentic case studies and legal situations helps learners make use of the legal language when defending, prosecuting, analyzing, writing documents and practising soft skills. Learners plan activities that prepare them for the ILEC.

Mobilelearningacrossthepyramid

NeilBallantyne(BritishCouncil)

Mobile learning initiatives are occurring across all levels of education, providing new opportunities for learners and teachers of English. The British Council is using mobile learning to reach new audiences and create new language learning experiences such as teacher training initiatives in rural Asia; using apps to provide remote access to learning and using tablets in the language classroom.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Friday 23 March

Session 4.3 : 1240-1325

Alsh 1

96 audience

Talk LT, TD

Alsh 2

96 audience

Workshop TD

Engagingtheonlinelearner:7keypractices

MarjorieVai(NewYork)

Can an online course be at least as good as its onsite equivalent? The co-author of Essentials of Online Course Design: A Standards-Based Guide, examines seven key areas that ensure that it does: a "go-to" syllabus, community building, active and ongoing class participation, textured content, varied voices, collaboration, and frequent and varied feedback and assessment.

Personalisation–gettingmorefromourstudents

CaroleRobinson(NorwichInstituteforLanguageEducation-NILE)

How can personalisation engage our students more in the learning process? In this workshop, we will explore different personalisation activities to motivate students and work on their language skills, developing the idea from Dogme ELT that 'the primary resource should be the student' but also taking into account coursebook constraints and looking at how the two might be reconciled.

Boisdale 1

100 audience

Boisdale 2

100 audience

Workshop BE, LT

Interactivemazes:enablingteacherstosparkchildren’senthusiasmforreading

MattDavidson(MacmillanOxford)

This talk offers teachers practical tips on how to use interactive reading mazes, also called ‘Choose Your Own Adventure’ stories or ‘Branching Narratives’. Suggestions, tips and strategies for inside/outside the classroom will equip teachers to spark children's passion for reading and improve their reading skills. Online mazes from several publishers, including Brainwave (Macmillan), will be discussed and used as examples

Where’sthevideo?

RachelAppleby(ELTEUniversity,Budapest)

Once close to extinction, video is now everywhere. For entertainment, information and instruction, video can provide brilliant, short, language-generating content. Both Oxford University Press's International Express and Business Result now offer a video-clip per unit, each designed for self-study and classroom delivery. In this workshop we’ll look at a range of clips and discuss the practical implications of exploiting them. a prod prom

Carron 1

88 audience

Talk

YLT

Carron 2

88 audience

Talk

RES, TEA

Canwedothatagain?

KarenWhite(Freelance)

In this workshop I will share some practical ideas that you can use with very young learners (two and a half to six year olds). These will include two songs, three games that can be used to revise vocabulary, five games involving movement and five stories which can be told using simple props which the children can also make. ie

Involvingstudentsintheindividualandgrouppresentationassessmentprocess

SallyAli(UAEUniversity)

Are students’ scores the same in their individual and group presentations? This presentation not only explores individual and group presentation assessment, but it also compares self-peer-and–teacher- assessment to see the importance of involving students in the presentation assessment process. Handouts with research results and assessment criteria will also be available. e, s, a

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teachingt = tertiary teachinga = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Dochart 1

88 audience

Workshop YLT

Dochart 2

88 audience

Talk BE, LA

Leven

100 audience Talk YLT

Morar

30 audience

Restricted Workshop

LMCS, TD

Ness

20 audience

Restricted Workshop

GEN

Insearchofanswers-whyquestionsmatter

FatmaO'Neill(BilfenSchools)

To what extent does the quality of a learner’s answer depend on the quality of our questions? This session will focus on the types of questions prevalent in today’s ELT classroom and the measures teachers can take to ensure our questions elicit the type of language we want our learners to produce.

Lifeasanin-housecorporatetrainer:movingbeyondtheclassroom

ChristopherThomasBowie(PricewaterhouseCoopers,China)

In this talk, I will outline some of the things I’ve learned since becoming an in-house corporate English trainer in 2008 for a large financial services firm in China. I will give six key tips for business English trainers who are thinking of transitioning from working for an external provider to working in-house.

Singing,chantingandrappingcreativelyintheYLclassroom

JaneHardingdaRosa(InternationalHouseNewcastle)

Creating interesting and challenging chants, songs and raps for YLs is as easy as ABC (if you follow the guidelines). This session will look at How and Why chants should be used and present some of the results of a recent Action Research project which focussed on the development YLs made in relation to intonation and pronuncitaion.

Bridgingthegap:bringingthenon-ESOLspecialistandlearnerstogether

SarahDonno(StevensonCollegeEdinburgh)

The session highlights aspects of cross-cultural communication that can be employed by non-ESOL staff working with bi-lingual learners in education. Focusing on techniques that ESOL specialists can use to train support staff and mainstream lecturers working with bilingual learners in order to improve the learning experience and pastoral care of these learners outside the ESOL environment.

Howtodevelopsuccessfullearninginadultbeginners

NicolaPerry(Freelance)

This workshop will explore how to fast track learning. The focus is adult beginner learners – a group who need all the help they can get. We will examine how to take the fear out of learning, develop confidence, encourage good learning habits and study skills, both in the classroom and out.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English as a Second Language

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

LAM = Leadership & Management

LT = Learning Technologies

LMCS = Literature, Media & Cultural Studies

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Pleasenotethatsomepresentershaverequestedamaximumaudiencesize. Therefore,pleasechecktheaudiencesizeintheleft-handcolumnofeachentry.

Friday

23 March

Friday 23 March

1340-1500: Final plenary & closing

1340-1500: Final plenary & closing

1500: IATEFL conference farewell

1500: IATEFL conference farewell

1340-1440

1340-1440

Clyde (2000audience)

Clyde (2000audience)

Final plenary session

Final plenary session

PlenarysessionbyDerekDick

PlenarysessionbyDerekDick

Derek Dick, who is better known in the media as "Fish", made his name as a singer and songwriter first coming to attention as the frontman of the progressive rock band "Marillion" in the 1980s, who sold millions of albums and graced world stages in a dynamic rise to fame in the 80s. Fish went solo in 1988 and since then has made a name for himself as a maverick, independent artist who continues to fascinate and has written and released 10 studio albums from his studio in Haddington, East Lothian, Scotland. Acclaimed as one of the finest lyric writers in the UK, he is also an actor and consummate performer and has recently completed a 180-date acoustic tour of Europe with his Fishheads project. More information can be found on his website www.fish-thecompany.com, the hub of his activities which continue to enthral fans of his diverse creative activities worldwide.

Dick, who is better known in the media as "Fish", made his name as a singer and songwriter. He first come to attention as the frontman of the progressive rock band Marillion, who sold millions of albums and graced world stages in a dynamic rise to fame in the 80s. Fish went solo in '88 and since then has made a name for himself as a maverick, independent artist who continues to fascinate and has written and released 10 studio albums from his studio in Haddington, East Lothian, Scotland. Acclaimed as one of the finest lyric writers in the UK, he is also an actor and consummate performer and has recently completed a 180-date acoustic tour of Europe with his Fishheads project. More information can be found on his website www.fish-thecompany.com which functions as the hub of his activities which continue to enthral fans of his diverse creative activities worldwide.

Most song lyrics in the Rock genre are often seen as secondary to rhythm and melody and often occur as an "afterthought" in the writing process. It's unusual to have lyrics held in high esteem by fans worldwide who religiously translate and analyse and even tattooed on their bodies. Fish's lyric style is unique and his words have been translated into at least seven different languages and discussed and used in theses in international colleges and universities. From humble beginnings as a reluctant English student at Dalkeith High School to international rock star who's written lyrics for 13 albums, it's been quite a journey. The plenary today will take a look at that journey and the experiences, both comedic and tragic, that have peppered his way and the observations and thought processes that have inspired his writing.

Most song lyrics in the Rock genre are often seen as secondary to rhythm and melody and often occur as an afterthought in the writing process. It is unusual to have lyrics held in high esteem by fans worldwide who religiously translate and analyse and even tattoo them on their bodies! Fish's lyric style is unique and his words have been translated into at least seven different languages and discussed and used in theses in international colleges and universities. From humble beginnings as a reluctant English student at Dalkeith High School to international rock star who has written lyrics for 13 albums it has been quite a journey. The plenary today will take a look at that journey and the experiences, both comedic and tragic, that have peppered his way and the observations and thought processes that have inspired his writing.

It will also feature an acoustic performance with his current touring musicians (Frank Usher on guitar and Foss Paterson on keyboards) to illustrate how the music acts as a backdrop and carrier for his words that have entertained hundreds of thousands of fans worldwide and which brought them into contact with the English language from a very different angle.

It will also feature an acoustic performance with his current touring musicians - Frank Usher on guitar and Foss Paterson on keyboards - to illustrate how the music acts as a backdrop and carrier for his words that have entertained hundreds of thousands of fans worldwide and which brought them into contact with the English language from a very different angle.

1440-1500 Closing address

1440-1500 Closing address

Clyde Eric Baber, President of IATEFL, will make a closing address. There will be a free raffle for attendees of the final plenary and closing. The wonderful prize of an iPad 2 is kindly sponsored by The Scottish Government.

Clyde Eric Baber, President of IATEFL, will make a closing address. There will be a free raffle for attendees of the final plenary and closing. The wonderful prize of an iPad 2 is kindly sponsored by The Scottish Government.

1500 IATEFL Conference Farewell

1500 IATEFL Conference Farewell

Forth foyer The conference ends with a complimentary snack in Forth foyer as we say farewell to you. We thank ETS TOEFL® & TOEIC® for their sponsorship to enable us to offer this. FRIDAY

Forth foyer The conference ends with a complimentary snack in Forth foyer as we say farewell to you. We thank ETS TOEFL® & TOEIC® for their sponsorship to enable us to offer this.

QUICK REFERENCE PAGES

The pages in this section contain –

Pages 161-168-Areas of interest (titles of sessions listed under their area of interest and in order of presentation time)

Pages 169-179-Index of presenters (listed alphabetically by family name)

Pages 180-181-Abbreviations, acronyms and initialisms

Pages 182-183-IATEFL committee, volunteers & staff

Pages 184-194-Annual General Meeting agenda & reports

Pages 195-196-Feedback form (we welcome your feedback to help us make the 2013 conference as successful as possible)

Pages 197-198-Day planner for delegates’ use (a place for you to note the sessions and events that you don’t want to miss!)

Areas of interest

APPLIED LINGUISTICS

pre-teachingvocabularyhavea rolein facilitatingreadingcomprehension?

learners’languageachievementsin a longitudinalperspective

teachingof conversationalstrategiesand IELTS candidates'speakingperformance

Areas of interest

ENGLISH FOR ACADEMIC PURPOSES continued

PreparingstudentsforIELTSandPTEAcademic:a comparison

The importanceof quantitativeliteracyin academic writing

Implementingself-directedlanguagelearningin higher education 3.5

The AcademicCollocationList- a toolforteaching academic English

Errors inEnglishacademicpapersbyJapanese graduatestudents

Using EAPcourseevaluationasa sourceforteacher development

Integratingprojectsintoa year-roundpre-sessional: practice andperceptions

How 'critical'can criticalfriendsbe? Quantifying critical skillsdevelopment

From TEFLto TEAP,startingwith'A'(foracademic)4.2

VocabularydevelopmentforIELTS:twoeffective approachesfromCollins

BlendingMoodle:usingMoodleto supportEAP writingprojects

The frustratingirrationalityof writingprocrastination: can we understandit?

ENGLISH FOR SPECIFIC ACADEMIC PURPOSES

Developingacademicwritingskills atMasters-levelin a British university

Fillingthe gaps:targetedEnglishfor strugglingESP undergraduates

Writing amemoir:helpingstudentstransformtheir self andlife

ESP teacherdevelopmentthroughEuropeanteaching staff mobilityprogrammes

Strategiesto helpstudentsconstructindividualized voice inacademicwriting

Data drivenlearningin the teachingof EAP‘grammar’2.7

Use and misuseof directquotationin student academic writing 3.1

CreatingpedagogicalwordlistsforESAPlearners3.5

Necessityandprovisionof an ESAPsyllabus 3.5

From TEFLto TEAP,startingwith'A'(foracademic)4.2

The frustratingirrationalityof writingprocrastination: can we understandit?

ENGLISH FOR SPECIFIC PURPOSES

A closerlookat classroomdiscussions

Developingacademicwritingskills atMasters-levelin a British university

Innovationsin EAPoralassessment:theIOAproject1.3

Using keywordanalysistocreateESPmaterials: identifyinglexicallayers

Risk versusreward:theEAPrecruitmentdilemma1.7

AcademicEnglishsupportprogramforESL/EAL universitystudents 1.7

Fillingthe gaps:targetedEnglishfor

ELT:lessonsfromexperience2.4

Areas of interest

Observationandfeedback:aretheyreallynecessary for teacherappraisal?

How do yougofrom goodtogreat?2.1

Performancemanagementof teachers2.2 Facilitatingchangein ELTpractice2.4 From chefstoninjas:habitsin TEFLmanagement2.5 Putting theCand thePintoCPD!2.6 Influencing2.7 Creatinga flexiblesummerpre-sessionalprogramme3.2

Powerof theimage- 10waysto usephotographs2.6 Teaching skills!To integrateor nottointegrate!3.1

real reasonsfor CLIL?Andnon-CLIL?

doyougo?3.2

andrecyclinglexis

Three-paragraphtransitionessay:is it arealsolution?3.3 ‘Teamteachership’:factorsattectingthenatureof team-teachinginteractionalrelationships

GLOBAL ISSUES

English curriculumreformin China:tenyearson1.2 ELTDP:Enquiry-basedprojectdesignandteacher

Teaching Englishthesilent way1.1 From 'Englishteacher'to'learningcoach'1.1 Students'conferences:towardsan

The quietrevolutionwentunnoticed3.5 Why can'tmymumanddad speakEnglish?3.6 Who's a legitimateEnglishspeaker?3.6

Areas of interest

LEARNERAUTONOMYcontinued

A very popular FAQ: 'How can I study outside class?'4.2

Life as an in-house corporate trainer: moving beyond the classroom 4.3

LEARNINGTECHNOLOGIES

Let's turn you on! Switch on to rhythmic mobile learning!

From book to web – practical tips for innovative course design 1.2

IELTS in virtual reality - a case study

Pervasive playfulness and mobile technologies for embodied language learning

Ideas to implement mobile phones in the English classroom

Exploring Culture World: people, behaviour and culture(s)

Are you up to standard? Introducing the TESOL Technology Standards

Which is better? F2F or e-learning? Apples or oranges?

Collaborative e-learning and m-learning (MElearning) management

The story of Debbie and Nyan1.7

Learning via dubbing2.1

Digital media and English in India2.1

Cyberella versus Cinderella2.1

Building and using field-specific corpora to enhance ESP teaching 2.2

From nomads to iPads - are we pocketing education?2.2

English language education 2.02.2

Tools for digital storytelling2.2

Informed teaching: re-placing the teacher in and outside the classroom

Using E-portfolios for alternative assessment2.3

Indeterminate articles and unaccountable nouns.

Teaching NS CELTA trainees grammar

Situated cognition and virtual worlds

Technology and principles in language learning2.3 Teaching screenagers: how the digital world is changing learners

Creating a language learning app – concept to app store

Zooming into the reading class: Prezi

Lurking, listening - discussing, developing: learning about learning through distance

Online and blended initial teacher training –challenges and solutions

Past IT - from CALL to EdTech: a history2.4 Feedback: read it or hear it?2.4 Extensive reading through guided web-based book clubs

Using VoiceThread as a tool for self-assessment2.4

DEVELOPMENT

Areas of interest

Areas of interest

RESEARCHcontinued

Conflicting issues in the training programme for Bangladeshi English teachers

Making sense with metaphor in language teacher training 2.4

Effects of reflective learning in university EFL classes2.5

Negotiated identity in discoursal communities: insider or outsider? 2.5

What are youse guys doin'? Expressing plural you in English 2.6

English language teachers and their work: changing trends?

Interactive integration - the IWB as an effective classroom resource

Early language learning in Europe: are we delivering the promise?

Discovering research – a teacher-friendly approach3.2

Academic oral presentations: look who's talking!3.3

Researching ELT in Bangladesh: practice, perils and pitfalls 3.4

Critical thinking: from creative to academic writing3.5

English as a language for international development in rural Bangladesh 3.5

Teacher research - an organisational approach3.6

Engaging minds through poetry 3.7

Much ado about everything – an impact assessment across West Bengal 4.3

Involving students in the individual and group presentation assessment process 4.3

TEACHERDEVELOPMENT

From 'English teacher' to 'learning coach'

The Se7en deadly sins of ELT

A proposal: for active interventionist teaching

Memory - it's on the tip of my tongue

Observation and feedback: are they really necessary for teacher appraisal?

ELTDP: Enquiry-based project design and teacher development

The expertise of teachers and medical doctors

AzETA as a learning school

Do qualifications and experience affect teachers’ attitudes to peer observation?

Who needs a teacher’s book?

Training on air in Kurdistan-Iraq

Why webwikiblogstream? Using online support in teacher development

English language education 2.0

If you don’t want to forget something, make a list2.2

From teacher to trainer: sustainable trainer development projects in China

Using E-portfolios for alternative assessment

Lurking, listening - discussing, developing: learning about learning through distance

Promoting teacher development in a university context2.4

Non-native English teachers on 4-week initial training courses: a study

Areas of interest

The Se7en deadly sins of ELT

Areas of interest

TESTING,EVALUATION&ASSESSMENTcontinued

Cambridge English: Advanced for higher education1.4

Teachers' perceptions of the effectiveness of the learning portfolio 1.7

Does blended learning have an impact on exam results? 2.1

You wash my back, I'll...2.2

TOEPAS: a test of oral English proficiency for academic staff 2.3

Using VoiceThread as a tool for self-assessment2.4

ESP test design -a challenge to the ELT practitioner2.5

What implications does International English have for testing and assessing? 2.7

Technical English – The what and the who3.1

Top tips for success with IELTS teaching and learning3.1

Using verbal protocols to explore Language in Use tests 3.2

I can! How an action research project changed learners’ perceptions 3.2

How to prepare your own practice materials3.2

Academic oral presentations: look who's talking!3.3

A practical way to apply negotiated assessment in EFL contexts 3.4

English for Accounting - what is it? 3.4

Preparing students for IELTS and PTE Academic: a comparison 3.4

Teacher research - an organisational approach3.6

Me, myself and IELTS 3.6

Providing justice to test-takers of EFL 4.1

Using technology to improve reading and writing skills with teenagers 4.1

A fair assessment for English language learners4.2

Vocabulary development for IELTS: two effective approaches from Collins 4.2

Getting the best from the English Vocabulary Profile 4.3

Involving students in the individual and group presentation assessment process 4.3

YOUNGLEARNERS&TEENAGERS

Fun with flashcards

Video projects or how to make it work for teens1.1

Let's turn you on! Switch on to rhythmic mobile learning!

Designing TEYL project-based courses – frameworks for getting started

Feel the fear and write it anyway

Exam preparation: what do we mean by 'skills development'?

teaching through drama in the ELT classroom

Students' conferences: towards an era of sustainable autonomous learners

The importance of teaching higher order thinking skills (HOTS)

Abdelkareem Yosra Hamid

Abdul-QahharMuhammad Himdad hdollabakray@yahoo.com

Abdullah Fadhel Mohammed Ahmed Abedin Manzoorul ma455@cam.ac.uk

Ackermann Kirsten kirsten.ackermann@pearson.com

Acquaviva Kristen kacquaviva@gmail.com

Adlard Rebecca rebeccaadlard@yahoo.co.uk

Agulha Reggie reggie.agulha@regent.org.uk

Ahlquist Sharon sharon.ahlquist@hkr.se

Aish Fiona fiona@target-english.co.uk

Al-Alami Suhair supaeg@yahoo.co.uk

Al-Balooshi Khulood albalushi_ka@yahoo.com

Alexander Olwyn o.alexander@hw.ac.uk

Alexeeva Natalya alnatnick@mail.ru

AlGhafri Mohammed m1ghafri@gmail.com

Al-Halwachi Amaal amaal98@hotmail.com

Al-Hassan Ahmad dral_hassan@hotmail.com

Ali Sally sally.ali@uaeu.ac.ae

Alimi Modupe alimimm@mopipi.ub.bw

Allan Margaret Margaret.Allan@sqa.org.uk

Allemano Jane hurren.j@cambridgeesol.org

Al-Murshedi Nadeem Abdulbaqi Abdullah Amua-Sekyi Ekua nanaekua_2000@yahoo.co.uk

Andon Nick nick.andon@kcl.ac.uk

Andrade Bruno brunoandrade82@gmail.com

Andziuliene Loreta loreta.andziuliene@gmail.com

Anero Roberto anero@netcologne.de

Appleby Rachel rachelappleby@mail.datanet.hu

AregaAbebe Awgichew ArfaKaboodvand Mandana m_arfa@yahoo.com

Arnold Wendy arnoldworld@gmail.com

Ashford Stephanie stephanie_ashford@mac.com

Ashmore Kim kim.ashmore@btinternet.com

Atieya Marwa marwa.atieya@bue.edu.eg

Index of presenters

Ayzen Jennifer jenniferayzen@gmail.com

Badger Ian ian@bmes.co.uk Balint Dennis balint.martin@gmail.com

Ballantyne Neil neil.ballantyne@britishcouncil.org.hk Banegas Dario dariobanegas@hotmail.com Barduhn Susan susan.barduhn@sit.edu Basturkmen Helen h.basturkmen@auckland.ac.nz

Basu Bijoy bijoybasu@gmail.com

Beale Adam adambeale30@hotmail.com

Beaumont Ben ben.beaumont@wlc.ac.uk Beaumont Oliver Bechler Sabrina bechler@em.uni-frankfurt.de

Beck Martin Bedel Osman osmanbedel@hotmail.com

Bedri Amna Mohamed amnambedri@hotmail.com

Beg Mirza Tariq mirza.beg@bd.britishcouncil.org

Begg Carol cmbegg@gmail.com

Belak Mojca mojca.belak@guest.arnes.si

Bell Emily

Bendall Peter bendallpeter@hotmail.com Bendtsen Marina marina.bendtsen@abo.fi BenevoloFranca Valeria vbenevolofranca@gmail.com

Bhattacharya Atanu atanu1071@gmail.com

BimaliNiroshini Hawpage Dona Black Jackie jackie.black@york-associates.co.uk Blake-Johnston Pauline pblake-johnston@elmwood.ac.uk

Bobkova Vera bobkovavera@gmail.com Borg Simon s.borg@education.leeds.ac.uk Bosson Andrew andrew.bosson@ozyegin.edu.tr Bowden Rachel r.bowden.eltdp@gmail.com

Bowie Christopher Thomas zhangwei_ctb@yahoo.co.uk

Boy Isil isilboy@gmail.com

Braddock Paul paul.braddock@britishcouncil.es

Index of presenters

Bradfield Bess

bess@bnbcreative.co.uk

Bradford Graham graham.bradford@libero.it

Brierley Mark mark2@shinshu-u.ac.jp

Broadhead Annie hurren.j@cambridgeesol.org

Brown Ben

Brown Chris hurren.j@cambridgeesol.org

Brown Richard

Brown Simon simon.brown@british-study.com

Brown Steve steve.brown@britishcouncil.org.my

Bruton Anthony abruton100@yahoo.com

Buchanan Heather h.buchanan@leedsmet.ac.uk

Budden Joanna jo.budden@britishcouncil.es

Bukin Steven steven.bukin@btinternet.com

Bullock Deborah desleb@hotmail.com

Burczynska Paulina poline198789@yahoo.com

Buyuksimkesyan Eva evabsimkesyan@yahoo.com

CabreraDuarte Vera veracabrera@uol.com.br

Camerer Rudolf

R.Camerer@elc-consult.com

Cameron Caroline Lisa caroline.cameron@qa.britishcouncil.org

Campbell Anne campbellanne@hotmail.com

Campbell Lulu

Campbell Nancy ncamp@aon.at

Campbell Robert rcampbell@its-online.com

Capel Annette annettecapel@mac.com

Caplen-Spence Noreen ncaplenspence@yahoo.co.uk

Capper Simon capper@jrchcn.ac.jp

Cardoso Willy cardoso.elt@gmail.com

Carley Grainne grainne.carley@cdu.cdvec.ie

Carrier Michael mcarrier@btconnect.com

Castillo Elvina

Castro Mabel mabelcosta.castro@gmail.com

Cates Kip kipcates@hotmail.co.jp

Cauldwell Richard rtc@blueyonder.co.uk

Cavalcante Higor teacher.higor@yahoo.com.br

Chamot Anna Uhl auchamot@aol.com

Chang Ya-Hui ya-hui.chang@stir.ac.uk

Chattopadhyay Kalyan profkalyan@gmail.com

Chinn Richard richardmchinn@yahoo.co.uk

Chouseinoglou Secil secil.canbaz@gmail.com

Christopher Virginia vlchrist@ucalgary.ca

Christopher Nkechi nmxtopher@gmail.com

Clandfield Lindsay lclandfield@yahoo.ca

Clare Antonia

Clark Max max.clark@britishcouncil.org.my

Clark Rachel rachel.clark@ucl.ac.uk

Clegg John

jclegg@lineone.net

Cloke Suzanne suzannecloke@gmail.com

Coleman Jill jill.coleman@bell-centres.com

Constantinides Marilia m.constantinides@cut.ac.cy

Constantinides Marisa info@celt.edu.gr

Cook Guy

Cooker Lucy lucycooker@gmail.com

Corcoran Damian damian.corcoran@gmail.com

Craven Miles milescraven@firstpress-elt.com

Cummins Kevan kevan.cummins@britishcouncil.org

Cusack Barry mbcusack@hotmail.com

daSilva Rui

rdasilva@studygroup.com

Dahmardeh Mahdi mahdi@dahmardeh.com

Dal-Bianco Veronica veronica.dal-bianco@fh-burgenland.at

Dale Liz

e.m.dale@hva.nl

Daskalovska Nina nina.daskalovska@yahoo.com

Davidson Matt m.davidson@macmillan.com

Davies Dianne

dianne.davies@uibk.ac.at

Davies Paul

Davis June-Rose june-rose.davis@britishcouncil.org

Dawson N nickdaw@btinternet.com

DeChazal Edward edward@emdechazalconsulting.co.uk

DeFelice Rachele rachele.de_felice@nottingham.ac.uk

Dean Rob Delaney Marie mars37_2002@yahoo.co.uk

Dellar Hugh hughdellar@mac.com

Demirbas Muzeyyen Nazli nazlidemirbas_06@hotmail.com

Demirel Huseyin huseyin.demirel@emu.edu.tr

DemirezenUygan Devrim devrimuygan@sabanciuniv.edu

Dewey Martin martin.dewey@kcl.ac.uk

Dexter Phil phil.dexter@britishcouncil.org

Dharmaraj Deepali deepaliesl@gmail.com

DiazMaggioli Gabriel diazmagg@newschool.edu

Dick Derek

Dick Lesley

lesannms@yahoo.co.uk

Digin Sibel

Dodge Valentina valentina@english360.com

Doguelli Teresa doguellt@hotmail.com

Donna Sylvie sylvie.donna@durham.ac.uk

Donnini Livia livpring@usp.br

Donno Sarah sdonno@stevenson.ac.uk

Dowling Shaun shaun_dowling@hotmail.com

Downey Lorraine lorraine.downey@cdu.cdvec.ie

Driscoll Jessica jessie@languagelab.com

Driver Paul paul_driver@mac.com

Drought Andrew andrew.drought@britishcouncil.or.jp

duPreez Melvin dupreezm@sun.ac.za

duVivier Madeleine m.duvivier@ucl.ac.uk

Dudeney Gavin gavin.dudeney@theconsultants-e.com

Dugovicova Stefania idugo@chello.sk

Dummett Paul paul_dummett@hotmail.com

Dunne Louisa louisa.dunne@britishcouncil.fr

Durairajan Geetha gdurairajan@gmail.com

Dykes Jonathan jdykes@bcn.ihes.com

Index of presenters

Dyson Jon jondyson2007@googlemail.com

Eljack Nada neljack@hotmail.com

Ellis Charlie ch.ellis@macmillan.com

Ellis Gail

Ellis Maureen t-ellis2@hotmail.com

Elmslie Rachel rachel.elmslie@glasgow.ac.uk

ElNesr Nesreen nesreen2912@yahoo.com

Enever Janet janet.enever@sprak.umu.se

England Alan Erling Elizabeth J. e.j.erling@open.ac.uk

EryilmazSalki Dilek dilek.salki@ozyegin.edu.tr

Esteves Vanessa vcreis.luis@gmail.com

Everhard Carol Joy everhard@enl.auth.gr

Ewens Thomas t.r.ewens@gmail.com

Eydelman Natalia eydelman.natalia@gmail.com

Falla Tim timfalla@btinternet.com

Farag Sophie sophiemf@aucegypt.edu

Farley Sally sallyfarley18@yahoo.com

Fernandez Daniel fernandezdj@arnet.com.ar FerreiraXavier Maria do Carmo docarmoferreira@gmail.com

Field John jcf1000@dircon.co.uk

Fielder Clare fielder@uni-trier.de

Fionda Rachael dos@sti.ie

Fischer Danielle danifischer81@gmail.com

Fitzgerald Alannah alannahfitzgerald@gmail.com

Fleta M. Teresa tfleta@perlaunion.es

Flinders Steve steveflind@aol.com

Foley Mark Foord Duncan duncan@oxfordtefl.com

Foreman Ann foreman@ydemas.com

Fox Anne foxdenuk@gmail.com

FrancoWilmot Renata renatawilmot@gmail.com

Hedges Claire c.l.hedges@open.ac.uk

Hendra Leslie Anne

la.hendra01@gmail.com

Heo Jaeyeon jenny_jyheo@yahoo.co.uk

Herdon Tim tim.herdon@oup.com

Heron Maria maria@nile-elt.com

Hewings Martin martinhewings@waitrose.com

Hill David A futured@hu.inter.net

Hill Robert robhill@tin.it

Hockly Nicky

Holden Susan sh@easynet.co.uk

Hollett Vicki

Holzmann Christian christian.holzmann@univie.ac.at

Horne Alastair ahorne@cambridge.org

Horne Beverley

Hossain Md. Akhtar sunny7tauhid@yahoo.com

Hostvedt Vibeke vibekehaslam@gmail.com

Howard Amanda amanda.howard@buid.ac.ae

Howitt Andrew andre.rvr@consultant.com

Hubbard Philip efs@stanford.edu

Hughes John jhnhghs@msn.com

Hunter Claire r.claire.hunter@gmail.com

Huxtable Dave

Hwejeh Faika faeikahawijah@yahoo.com

Hyua Baka Timothy

Ikeda Makoto ikeda-m@rondo.plala.or.jp

Imtiaz Akifa aakifa@yahoo.com

Ioannou-Georgiou Sophie sophiecy@yahoo.com

IsikTas Elvan Eda isiktaseda@gmail.com

Izumi Emiko emiko@kyokyo-u.ac.jp

Jaatinen Riitta

riitta.jaatinen@uta.fi

Jahan Akhter

Jahan Rubaiyat finnegunwake@yahoo.com

Jain Vandana vandana.jain@in.britishcouncil.org

Jamieson Duncan duncanscottjamieson@yahoo.co.uk

Index of presenters

Jamieson Karen eva.schmidt@harpercollins.co.uk

Jeffries Amanda amanda.jeffries@virgin.net

Jeret Erika John-Baptiste Belinda b_jbaptiste@yahoo.co.uk

Johnson Catriona catriona.johnson@ihlondon.com

Johnson Jenny jennyjohnson.btn@gmail.com

Jones Tamara jonestamara@hotmail.com

Jones Tony tony.jones@britishcouncil.org

Jovanovic Nenad

Kallus Ernst ernst.kallus@oup.com

Kane Eleanor el-kane@u-shimane.ac.jp KanekoMarques Sandra Mari samakaneko@gmail.com

Kapur Veena veenakapur821@gmail.com

Keddie Jamie jamiekeddie@hotmail.com

Keedwell Andy andrewjohnkeedwell@yahoo.co.uk

Kelly Keith

Kennedy Chris c.j.kennedy@bham.ac.uk

Keranen Nancy Susan lajoya108@yahoo.com

Kerr Raymond raymond.kerr@britishcouncil.org.tr

Khabiri Mona monakhabiri@yahoo.com

Khalyapina Lyudmila lhalapina@bk.ru

Khan Harunur harunrj@gmail.com

Khan Iffaf iffaf@languagelab.com

Kharbamon Tarun Kumari tkkharbamon@gmail.com

Khurram Bushra bushrakhurram@gmail.com

Kiai Alice awkiai@yahoo.com

Kiddle Thom thom@nile-elt.com

Kiely Richard r.kiely@bristol.ac.uk

Kirecci Zeynep kirecci@bilkent.edu.tr

Kirk Hamish hamishkirk47@gmail.com

Kirk Steve s.e.kirk@durham.ac.uk

Kitsnik Mare marekitsnik@gmail.com

Kizuka Masataka kizuka@koto.kpu-m.ac.jp

Index of presenters

Klein Anna anna_klein@wp.pl

Knagg John

Koenig Martina martina.koenig@fh-joanneum.at Koester Almut almutkoester@blueyonder.co.uk

Kokturk Birgul birgulk@sabanciuniv.edu

Kokubu Yuho shining-star57@y8.dion.ne.jp

Konakahara Mayu mkonak@y.aoni.waseda.jp

Korecic Nikolina nikolina.korecic@gmail.com

Kostrzewski Wiktor dos@cityschooloflanguages.co.uk

Kotby Inas kotbyi@hotmail.com

Krajewska Milada milada.krajewska@gmail.com

Kryszewska Hanna hania.kryszewska@pilgrims.co.uk

Kuchkarova Nargiza

Kucuk Tugba tkucuk@bilkent.edu.tr

KundanmalDak Manisha Kukulska-Hulme Agnes

Kurihara Noriko knorikokk@yahoo.co.jp

Lackman Ken kenlackman@yahoo.com

LaClare Elton eltonlaclare@hotmail.com

Lamb Melissa melissa.lamb@ihlondon.com

Lammons Elizabeth elizabeth-l@kanda.kuis.ac.jp

Lamont John john.lamont@cityofglasgowcollege.ac.uk

Langston Kiros kiros.langston@tn.britishcouncil.org

Lansford Lewis

Laurillard Diana

Leather Sue sue@sueleatherassociates.com

Lee Junga junga1025@hotmail.com

Lefever Samuel samuel@hi.is

Leiras Ana Maria anamaria.leiras@elmec.it

Lewis Samantha lewis.sammy.j@gmail.com

Lima Chris chrislima90@yahoo.co.uk

Lindner Rachel rachel.lindner@onlinehome.de

Lindstromberg Seth Liu Ying derekyliu@gmail.com

LlanosGarcia Ricardo

Lloyd Niall niall_lloyd@hotmail.com

Louis Paul

paulslouis@gmail.com

LussiBell Maggi luma@zhaw.ch

Lynch Tony A.J.Lynch@ed.ac.uk

Macallister Christopher c.j.macallister@durham.ac.uk

MacDiarmid Carole carole.macdiarmid@glasgow.ac.uk

MacDougall Jennifer jenakimou@hotmail.com

MacDougall Ken kmacdougall@stevenson.ac.uk

Mackenzie Alan alan.mackenzie@in.britishcouncil.org

Mader Judith j.e.mader@t-online.de

Magadzire Runyararo rmagadzire@gmail.com

Maglione Paul paul.maglione@english-attack.com

Majzoub Mona monamajzoub1979@yahoo.com

Malcolm Bruce

Malcolm Diane diane@agu.edu.bh

Maley Alan yelamoo@yahoo.co.uk

Mann Malcolm MarinCaceres Leonor leomarinc@yahoo.com

Mawer Kyle kylemawer@yahoo.com

Mbali Charlotte mbalivc@gmail.com

McCarter Sam sammc27lon@hotmail.com

McGovern John jmcgovern48@gmail.com

McGraw Rhoda rhoda.mcgraw@mail.enpc.fr

McKeown Arthur arthur.mckeown@btinternet.com

McMahon Liz johnlizm@yahoo.com

McManus Anthony anthony.mcmanus@targettraining.eu

McNair Alistair

Meddings Luke lukemeddings@gmail.com

Meiramova Saltanat saltanat.m@mail.ru

MelakuYitbarek Getachew

Mendes Milena milenapmendes@gmail.com

Mendoza Miguel mmendoza97@gmail.com

Mercer Sarah sarah.mercer@uni-graz.at

Messum Piers p.messum@gmail.com

Metslang Helena helena.metslang@gmail.com

Milligan Sarah s.milligan@macmillan.com

Millin Sandy sandymillin@gmail.com

Millward-Sadler Adrian adrian.millward-sadler@fh-joanneum.at MimicaBezjak Gjurgjica gmbezjak@yahoo.co.uk

Mirowska Agnieszka agn.mirowska@kn.pl

Miscin Evelina evelinamiscin@yahoo.co.uk

Mitsaki Catherine cmitsaki@yahoo.gr

Moore Caroline caroline_moore@me.com

Moore Julie Mordue Suzanne Suzanne.mordue@britishcouncil.org.tr

Morrish Irana hurren.J@cambridgeesol.org

Morrison Brian morrison_brian@yahoo.com

Morrow Keith Moura Pedro p.moura@macmillan.com

Mourao Sandie nettlehouse@mail.telepac.pt

Muller Amanda amanda.muller@flinders.edu.au

Muller Kerstin

Muluh Florence Munro Sonia s.munro@hud.ac.uk

Murase Fumiko fumikomurase@gmail.com

Murphy Brona brona.murphy@ed.ac.uk

Murphy Linda l.m.murphy@open.ac.uk

Murray Jill jill.m.murray@gmail.com

Mustafa Blerta blerta.mustafa@gmail.com

Naoumi Evelyn J evelynkk@meiji.ac.jp

Nathan Philip p.b.nathan@dur.ac.uk

Neher Beth beth.neher@gmail.com

Nejjar Imane inejjar@yahoo.com

Nelson Michael micnel@utu.fi

Neophytou Maro maro.neophytou@cut.ac.cy

NiMhochain Roisin rnimhochain@marjon.ac.uk

Index of presenters

Nicholson Desmond hurren.j@cambridgeesol.org

Nickle Kathleen Nicoll Carole info@language-factory.co.uk Nikula Tarja tarja.nikula@jyu.fi

Nishida Rieko rieko.nishida@gmail.com Norrington-Davies Danny danny.norrington-davies@ihlondon.com

Northall Nicholas n.northall@sheffield.ac.uk

Norton Julie jen7@le.ac.uk Ntomprou Konstantina dobroudina@gmail.com

OLeary Niamh Ochi Kimiko utan930@flute.ocn.ne.jp O'Connell Fitch fitch@wordpowered.org ODonahue Clare clare.odonahue@in.britishcouncil.org

Oguz Aybike aybike.oguz@ozyegin.edu.tr O'Hare Keith keithohare@gmail.com

Oi Kyoko kyoko-oi@faculty.chiba-u.jp OjedaNaveda Evelin Amada Olagboyega Kolawole Kolawaziri@aiu.ac.jp Oliveira Raquel oliveiraquel@gmail.com O'Neill Fatma fatmaoneill@gmail.com Oral Sebnem oral.sebnem@gmail.com O'Rourke John john.orourke@britishcouncil.org.vn Ortuno Luz luz.ortuno@britishcouncil.org.ve Osada Eri osada-e@kanda.kuis.ac.jp Osborne Mark mark.osborne@L2.co.uk OwenAkata Sordum akatasm@yahoo.com Ozdemir Esra esraoz@istanbul.edu.tr Ozkul Senem senem.oezkul@phil.uni-augsburg.de Painter-Farrell Lesley painterl@newschool.edu PalaniPalanichamy Mala Palmer Lucy lucyp@teachit.co.uk Pandey Shyam Bahadur shyampandey15@gmail.com

Parmee Ryan ryan.parmee@qa.britishcouncil.org

Index of presenters

Parry Sally

Paterson Ken ken.paterson@gmail.com

Paton Colin colin.paton@ihlondon.com

Paton Susan

Patrick Philip

philip.patrick@britishcouncil.or.jp

Pavlovic Biljana bilja.biba@gmail.com

Pedro Manuel dias_pedro2003@yahoo.com.br

PenaMunoz Diana dpena@theanglo.org.mx

Pereira Joe joe.dharma@gmail.com

Perkins Nick nick.perkins@pearson.com

Perry Nicola nicolaperry57@hotmail.com

Philpot Sarah sarah.philpot@laposte.net

Pickering George georgeuk32@aol.com

Platzer Hans hans.platzer@fhwn.ac.at

Pontes Andresa andresa_pontes@hotmail.com

Popovic Radmila rpopovic27@yahoo.com

Powell Mark

Power Tom t.j.m.p.power@open.ac.uk

Primalis Dimitrios dprimalis@gmail.com

Prince Emma Sue emma-sueprince@espconsulting.co.uk

Prior Jemma Jemma.Prior@unibz.it

Procter-Legg Emma

PrpicDjuric Irena irena_ines@yahoo.com

Psonder Tanja tanja.psonder@fh-joanneum.at

Puchta Herbert hp@herbertpuchta.com

Pugsley Jenny japugsley@waitrose.com

Rahman Arifa arifa73@yahoo.com

Rai Maya mayasujcha@yahoo.com

Rajendran Shiv shiv@languagelab.com

Rashidova Sevinj sevarashidova@yahoo.com

Rea Dave dave.rea@ihlondon.com

Read Carol carolread@readmatthews.com

Rebolledo Paula prebolledoc@gmail.com

Rees Gareth

Reguzzoni Manuela m.reguzzoni@virgilio.it

Reynolds Alexandra

alexandra.reynolds@univ-nantes.fr

Rice Catherine catherinemrice@yahoo.co.uk

Richardson Silvana silvana.richardson@bell-worldwide.com

Richardson Vic vrichardson@studygroup.com

Riley Michael dos.sandonato@ihmilano.it

Rimmer Wayne wrimmer@hotmail.com

Roberts Rachael

Robinson Carole carolearobinson@hotmail.com

Robinson Nick nmkrobinsonELT@gmail.com

Rocchiccioli Anne annet.rocchiccioli@gmail.com

Roger Luke lukearoger@gmail.com

Rogers Ian ian.rogers@zu.ac.ae

Rogers Louis l.j.rogers@reading.ac.uk

Rogerson-Revell Pamela pmrr1@le.ac.uk

Rolinska Anna annarolinska@yahoo.co.uk

Roman Tamatha tamatha-r@kanda.kuis.ac.jp

Romeu-Font Maria Dolors honey_mar@hotmail.com

Rondon Maria Estela Ribeiro Jardim estelarondon@gmail.com

Roosken Barbara b.roosken@fontys.nl

Rosenberg Marjorie mrosenberg@aon.at Rosinska-Trim Marta marta@e-dos.org

Ross Claire claire_chorleychick@hotmail.com

Ross Damian damian.ross@lb.britishcouncil.org

RotGabrovec Veronika veronika.rot-gabrovec@guest.arnes.si

Round Josh jround@stgeorges.co.uk

Rowberry Jonathan jrowberry@ed.sojo-u.ac.jp

Ryan Stephen ryan@isc.senshu-u.ac.jp

Sachpazian Maria Araxi sachpazian@yahoo.com

Sakamoto Barbara Hoskins barbsaka@gmail.com

Salandyk Weronika weronika.salandyk@gmail.com

Salvi Ana Ines

anainess26@yahoo.com.ar

Sampaio Gloria R L gloria_sampaio@hotmail.com

Samuel Nupur nupursamuel@gmail.com

Sanchez Liliana lsanchez@theanglo.org.mx

Sanotska Larysa sanotska@yahoo.com

Santos Giselle giselle.santos@culturainglesa.net

Sartori Fernando fcsartori@terra.com.br

Sasajima Shigeru sasajima@saitama-med.ac.jp

Saumell Maria Victoria saumell.vicky@gmail.com

Schaefer Eugene eugeneschaefer@aol.com

SchummFauster Jennifer jennifer.schumm@uni-graz.at

Sciamarelli Maria Lucia malusciamarelli@gmail.com

Scott Katharine Blanca Scrivener Jim Jim.scrivener@bell-worldwide.com

Seligson Paul c.smith@richmondelt.com

Selivan Leo leo.selivan@britishcouncil.org.il

Senturk Hakan hakan.sentrk@gmail.com

Sergayeva Yulia sergaeva@gmail.com

Shalash Srour srour.shalash@gmail.com

Shangarffam Nasim nshangarf@yahoo.com

Shao Heng-Yu donashao@gmail.com

Shapiro Aviva shapiroaviva@gmail.com

Shaw Sarah Sheard Nick n.sheard@macmillan.com

Shehata Yasmine yasminmoneim@aucegypt.edu

Shelley Stephen

stephen.shelley@britishcouncil.org.hk

Shen Wei-Wei wwshen@fcu.edu.tw

Shephard Simon simon.shephard@britishcouncil.org.tr

Shiferaw Betru

Shipman Graham graham.shipman@L2.co.uk

Shrestha Prithvi p.n.shrestha@open.ac.uk

Siderova Yuliya siderova@yahoo.com

Sinclair Barbara Sinclair Tracey t.sinclair@elionline.com

Singh Jitendra Kumar singhjitendra_j@yahoo.com

Index of presenters

Sketchley Martin martinsketchley@hotmail.com

Skiniotou Caterina cskiniotou@gmail.com

Skinner Jody jody@uni-koblenz.de

Smith Howard h.smith@oxfordhousegroup.com

Smith Jo jomsmi@yahoo.com

Smith Kristina kristina123smith@hotmail.com

Smith Richard R.C.Smith@warwick.ac.uk

Smith Tom executive_english@mac.com

Solly Mike mike.solly@yahoo.co.uk

Sotiriou Chryssantthe sassy_gr@hotmail.com

Southall Pamela p.southall@morleycollege.ac.uk

Soyoz Sirin Sirin.soyoz@britishcouncil.org.tr

Spratt Mary mary.spratt@ntlworld.com

St.Louis Rubena slrubena2003@yahoo.com

Stanley Graham blogefl@gmail.com

Stannard Russell russellstannard@btinternet.com

Stencel Przemyslaw pstencel@gmail.com

Strong Helen helen@helenstrong.de

Suzuki Toshihiko toshisuz@hotmail.com

Swabey Marie Therese hurren.j@cambridgeesol.org Swaenepoel Joost joostswaenepoel@gmail.com

Swan Michael swanmic@gmail.com

Sweeney Paul paul@eduworlds.co.uk Szpotowicz Magdalena m.szpotowicz@ibe.edu.pl

Talebzadeh Alireza talebov@yahoo.com

Tanaka Mayumi tmayumi0516@hotmail.com

Taneja Kamini kamini.taneja@in.britishcouncil.org

Tanner Rosie r.l.tanner@uu.nl

Tassinari Maria Giovanna tassinar@zedat.fu-berlin.de

Tatis Hilal hilaltatis@gmail.com

Tatsuki Donna dhtatsuki@gmail.com

Index of presenters

Tatzl Dietmar

dietmar.tatzl@fh-joanneum.at

Taylor Florentina florentina.taylor@york.ac.uk

Tehrani Leila

TekluMinas Aschalew aschalewteklu@yahoo.com

terKeurs Sarah sarah.terkeurs@ubc.ca

Terrell Shelly shellyterrell@gmail.com

Thomas Michael michaelt@sabanciuniv.edu

Thompson Charlotte charlotte.thompson@britishcouncil.org.hk

Thorn Sheila sthorn@clara.net

Thorne Steven L

Thornton Katja katja.thornton@bell-worldwide.com

Tirasin Karin ktirasin@aci.k12.tr

Titova Svetlana stitova3@gmail.com

Tomlinson Joanne jo@target-english.co.uk

Topkaya Ece ecetopkaya@yahoo.com

Toste Verissimo vtoste1@gmail.com

Tranter Geoff tranter@mondiale.de

Tribble Christopher Troughear Sarah Trzmielewska Joanna j.trzmielewska@macmillan.com

Tsurikova Lubov

TuksarRadumilo Suncana stuksar@unipu.hr

Tutunis Birsen tutunisster@gmail.com

Ugur Cigdem cugur@aci.k12.tr

Umesaki Atsuko

Underhill Adrian

Ur Penny

Uztosun Mehmet Sercan sercanuztosun@yahoo.com

Vai Marjorie marvai@mac.com

Vale David davidpvale@gmail.com

Valente David david.valente@mm.britishcouncil.org

Veitch Ann ann.veitch@qa.britishcouncil.org

Velikaya Elena evelikaya@hse.ru

Verdonk Desiree verdonk@fhwn.ac.at

Verschoor Jennifer jenverschoor@gmail.com

Viale Florencia Ines florenciaviale01@hotmail.com

Vinas-Valle Laura Laura.vinas@uclm.es Vulic Vesna vvulic@vup.hr

Waechter Kirsten info@tailored-trainings.de Walisundara Dilini dilini_chamali@yahoo.com

Walker Clare Walker Philippa philippa.walker@targettraining.eu

Walkley Andrew andrewwalkley@mac.com

Wall Bernadette berni.wall@language-tuition.co.uk

Walsh Christopher c.s.walsh@open.ac.uk

Walter Catherine kate@hcwalter.net

Wang Linfeng evawangamaro@gmail.com

Wang Xiaobing icysprite@gmail.com

Wardman Clare clarewardman@gmail.com

Watson Mark Watts Mandy mandy.watts@educationscotland.gov.uk

Weiler Theresa theresa.weiler@uibk.ac.at WelberrySmith Jane jane.welberrysmith@eckersley.co.uk

Westbrook Pete westbrook@hum.ku.dk Westwell Rosemary rjwestwell@hotmail.com

Whitaker Catherine catherine.whitaker@harpercollins.co.uk

White Karen karen.white@aon.at Wicaksono Rachel r.wicaksono@yorksj.ac.uk

Wightman Brendan Wilden Shaun shaun.wilden@ihworld.co.uk

Williams Anneli anneli.williams@glasgow.ac.uk

Williams Lucy l.williams@macmillan.com

Williams Marion m.d.williams@exeter.ac.uk

Williams Simon s.a.williams@sussex.ac.uk

Willis Dave dave@willis-elt.co.uk

Willis Jane jane@willis-elt.co.uk

Willoughby Marie marie.willoughby@ihlondon.com

Wilson Dede dedewilsonuk@yahoo.co.uk

Wilson Jean jean.wilson1@gmail.com

Wilson Ken kenwrite@btinternet.com

Winchester Matt matt.winchester@britishcouncil.org.sg

Winston Neil neil.winston@britishcouncil.org

Wong Matilda matildaw@umac.mo

Wood David John Woods Leo leo.woods@edinburghschoolofenglish.com

Woods Paul rphwoods@gmail.com

Woodward Clare Woodward Tessa

Wren Wendy wmwren@btinternet.com

Wu Fanghui judywufanghui@hotmail.com

Xerri Daniel dx509@york.ac.uk

Yalin Sezgi sezgiriza@yahoo.com

Yavuz Aysun yavuzaysun@hotmail.com

Yilmaz Beyza Nur beyzayilmaz@gmail.com

Yim Su Yon suyon.yim@nie.edu.sg

Yoshida Haruyo hyoshida@cc.osaka-kyoiku.ac.jp

Young Roslyn roslyn.young@wanadoo.fr Yunatova Irina irinayunatova@rambler.ru

Zaczek Monika monika.zaczek@britishcouncil.ro

Zandian Samaneh s.zandian@warwick.ac.uk Zdzitowiecki Bo beezed28@hotmail.co.uk

Zeronis Ron hurren.j@cambridgeesol.org

Abbreviations, acronyms & initialisms

Abbreviations, acronyms and initialisms for the IATEFL Conference

a The presentation focuses on Adult Teaching

AE Academic English

AGM Annual General Meeting

AL Applied Linguistics

BC British Council

BE Business English

BELFBusiness English as a Lingua Franca

bkpromThe presentation promotes a particular book

CAE Certificate in Advanced English

CAL Computer-assisted learning

CALLComputer-Assisted Language Learning

CEF Common European Framework

CEFRCommon European Framework of Reference

CESOLCommunicating in English with Speakers of Other Languages

CLIL Content and Language Integrated Learning

CMC Computer-Mediated Communication

CoCoCoordinating Committee

CPD Continuing Professional Development

CPE Certificate of Proficiency in English

e The presentation is for an Experienced Audience

E4W English for Work

E4WPEnglish for the Workplace

EAL English as an Additional Language

EAP English for Academic Purposes

EFB English For Business

EFL English as a Foreign Language

EGP English for General Purposes

EIL English as an International Language

ElComElectronic Committee

ELF English as a Lingua Franca

ELT English Language Teaching

ELTeCSEnglish Language Teaching Contacts Scheme

ELTJ ELT Journal

EOP English for Occupational Purposes

ES(O)LEnglish as a Second Language

ESP English for Specific Purposes

EYL English for Young Learners

FCE First Certificate in English

GEN General

GI Global Issues

IATEFLInternational Association of Teachers of English as a Foreign Language

iBT Internet-Based Test

ICT Information and Communication Technology

ie The presentation is for an Inexperienced Audience

Abbreviations, acronyms & initialisms

IELTSInternational English Language Testing System

INSETIn-Service Teacher

INSETTIn-Service Teacher Training

IWBInteractive Whiteboard

L1First Language

L2Second Language

LALearner Autonomy

LAMLeadership & Management

LMCSLiterature, Media & Cultural Studies

LTLearning Technologies

LTOLanguage Teaching Organisation

MALLMobile Assisted Language Learning

MDMaterials Development

MemcomMembership Committee

MoEsMinistries of Education

NESTNative English-Speaking Teachers

NNESTNon-Native English-Speaking Teacher

NNSNon-Native Speaker

NQTNewly-Qualified Teacher

pThe presentation focuses on Primary Teaching

PCEPre-Conference Event

PLNProfessional Learning Network

PRONPronunciation

pubSpeaking on behalf of a publisher/examination board/commercial organisation

RESResearch

RPReceived Pronunciation

sThe presentation focuses on Secondary Teaching

SIGSpecial Interest Group

tThe presentation focuses on Tertiary Teaching

TATeacher Association

TBLTask-Based Learning

TBLTTask-Based Language Teaching

TBTTask-Based Teaching

TDTeacher Development

TEATesting, Evaluation & Assessment

TEFLTeachers of English as a Foreign Language

TESOLTeachers of English to Speakers of Other Languages

TEYLTeaching English to Young Learners

TTEdTeacher Training & Education

VLEVirtual Learning Environment

WMISWider Membership Individual Scheme

WMSWider Membership Scheme

YLTYoung Learners & Teenagers

IATEFL committees, volunteers and staff

Patron David Crystal

CoordinatingCommittee

President

Vice President

Secretary

Treasurer

Associates’ Representative

ElCom Chair

Membership Committee Chair

SIG Representative (outgoing)

SIG Representative (incoming)

ExecutiveCommittees

Conference Committee

Electronic Committee

Finance Committee

Membership Committee

Publications Committee

Eric Baber

Herbert Puchta

Zeynep Urkun

Amos Paran

Les Kirkham

Gavin Dudeney

Gary Motteram

Colin Mackenzie

George Pickering

Eric Baber (Chair)

Carol Read

Ros Wright

Alison Medland (for head office)

Glenda Smart (for head office)

Alison Wallis (for head office)

Gavin Dudeney (Chair)

Eric Baber

Sara Hannam

Mike Harrison

Amos Paran (Chair)

Andy Curtis

Colin Mackenzie

Glenda Smart (for head office)

Gary Motteram (Chair)

Gloria Barnett-Powell

Natalia Grishina

Caroline Okerika

Glenda Smart (for head office)

Vicky Sowerby (for head office)

Herbert Puchta (Chair)

Martin Eayrs

Jo Ann Salvisberg

NewsletterEditor Alison Schwetlick

ConferenceSelectionsEditor

ConferenceProgrammer

ProposalsCommittee

Tania Pattison

Madeleine du Vivier

Graham Hall

Jenny Pugsley

Ros Wright

IATEFL committees, volunteers and staff

SpecialInterestGroupCoordinators

Business English

English for Specific Purposes

ES(O)L

Global Issues

Leadership & Management

Learner Autonomy

Learning Technologies

Marjorie Rosenberg

Mark Krzanowski

Caroline Okerika & Elaine Williamson

Maureen Ellis

George Pickering (outgoing)

Jenny Johnson (incoming)

Leni Dam

Graham Stanley

Literature, Media & Cultural StudiesDavid A Hill

Pronunciation

Research

Teacher Development

Teacher Training & Education

Testing, Evaluation & Assessment

Young Learners & Teenagers

AdvisoryCouncil

ScholarshipWorkingParty

WMSAdvisoryCommittee

IATEFLStaff

Executive Officer

Deputy Executive Officer

Conference Organiser

Finance Officer

Marketing & Sponsorship Officer

SIG & General Administrator

Membership Officer

Conference Assistant

Administration & Finance Assistant

Jonathan Marks & Wayne Rimmer

Richard Smith

Mojca Belak

Birsen Tutunis

Sue Hackett

Helen Emery & Hans Mol

Herbert Puchta (Chair)

Susan Barduhn

Ronald Carter

Michael Carrier - British Council

David Crystal - Patron

Adrian du Plessis

Keith Morrow - Editor, ELTJ

Sue Sheerin

Catherine Walter

Eryl Griffiths (Chair)

Sophie Ioannou-Georgiou

Patrick McMahon

Felicity O’Dell

Amos Paran

Peter Grundy (Chair)

Kate Barker

Michael Carrier

Mike Clark

John McGovern

Mike Solly

Catherine Walter

Glenda Smart

Louise Atkins

Alison Medland

Kay Cox

Alison Wallis

Eleanor Broadbridge

Vicky Sowerby

Geraldine Breedon

Linda James

IATEFL Annual General Meeting

NoticeofAnnualGeneralMeeting

The2012AnnualGeneralMeetingofIATEFLwillbeheldinLomond,attheSECC,Glasgow,UK, onWednesday21st March2012from1225to1330

Allmembersareinvitedtoattend

AGENDA

1.Minutes of the AGM held in April 2011 at the Brighton Centre

2.Matters arising

3.Treasurer’s report

4.Presentation and receipt of accounts for 2010-2011

5.Re-appointment of Larkings as auditors

6.Presentation by the President and Executive Committee chairs on general issues, the work of the Coordinating and other committees, the SIG representative’s report, and Associates’ representative’s report

7.Appointment and reappointment of new Trustees

8.Thanks to out-going Vice President, and welcome to new post holders and other new volunteers

9.Date of next meeting 10th April 2013 in Liverpool, time and venue to be confirmed.

By order of the Board

Zeynep Urkun Company Secretary

International Association of Teachers of English as a Foreign Language, Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK

Annual report from the President to members

Eric Baber

IATEFL President

As my first year as President draws to a close and I reflect upon IATEFL’s activities over the past 12 months there is one element I would like to highlight above all others: the fact that – with the exception of our talented Head Office staff – every single individual who has contributed to making IATEFL the thriving and vibrant organisation that it is has done so on a voluntary basis. Ours is an organisation run by its members for its members, and to my mind it shows. Collaboration between the Special Interest Groups, the Coordinating Committee (IATEFL’s Board of Directors), and the various other committees and working parties has been exceptional, and the results speak for themselves. As we will see over the next few pages we are a very healthy organisation by any measure – activities, geographic spread of individuals involved, or finances – and I am confident that this is a trend which will continue.

I would like to take this opportunity to thank two people in particular who have significantly contributed to making the organisation what it is today and who are stepping down from their respective positions at this year’s conference, namely Herbert Puchta and Colin Mackenzie. For the past four years Herbert has been Vice President/President and during this time has overseen a number of significant improvements in our annual conference, our publications, our international reach and the organisation as a whole. Colin meanwhile has done a superb job in coordinating and representing the 14 Special Interest Groups – in many ways the lifeblood of our organisation. Without either of their dedication to their roles, IATEFL would not be the same, and on behalf of the Coordinating Committee and, I’m sure, all of our members, I would like to extend a warm vote of thanks to them both.

Below you will find detailed reports of our activities this year but I would like to draw your attention to a number of key items.

Our membership numbers are the highest they have been for some years at nearly 4,000. This is also reflected in our last annual conference, in Brighton April 2011, which was our largest one yet with just over 2,300 delegates and speakers in attendance. As in previous years our collaboration with the British Council on Brighton Online has been hugely successful with more than 50,000 people taking part in the conference online.

We can also now say without hesitation that we have truly entered the digital age. We have a new website which, we hope, makes information about ourselves and our activities easier to find, and which offers greater ease of use to members in the dedicated Members Area. We also now have an active presence on Facebook and Twitter with regular updates and discussions taking place which anyone can join, and we are working with the SIGs to enable them to do the same. We have furthermore taken out a license for a webinar facility and this has been made use of by a number of our SIGs to run online events of different sizes, thereby reaching out to our members around the globe. Our main publication meanwhile – Voices – is available electronically as is a number of our SIGs’ publications as well.

Despite economic turmoil in a number of countries we are very pleased to be able to say that our finances are even healthier than last year, and for this I would like to thank both Amos Paran, our Treasurer, and Glenda Smart, our Executive Officer, both of whom have been instrumental in keeping us financially sound.

I would now like to hand over to my colleagues from the Board of Directors, the Trustees of IATEFL, to present their reports about each of the executive committees. Furthermore, there will be reports on the Wider Membership Scheme, the Scholarships Committee and the Head Office. This will be followed by reports from the Special Interest Groups and the Associates’ Representative.

AGM Reports

Publications Committee

The Publications Committee is responsible for overseeing IATEFL’s publications. This year our newsletter, Voices, has continued to be published in colour, which has been well received by the membership.

IATEFL 2011 Brighton Conference Selections was published in January 2012. Like the 2010 issue, Conference Selections 2011 has 240 pages. Included are 87 papers: 4 plenary talks, 9 symposiums, 4 signature events, 3 conference reviews and 67 individual reports. Key themes to emerge in 2011 include teacher training, teacher development, educational technology and the teaching of English in challenging circumstances. This last theme includes a strong focus on teaching in the developing world, for example, in sub-Saharan Africa. Again, regional representation is very diverse, with all parts of the world represented. Conference Selections 2011 has been fortunate to retain the services of last year’s team, thus ensuring a product of similarly high quality. It was made possible through the hard work of editor Tania Pattison, copyeditor Simon Murison-Bowie and designer/typesetter Keith Rigley. As a refereed publication, Conference Selections also relies on the dedication and expertise of the Editorial Committee, Siân Morgan, Sandie Mourão and Amos Paran; they read every paper on a voluntary basis and submit comments that are taken into consideration when selecting those suitable for publication.

We have continued the format of the e-bulletin, making this a monthly mailout and containing "teasers" only, each with a link to the full story on the website. This makes it easier for readers to read only those articles of direct interest to them. Many thanks go to JoAnn Salvisberg and Martin Eayrs for their excellent work on it.

Herbert Puchta Chair, Publications Committee

Membership Committee

The new (Conference 2011) Chair of the Membership Committee has been working with colleagues on the Membership and Co-ordinating Committees to explore how we can better serve the existing members. Following initial consultations and discussions, it was decided to launch a survey to take a snapshot of how IATEFL is perceived, but also to look at different ways that we could support our mission and deliver quality services to our members.

The membership review that we launched on 18th October 2011 ended up netting 579 responses, which considering all of the different types of members we have and the places in which they are located, was very positive. This was very pleasing and we would like to thank all of those that responded. We got responses from a broad range of countries, too: some obvious like Italy, Germany, and Switzerland, but also from India, Japan and Nepal. Many of the respondents were what are termed Individual members, but there were also responses from colleagues who are members through the Wider Membership Scheme. We learned that in general terms that we are generally well with the services we provide for members, but that there was also room for improvement. We learned that most people become members to belong to a teacher’s community, or because they were interested in belonging to a particular SIG, or want to attend the annual conference. We asked about whether IATEFL should be thinking about running courses; what we should include in the membership package and what dispense with; about fund-raising; about IATEFL’s attractiveness to new teachers. All of this has been fed back into CoCo via the Think Tank that was held in November 2011 and specific proposals and ideas will now be taken forward by the membership committee and others. You will be hearing more about this in due course.

At the same time membership has still continued to grow, slowly but steadily and this is very positive. We would like to thank Vicky Sowerby who works in Head Office on membership issues for help and support and producing monthly graphs of activity.

Gary Motteram Chair, Membership Committee

AGM Reports

Electronics Committee

ElCom aims to improve electronic services for Head Office, members and Associates. The committee is currently composed of Gavin Dudeney (Chair) with Eric Baber (Advisor), Mike Harrison (SIG Liaison) and Sara Hannam (Associate Outreach). This year we have set in motion a number of initiatives including the continued improvement and revamp of the main IATEFL website, an expanded social networking portfolio (YouTube, Facebook, Twitter), more contact and strategy sharing with SIGs, greater participation opportunities for Associates and last, but not least, the introduction of a conference app for Apple and Android handheld and mobile devices. We have also advised the organization on electronic publications, and continue to provide support and staffing to the IATEFL / British Council IATEFL Online project. If you have any suggestions for other areas ElCom might consider, we would be happy to hear from you.

Gavin Dudeney Chair, Electronics Committee

Conference Committee

The Conference Committee is concerned with the planning of the IATEFL annual international conference. This involves selection of venues, planning of speakers and events, and the financial management of the conference. In 2011 the committee members were Eric Baber (chair), Carol Read and Ros Wright. Peter Grundy continues to support the committee with the organisation of the Conference Symposia, and Simon Greenall took on oversight of the mentoring scheme. The committee works in close cooperation with the conference staff at the Head Office: Alison Medland, our Conference Organiser, Alison Wallis, our Marketing & Sponsorship Officer, Geraldine Breedon, our Conference Assistant, and of course our Executive Officer, Glenda Smart.

BRIGHTON CONFERENCE

Our annual conference in 2011 was held in Brighton and featured ca. 500 talks and workshops, a number of poster presentations and symposia spread over the four conference days. The Roving Reporters’ scheme run with the British Council ELTeCS and Teaching English Network featured again. 21 [EB1]scholarships were awarded from our various scholarship funds, making it possible for the winners to attend the conference. In addition a full social programme contributed to the overall success of the event.

The Brighton conference also saw the continuation of the IATEFL Jobs Market which did not only achieve a healthy surplus but also got very good feedback from both employers and job seekers taking part in the programme, which makes us optimistic for significant further growth in this new venture for the years to come.

We had an excellent number of respondents (452, or nearly 20% of conference attendees) on our postconference questionnaire, giving us a very good steer on what was particularly popular, what wasn’t, and how to improve certain elements of the conference. This kind of feedback is crucial and very helpful indeed, and we would like to thank everyone who took the time to complete the questionnaire.

During the year the Conference Committee has been active in planning the 2012 annual conference. We have a full quota of speakers, including five plenary talks; a schedule of events with an attractive social programme.

GLASGOW CONFERENCE 2012

The 2012 conference is being held at the Glasgow SECC, a venue which is easy to get to both nationally and internationally.

Overall the feedback on the mentoring system was positive though the overall uptake was not as large as we had anticipated. As a result we have reviewed the process and will be evaluating the results after the conference.

Trials at Harrogate (2010) and Brighton (2011) to make the final day more attractive by having a closing plenary, a raffle and a farewell lunch have proven highly successful and we will therefore be continuing with this concept. In Glasgow we will be experimenting with the nature of the closing act by inviting a Scottish musician of international standing; feedback on the type of closing event will help us choose future acts.

AGM Reports

One challenge we had in the run-up to this years’ conference was the unprecedented number of proposals put forth. Receiving 817 proposals for just over 500 available presentation-slots meant evaluation of each one had to be far more rigorous than in past years. As a result we will be considering a number of possible updates to the conference format and the selection criteria to implement in 2013.

One significant innovation to this year’s conference is a mobile app. Available for iOS and Android devices it will allow delegates to view the programme, compile their own events calendar and connect to other users of the app. Further details are available elsewhere in the conference programme, and as above we welcome any feedback on this development.

The conference is the culmination of a year of steady hard work by the Conference Committee. As Chair of the committee, I would like to thank my colleagues Carol Read and Ros Wright for their excellent work. I would also like to extend big “thank you”s to Peter Grundy for his work on the symposia as well as to Madeleine du Vivier for programming the conference; neither are easy or enviable tasks! Many thanks also to the local committee for their support in helping source local events and more.

And last, but most certainly not least, I would like to express my gratitude to the Head Office team who know the ins and outs of making the conference happen far better than I do. Thank you in particular to Glenda, Alison M and Alison W for carrying the bulk of the load but also to the rest of the HO team – I know nobody escapes the turmoil when the conference comes to town!!

GLASGOW ONLINE

As in the last five years, we are continuing our highly successful partnership with the British Council to bring a flavour of the annual conference to teachers worldwide who are not fortunate enough to be able to join us in Glasgow. This initiative has proved to be a huge success. Anyone anywhere in the world with internet access –not just IATEFL members, and not just teachers, but absolutely anyone – can view it, with its workshops, lectures, seminars, etc. absolutely free of charge.

We are grateful to our plenary speakers and those presenters who support this important initiative of freely disseminating their professional expertise and knowledge on a global scale. A stunning 50,000 online delegates from more than 100 countries of the world have visited the platform since April 2011, so we are spreading the message far and wide, and can truly claim that this initiative has become an important factor in fulfilling our mission of linking, supporting and developing English language teaching professionals worldwide.

COOPERATION WITH THE BRITISH COUNCIL

IATEFL and the British Council continue to seek ways to further collaborate as both organisations work towards similar aims of linking, developing and supporting ELT professionals around the world. IATEFL is grateful to the British Council for its continued support of so many of its projects. In addition to funding and operating Glasgow Online as described above, the British Council is providing a framework to select recipients of the Wider Membership Individual Scheme funding, it provides support for English Language professionals from the developing world to take part in the IATEFL conference through work with the Hornby Trust, and it supports the roving reporters who report on the conference using web logs. We are grateful also for the use of the British Council premises for IATEFL meetings.

Eric Baber Chair, Conference Committee

AGM Reports

The Wider Membership Scheme

699 of the 994 Wider Membership Scheme (WMS) memberships offered in 2010-11 were taken up, representing 70%. 1043 memberships have been offered for 2011-12 at a cost to the scheme of approximately £14227. The 2011-12 memberships have been offered to 13 Associates, including 9 with existing WMA memberships and to 4 new Associates, ATES (Senegal), EELTP (Ethiopia), AzerELT (Iran) and ELTA (Albania) who we welcome very warmly to the scheme.

The WMS Advisory Committee continues to explore a number of initiatives, including: the possibility of providing WMS members with best of the SIGs information, perhaps through Voices; ways of obtaining feedback from WMS members; a Guidance and Best Practice document; new ideas about WMS sponsorship; a wider evaluation of the WMS scheme; the possibility of a special logo for IATEFL WMS. We hope to report significant progress in these areas at the 2013 AGM. Meanwhile Conference delegates will have seen the winning entry in the 2011/12 WMS Video competition – many congratulations to Mirjana and Irena Mi_eti_ from Croatia!

Peter Grundy Chair, WMS Advisory Committee

Scholarship Working Party

The report this year is a story of growth and innovation in several directions.

The SWP itself has grown with Adrian Tennant, previously IATEFL membership secretary, coming to join the old lags – Sophie Ioannou-Georgiou, Fliss O’Dell, Patrick McMahon, Amos Paran, and Eryl Griffiths. Adrian helps us enormously with his up-to-date information from his incessant world-wide travel. We are now able to look at the countries of origin of our winners and foresee who is likely to have problems and/or high costs with their visa applications and to act early to help them get to conference. In the past we have had to rely on emergency help from Mike Carrier and British Council offices but in future we hope to manage the whole process in a more timely fashion.

The startling growth in the number of scholarship applicants was a major feature of 2011/12 and this came about without us taking up Mike Harrison’s kind offer to put us on Facebook. Sponsors and the SWP were pleased to have such high levels of interest but we were all caught unawares and this led to delays in announcing winners and we apologise again for that. Sponsors who had the highest numbers of applications to read were Cambridge ESOL coping with a total of 332 applications over their 5 scholarships and Bell coping with the highest number, 158, for a single scholarship. The SWP had to call on friends to help out with our reading and selection process. Our thanks go to Sandy Mourão, Sue Sheerin, Adrian Underhill, and Marion Williams for help in 2011 and to Wolfgang Ridder (Germany), Mercedes Foligna (Argentina), Valeria Franca (Brazil), and Dragana Vujkovic (Serbia) for offering help for 2012/13.

With these helpers and a simplified application procedure to be announced at www.iatefl.org/scholarshipsin April we hope to get scholarships results out on time this year. Please note that there are still scholarships with relatively low numbers of applicants, namely BESIG Facilitator, Gill Sturtridge First Time Speaker, Gillian Porter-Ladousse Teacher Trainer/Trainee, Learning Technologies Travel, Ray Tongue East and South East Asia and the W R Lee Central and Eastern Europe scholarships. Consider applying for one of these to improve your chances of success for 2013.

We are aware that there is a lot to read on our website pages but the quality of the information repays careful reading and time spent. You will find that the number of awards for some scholarships has increased, for example Africa and Latin America scholarships. The elements covered in the award have increased in some cases, for example Learning Technologies SIG has added PCE and conference registrations to their financial award. There will be more SIG-related scholarships for Liverpool, more on offer from current sponsors such as International House, and new sponsors such as Macmillan One-Stop will be entering the field. At the Brighton conference the SWP stand was part of a central ‘island’ of IATEFL information and this is continuing in Glasgow and beyond. Members of the SWP will always be at the stand during the morning coffee break and at other times of the day it’s a friendly place for a sit-down and a chat, who knows who you might run into, please come by.

AGM Reports

The Scholars’ Tea Party now takes place on the first day of the conference and we thank office staff and presidents for making time on that busy day to meet us at 3.30pm. For the winners and the SWP it’s a wonderful opportunity to get to know each other from the get-go. It’s also an excellent photo opportunity as the winners pick up their certificates and their awards as well as meeting representatives of their sponsors and making arrangements with Alison Schwetlick for the publication of their follow-up reports in Voices.

In a 2011 e-bulletin I wrote that people from 54 countries had won IATEFL scholarships. Now the total is 58 –with Australia, the Ivory Coast, Macedonia, and the USA as the newcomers. This year, most unusually, there are 4 UK winners though they do not all reside or work here. In the previous decade we have never had more than 2 UK winners in any one year and in most years none at all. Do you think this might be an Olympic or Jubilee effect?

And finally for those of you with excellent visual memories who are wondering why Susana Dichiera and Bijoy Basu have their photos in the 2011 and 2012 programmes; they couldn’t get to Brighton so we are now pleased to welcome them now to Glasgow. We also welcome the 31 other winners and encourage you to attend their presentations as listed on page 18 of your Programme. Enjoy Glasgow.

Eryl Griffiths Chair, Scholarship Working Party (SWP)

The Advisory Council

The Advisory Council consists of six or more members. These include the Patron of IATEFL (David Crystal), the Editor of ELTJ (Keith Morrow), a representative from the British Council (Michael Carrier), two past presidents (Catherine Walter and Susan Barduhn), and one or more members (Sue Sheerin and Adrian du Plessis) invited by the Board of Trustees following a recommendation by the Advisory Council.

The role of the Advisory Council is to advise the President on all matters relevant to the successful running of the association and on matters of policy and future developments.

This will include: commenting on opportunities, trends, and issues of strategic importance supporting IATEFL in developing initiatives by acting as a sounding board stimulating new ideas providing advice on procedural matters when needed.

The Council has no executive or policy-making function. It meets once a year at the Annual Conference. The Council or individual members may at any time be invited by the president to give advice on particular issues. The minutes of the Advisory Board will be presented to the IATEFL Board of Directors.

I would like to thank the members of the Advisory Council for their advice and suggestions at the meeting in Brighton and for their ongoing support.

The IATEFL Head Office

It has been a pleasure for me to work closely with our Head Office staff, and I would like to thank them all for their commitment to IATEFL and our members. It cannot be stressed strongly enough how well they manage the complexity and diversity of our organisation. Whilst working together as a team, they each have their specific roles to ensure that we continue to provide a professional service to our members; in addition, this year has seen some of our staff attending Special Interest Group events, conferences and courses, to provide them with professional development, to encourage team building and to bridge the gap between the administration and professional work of IATEFL.

We were very pleased to invite Geraldine Breedon, our Conference Assistant, to trial her role as a full-year position. Geraldine has proven to be a great asset to our team not just in the run-up to this year’s conference but throughout the year. Alison Medland, our Conference Organiser, has been able to hand over more tasks too which has given her more time to devote to the increasing numbers of presentations submitted and also to the

AGM Reports

innovations and developments that are a feature of our conferences. Alison is the longest serving staff member, and is now in her 14th year with IATEFL which ensures continuity and a good background knowledge that supports our Conference Committee.

Alison Wallis, our Marketing & Sponsorship Officer, has continued to develop mutually supportive relationships with our advertisers and sponsors. This source of income helps IATEFL to provide an enhanced experience at conference, through sponsorship, as well as allowing us to keep our delegate prices as low as possible. Alison has attended a number of events over the past year where her friendly and professional approach has helped raise the profile of IATEFL. Vicky Sowerby, our Membership Officer, has continued to help with the smoothrunning of our office and the services we provide for our members, ensuring they receive prompt replies to their queries.

The SIG and General Administrator, Eleanor Broadbridge, has continued to work tirelessly for our Special Interest Groups, dealing with the administration of their many events from publicity to registration, and also attending some to represent us and to help with IATEFL queries.

Emma Dexter, our Finance Officer, left us in October 2011 for pastures new; thank you Emma for your hard work over the past few years! In Emma’s stead we welcome Kay Cox to the Head Office team to take on the role as Finance Officer. Kay joined us in January 2012, just in time to join in the pre-conference fun. We look forward to working with you, Kay.

Linda James, Administration & Finance Assistant, has been very busy this year, supporting first Emma, then Louise Atkins who worked for us on a part-time temporary basis while we were recruiting Emma’s replacement, and now Kay.

As IATEFL expands in size and number and range of activities, each of our members of staff is becoming busier and busier. As a result we have decided to recruit a Deputy Executive Officer in order to support in particular Glenda Smart, the EO, but also help in a number of other areas. We are very pleased to welcome Louise Atkins as a permanent member of our team.

Which brings me on to Glenda Smart, our Executive Officer. I can’t say how lucky IATEFL is to have Glenda. Glenda is highly competent, unflappable, and invariably professional. She is also a veritable treasure-trove of information and is always able to answer any questions asked or at least know where to find the answer. She has been an immense help to me over the past year and is an enormous asset to the organisation. Thank you, Glenda!

Report from the Special Interest Group (SIG) Representative

2011 was another good year overall for the IATEFL SIGs. There were a lot of positive developments and we have continued to fulfil our part in IATEFL’s mission to link and support our members and help in their development, all this through our publications, events, discussion lists and websites.

SIGcommittees

SIGs are run by their members for their members through the actions of the SIG committees, overseen by the SIG Coordinator. The committees and the coordinators are hugely dedicated people giving their time and energy to make sure that their SIG is a success. The committee is usually made up of between four and ten members who take on the responsibility of making sure that the other SIG members, and the wider teaching community, are provided for in terms of publications, events and opportunities to exchange ideas and experiences. These committees are a combination of people who have been on them a long time, giving the benefit of their experience and knowledge of IATEFL, and newer committee members, who bring fresh momentum to the committee and the SIG. SIG Committee members are members of the SIG and positions on the committees are open to all SIG members.

AGM Reports

The committees are regularly reinvigorated through the arrival of new volunteers who bring fresh ideas and perspectives on the activities of the SIG. Over the last year there have been a number of changes among the SIG Coordinators. In February Birsen Tutunis replaced Fiona Elsted as TTEd SIG coordinator. In April Maureen Ellis replaced Claudia Connolly for GI SIG, Richard Smith took over from Anthony Bruton in ReSIG, Wayne Rimmer joined Jonathan Marks as joint coordinator of Pron SIG and Paul East stepped down as joint coordinator of BESIG. As ever, a big thank you to those stepping down from coordinatorship or a committee for everything they have done for the SIGs and IATEFL, and a warm welcome to those who are coming in to help with the running of their SIGs.

SIGactivities:SIGpublications

SIG members will be aware of the quality of the publications their SIGs provide for them. Which not only include newsletters, but journals, DVDs and books. The publications are a reflection of what is going on in the SIG and, as well as informing members of what is happening in their area of interest, they also link the members of the SIG as a community, the majority of content coming from SIG members themselves.

SIGactivities:SIGevents

Once again, in 2011, SIG events took place all over the world including China, Japan, Spain, the UK, Croatia, Italy and Lithuania. In Brighton there were 14 Pre-Conference Events for the first time ever, one from each SIG, and as they were so successful this is being repeated in Glasgow. The webinar platform provided by IATEFL for the use of the SIGs, among others, has been taken up by an increasing number of SIGs.

SIGactivities:SIGvirtualdiscussionlists&webpresence

The internet is fundamental in carrying out the SIGs’ role of keeping their members in touch with each other and disseminating ideas. The SIGs have had discussion lists and websites for a number of years and some are now exploiting the possibilities of other platforms such as Twitter and Facebook. As with everything the SIGs do, this depends on the know-how of those members who come forward to do things for the SIG. The SIGs will continue to explore the ever-expanding possibilities provided by the web.

SIGRepresentativerole

Having had three stimulating and enjoyable years as SIG Representative, I am stepping down and handing over to George Pickering, whose deep understanding of how IATEFL works and great commitment to the organisation, along with his many personal qualities, make him ideal for the role.

Colin Mackenzie

SIG Representative

Report from the Associates’ Representative

Over the past year we have maintained the number of Associates around the world at above the 100 mark, and intend in the next year to launch a campaign to increase this number, especially in the Americas.

We have been looking this year at ways that Associates can link together on a regional basis, and hope to encourage more such groupings over the next year. Examples of this include a recent regional event in South Asia run by the British Council involving seven Associates. We have also embarked, along with ElCom, on encouraging Associates to organise local events using Glasgow Online.

It was an added bonus that the IATEFL Associates’ relationship with the Hornby Trust, in association with the British Council, has continued for another year. The “Hornby-IATEFL Associates Project Fund 2011” competition is for two grants of £2,000, which are to be used in part-funding of small-scale projects that promote teacher and teacher association development. Last year we had successful proposals from Associates in Albania and Cuba. We are confident that this year will produce an equally ambitious set of proposals that I will be able to report on at the AGM.

Les Kirkham

Associates’ Representative

AGM Reports

Report from the Treasurer

Introduction

This report focuses on a number of important points about IATEFL’s finances, all of which appear in the summary accounts which will be provided at the AGM. I highlight a number of important points, and then go on to point out a number of developments that have occurred since the end of our financial year more than 7 months ago.

Overviewof2010-2011

I am pleased to report that 2010-2011 was a strong year: our total funds as at 31 st August 2011 were £1,007,129. This represents a growth in funds of £53,160. This is a strong testimony of the health of the organisation and of our success in achieving our mission. This is particularly encouraging after a not very strong performance in 2009-2010, where we generated the smallest surplus since 2002.

IATEFLFinancesexplained

The treasurer is responsible for advising the Coordinating Committee on the Association’s Finances. IATEFL employs a full time professional Finance Officer at the IATEFL office, who reports to the Executive Officer, who then reports in turn to the treasurer. The Finance Committee works with the treasurer to advise the Coordinating Committee on matters of principle connected with IATEFL’s finances. The treasurer is also entrusted with ensuring that the financial aspects of any IATEFL decision are taken into account when the decision is made.

IATEFL’s audited accounts distinguish between restricted funds, designated funds, and general funds. Restricted funds relate to specific projects, such as the WMS (Wider Membership Scheme), the SIGs, and some of the scholarships, and cannot be used for other purposes. Designated funds are funds that have been set aside by IATEFL for specific projects (for example, scholarships) but which can be used for other purposes as well, should the Coordinating Committee so decide. General funds are unrestricted and the Coordinating Committee is free to use them in the best way it sees fit. Each year we produce a budget that shows our plans for expenditure that year.

IATEFL’s income comes from a variety of sources: subscriptions from members, interest on investments, surplus from the annual conference, SIG events, advertising and sponsorship, and donations.

IATEFLTrading

Some of our activities are deemed to be subject to VAT, and the sums involved mean that in the financial year 2008-2009 IATEFL went over the threshold for VAT registration. After taking legal and financial advice, the Coordinating Committee decided to establish IATEFL Trading Limited, and to conduct most of our VATable transactions through this company. IATEFL Trading is VAT registered, and can therefore claim VAT back. The surplus from IATEFL Trading is gift aided to IATEFL at the end of every financial year. IATEFL will continue to be not registered for VAT, which means that we cannot recover VAT on those parts of our operations that are conducted through the charity.

Separate accounts are prepared for IATEFL Trading, but their income and expenditure is summarised in Section 4 of our consolidated accounts. In addition, our accounts include a balance sheet for the group as a whole and for the charity separately. You will note that the total funds for the group and for the charity are identical; this is because IATEFL Trading gift aids its surplus to the charity at the end of the financial year. IATEFL Trading surplus in 2010-2011 was £110,410.

AGM Reports

Detailsoftheyearended31August2011

Full details of our financial situation are available in our full accounts, copies of which are available at the IATEFL AGM as well as lodged with the Charity Commission and available from their website. Our healthy situation is due to a very healthy conference in Brighton, which attracted a larger number of delegates ever. Many of our expenses stabilised (for example, our staff costs).

I am pleased to report that the growth in our assets is attributable both to a growth in our restricted funds (£13,550) as well as growth in our unrestricted funds (£39,610). The Jobs Market, continued to be an important income stream, and has contributed a net surplus of £16,012 (compared with £13,188 last year).

Our fixed asset investments continued to be volatile and in contrast to last year, where they showed some recovery, now dropped slightly. At £206,365, they are higher than they were at the low point of 2007-2008, but lower than at any year since. We are dependent on the markets in respect of these funds, and unfortunately there is little we can do about this. Our investments are still with one of the best performing funds around.

Within our unrestricted funds, we have a designated capital reserve of £60,000 as well as £305,064 in a general fund. This is a rise from the previous year, and reflects the fact that there has been good growth in all parts of our operation. Our operating costs for one year are ca. £414K, excluding the conference. Most charities are happy with a reserve of 3-6 months operating expenses; we are looking to have one year’s operating costs, because we are so heavily dependent on one large annual event. As a charity IATEFL’s ultimate aim is not to amass large sums of money but, having ensured our financial security, use our surpluses to meet our charitable aims. We continue to discuss how this can be done.

SIGFinances

The SIGs receive an annual subscription income per member to cover their operating costs, and they also generate income through event surpluses, advertising in newsletters, etc.

I am pleased to report that SIG finances for 2010-2011 continue to be very healthy. SIG reserves range from £3,527 to £68,944, which is a bigger range of their reserves last year. Most SIGs show a healthy range of income and expenditure, reflecting the fact that they are active in producing newsletters, organising events and providing scholarships. Ten SIGs have larger reserves than they had last years, reflecting the prudence with which they are managing their financial affairs, and, more importantly, their ability to generate surpluses at their events. We are continuing our discussion about ways in which SIG surpluses can be used for the benefit of their members The four SIGs whose reserves have reduced are the smallest SIGs, financially, and they will need to keep an eye on their finances.

RecentStaffingChanges

Two major changes have occurred since the end of the financial year in August 2011. The first is that our Finance Officer, Emma Dexter, has left for pastures new. In December 2011 we appointed a new Finance Officer, Kay Cox. In addition, the growth of IATEFL has meant that the Coordinating Committee decided to appoint a Deputy Executive Officer who will be responsible for financial management reporting (as well as taking on other duties). We are pleased to have appointed Louise Atkins as our DEO; she is conversant with IATEFL’s financial matters as she has been working for our auditors previously, and has recently stepped in during the hiatus in the service of our Financial Officer.

Thanks

My greatest thanks go to our Executive Officer, Glenda Smart, whose support continues to be exemplary. Her assiduity and persistence in getting IATEFL the best deal possible is only topped by her patience with me and my constant queries. Thanks are also due to Emma Dexter, past IATEFL Finance Officer, for all her help; and to the whole of CoCo for their continued support and involvement in financial deliberations.

Amos Paran Treasurer

IATEFL Conference Feedback Form – Glasgow 2012

Your feedback on this conference will be a great help in planning next year’s conference. We would be grateful if you could complete and return this form before you leave. A Allcompletedfeedbackforms receivedby2nd AprilwillbeenteredintoadrawforafreeregistrationforthenextIATEFLconferencein Liverpoolin2013 (prize not transferable to another conference). To help us to make the 2013 conference as successful as possible, we would like to know what to keep and what to change. Delegates who prefer to complete this form after the conference are welcome to post (IATEFL, Darwin College, University of Kent, Canterbury, Kent CT2 7NY, UK) or fax (+44 1227 824431) it to the IATEFL Office to arrive no later than 2nd April 2012. Alternatively, go online at www.iatefl.org to download this form.

Yourname(ifyouwanttoenterthedraw)________________________________________________

Youremailorpostaladdress

A.GENERALCOMMENTS

Youroverallviewoftheconference

Pleasemakeanysuggestionsyouhaveaboutfutureplenaryspeakersand/oreventsyouwouldliketosee

Whendidyouarriveatconference?

Whatdaydid/areyouleaving?

Didyourinstitutionpayforyoutoattend?

B.SESSIONS

Pleasecirclethenumberthatbest representsyourview. Comments

PlenarySessions

1 2 3 4

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OtherPresentations (includingposterpresentations)

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TheSIGPre-ConferenceEvent(PCE) (heldonMonday19th March)

1 2 3 4

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TheSpecialInterestGroup(SIG) Daysduringtheconference

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TheSymposiums

1 2 3 4

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Feedback Form – Glasgow 2012–

C.CONFERENCEORGANISATION

Pleasecommentonthefollowingaspects.Pleaseincludesuggestionsforimprovements whereappropriate.

Communication with IATEFL

Registration Documentation, including Conference Programme

Conference facilities

Accommodation

Evening events

Exhibition Symposiums

What area/theme would you like to hear about?

Do you have a comment on the quality of symposiums/convenors?

Have you any other comments?

Day Planner

This Day Planner is sponsored by Collins ELT

FOR YOU TO FILL IN

TUESDAY 20TH

WEDNESDAY 21ST

0800 5480-5180 snepoksednoitartsigeR “How to... sessions”

0815-0845 “How to... sessions”

0830 Exhibition opens

0900-1025 Opening announcements & plenary session by Adrian Underhill

1040 Session 1 1

0830 Registration desk & Exhibition open

0900-1010 Plenary talk – Diana Laurillard

1025 Session 2.1

1055-1130 Coffee break

1140-1215 Coffee break 1215 1130 Session 2 2 Tribute Session

Session 1 2

1300-1400 Lunch break

1400 Session 1 3

1445 Session 1 4

1530-1605 Coffee break

1605

Session 1 5

1650 Session 1 6

1735-1835 Session 1 7

1840 Start of the evening programme

1215-1335 1225-1330 Lunch break IATEFL AGM

1335 Session 2.3

1435 Session 2 4

1535-1610 Coffee break

1610 Session 2 5

1655 Session 2.6

1755-1840 Session 2 7

1845 Start of the evening programme

Day Planner

FORYOUTOFILLIN

THURSDAY22ND FRIDAY23RD

0815-0845 “How to... sessions”

0830 Registration desk & Exhibition open

0900-1010 Plenary talk – Steve L Thorne

1025 Session3.1

1110-1145 Coffee break

0815-0845 “How to... sessions”

0830-1200 Registration desk & Exhibition open

0900-1010 Plenary talk – James E Zull

1025 Session4.1

1110-1140 Coffee break 1145

Session3.2 1140 Session4.2

1245-1345 Lunch break 1240 Session4.3 1345

Session3.3

1430 Session3.4

1515-1550 Coffee break 1550 Session3.5 1635

Session3.6

1735-1835 Session3.7

1900 Start of the evening programme

1340-1440 Final plenary talk – Brian Patten

1440-1500 Closing address 1500 IATEFL conference farewell

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FLOORPLANS

The following pages contain the floorplans of the SECC and the Crowne Plaza Hotel.

Pages 199-201 –

Floorplans of the SECC showing the locations of:

-Exhibition in Hall 2 (including internet lounge, poster presentations & catering points)

-Registration Desk, Information Desk & Jobs Market in Hall 1

-Session Rooms

(please note that Barra, Jura, Orkney, Shuna & Staffa are in the Crowne Plaza Hotel)

Page 202 –

Floorplan of the Crowne Plaza Hotel showing the locations of the following five session rooms:

Barra, Jura, Orkney, Shuna & Staffa

Pages 203-204 –

We have also provided a pull-out version if you prefer to carry this with you.

www.onestopenglish.com/jobs

Floorplan of the venues

HOTEL & SITE OVERVIEW

HOTEL MEZZANINE FLOOR

Barra, Jura, Orkney, Shuna & Staffa

Walkway Link to the SECC

Stairs down to hotel reception & exit

HOTEL GROUND FLOOR

Reception

HOTEL ENTRANCE

ORANGE shows walkway between SECC (First Floor) Hotel Mezzanine and the Clyde Auditorium

Stairs up to Mezzanine Floor

HOTEL CLYDE AUDITORIUM SECC MAP COLOUR ZONES

MAIN ENTRANCE TO THE SECC (Ground Floor)

SECC

MAIN ENTRANCE TO THE HOTEL (Ground Floor)

Staffa Shuna Jura Barra

Orkney

Floorplan of the venues

CLYDE AUDITORIUM

WALKWAY TO SECC (1st floor & escalator to concourse)

YELLOW ZONE

WALKWAY LINK TO CROWNE PLAZA HOTEL SESSION ROOMS (Mezzanine Level)

THIS ROUTE TO GALA 1 & 2

GALA 1

GALA 2

SPEAKER QUIET ROOM Firths Bar (up from 1st floor)

ESCALATORS

Down to Clyde, Forth & exit

FORTH CLYDE

ESCALATORS

Up to Gala 1 and Gala 2

ACCESS TO CLYDE

ENTRANCE for Clyde, Gala 1, Gala 2 & Forth

GROUND FLOOR

ESCALATORS

Up to Gala 1 and Gala 2

Floorplan of the venues

SECC GROUND FLOOR

Lift to Terrace Bar, Leven, Morar & Ness

Cloakroom

Stairs to Terrace Bar, Leven, Morar & Ness

LOCH SUITE (Alsh 1, Alsh 2, Boisdale 1, Boisdale 2 and Lomond)

Escalator up to Carron 1, Carron 2, Dochart 1, Dochart 2 and walkway link to Hotel and Clyde Auditorium