2013 IATEFL Conference Programme

Celebra ofdigita ea 0 y 1 ate tis alexper ars hus sewit s! of digit

lan Eng acmil , M earr, This y thousandsofteachersan ni eblendedlearcomplet orstu o apps f resourcest ourneeds. or y solutionf

10.Since200 ns ampus tur lish C l titutionsofal s, in ins ndstudent o p y t a o an easy w wa mt or ng platf oofferi ff e’recommittedt s, w udent

This year, Macmillan English Campus turns 10. Since 2003, we’ve worked with hundreds of thousands of teachers and students, in institutions of all sizes all over the world: from a complete blended learning platform to an easy way to practise online, and from teacher resources to apps for students, we’re committed to offering you the most effective digital solution for your needs.

ed he r r ind us at t F lanengl .macmilwwww. al exper

and and visit t lan s Macmil 0-years ye ishcampus.com/1

Find us at the big red Macmillan stand and visit www.macmillanenglishcampus.com/10-years to join the celebrations!

eworkedwithhundredse’v 3, w 0 oma orld: fr loverthew ov sizesal omteacher actise online, and frro prra a e digit teffectiv ff outhemos ng y ations! he celebrra o join t t sof r l

Welcome from the IATEFL President

Welcome to Liverpool, and welcome to the 2013 IATEFL conference. Over 550 sessions await you including plenary talks by Professor David Crystal, TESOL Past President Jun Liu, IATEFL Past President Susan Barduhn, Deniz Kurtoglu Eken and Liverpool’s own poet Roger McGough. It’s not just the days that promise to be full of learning and fun, though; we also have an extensive evening programme to keep you entertained and allow you to meet up with old friends and make some new ones.

If this is your first IATEFL event we can heartily recommend you take part in some of the early-morning How-To sessions which will give you handy hints on how to get the most of the conference. If you are a veteran of many a conference, why not try out one of the newly-created Forums to experience the new format? If you do give them a try please let us know what you think in the post-conference feedback survey you’ll be invited to complete after the conference.

Of course there’s also the Exhibition, where over 50 organisations will be showcasing their latest books, DVDs, software and other goodies. In the exhibition area you’ll also have an opportunity to meet some of the Special Interest Group representatives, Associate members and other volunteers, so please do feel free to visit the IATEFL stand. As in the past few years the exhibition will also feature a Jobs Market to help you find a new position or even a change of career-direction altogether.

We are very pleased and grateful indeed to the British Council for making Liverpool Online possible. This is an initiative to record and webcast live all our plenary talks and a great many sessions, allowing anyone with internet access around the world to virtually take part in our conference. Why not interact with them online via our mobile app which, in addition to bringing you the programme in one easy-to-use bundle, integrates social media channels, allowing you to exchange thoughts on sessions live with other face-toface and online delegates?

Just before you head off into the fray, I’d like to very much acknowledge all of the hard work that has gone into the conference by our Head Office staff led by our Executive Officer Glenda Smart, the entire Conference Committee, and all the many volunteers who have put in numerous hours into making this event happen. Thank you to all of you!

And so, off you go! Enjoy the conference, learn a lot, and make lots of new friends.

All the best

EricBaber IATEFLPresident Buyabadge–Showyoucare

Pre-Conference Events & Associates’ Day

Pre-Conference Events (PCEs)

Pre-Conference Events (PCEs) held on Monday 8th April were specifically for delegates who wish to concentrate on a particular topic. PCEs are planned as professional development days and participants receive a certificate of attendance.

Please visit www.iatefl.org for details on next year’s Pre-Conference Events (details online from June 2013) and for details on all other SIG events, held throughout the year throughout the world.

This year, the Special Interest Groups who organised Pre-Conference Events were:

B usiness English on Tips and tools for the 21st Century business English trainer

Business English

English for Specific Purposes

English for Specific Purposes on State-of-the-art ESP and what transpires from beyond the multi-layered world of acronyms and abbreviations

ES(O)L on Good practice in ES(O)L teaching

ES(O)L

Global Issues on Unlearning learnthelplessness

Global Issues

Leadership & Management on Continuing professional development

Leadership & Management

Learner Autonomy on Language learner autonomy and today’s technologies: challenges and possibilities

Learner Autonomy

Learning Technologies on Technology and learner autonomy

Learning Technologies

Literature, Media & Cultural Studies

Literature, Media & Cultural Studies on The play of language: Beckett and Pinter on stage and in the English language classroom

Pronunciation on English as a lingua franca

Pronunciation

Research on Researching professional talk

Research

Teacher Development on A magical mystery tour from the Beatles to the Royal Liverpool Philharmonic via half-man half-biscuit

Teacher Development

Teacher Training & Education on What it takes to be a teacher trainer

Teacher Training & Education

Testing, Evaluation & Assessment on Assessing grammar and meaning: the means or the message ...

Testing, Evaluation & Assessment

Young Learners and Teenagers on Drama for young learners and teenagers

Young Learners and Teenagers

IATEFL Associates’ Day

IATEFL has around 100 Associate Members. An Associate is another Teacher Association (TA) that has entered into a mutually beneficial relationship with IATEFL. A benefit of becoming an Associate lies in linking up to a network of international TAs, and through this, a network of language educators from all over the world and from a range of diverse backgrounds and nationalities.

The Associates' Day on 8th April was a chance for representatives of these TAs to get together and discuss matters of common concern. One of the overarching aims of most TAs is to build professional communities. We thank our sponsor, CambridgeEnglishLanguageAssessment.

General information

Welcome

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

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, four signature events and around 500 sessions consisting of talks, workshops, posters, forums, SIG open forums and more.

Registration and exhibition opening times

R egistration

Monday 1030-1800

Tuesday 0800-1730

Wednesday 0830-1730

Thursday 0830-1730

Friday 0830-1215

Registration

E xhibition

Tuesday 0830-1730

Wednesday 0830-1730

Thursday 0830-1730

Friday 0830-1215

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 Exhibitiondivider).

During the lunch break there will be hot and cold food on sale in the exhibition area.

Catering and bar facilities are available in the exhibition area throughout the day for delegates to purchase snacks and drinks at other times.

Administration

Photocopying facilities are provided by the ACC venue staff at the Business Centre located on the galleria level. Copies will be charged at 20p per A4 page and 40p per A4 colour page (copying onto OHP transparencies is not available). We regret that no responsibility can be taken by IATEFL or the ACC in the event of machine failure.

Conference photography

The conference 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’s information desk (sponsored by Language Testing 123 Ltd) will be staffed by our stewards during the registration opening times to assist with general information about the conference. The information desk is located on the galleria level.

Messages

Message boards will be located on the galleria level. You are welcome to leave messages for other delegates. Please look frequently at the message boards for any messages which may have been left for you.

P lease also keep checking the presentation message boards, also located on the galleria level, for changes and cancellations to the programme.

Collection for WMIS – global initiative

Buyabadge–

Showyoucare

Following our success in the past two years, we are happy to sell the new designed badge in Liverpool for the Wider Membership Individual Scheme.

To help IATEFL raise more funds for the scheme, delegates have the opportunity at conference to buy a badge to show their support. A minimum donation of £2 is suggested, but we are very happy to accept larger donations!

Badges will be available at our IATEFL registration desk and our IATEFL exhibition stand and delegates will be wearing their badges with pride.

The Wider Membership Individual Scheme, launched in 2007, is designed to enable individual IATEFL members to sponsor memberships for colleagues in the less economically developed world where there are no local TAs who are Associates of IATEFL.

A number of members of the profession agreed to be scheme founders and started a fund which we use to match members’ donations. So by donating £51 you can enable a teacher to become a full IATEFL member for two years. However, smaller donations are also very welcome – so buy a badge to help make this initiative a success.

ELT resources exhibition

There is an ELT resources exhibition, open to all for the length of the conference, showing the latest published materials, teaching resources and equipment, computer software and services. Do take time to visit and re-visit the exhibition stands during the conference. You do not need to register to access the exhibition.

Look out for the competitions, discounts and, maybe, freebies! See our exhibitors’ details on pages 25-35. The exhibition is open from 0830 to 1730 Tuesday to Thursday and from 0830 to 1215 on Friday. For safety and security, please do not try to enter the exhibition outside these times.

Delegates will be given a quiz sheet to complete if they wish for the chance to win a free registration at the 2014 IATEFL Conference in Harrogate. The clues will guide you to visit the participating exhibition stands!

Annual General Meeting

The IATEFL Annual General Meeting will be held in Hall 1b on Wednesday from 1235 to 1340. All members are invited to attend. The AGM Agenda is located on pages 92 & 190 and the AGM Reports are located on pages 191200.

General information

Internet centre

The Internet Centre (sponsored by Cambridge English Teacher) is situated on the galleria level and will be open Monday to Thursday 0800-1800 and Friday 0800-1215. As well as checking emails and the web, the Internet Centre is a great place to play an active part in Liverpool Online (http://iatefl.britishcouncil.org/2013).

Internet access

Wifi is available within the ACC but will be drained when simultaneously used by delegates accessing the internet and using the conference app. If you have a UK mobile phone, perhaps you’d like to use a dongle and share that access with other delegates.

IATEFL jobs market

INSERT

SPONSOR’S LOGO

INSERT SPONSOR’S LOGO Now in its fourth year, the Jobs Market (sponsored by EF Education First) offers a unique space where top organisations can find and recruit highly-qualified 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 in the exhibition hall.

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.

Conference app

Sponsored by Oxford University Press, this is the second year of our 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.

Anna GoodbandElaine HenryMatt LuntAlison PriceGill Tunnicliffe

IATEFL is extremely grateful for the help given by local ELT friends from the Liverpool area: Anna Goodband , E E laine Henry , M M att Lunt , A Alison Price and G ill Tunnicliffe. Their local knowledge has been invaluable and we thank them for their support over the past year.

General information

The IATEFL Conference Farewell

I NSERT Thanks to the sponsorship from Marketing English in Ireland, we are able to offer delegates tea and cake before they leave the conference. All who attend the final plenary session and closing, from 1315 to 1430 on Friday, are welcome to join us as we say farewell until Harrogate 2014!

Liverpool

Convention Bureau

Liverpool Convention Bureau will be in attendance at the conference, situated in the galleria level, and will have details on accommodation, local events, local cuisine, things to do and see, travel information, etc. They will be in the galleria on Tuesday from 0900 to 1700.

Cloakroom

There are cloakroom facilities located in the galleria level. The cost is £1 per item. The cloakroom can accommodate your suitcase too (£1 per item).

Certificates of attendance

Conference certificates of attendance, sponsored by Mailability, will be available for you to print on demand. Just scan your badge barcode and a copy of your certificate will be printed. (PCE certificates will be available for collection at your PCE.)

The scanning station will be on the registration desk and you can print out your conference certificate at any time during the conference when registration is open.

Please note that the certificate printer will be closed at 1215 on Friday. We advise you to print your certificate during the week instead of waiting for the last minute. We will not send certificates after the event.

Your feedback

Your feedback on this conference will be a great help in planning next year’s conference. We would be grateful if you could complete a short survey to let us know what to keep and what to change. We will email a link to the online survey to all delegates at the end of the conference. All completed feedback entries received by 19th April will be entered into a draw for a free registration for the next IATEFL conference in Harrogate in 2014 prize not transferable to another conference).

General

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.

General information

Important Programme note

This Conference Programme contains full information on the academic sessions. This information replaces the provisional Preview of Presentations 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 the galleria level. Please check the presentation message boards frequently for lastminutechangesandcancellations.

Session timings

We are pleased to offer a programme of over 500 sessions. However, to enable the smooth running and prompt start times of all sessions, speakers and delegates must vacate session rooms immediately at each session end time. IATEFL and the venue require time between sessions to change the set-up in rooms, delegates must be allowed to reach their next session on time, and the next speaker in the room needs time to set up. Thank you for your cooperation.

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 will present Becoming an effective English teacher: who, what and where helps it happen? This presentation will offer a global perspective on issues concerning the nature of the 'teaching' that teachers learn and what helps teachers learn it. The presenters will explore these issues in contexts as diverse as Africa, Asia, Latin America and the Middle East. They will look at the impact of both formal and informal aspects of teacher education. They will also discuss how factors such as individual effort, collaboration with others, exposure to exceptional teaching, and supportive leadership and mentoring contribute to successful teacher learning. Are some factors more influential than others?

Finally the presentation will explore what the participants’ experiences imply for the content and process of formal pre-service and in-service teacher development initiatives. The presentation will be facilitated by Martin Wedell, Leeds University.

The Hornby scholars this year are:

Thi Quynh Le Tran (Vietnam), Dini Handayani (Indonesia), Claudia Alejandra Spataro (Argentina), Suman Laudari (Nepal), Hasantha Himali Kuruppu Munasinghe (Sri Lanka), Shivaji Kushwaha (India), Samira Hazari (Iran), Bernardo Cruz-Belo (Mexico), Fatima Zohra (Pakistan), Hintsa Haddush (Ethiopia), Ali Jabbar Zwayyer (Iraq), Maria do Carmo Bazante (Brazil).

Two Hornby Alumni will also be presenting. The alumni are Emma Mojoko Evele (Cameroon) presenting on Helping young learners overcome reading difficulties and Ramanujam Meganathan (India) presenting CurriculumchangeinEnglishlanguageeducationintheIndianstateofRajasthan.

General information

“How To ...” 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. T U E S D A Y 9 T H A P R I L

H

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 H

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. H

In this session we’ll look at what’s involved in being a successful freelancer. We’ll cover these three key areas:

1) Organizational details – budgeting & finances, flexible schedule, security, 2) How to get work – self-marketing & professionalizing yourself, 3) How to keep work – quality control, referrals, and solid admin.

This session will cover everything you need to know about how to break into materials writing professionally, from an overview of how the ELT publishing industry works through to advice on how to best position yourself to attract a publisher’s interest. Questions will be welcomed! H o w t o w r i t e f o r IATEFL Voices a n d

In this session I will outline how to come up with an idea, choose the right publication for it and then convert it into a publishable piece. I will include examples of genres; writing styles; pertinent guidelines; and tips on how to work with the editor.

H o w t o g e t t h e m o s t o u t o f s o c i a

N i c k y H o c k

( i n H a l l 4 b )

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.

H o w t o g i v e a p re s e n t a t i o n a t

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.

H o w t o w r i t e s u c c e s s f u l l y f o r IATEFL Conference Selections w i t h T a n i a P a t t i s o n ( i n H a l l 1 1 b )

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.

H o w t o m o v e i n t o l a n g u a g e s c h o o l m a n a g e m e n t w i t h A n d y H o c k l e y ( i n H a l l 4 a )

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.

General information

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 ELTJournalwill share tips and suggestions for getting your work in print.

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.

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 Thursday 11 th April from 1155 to 1300 in Hall 3b.

Interactive Language Fair

Introduced in Harrogate 2010, this is our fourth Interactive Language Fair, taking place on Wednesday from 1345 to 1545 in Hall 3b. This is an event not to miss ... and is the conference format of the future! 19 presenters race through thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their interests with them. The presenters will have individual tables and participants can then join them to discuss their presentation in more detail. The presenters will use posters, realia, handouts and a wide range of interactive computer and paper-based materials. A feast of presentations in a single two-hour interactive format.

British Council/IATEFL ‘Liverpool Online’

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

Liverpool Online will also feature video interviews and at-venue delegates will be able to share their thoughts and experiences with online delegates via the website.

As coming to the conference in person isn’t possible for all members, we hope that Liverpool Online will give online participants the opportunity to feel closer to 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.

H o w y o u c a n g e t i n v o l v e d

By either accessing the web via the Internet Centre or the conference wi-fi, 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 50,000 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 Liverpool Online to share your ideas on the IATEFL Liverpool Conference with teachers from all over the world and be a part of one of the biggest online events for teachers of English.

General information

Signature events

The signature events are hosted by majo r ELT institutions and publishers. They are designed to showcase expertise and throw light on state-of-the-art thinking in a key area which is relevant to the particular institution or publisher. The signature events provide a unique opportunity for delegates to find out about upcoming trends, learn about new areas of research, and engage with well-known, international experts in exciting and often controversial topics. The signature events vary in format and include talks, panel discussions and debates. There are four signature events during the conference: C

Speaker: S i m o n Bo r g ( U n

L

d s , U K)

Does research engagement by teachers (i.e. reading and doing research) enhance the quality of their classroom practices? In this talk I draw on a series of studies which examine language teachers’ and managers’ views on this issue. The findings I report highlight a range of positive, hesitant and negative perspectives on the relationship between research engagement and teaching quality. What also emerges in the views expressed by teachers and managers are diverse conceptions of what ‘research’ means, typically emphasizing personal, practical and informal activities or, in contrast, those which are more formal, theoretical and academic. Neither of these conceptions of research provides a satisfactory basis for promoting research engagement as a productive professional development strategy. I will thus conclude the talk by outlining a conception of teacher research engagement which is feasible and rigorous and which has the potential to contribute positively to the quality of language teachers’ work. (See page 64)

P e a r s o n L o n g m an

T e st i n g a 2 1 s t C e n t u r y p a r a d i g m

Speakers: Jo h n d e J o n g , D a v e A l l e n (co-founder of NILE), R a q u e l V i l l a n u e v a B e rg a sa (Language Coordinator, Ceste, Zaragoza) & Z e yn e p Ur k u n (Assessment Coordinator from Sabanci University, Istanbul)

With students becoming ever more results orientated, there is more pressure on teachers to be able to define a student's level of English and to provide evidence of the progress that students have made during their English course. But what does it mean to accurately measure a student's level of English, identify the progress that they have made across all four language skills, and how can we avoid teaching and learning for the test? Our panel will explore ways to test progress and debate the pros and cons of discrete versus integrated skills testing and course-agnostic versus course-related test content. (See page 95)

B r i t i s h C o u n c i l

L i n g u i s t i c i mp e r i a l i sm : s t i l l a l i v e a n d k i c k i n g ?

Panellists: B e c k y , R K N d j o ze - Oj o (former Deputy Minister of Education, Namibia), S a r a h O g b a y (University of Asmara, Ethiopia), Ro b e r t P h i l l i p so n (Professor Emeritus, Copenhagen Business School, The Netherlands) & D a n n y W h i t e h e a d (British Council, Indonesia)

Are English language teachers unwitting promoters of imperialism? Does the global spread of the English language threaten local languages, cultures and identities? Do these need to be safeguarded? What are the forces driving the spread of English? Is the dominance of English in the virtual sphere a threat? Or is English simply a very important tool that helps individuals and economies to develop? These are not new questions. However, many feel that they merit serious consideration, as “globalisation” spreads and investment in, and the promotion of, English language teaching and learning continue to increase. This session will address these topics, drawing on the views of an expert panel, with ample time for contributions from the floor. (See page 112)

The motion: ‘Published course materials don't reflect the lives or needs of learners’

To propose the motion: S c o t t T h o r n b u ry (The New School, New York)

To oppose: C a t h e r i n e Wa l t e r (Department of Education, Oxford University)

Chair: G r a h a m H a l l (ELT Journal)

Coursebooks and other published course materials are a key source of teaching ideas and materials for many teachers around the world. But to what extent do they help or hinder language teaching and learning? How far do they reflect a particular view of language learners and of society?

Our two speakers will debate the issues surrounding published course materials in ELT. Please come along, have your say, ask questions – and join in the vote. (See page 144)

Liverpool News

A potted history of Liverpool

Origins

The history of Liverpool can be traced back to 1190 when it was called ‘Liuerpul’. Many people believe that Liverpool derives from the Welsh words ‘Llif’ meaning flood and often used to refer to the Atlantic Ocean and ‘Pwll’ meaning pool, inlet or pit.

The Middle Ages and sixteenth Century Liverpool

Although there may have been a hamlet before, Liverpool was officially founded in 1207 when King John invited settlers to take up holdings in the new borough of ‘Livpul. Ireland had recently been conquered and it served as a point for troops being sent there. A market was formed, believed to be on the site of the town hall and Liverpool became established as a fishing and farming community. Livpul remained small and subordinate to Chester and by the middle of the 16th Century only had a population of about 600. However, by the end of the 16th Century the town of Liverpool was able to take advantage of the silting of the River Dee to take trade away from Chester to Ireland and the Isle of Man.

Seventeenth Century Liverpool

Liverpool began to grow rapidly and was in a good position to trade with colonies

across the Atlantic in North America and the West Indies. At first, cloth, coal and salt from Lancashire and Cheshire were exchanged for sugar and tobacco and the town’s first sugar refinery was reportedly established in 1670. In 1699 Liverpool was made an independent parish. Liverpool’s first recorded slave ship set sail for Africa in October 1699 carrying Africans to Barbados. Goods from Manchester were given to the Africans who then in turn supplied slaves. These slaves were transported to the West Indies in return for sugar, which was then brought back to Liverpool.

Eighteenth Century Liverpool

The first commercial enclosed wet dock in the world was completed in Liverpool in 1715 and could hold 100 ships. Huge profits from the slave trade transformed Liverpool. The town became Britain’s second biggest financial centre and the United States opened its first Consulate of the United States here. Slavery was finally abolished in British colonies in 1833. Liverpool profited from other forms of international trade such as rope and pottery and supplied the cotton mills of Lancashire and Manchester. During the 18th Century the population grew from 6,000 to over 70,000 and Liverpool was linked to other northern cities through canal and rail links and the world’s first fully electrified overhead railway.

Local institutions

The Liverpool School of English

The Liverpool School of English is an independent, owner-managed city centre school established in 1999. The school is in the heart of the knowledge quarter next to the universities. We have fantastic facilities and offer General English, exam preparation, English for Business, teacher training, an International Foundation Programme, Work Experience and year-round group programmes. We run two junior summer programmes.

Nineteenth Century Liverpool

The 19th Century saw Liverpool establish strong links with India and the Far East as the cotton trade grew. Dock trade dominated but there were other flourishing industries such as shipbuilding, glass manufacturing and soap making. During the 1840s Irish migrants began arriving in Liverpool to escape the Great Famine and between 1851 and 1911 Liverpool welcomed thousands of people from Wales each decade. Liverpool was granted city status in 1880.

Recent History

During the first part of the 20th Century Liverpool continued to expand. In 1904 the building of the Anglican Cathedral began and this was followed by the three Pier Head buildings which form the Liverpool skyline (known as the ‘Three Graces’) and which include the Liver Building. The population of the city grew to over 850,000. However, falls in world demand for traditional North West commodities contributed to Liverpool’s economic decline. This decline was followed by World War II. As well as the effects of the war and declines in manufacturing, the city of Liverpool suffered the loss of many employers in the 1950s. The docks ceased to be a major employer in the 1970s. Liverpool suffered particularly badly from the economic recession of the 1980s and the Toxteth riots of 1981 were evidence of the level of social problems. The Albert Dock was redeveloped in the 1980s and turned into bars, shops and restaurants. There has since been development of the Kings Dock and in recent years the city has put emphasis on culture and tourism. Liverpool enjoyed the title of European Capital of Culture in 2008 and huge crowds also came to Liverpool in 2011 and 2012 to watch the Giant Spider and Sea Odyssey street theatre performances.

The Liverpool School of English

The University of Liverpool is a member of The Russell Group of 24 UK research-led universities, ranked in the top 1% of higher education institutions worldwide. The English Language Centre is a university department offering English language support to current and prospective international students including academic English pre-sessional programmes, subject-specific in-sessional support, general English programmes and bespoke English programmes for professionals.

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 – stand 52 – 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 28 scholarships to enable teachers, trainers and ELT professionals to attend the annual conference.

Please visit

w

from April 2013 for details of how to apply for a scholarship to attend the 2014 conference in Harrogate.

Brief details of each scholarship

Below are brief descriptions of all the scholarships but please visit w w w

for full details:

A f r ic a S c h o l a r s h i p - This scholarship enables teachers or teacher trainers from African countries to attend the annual IATEFL conference.

B E S I G F a

or S

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

C a c tu s t o C onf er en c e S c h o l ar s h i p - This scholarship is for a newly qualified teacher with between one and three years’ experience in the ELT profession to come to conference. Unfortunately, it is being discontinued after the Liverpool conference.

C a m br i d g e E n

A

ad e m ic P u

po

es S c h ol ar s h ip - A scholarship giving the opportunity for any teacher involved with teaching EAP to attend the conference.

C a m br i d g e En g l is h L an g u a g e A s se s s m en t B e st P

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

C a m br i d g e E ng li

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

C a m br i d

r

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

C a m br i d g e En g l is h L an g u a g e A s se s s m en t D r P e t

i p - 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.

G i l l S tu rt r i d g e F i r s t - T im e S p ea k er S c h o l ar s h ip - 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.

G i l l i an P or t er - L a dou s s e S ch ol a r sh i p - 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.

IATEFL scholarships and winners

I ELTS Morgan Terry Memorial scholarship - This is a new scholarship set up in memory of Morgan Terry and sponsored by the International English Language Testing System (IELTS).

International House Brita Haycraft Better Spoken English scholarship - This is another new scholarship from IH. It honours their co-founder and her work promoting pronunciation teaching and supports teachers focussing on this area of ELT.

International House Global Reach scholarship - 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.

International House John Haycraft Classroom Exploration Scholarship - 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.

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

Latin America Scholarship - 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 & Management SIG Scholarship - This scholarship enables a person in an ELT leadership/management role to attend the conference.

Learning Technologies SIG Diana Eastment Scholarship - 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 expect ed to become actively involved in the LT SIG.

Learning Technologies SIG Travel Scholarship - 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.

OISE Young Learners Scholarship - 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.

Onestopenglish Creativity in the Classroom Scholarship - This is our third new scholarship presented in Liverpool. It is sponsored by Macmillan and brings a teacher actively involved in onestopenglish to conference.

Pilgrims Humanising Language Teaching Scholarship - 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.

Pilgrims Teacher Trainer Journal Scholarship - This scholarship is for a practising teacher or teacher trainer to lead a workshop at the annual conference.

Ray Tongue Scholarship - 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 he worked in (Hong Kong, India, Indonesia, Malaysia, Singapore, Sri Lanka and Thailand) to attend our conference and give a presentation.

Teacher Development SIG Articulating Development Scholarship - 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.

Trinity College London Language Examinations Scholarship - This scholarship enables an ELT professional working in the field of examinations development to present in the Testing, Evaluation and Assessment SIG Day.

Trinity College London Teacher Trainer Scholarship – A scholarship to enable a trainer working in the field of teacher qualifying courses to give a talk or lead a workshop at conference.

W R Lee Scholarship - 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 scholarship winners are...

Africa Scholarship Winner

Cambridge English Language Assessment Best Practice in English for Academic Purposes Scholarship Winner

Kathryn Cridland United Kingdom

Cambridge English Language Assessment Best Practice in Teacher Training Scholarship Winner

Cambridge English Language Assessment Best Practice in Language Assessment Scholarship Winner

Jennifer Wallace United Kingdom

Cambridge English Language Assessment Dr Peter Hargreaves Scholarship Winner

Cambridge English Language Assessment Best Practice in State Education Scholarship Winner

Romania

BE SIG Facilitator Scholarship Winner

Amel Znaidi Abbes Tunisia

Africa Scholarship Winner

Rachid Tagoulla Morocco

Cactus to Conference Scholarship Winner

Louise Cranston United Kingdom

Nicoleta Nechita

Tran Le Nghi Tran Vietnam

Olga Gladkova Ukraine

IATEFL

Atul Sharma India

IATEFL Gill Sturtridge First-Time Speaker Scholarship Winner

Saraswati Dawadi Nepal

IATEFL Gillian Porter Ladousse Scholarship Winner

Laxman Gnawali Nepal

IATEFL Latin America Scholarship Winner

Omar Atehortua Colombia

IATEFL scholarships and winners

IATEFL Leadership & Management SIG Scholarship Winner

Kirkgoz Turkey

Ray Tongue Scholarship Winner

India

International House Brita Haycraft Better Spoken English Scholarship Winner

Euler Germany

International House John Haycraft Classroom Exploration Scholarship Winner

IATEFL Learning Technologies SIG Diana Eastment Scholarship Winner

Greece

International House Global Reach Scholarship Winner

Vietnam

International House John Haycraft Classroom Exploration Scholarship Winner

IATEFL Learning Technologies SIG Diana Eastment Scholarship Winner

Greece

International House Global Reach Scholarship Winner

International House Training & Development Scholarship Winner

Yasemin

Dimitrios Primalis

Chryssantthe Sotiriou

IATEFL

Partha Sarathi Misra

IATEFL W R Lee Scholarship Winner

Wioletta Szostak Poland

IELTS Morgan Terry Memorial Scholarship Winner

Alison Featherstone United Kingdom

Sascha

Hoang Ngoc Hung

Carol Melissa Farje Mendoza Peru

Anna Avramenko Russia

Mareme Sarr Senegal

Tamara Oschepkova Russia

IATEFL scholarships and winners

OISE Young Learners Scholarship Winner (deferred to 2014)

Pilgrims Teacher Trainer Journal Scholarship Winner

Onestopenglish Creativity in the Classroom Scholarship Winner

Trinity College London Language Examinations Scholarship Winner

Pilgrims Humanising Language Teaching Scholarship Winner

Trinity College London Teacher Trainer Scholarship Winner

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 IATEFL BESIG Facilitator Scholarship winner, A A tul Sharma , whose talk on ‘Is Business English teaching in India aligned with industry needs?’ takes place on Tuesday in session 1.6.

The I IATEFL Gill Sturtridge First-Time Speaker Scholarship winner, , Saraswati Dawadi , whose talk on ‘Managing disruptive behavior in ELT classrooms at secondary level’ takes place on Tuesday in session 1.4.

The I IATEFL Gillian Porter-Ladousse Scholarship winner, L L axman Gnawali , whose talk on ‘When participants experience, understand and articulate’ takes place on Wednesday in session 2.6.

The I ATEFL Leadership & Management SIG Scholarship winner, Y Y asemin Kirkgoz, whose talk on ‘The challenge of initiating and managing curriculum innovation’ takes place on Friday in session 4.1.

The I IATEFL Learning Technologies SIG Diana Eastment Scholarship winners, C C hryssantthe Sotiriou & Dimitrios Primalis , whose workshop on ‘Literature strikes back! Teaching literature with technology’ takes place on Wednesday in session 2.4.

The I IATEFL R ay Tongue Scholarship winner, P P artha Sarathi Misra , whose talk on ‘The university writing centre and academic writing in English’ takes place on Wednesday in session 2.6.

The I IATEFL W R Lee Scholarship winner, W W ioletta Szostak , whose workshop on ‘Communication and relationships in the classroom’ takes place on Thursday in session 3.5.

The I International House Brita Haycraft Better Spoken English Scholarship winner, S S ascha Euler , whose talk on ‘Implementing a connected speech-based approach to pronunciation teaching’ takes place on Tuesday in session 1.2.

Conchi Martinez de Tejada Spain

Ana Maria Menezes Brazil

Jessica Mackay Spain

Elena Onchevska Ager Macedonia

Abdoul Ka Senegal

Catarina Kruppa Brazil

IATEFL scholarships and winners

The I International House John Haycraft Classroom Exploration Scholarship winners, A A nna Avramenko, whose talk on ‘Methods of mobile technology implementation in language classrooms’ takes place on Thursday in session 3.6, and Mareme Sarr , whose talk on ‘Twinning for success: collaborative learning in large classes’ takes place on Wednesday in session 2.6.

The I International House Training & Development Scholarship winner, T T amara Oschepkova, whose talk on ‘Distance learning as a tool for teachers' professional development’ takes place on Thursday in session 3.2.

The P ilgrims Humanising Language Teaching Scholarship winner, J Jessica Mackay , whose talk on ‘The 'ideal L2 self': motivating adult EFL learners’ takes place on Wednesday in session 2.1.

The P ilgrims Teacher Trainer Journal Scholarship winner, E E lena Onchevska Ager , whose talk on ‘From knowing the way to walking it: teachers' beliefs’ takes place on Wednesday in session 2.3.

The T rinity College London Language Examinations Scholarship winner, A A bdoul Ka , whose workshop on ‘Designing materials for testing in rural areas’ takes place on Thursday in session 3.4.

The T rinity College London Teacher Trainer Scholarship winner, C C atarina Kruppa , whose talk on ‘Pre- and in-service teacher training: input in the loop’ takes place on Wednesday in session 2.5.

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!

ThankYouto our sponsors

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.

I A T E FL i s a

to enable IATEFL to host another memorable conference for our members and delegates. T o

from sponsoring part of our 48th annual conference next year in Harrogate (1-5 April 2014), please contact Alison Wallis, IATEFL Marketing & Sponsorship Officer, at awallis@iatefl.org or telephone +44 (0)1227 824430. I A T E F L

PLATINUM SPONSOR

SB r i t is h C o u n c il for sponsoring L i ve r po o l O n l i ne

The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. 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 (54-55) to find out more about the British Council’s worldwide offer and see examples of our latest resources.

Come to our networking event – anexploration – 1840-2100, Tuesday 9 April, Museum of Liverpool, Liverpool Waterfront; and our Signature Event – Linguistic imperialism: still alive and kicking?, 1710-1825, Wednesday 10 April, Hall 3a.

Ca m b r i dg e E ng l is h L a n g u a g e A s

m e nt for sponsoring the de l e

Ap

l, As s o c ia t es ’ D ay o n 8 t h A p r i l and the T

Cambridge English Language Assessment is the new name for Cambridge ESOL and 2013 marks 100 years since the launch of our first exam, Cambridge English: Proficiency (CPE) . Join us to celebrate 100 years of Cambridge English exams at our centenary reception on the evening of 10 April. Please visit us at stand 35 to collect your invitation and find out more about Cambridge English for Schools exams, which are specifically designed for school-aged learners.

GOLD SPONSO

RI EL T S for sponsoring the D e le ga t e B a dg es & La n y a r ds , t he S t ew a r ds and the T u

Pa g e at t he ba c k o f t he P r o g r a m m e

IELTS is the world’s leading English language test; delivered in over 130 countries and recognised by over 7,000 organisations. Last year more than 1.9 million candidates took IELTS to demonstrate English language proficiency for education, migration or employment. The British Council, IDP: IELTS Australia and the Cambridge English Language Assessment jointly own IELTS - their programme of academic research, test development and validation ensures it remains the expert test, recognised and trusted worldwide.

te g ivatin mot Instituti new E opportun the

ThankYouto our sponsors

Th to ThankYou Yo spons oour sors

SIIL

ThankY VEER SP S NS

SILVER SPONSO

o ou R RS S

spons for

I the oring

Ca m b r i d g e E ng l is h T e a ch e r for sponsoring the I nt e r ne t C e n t re

comm g teachin their around ly

edu other and schools offers h

includ Benefits development al

com online a up set to ity

P nsorin spo for teachers with work to

is aim OUPs profession g providin and achers whic package, onal flexib fit that tools collaborativ a is Teacher nglish

teach vesgi that space online e chers. their for munity

webinar courses, to access ers

Cambridge English Teacher is a collaborative online space that gives teachers access to courses, webinars and other professional development tools that fit flexibly around their teaching commitments. Visit stand 34 to find out about our new Institutional Membership package, which offers schools and other educational institutions a powerful system for motivating teachers and providing professional development. Benefits include discounted membership, free courses and the opportunity to set up a private online community for their teachers.

I the g

crea to Technology and ion ucat for l our about t other and s courses best the te resources of envi

O x f o r d U n iv e rs i t y Pr e s s for sponsoring the I A T E F L C o n f e r e nc e A p p OUPs aim is to work closely with teachers, institutions, and leaders in Education and Technology to create the best possible environment for learning English. As well as our commitment to publishing new titles, we have a new generation of resources and services: online assessment and homework tools, classroom presentation tools, and professional development webinars are some of the ways we are making the best use of technology to enhance learning.

Pr o g ra m m e

m T EL of ternational

d E in leaders and institutions discounted de a institutions cational ou find to 34 stand Visit itments.

te of use stbe the g makin are e class homework and ent

R i c hm o n d for sponsoring the C o nf e r e nc

pub to commitment our as well s s, , b

g. learnin enhance to chnology and sroom new a have we new blishing P

and the

Oxf in trecen

in an are We w ways the of some are webinars assessm online services: and s A English for tronmen s, C the for or primarypre- for Whether ord

En American or British in t,adul offices with aterials

We are an international publisher of ELT materials with publishing offices across the world and our adult publishing centre in Oxford. Whether for pre-primary or adult, in British or American English, in print or online, we offer a complete range of materials for both students and teachers. We are celebrating several key milestones in 2013, including the now complete Big Picture, @work and Visual Grammar, and we are proud to present all of these, and more, in Liverpool.

offer we ine,onl or in glish, adul ou rn d a dworl the across al essionprof rationgene a ingpublish t mat of range Gram Visual dan @work Picture, t dan tsstuden both for erials y presen to re ae w and mmar, severa ngcelebrati are We scher

these, of all t ludinc 2013, in smilestone l Liver in more, and now the g in pool.

A p r i l 2 0 1 3)

co and draws ran siveexten

BRONZE SPONSOR

NZZE SP S NS

for sponsoring the Pr

Cambridge University Press is delighted to sponsor the IATEFL Conference Preview Brochure this year. We are one of the world’s leading publishers of ELT materials. Make sure you visit us on stand 17, 18, 24, 25 where you can browse our extensive range – print and digital. You will receive at least 20% discount on all purchases, you can take part in prize draws and competitions, and find out about our talks and workshops. We look forward to seeing you!

ET S T O E FL ® & TO EI C® for sponsoring the fo

cisde informed make utionsnstit

TOEIC or assessment and research nal infor more For services and ms

t efacilitat and ards

lead world’s U E spo for ou tabou out find and itions, mpet will You al digit and – ge materials ELT of isherspubl ing sp to is Press iversity n T i f P the nsoring oklo We ops.worksh and kstal r o discount 20% astle at receive stan on us visit you sure Make P Conference IATEFL the onsor f th b B s to forward p k ea t can you all n can you where 25 17, d ar We year. this Brochure review you! eeing prize in art our browse the of one e and i al oneducati ass valid and wo the is ETS or stand our ng sponsor or th to ationinform useful provide d

TOEFL the sessments educatio ofitnon-pr srld’ org ets w at e c progra of the on icpubl e aw admissions, ningconcer ions research,

serv and tsproduc related and p to dedicated is ETS ganization ma and eaching help to ices fair g providin visit tion,

ETS is the world’s largest non-profit 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. For more information, visit our stand or at www.ets.org.

ThankYouto our sponsors

M a c m il l a n Ed u c at i o n for sponsoring the p r e lim in a r y o n li ne

(

-D

ce m be r 2 0 1 2 )

Macmillan Education and Macmillan English Campus are very excited to be back in Liverpool for this year’s IATEFL! With award-winning apps, books and authors, plus 20% off selected titles, you don’t need any more excuses to visit the Macmillan stand ... But here’s one more; come to the stand and find out about our party on Wednesday night ... space is limited and this is one night you won’t want to miss!

Pi l g ri m s for sponsoring IATEFL Liverpool Conference Selections ( p ub li

2

1 4 ) and the po s t - c o n f e re n c e s u p pl e m e nt i n Voices 233

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!

GENERAL SPONSOR

Sc o n t r i b u t i o n :

D . I s o m Pr i n t for sponsoring the c o n f e r e n c e p o s t e r s and s i g n ag e around the venue.

E F E d u c a t i o n F i r s t for sponsoring the Jo bs M ar k e t

E L G az e t t e for sponsoring the s p e ak e r q u i e t ro o m .

L a n g u ag e T e s t i ng 1 2 3 L t d for sponsoring the i n f o r m at io n d e s k and the F r i da y O v e r v ie w Pa g e a t t h e ba c k o f t h e Pr o g r a m m e

M a il a bi li t y L t d for sponsoring the de le g a t e c e rt i f i c a t e s o f a t t e n d a n ce

M a rk e t i ng E ng l is h i n I r e l a n d for sponsoring the Co n f e r e n c e F a r e w e l l, l e av i ng r a f f l e p r i z e and the W e d n e s d ay O ve r v i e w P a g e a t t he b a ck o f t h e

P r o g r a m m e

T r i nit y C o l le g e L o n do n for sponsoring the p ar t i ci p a nt s l is t

I A T E F L w o u l d a l s o l i k e t o t h a n k t h e f o l l o w i n g c o m pa n i e s f o r pr o v i d i n g i t e m s i n t h e

d el e g a t e ba g s :

C a m b r i d g e U n i v e r s i t y P r e s s for providing n o t e p a d s

G l o b a l E L T for providing t w o b o o k s

M a c m i l l a n for providing p e n s

O x f o r d U n i ve r s i t y P r e s s for providing a b o o k

t e l c – l a n g u a g e t e s t s for providing m i n t s .

Daytime tours & evening events

Daytime tours

Walking tours

T uesday 9 th April 2pm and Wednesday 10th April 10.30am

A guide will take you on a tour of Liverpool’s city centre, pointing out some of its many historic buildings and spaces that form part of the city landscape, as well as telling you about some of Liverpool’s influential characters, its commerce and its culture. This tour will last approximately one hour and whilst every effort will be made to make the route as accessible as possible it may not be suitable in places for those with limited mobility. Tickets can be collected from the information desk free of charge on a first-come-first-serve basis. Spaces are limited to 25 tickets per tour. Should you wish to make a donation, there will be a collection bucket on the information desk and all monies will be donated to the Wider Membership Scheme (WMS). Details of meeting point and meeting time will be available at our information desk.

Excursions

Tour of Chester (Wednesday) and Tour to Port Sunlight (Thursday)

These two guided tours have been arranged and tickets sold in advance of the conference via the IATEFL online shop. No bookings will be taken at conference.

If you have pre-booked on the tour, please take your receipt to the meeting point on the day of the tour as this will be used as your ticket to board the coach.

The meeting point for tours is the riverside entrance doors on the galleria level. You will be met by your guide who will escort you onto your coach at 10.30am.

Evening events

Monday 8th April

Welcome Reception (supported by the City of Liverpool) at 1800 hours in the Galleria of the ACC

We are delighted to hold a Welcome Reception, supported by the City of Liverpool, to offer delegates a warm welcome to Liverpool. IATEFL President, Eric Baber, will welcome you to the conference and the Lord Mayor of Liverpool will welcome you to the city. Entry by conference badge only. Please register first at our registration desk in the ACC.

Tuesday 9th April

Extensive Reading Foundation Reception and Awards Ceremony 1900-2000 in Hall 3

Hosted by Jeremy Harmer, who will present the 2012 Language Learner Literature Awards, with music by Steve Bingham. Sponsored by the British Council, Cambridge University Press, ELI Publishing, Helbling Languages, IATEFL, Macmillan Education, National Geographic/Cengage Learning, Oxford University Press, Pearson Education and Richmond.

Daytime tours & evening events

Exploring identity: ourselves and others

2015-2145 in Hall 11

Original poetry by David A. Hill, Alan Maley and Michael Swan

Proving that well-known ELT authors can step beyond coursebooks, teachers’ resource books and grammars and the language classroom, David, Alan and Michael will read a selection of their own poetry. The evening will be divided into three broadly-themed sections: Self, Others , TheWorldandBeyond

Maggie May ... a celebration of Liverpool

2015-2145 in Hall 12

with Mark Fletcher

What connects the ‘Three Graces’ with ‘Amazing Grace’? A pint of Guinness with the Old Pier Head? ‘The Toffees’ with an ecclesiastical pepper pot? Our conference is in a great city, and it’s not just the 60s and the Fab Four (though they’re part of its heart beat). This evening, indulge your imagination, join in, and in 90 minutes of interactive fun you’ll find out what makes Liverpool tick, - and what you mustn’t miss while you’re here! PS ... Message from Maggie: ‘You’llne-e-e-verwalka-a-alone…!’

Wednesday 10th April

The IATEFL International Quiz

1930-2130 in Hall 3

Come and join us for the 10th – yes 10th! – IATEFL International Quiz. Whatever you do, don't miss out on a night of laughs, fun and ignorance. Worried you aren't good at quizzes – perfect – this is just the place to come and find out how right you are :-) Drink, make new friends, have fun. So, come along and join your host – Adrian Tennant – for yet another evening of mayhem!

The IATEFL Open Mic Night

1930-2130 in Hall 11

Want to see your favourite IATEFL speakers under a different spotlight? Come along to the Open Mic Night and watch them strut their stuff! Give a cheer to great performances, laugh until you cry, be moved to tears - all possible when teachers get together and use the universal language of music. With Adrian Underhill as the host to help the evening flow, come and see why IATEFL's got talent!

Thursday 11th April

IATEFL Failure Fest

1900-2000 in Hall 3

IATEFL Failure Fest: how is failure a better teacher than success?

We're all used to case studies and presentations reflecting heroic successes. But what of the things that went wrong? The stories of entrepreneurs and innovators constantly refer to learning from failure, with the adage, "Fail Early, Fail Fast, Fail Often". But how do you actually turn failure into success?

Find out by coming to an evening of fun and failure. Our Failure Fest focus will be innovation in language learning and teaching with short snappy presentations in which our brave presenters reflect on what they’ve tried and hasn’t worked, and what we all might learn from the experience. There will be contributions from the IATEFL Online audience.

Our compere will be Ken Wilson with seven surprise guests. Their stories will make you laugh, cry and learn. (Thiseventisinspiredbythe"NestaFailureFest:Education,InnovationandEnterprise".WearegratefultoNestaandClaudiaBarwell fromSuklaafortheirhelpandadvice.)

List of ELT resources exhibitors

Our exhibitors were given the opportunity to post materials on the Liverpool Online website. Check out our virtual conference site at http://iatefl.britishcouncil.org/2013.

The exhibition is open from 0830 to 1730 Tuesday to Thursday and from 0830 to 1215 on Friday. For safety and security, please do not try to enter the exhibition outside these times.

IATEFL SIG & Associate representatives

Associate Representatives will be at the IATEFL Associate Stand (front centre stand) at the following times:

Tuesday 9 April

0830-1035 TESOL FRANCE

W Wednesday 10 April

0830–1020 LEVENDE TALEN & LATE

1030–1205 IATEFL Slovenia 1015–1220 TESOL SUDAN & ASTEL 1200–1345 ELTAI (India) 1215–1330 ETAS

1340–1550 ELTAS 1325–1550 IATEFL-PERU 1545–1730 INGED 1545–1730 IATEFL Poland

Thursday 11 April F Friday 12 April

0830–1015 BETA 0830–1020 CLASS

1010–1140 TESOL Arabia 1015–1130 SELTA 1135–1340 MATEFL 1335–1545 ZATESL 1540–1730 AAELTA

IATEFL Special Interest Group (SIG) representatives will be at the IATEFL Stand (front centre stand) at the following times:

Tuesday 9 April

W Wednesday 10 April

0830-1035 GISIG &TEASIG 0830–1020 TDSIG & ESOLSIG

1030–1205 LASIG 1015–1220 ESOLSIG & YLTSIG 1200–1345 LMCSSIG &YLTSIG 1215–1330 ResearchSIG 1340–1550 ESPSIG 1325–1550 TTEdSIG & LAMSIG 1545–1730 ESPSIG & LAMSIG 1545–1730 BESIG &TTEdSIG

Thursday 11 April

F Friday 12 April

0830–1015 LTSIG &ESOLSIG 0830–1020 LMCSSIG & PronSIG

1010–1140 ResearchSIG & BESIG 1015–1130 LMCSSIG & BESIG 1135–1340 LTSIG & TDSIG

1335–1545 ESOLSIG & LTSIG 1540–1730 LASIG

Quiz for fun ! Q2 – Who will be the new IATEFL President from Wednesday at the AGM ? Answer on page 185

ELT resources exhibitors’ details

A dvance Consulting for Education, INC (Stand 59)

2617 Cushing Road, Mississauga, Ontario, L5K 1X4, Canada

Tel: +1 416 8842993

www.aceducation.ca, www.thepdexchange.ca

Email: info@aceducation.ca

Contact: Dianne Tyers, President

Advance Consulting for Education, INC (ACE) offers online professional development courses to current English language teachers. We offer a suite of advanced teacher training courses ranging from 30 to 90 hours long. We have courses on: language teaching and technology, advanced grammar, language program management and teaching English for specific purposes. We also offer an online catalogue of downloadable professional development videos on cutting-edge topics and teaching skills through the Professional Development Exchange.

Bell Educational Services Ltd (Stand 57)

Red Cross Lane, Cambridge, CB2 0QU, UK

Tel: +44 1223 278800

Email: enquiries@bellenglish.com bellenglish.com

Contact (training enquiries): Stephanie Dimond, Teacher Training Manager

Bell is a high quality education business which unlocks the world for its customers through learning English and learning in English. Come and see us to find out how you could unlock your future on a teacher training or development course and help your students’ progress their education and career through a junior, academic preparation or business English programme. Have a chat and some sweets with us on Stand 57!

BEBC - Bournemouth English Book Centre (Stand 27)

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

Tel: +44 333 8001900

Email: elt@bebc.co.uk www.bebc.co.uk

Contact: Charles Kipping, Marketing Manager

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

Black Cat Publishing (Stand 2)

Via Venezia 93, 16035 Rapallo (GE), Italy

Tel: +39 0185 1874329

www.blackcat-cideb.com

Email: info@blackcat-cideb.com

Contact: Daniele Vecchiotti, International Representative

Black Cat, a world leader in the production of beautifully designed, innovative and dynamic teaching materials, has since 1973 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.

British Council (Stand 54-55)

Bridgewater House, 58 Whitworth Street, Manchester M1 6BB , UK

Tel: + 44 161 9577651

Email: amy.rogers@britishcouncil.org www.britishcouncil.org/english

Contact: Amy Rogers, UK ELT Marketing Manager

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’s worldwide offer and see examples of our latest resources. Join us at our networking event, 18:40-21:00, Tuesday 9th April, Museum of Liverpool, Liverpool Waterfront. Join us at our Signature Event on ‘Linguistic imperialism: still alive and kicking?’, 17:10-18:25, Wednesday 10th April, Hall 3a. And join us at the Extensive Reading Foundation Reception and Awards Ceremony, Tuesday 9th April, 19:00-20:00, Hall 3 in the ACC.

Cambridge English Language Assessment (Stand 35)

1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 1223 553260

Email: shaw.amy@cambridgeesol.org www.cambridgeenglish.org

Contact: Amy Shaw, Events Administrator

Cambridge English Language Assessment is the new name for Cambridge ESOL and 2013 marks 100 years since the launch of our first exam, CambridgeEnglish:Proficiency(CPE). Join us to celebrate 100 years of Cambridge English exams at our centenary reception on the evening of 10 April. Please visit us at stand 35 to collect your invitation and find out more about Cambridge English for Schools exams, which are specifically designed for school-aged learners.

ELT resources exhibitors’ details

C ambridge English Teacher (Stand 34)

1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 1223 553260

Email: shaw.amy@cambridgeesol.org www.cambridgeenglishteacher.org

Contact: Amy Shaw, Events Administrator

Cambridge English Teacher is a collaborative online space that gives teachers access to courses, webinars and other professional development tools that fit flexibly around their teaching commitments. Visit stand 34 to find out about our new Institutional Membership package, which offers schools and other educational institutions a powerful system for motivating teachers and providing professional development. Benefits include discounted membership, free courses and the opportunity to set up a private online community for their teachers.

Cambridge University Press (Stand 17-18 & 24-25)

University Printing House, Shaftesbury Road, Cambridge, CB2 8BS, UK

Tel: +44 1223 325819

Email: apriestley@cambridge.org www.cambridge.org/elt

Contact: Alex Priestley, Senior Manager, ELT

Welcome to the Cambridge Stand. Come and browse new Cambridge materials. Find out about Cambridge talks and workshops (and how to get your free copies!) as well as competitions, events and special offers. At least 20% discount on all purchases at our bookshop. Talk to us about digital and online products on our stand.

City & Guilds English Language Examinations (Stand 8)

Peterdy St. 15, H-1071 Budapest, Hungary

Tel: +36 1 4131301

Email: info@cityandguildsenglish.hu www.cityandguildsenglish.com

City & Guilds is a UKBA approved English language test provider. Meet us at our stand to find out more about our language exams and how we can provide professional support to teachers of English.

Collins ELT (Stand 42)

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

Tel: +44 20 83074539

Email: collins.elt@harpercollins.co.uk www.collinselt.com

Contact: Eva Schmidt, ELT Marketing Executive

Come and explore Collins’ fast-growing ELT range, powered by COBUILD. Have a look at the award-winning Business Listeningapp and browse through our new titles for business, skills and IELTS. You’ll also find the fantastic range of North Star titles here, which recently found a new home at Collins. And, this year choose a FREE COLLINS ELT BOOK from a selection of titles at the stand (while stocks last)!

Cornelsen Publishing (Stand 63)

Mecklenburgische Strasse 53, 14197 Berlin, Germany

Tel: +49 30 89785337

Email: murdo.macphail@cornelsen.de www.cornelsen.de

Contact: Murdo MacPhail, Editorial Manager EFL

Cornelsen Publishing is one of the largest educational publishers in Europe, serving education in Germany, Austria and Switzerland, as well as providing materials in licensed editions all over Europe, Asia, the Americas and Africa. The EFL department of Cornelsen Publishing – providing English, business English, ESP and EAP both in print and in many digital forms – is exhibiting at stand 63. Come and see what we’ve got for you.

Ealing, Hammersmith & West London College (Stand 58)

Acton Campus: Gunnersbury Lane, Acton, London W3 8UX, UK

Ealing Campus: The Green, Ealing, London W5 5EW, UK

Hammersmith Campus: Gliddon Road, Barons Court, London, W14 9BL, UK Southall Campus: Beaconsfield Road, Southall, Middlesex UB1 1DP, UK

Tel: +44 20 75651200

Email: prodevelopment@wlc.ac.uk www.wlc.ac.uk

Contact: Tom Dearden, Teacher Training Administrator

Ealing, Hammersmith & West London College is one of the largest further education colleges in the UK. Accredited by OFSTED and the British Council, the College has been offering English language, general education and teacher-training courses for over 50 years. We offer ESOL & EFL, CELTA, Delta, Cert Ed/PGCE (DTLLS), Fast track Cert Ed/PGCE (DTLLS), IELTS teacher training, IELTS examining, and Supplementary Diplomas in Literacy/Numeracy. For more information visit us at stand 58 or www.wlc.ac.uk

ELT resources exhibitors’ details

E LI Publishing Ltd (Stand 44)

ELI Publishing Ltd (Stand 44)

c/o ELI Srl, Via Brecce snc, 60025 Loreto, Italy

Tel: +39 071 750701

Email: intersales@elionline.com www.elionline.com

Contact: 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 35-year popular set of class magazines at various learning levels. Among the novelties at the conference: FlashonEnglish, the new coursebook for secondary school; Best Commercial Practice, an ESP 1-level coursebook for professional and vocational schools; GrammarPlus, a 4-level grammar series for secondary school; and new titles in the series NewELIReaders.

English360 Ltd (Stand 50)

English360 Ltd (Stand 50)

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

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

English Language Bookshop (Stand 53)

English Language Bookshop (Stand 53)

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

Tel: +44 1273 604864

Email: anthony.forrester@elb-brighton.com www.elb-brighton.com

Contact: Anthony Forrester, Partner

The English Language Bookshop was established in 1985 and is one of the leading suppliers of ELT materials in the UK. We supply ELT materials to schools, colleges, universities, government agencies, Ministries of Education, training organisations, teachers, teacher trainers and individual students throughout the world. We carry extensive stocks of materials from all the leading UK ELT publishers and can usually supply all your ELT needs ex-stock. Deliveries are made by national and international carriers and discounts are available on bulk orders.

English UK (Stand 56)

English UK (Stand 56)

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

Tel: +44 20 76087960

Email: training@englishuk.com www.englishuk.com

English UK is the leading association for language training centres in the UK, with over 450 members. We run a comprehensive set of training days and conferences, which attract some of the biggest names in TEFL and cover all aspects of running a language centre, including teaching and academic management. We also offer a range of marketing events for schools and agents, including Studyworld. Come to our stand to find out more.

ETS TOEFL ® & TOEIC ® (Stand 45)

ETS TOEFL ® & TOEIC ® (Stand 45)

660 Rosedale Road, Princeton, New Jersey 08541, USA

Tel: + 44 20 36407699

Email: sbhangal@etsglobal.org www.ets.org

Contact: Sandy Bhangal, Associate Director, Client Relations UK

ETS is the world’s largest non-profit 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. For more information, visit our stand or at www.ets.org.

Express Publishing (Stand 20 & 23)

Express Publishing (Stand 20 & 23)

Liberty House, New Greenham Park, Newbury, Berkshire, RG19 6HW, UK

Tel: +44 1635 817363 Email: inquiries@expresspublishing.co.uk www.expresspublishing.co.uk Contact: International Department

Independent publisher dedicated to producing quality ELT material with a list of over 2,000 titles and sales in 86 countries. Recognized as a leading publisher with nominations for the British Council Innovation Awards and ministerial adoptions in many countries.

ELT resources exhibitors’ details

G ar n e t E d u c at i o n ( S t an d 4 8 )

8SouthernCourt,SouthStreet,Reading,Berkshire,RG14QS,UK

Tel:+441189597847Email:enquiries@garneteducation.com www.garneteducation.comContact:JessieCandy,MarketingExecutive GarnetEducation,anindependentUKpublisherspecialisinginEAPandESP,hasestablishedaglobalreputationforquality andinnovationinthefieldofhighereducation.2012’shighlightsincludeaddingtoour ProgressiveSkillsinEnglish series, andaneweditionofourflagship EnglishforAcademicStudy series.2013seesuslaunchingourlower-levelESPseries Movinginto,thepublicationof PassinEnglishinassociationwithArsenalFootballClub,andourfirstebooks.

G l o b a l E L T ( S t an d 6 5 - 6 6 ) 60PankhurstAvenue,Brighton,BN29YN,UK Tel:+441273251907

Email:orders@globalelt.co.uk www.globalelt.co.uk

Contact:LawrenceMamas,SalesManager GlobalELTisanindependentUK-basedpublishingcompanywhichspecialisesinproducingPracticeTestbooksand supplementaryresourcesforthemainELTexams.Wewillbeofferinggreatdiscountsonallourtitlesforthedurationof theconference.BuyaSelf-studyEdition(PracticeTestbook,MP3CD,Self-studyGuide)forjust£10,oranysingletitle (withoutCDs)for£5.Socomeonovertoourstandandsayhello!

H a r r og at e T ou r i sm ( St an d 6 4 ) RoyalBaths,CrescentRoad,Harrogate,NorthYorkshireHG12RR,UK Tel:+441423537439Email:viv.graham@harrogate.gov.uk www.yorkshire.com/harrogateContact:VivGraham,TourismDevelopment Harrogatehasanairofelegancewithalivelymixoffabulousshopping.Browsethestylisharcades,indoorshoppingcentre, chicshoppingstreetsandelegantmews.Withacaféculture,finecuisine,gloriousgardens,areputationforstyle,graceful architectureandaglamorousheritageasaclassicEuropeanspatown–Harrogate’scharmisirresistible.Harrogateisthe destinationyoucanreturntotimeandtimeagainforafreshexperienceeveryvisit.

H e l b l i n g L an g u ag e s ( S t a n d 6 0)

Kaplanstrasse9,6063Rum/Innsbruck,Austria&1aPopeStreet,London,SE13PR,UK Tel:+358451318936

Email: r.dacosta@helblinglanguages.com www.helblinglanguages.comContact:RiittadaCosta,InternationalBusinessDevelopment HelblingLanguagescreateshighqualityinnovativepublications.Launchesinclude MINDTHEAPP! in TheResourceful TeacherSeries; TraditionalFolkSongs in ThePhotocopiableResourceSeries; 101YoungAdultNovels,ananthologytouse inyourELTclass; TOPGRAMMARPLUS, a3-volumeseriesfromelementarytoadvanced;HelblingEssentials,anewESP series;Hooray!Let’splay!InteractiveBookforWhiteboards;newtitlesinthe HelblingReadersand YoungReadersseries. Specialoffersandsamplesavailable!

I A T E F L ( F r on t c e n t r e s t an d )

DarwinCollege,UniversityofKent,Canterbury,Kent,CT27NY,UK

Tel:+441227824430

Email:generalenquiries@iatefl.orgwww.iatefl.org

TheInternationalAssociationofTeachersofEnglishasaForeignLanguageisavibrantmembershiporganisationwithover 4,000membersfromacrosstheglobe.ItisoneofthemostthrivingcommunitiesofELTteachersandprofessionalsinthe world.BecomingamemberofIATEFLcanhelpyoudevelopyourcareer,addanewdimensiontoyourteachingandallow youtonetworkwithotherELTprofessionalsatthehighestlevel.With15SpecialInterestGroups(SIGs),opportunitiesto getpublishedandpresentatourconferencesandscholarshipsavailabletohelpfundconferenceattendanceand presentation,webelieveIATEFLtobeanessentialpartofyourprofessionaldevelopment.Comeandvisitusonthestandto discussourupcomingeventsandhowtobecomeamember.

SpecialOffer:paythefullnon-memberpriceforthewholeweek’sconference(£191or£231)andreceiveafreeone-year individual membershipworth£51.ComeandvisittheIATEFLstandtofindoutifyouareeligible.

VisitusonTwitter(@iatefl),Facebookordownloadour conferenceapp

ELT resources exhibitors’ details

IATEFL Associates (Front centre stand)

IATEFL Associates (Front centre stand)

www.iatefl.org

IATEFL works with over 100 teaching associations across the world to promote professional cooperation in ELT and maintain an international network of support and communication. Through this network ELT teachers can share best practice, develop their skills and raise standards in English language teaching and learning. Our Associates’ Day at our annual conference provides a unique opportunity for representatives from the Teaching Associations (TAs) to meet up, share ideas on key issues and raise any questions or concerns.

Come and visit the stand to find out where your nearest TA is, how you can set up an Association in your country or to browse through example newsletters and publications received from our many affiliated associations. Our Associate Representative and many of our Associate colleagues will be available on the stand throughout the conference. Please see the timetable on page 26.

IATEFL Scholarship Working Party (SWP) (Stand 52)

IATEFL Scholarship Working Party (SWP) (Stand 52)

www.iatefl.org/scholarships

Our stand is always staffed during the morning coffee breaks and at lunch times but you can find us there on-and-off for the rest of the time as well. Drop by, take a seat, have a chat. It’s the place to come if you have any questions about applying fo r scholarships or if you’d like to volunteertosponsor ascholarship. Comments, criticisms, praise, and suggestions for the SWP's work will be taken on board either in face-to-face discussion or by dropping off your ideas in our new feedback box. The stand 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.

Idioma (Stand 51A)

Idioma (Stand 51A)

www.idioma.eu.com

Contact: Seth Banks, Creative Director

Focusing on creating eye-catching language products through stylish design, Idioma is a vibrant young business. We seek to raise awareness of languages and promote their relevance to home life, fashion, travel and cultural identity. Launched in 2011, Idioma has been part of the Movember Support Prostate Cancer appeal featuring four languages. To date, Spanish, Italian, French and German have been our focus including English. With appealing discounts, come and feast your eyes on Idioma’s products.

IELTS (Stand 36-37)

IELTS (Stand 36-37)

C/- 1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 1223 553210

Email: selwood.k@cambridgeesol.org ielts.org

Contact: Kristen Selwood, Marketing Administrator

IELTS is the world’s leading English language test; delivered in over 130 countries and recognised by over 7000 organisations. More than 1.7 million candidates took IELTS last year to demonstrate English language proficiency for education, migration or employment. The British Council, IDP: IELTS Australia and Cambridge English Language Assessment jointly own IELTS – their program of academic research, test development and validation ensures it remains the expert test, recognised and trusted worldwide.

International House London (Stand 16)

International House London (Stand 16)

16 Stukeley Street, Covent Garden, London, WC2B 5LQ, UK

Tel: +44 20 76112400

Email: infott@ihlondon.com www.ihlondon.com

Contact: Mathew Rayment, Sales and Marketing Manager

Come over to our IH stand 16 and tell us a little bit about yourself. What are your career plans for the future? Can you see a clear route forward, or do you need suggestions as to where to go next? What’s important to you? IH London is the accepted driving force behind career development qualifications relating to teacher training and education management. We have a palette of programmes to offer from entry level to the upper echelons of international management. Many of our best-loved courses, such as the CELTA, TKT KAL are now delivered online. So if you’re out on a limb, we can still reach you. But before all that, we want to hear what you have to say, take it from there.

ELT resources exhibitors’ details

In t e rn at ion a l H ou s e W or l d Or g an i s at ion Lt d ( St an d 26)

Unity Wharf, 13 Mill Street, London, SE1 2BH, UK

Tel: +44 20 73942144

www.ihworld.com

Email: elizabeth.arbuthnott@ihworld.com

Contact: Elizabeth Arbuthnott, Recruitment and Membership Development Manager

International House World Organisation is a network of 154 schools, spanning 54 countries, committed to excellence in language teaching and teacher training. It is International House’s 60th anniversary this year and to celebrate our diamond jubilee we are giving away free teacher training seminars and lesson plans. Visit our stand to find out about career opportunities around the globe and our extensive range of online and face-to-face teacher training courses.

L in g l e On l in e L td ( St a n d 40)

Crane Street, Dublin 8, Ireland

Tel: +353 1 8958978

www.lingleonline.com

Email: info@lingleonline.com

Contact: Ian Butler, CEO

English Lesson Materials from today’s live News, in minutes! Lingle helps you increase student motivation, adopt best practice and dramatically reduce class preparation time. Get your teachers, students and school online with our award winning technology. Lingle analyses live News text, as it is published, to automatically generate exercises, resources and learning materials that are level appropriate, current and authentic. Sources include the Guardian, China Daily, Irish Times, Telegraph, USA Today and more.

L in g u a s c op e ( S t an d 9)

10F Printing House Yard, Hackney Road, London, E2 7PR, UK

Tel: +44 20 70330202

Email: roberto@linguascope.com www.linguascope.com

Contact: Roberto Conte, Marketing Manager

Linguascope, renowned for its award-winning multilingual website, also offers a host of resources to make teachers’ lives easier: CD-ROMS, workbooks, posters, reward stickers, incentives, mobile apps and much more. Come and see a selection of our products and pick up a free catalogue.

Lit t l e Br id g e Wor l d Lt d (St an d 5)

107a Hammersmith Bridge Road, London, W6 9DA, UK

Tel: + 44 20 87413575

Email: hello@littlebridge.com www.littlebridgeworld.com

Contact: Roz Young, Business Manager

Little Bridge is a unique, multi-faceted resource for EFL, featuring award-winning software and a full supporting package of print and digital resources. Set in a virtual 3-D, English-speaking world, Little Bridge also provides a fully-moderated, online community of young learners, making language learning both relevant and real. It incorporates assessment, grading and supports the Cambridge ESOL YL tests. Visit stand 5 for a free trial and chance to win a year’s subscription to Little Bridge.

M a c m il l an Ed u c a t i on ( St a n d 3 1- 3 3 & 3 8- 3 9)

Between Towns Road, Oxford, OX4 3PP, UK

Tel: +44 1865 405982

Email: s.buchan@macmillan.com www.macmillanenglish.com

Contact: Sarah Buchan, Marketing Communications Executive

Macmillan Education and Macmillan English Campus are very excited to be back in Liverpool for this year’s IATEFL! Come to the stand to get up to 20% off selected titles, explore our award-winning apps and digital offerings, see what’s new on Onestopenglish, check times for talks from our experts, chat to our knowledgeable staff or simply browse our great selection of titles. Wednesday’s the day of the Macmillan Party … but where?! ... Visit the stand to find out!

M M Pu b l i c at i o n s (S t an d 62 )

124 New Bond Street, London, W1S 1DX, UK

Email: sales@mmpublications.com www.mmpublications.com

Contact: Christina Tsouchlari, Regional Sales Manager

MM Publications is an international publishing house specialising in the production of English Language Teaching books. We have our own company offices in a number of countries worldwide (Poland, Greece, Korea, Turkey, USA, China, Cyprus) and more than 80 MM distributors throughout the world. Through continuous research and development, and in combination with our commitment to the production of high-quality material, MM Publications has become a serious player on the international ELT market.

ELT resources exhibitors’ details

MONDIALE-Testing GmbH (Stand 12)

MONDIALE-Testing GmbH (Stand 12)

Obermatta 41, CH 3984, Fiesch, Switzerland

Tel: +41 27 9711791

Email: beck@mondiale.de www.mondiale-testing.com

Contact: Martin Beck, Managing Director

MONDIALE-Testing offers a large portfolio of various online language tests based on the CEF. We are recognized as an independent language testing organization and are operating worldwide. To our customers belong universities, schools, test suppliers as well as publishing houses, commercial enterprises and staff agencies. One of our newest test developments is the MONDIALE Online Technical English Test. We are a member of the ICC and the EALTA.

National Geographic Learning (Stand 13-14 & 28-29)

National Geographic Learning (Stand 13-14 & 28-29)

Cheriton House, North Way, Andover, SP10 5BE, UK

Tel: +44 1264 332424

ngl.cengage.com

Email: elt.info@cengage.com

Contact: Michelle Cresswell, Strategic Marketing Manager

National Geographic Learning (part of Cengage Learning) is a leading provider of English Language Teaching materials for the K-12, academic and adult education markets worldwide. Incorporating Cengage, National Geographic School Publishing, Summertown and other respected imprints. Visit our stand to see our latest publications, meet our authors and enter our special IATEFL prize draws.

NILE (Norwich Institute for Language Education) (Stand 61)

NILE (Norwich Institute for Language Education) (Stand 61)

82 Upper St Giles Street, Norwich, NR2 1LT, UK Tel: +44 1603 664473

Email: sarah@nile-elt.com www.nile-elt.com

Contact: Sarah Mount, Assistant Director

Come and celebrate our coming of age! Meet members of the NILE team, tuck into a bowl of Scouse, and discover why we have become one of the world’s leading providers of professional development courses and qualifications for ELT professionals.

Oxford University Press (Stand 46-47)

Oxford University Press (Stand 46-47)

Great Clarendon Street, Oxford, OX2 6DP, UK

Tel: +44 1865 355352

Email: professionaldevelopmentservices@oup.com www.oup.com/elt

Contact: Sue Pearson, Professional Development Services

Come to our stand and find out how you can get involved with OUP: join our Teachers’ Club, contribute to research projects, or even learn about becoming an OUP author or trainer. Meet our friendly team and take part in digital demonstrations. Find out more about English For Academic Purposes, Testing & Assessment, digital books & resources, and much more. And remember, books on the stand are on special offer throughout the conference!

Pavilion Publishing (Stand 19)

Pavilion Publishing (Stand 19)

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

Tel: 44 1273 434943

Email: info@pavpub.com www.etprofessional.com

Contact: Fiona Richmond, Marketing Manager

Visit English Teaching professional and Modern English Teacher on stand 19 for your free magazine and to see the latest developments on our website, where you’ll find the new Russell Stannard digital learning zone and blogs by our awardwinning blogger, Chia Suan Chong.

Pearson (Stand 21, 30 & 41)

Pearson (Stand 21, 30 & 41)

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

Tel: +44 1279 623623

Email: maureen.coulson@pearson.com www.pearsonelt.com

Contact: Maureen Coulson, Marketing Manager

www.pearsonELT.com/IATEFL13

Transforming your teaching. Thinking of becoming a materials writer? Speed date with authors and publishers about ELT writing. Take the Pearson Academic challenge and learn about how the PSE can benefit you. Listen to Nicky Hockly share her experiences of teaching digital literacy, or submit a question about testing for our panel debate. Remember to ask about our 5 minute wonders, and collect your free gift.

ELT resources exhibitors’ details

P ilgrims (Stand 22)

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

Tel: +44 1227 762111

www.pilgrims.co.uk

Email: jim@pilgrims.co.uk

Contact: Jim Wright, Head of Teacher Training & Business Development

Motivating and inspiring courses for teachers and trainers in the UK, coaching for business professionals. Summer courses for young learners. Bespoke training in your country for teachers. Benefit from training from Pilgrims world-renowned team of trainers. Come and visit us to see how we can create possibilities together to motivate and inspire your teachers and clients! We look forward to meeting you!

Richmond (Stand 49)

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

Tel: +44 1865 595244

www.richmondelt.com

Email: info@richmondelt.com

Contact: Laura Orchard, Marketing Assistant

We’re delighted to bring our pink squares to Liverpool this year. Visit the stand to browse our new titles (business, grammar, vocabulary and more), play with our new apps and enter our daily competitions. Our authors are speaking throughout the week – come and check times or ask them your questions. We look forward to seeing you.

Routledge (Stand 10-11)

2 Park Square, Milton Park, Abingdon, OX14 4RN, UK

Tel: + 44 20 70176000

Email: laura.maisey@tandf.com www.routledge.com

Contact: Laura Maisey, Marketing Coordinator

Routledge provides teachers and students worldwide with the content and resources they need to teach, learn or practise their English language skills. We publish an extensive range of leading-edge books for ELT across our Education and Applied Linguistics lists. Visit our stand to find out more about how we can help you achieve your goals and receive a special exhibition discount!

SIT Graduate Institute (Stand 15)

1 Kipling Road, Brattleboro, VT 05301, USA

Tel: +1 802 2583510

Email: admissions@sit.edu www.sit.edu/graduate

Contact: Mary Kay Sigda, Senior Admissions Officer

SIT Graduate Institute prepares students to be interculturally effective leaders, professionals and citizens. Master of Arts in TESOL, Low Residency: This distance-learning program offers current teachers SIT’s highly regarded TESOL degree—grounded in reflective practice and experiential learning—through a remote format. Students complete most coursework online while staying in their jobs and enjoy two 3-week summer sessions on campus in Vermont. Master of Arts in TESOL, On Campus: Through the full-time program, students can complete their degree in just one year.

St Giles Educational Trust (Stand 3)

51 Shepherds Hill, Highgate, N6 5QP, UK

Tel: +44 20 83400828

Email: info@stgilesedtrust.org www.stgilesedtrust.org

Contact: Martha Raczynski, PA to CEO

The Trust provides scholarships to students in need of financial assistance. We also provide a numbers of Teacher Training courses in the UK and overseas for non-native Teachers of English. These include courses leading to a Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA) and the Trinity College Certificate in Teaching English to Speakers of Other Languages (TESOL), as well as refresher courses and continuing professional development for practising teachers.

telc – language tests (Stand 6)

Bleichstrasse 1, 60313 Frankfurt a.M., Germany

Tel: +49 95 62 46 58

Email: s.sramko@telc.net www.telc.net

Contact: Simona Šramko, Key Account Manager

telc stands for The European Language Certificates and offers more than 60 examinations in ten languages. Our new groundbreaking dual-level exams reliably assess language competence at two CEFR levels: B1-B2 and B2-C1. Our range of internationally recognized examinations includes general as well as special purpose language certificates for the business, hotel & restaurant, and technical sectors. telc – language tests are currently recognized at universities and within businesses and governmental institutions. We welcome you to stop by our stand to receive more information and your free package of sample examinations. www.telc.net

TOLES (Stand 7)

ELT resources exhibitors’ details

Pinetree Centre, Durham Road, Birtley, Chester-le-Street, DH3 2TD, UK

Tel: +44 191 4920404

Email: info@toles.co.uk www.toleslegal.com

Contact : Emma Byron, Administrator

TOLES, which means ‘Test of Legal English Skills’, is a dedicated provider of legal English training materials and exams. We offer study materials that aid teachers of legal English to prepare students for the type of English grammar and specialist legal vocabulary that they will face in their working lives as lawyers. We will be offering a 30% discount on all publications during the conference.

Trinity College London ( (Stand 43)

89 Albert Embankment, London, SE1 7TP, UK

Tel: +44 20 78206100

Email: info@trinitycollege.co.uk www.trinitycollege.co.uk

Contact: Tamarah Alrayes, Marketing Manager

Trinity College London is an international exam board and leading provider of English Language qualifications. Operating in over 60 countries worldwide, we have been assessing English language proficiency since 1938. A member of professional language organisations worldwide, Trinity exams and qualifications are recognised by regulatory bodies, universities and employers as robust evidence of achievements and skill levels. Trinity’s core GESE, ISE and UK Skills for Life exams have been awarded the ALTE Q-mark.

University of Central Lancashire Examination Board (Stand 4)

Fylde Road, Fylde Building, Preston, PR1 2HE, UK

Tel: +44 1772 893153

Email: enquiries@uclanexams.org www.uclanexams.org

Contact: K A Weiss, Marketing Manager

Looking for a recognised English language examination? The University of Central Lancashire Examination Board (UCLanEB) has exactly what you want. We are a recognised Board producing reliable and user-friendly examinations to test your English. Our English language qualifications will give you access to higher education as well as to the international job market. Come and meet members of the team at our stand and find out more or visit www.uclanexams.org.

University of Exeter (Stand 1)

Graduate School of Education, St Luke’s Campus, Heavitree Road, Exeter, EX1 2LU, UK Tel: +44 1392 724739 Email: ssis-admissions@exeter.ac.uk www.exeter.ac.uk/education

Contact: Tom Allen, Student Recruitment

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

University of Liverpool, English Language Centre (Stand 51B)

Cypress Building, University of Liverpool, Chatham Street, PO Box 147, Liverpool L69 7ZR, UK

Tel: +44 151 7942712

www.liv.ac.uk/elc

Email: catparr@liverpool.ac.uk

Contact: Catherine Parr, ELC Team Leader

The English Language Centre is a university department. It offers excellent courses in English, from highly experienced staff and a great range of options. ActivateEnglish: a multi-level course for students wanting to study English for personal, professional or academic reasons. Pre-sessional English: for students wanting to improve their English language for Undergraduate or Postgraduate study. Bespoke English and teacher training programmes: for participants from international organisations needing to improve their English for specific purposes.

Quiz for fun!

Q3 – How many SIGs does IATEFL have? Answer on page 185

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

Global Issues

Learning Technologies

English for Specific Purposes

Leadership & Management

Literature, Media & Cultural Studies

Pronunciation Research

Teacher Training & Education

Testing, Evaluation & Assessment

ES(O)L

Learner Autonomy

Materials Writing (new)

Teacher Development

Young 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, contact IATEFL at generalenquiries@iatefl.org, visit www.iatefl.org, or contact the coordinators of each group at the relevant email address below for details:

Business English – besig@iatefl.org

English for Specific Purposes - espsig@iatefl.org

English for Speakers of Other Languages - esolsig@iatefl.org

Global Issues - gisig@iatefl.org

Learner Autonomy - lasig@iatefl.org

Leadership and Management - lamsig@iatefl.org

Literature, Media and Cultural Studies - lmcssig@iatefl.org

Learning Technologies - ltsig@iatefl.org

What is a SIG Day?

Materials Writing – mawsig@iatefl.org

Pronunciation - pronsig@iatefl.org

Research – resig@iatefl.org

Testing, Evaluation and Assessment - teasig@iatefl.org

Teacher Development - tdsig@iatefl.org

Teacher Training and Education - ttedsig@iatefl.org

Young Learners and Teenagers - yltsig@iatefl.org

On the following pages, the Special Interest Groups list their SIGDays. 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 an Open 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.

The M aterials Writing (MaW) SIG was formed recently so does not have a SIG Day or SIG Open Forum this year. However, come and meet MaW SIG for an informal drink on Wednesday 10th April at 1830 in the Lounge Bar at the Hard Days Night Hotel, Central Buildings, North John Street, Liverpool L2 6RR, just around the corner from the Cavern Club. (It's buy your own drinks, I'm afraid ... we are new, after all! Nick Robinson & Byron Russell.)

Special Interest Group Days

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 see page 26 to find out when a representative from the group you are interested in will be available at the IATEFL stand.)

Don’t forget to look through your Programme to see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

Business English

Tuesday 9 April – Suite 3-5

Is unplugged teaching a black art?

Candy van Olst

1210-1240

1255-1325

1425-1455

1500-1530

1605-1650

1705-1735

1750-1820

BRICS: boosting results in in-company scenarios

Eduardo Santos

Narrative-based learning paths

Andy Johnson

Some cognitive implications of using corpora in teaching business English

Tatiana Tolstova

Doing power

Edward Pegg

Make your meetings work

Barry Tomalin

Is Business English teaching in India aligned with industry needs?

Atul Sharma

IATEFL Business English Special Interest Group Open Forum

English for Specific Purposes

Wednesday 10 April – Hall 11a

1035-1105

1140-1225

1345-1415

1420-1450

1505-1550

1625-1655

1710-1740

1755-1825

Might an ELF destroy our standards?

Susan Holzman

Using social media to enhance learning outside the classroom

Jayne Whistance

Genres of university student writing: insights from the BAWE corpus

Hilary Nesi

Need for formalised EAP training: a pressing issue but ignored?

Aysen Guven

IATEFL English for Specific Purposes Special Interest Group Open Forum

Two approaches to ESP course design

Jeremy Day

The university writing centre and academic writing in English

Partha Sarathi Misra

Making the most of your Self Access Centre (SAC)

Addisu Yilhal & Biniam Hailelul

ES(O)L

Tuesday 9 April – Suite 1

1255-1325

1425-1455

1500-1530

Global Issues

Special Interest Group Days

Providing emotional support to ESOL and EAL students

Thomas Lloyd

Beyond language: challenging the ‘limitations’ of the classroom

Christine Palmer, Jenifer Martin & Rosie Quin

Home languages in mainstream schools: widely encouraged or under-supported?

Clare Wardman

IATEFL ES(O)L Special Interest Group Open Forum

Thursday 11 April – Hall 11b

Raising natural intelligence

Mojca Belak

IATEFL Global Issues Special Interest Group Open Forum

Are language teachers supposed to save the world?

Mandana Arfa Kaboodvand

Engaging learners with global issues: action in class!

Leonor Marin Caceres

1605-1650

1705-1735 1750-1820

A cultural capsule about Lebanon – a model for teachers

Samya Bou Hamad

English medium education: is it right for Africa?

John Knagg

Global issues: ‘problems without passports’ in the EFL classroom

Janice Bland

Leadership & Management

Thursday 11 April – Suite 3-5

3.1 1035-1120 Managing to improve

Mark Rendell & Fiona Dunlop

3.2 1155-1240 Moving into academic management: tips for teachers

Stephanie Dimond-Bayir & Vicky McWilliam

1240-1300 IATEFL Leadership & Management Special Interest Group Open Forum

3.3 1400-1430 Evaluating without grading: a new approach to staff appraisals

Ian Collins & Engin Ayvaz

3.4 1445-1530 Letting go - how to get better at delegating

Duncan Foord

3.5 1605-1650 Leading questions. Leading answers

Sue Leather & Andrew Hockley

3.6 1705-1735 Creating a successful staffroom culture

Duncan Jamieson

3.7 1750-1820 Assessing the unassessed or the unassessible: issues of school evaluation

Maria Araxi Sachpazian

Special Interest Group Days

Learner Autonomy

Wednesday 10 April – Hall 11c

1035-1105

1140-1225

1345-1415

1420-1450

1505-1550 1625-1655 1710-1740 1755-1825

Bridging the gap between the classroom and the autonomous learner

Sandy Millin

Transforming trends: effective integration of 'bring your own technology'

Shelly Terrell

Peer mentoring as a bridge to successful self-access language learning

Carol Joy Everhard

Exploring learner counselling through group tutorials

Ruth Wilkinson

Group storytelling project using paper puppets, kamishibai or flannel panel

Mitsuko Matsuo

Use of language learner strategies and reading diaries

Simla Course

A path towards self-regulated learning

Anna Uhl Chamot

IATEFL Learner Autonomy Special Interest Group Open Forum

Learning Technologies

Wednesday 10 April – Hall 11b 2.1 2.2

1140-1225

1345-1415

Filtering relevant information for the EFL classroom through digital curation

Carla Arena

Just hit pause

Suzanne Mordue & Sirin Soyoz

The flipped classroom - from theory to practice in ELT

Steven Bukin

Flipping the classroom and student attitudes

Lindsay Warwick

Literature strikes back! Teaching literature with technology

Chryssantthe Sotiriou & Dimitrios Primalis

History, folklore and gossip: geospatial narratives and mobile language learning

Paul Driver

Unplugged and connected: where ideas meet

Luke Meddings & Burcu Akyol

IATEFL Learning Technologies Special Interest Group Open Forum

Special Interest Group Days

Literature, Media & Cultural Studies

Wednesday 10 April – Suite 3-5

Making the jump from graded readers to ungraded novels

Jez Uden

1140-1225 1345-1415

Poetry moments: 10 mini adventures into language, voice and culture

Julie Blake

Empowering teachers to become designers of intercultural tasks

Claudia Ferradas

National program for teaching literature with higher-order thinking skills (HOTS)

Judy Steiner

Will & the web: literature and creative media

Chris Lima

IATEFL Literature, Media & Cultural Studies Special Interest Group Open Forum

When film studies met language studies: new technologies, new literacies

Andy Curtis

Gay-themed literature in the EFL classroom

Thorsten Merse

Pronunciation

Tuesday 9 April – Hall 11a

Pronunciation for listeners: making sense of connected speech

Mark Hancock

Implementing a connected speech-based approach to pronunciation teaching

Sascha Euler

The pronunciations and meanings of 'there', 'some' and 'any'

Piers Messum

Isolate ( ... then integrate): introducing your students to pronunciation

Barry Cusack

IATEFL Pronunciation Special Interest Group Open Forum

Jungle listening: vocal gymnastics for teaching listening

Richard Cauldwell

Spontaneous mental rehearsal, covert rehearsal and pronunciation learning

Dario Barrera-Pardo

On teaching the right pronunciation of English words in Nigeria

Annette Ure Weje

Special Interest Group Days

Research

Thursday

11 April – Hall 11a & Hall 3a

1035-1105

1155-1225

1230-1300

1400-1430 Hall 3a

1445-1530

1605-1650

1705-1735

1750-1820

Introducing IRIS: a free, online resource for language teaching research

Emma Marsden

Mobigam: language on the move in Gujarat

Richard Badger, James Simpson, Atanu Bhattacharya & Sunil Shah

Using mixed methods to explore ‘ecologies of schooling'

Margaret Hawkins

Language learning histories in teaching, learning and research

Sarah Mercer & David Nunan

IATEFL Research Special Interest Group Open Forum

Combining teaching, learning and research: an exploratory practice approach

Ana Ines Salvi, Yasmin Dar & Judith Hanks

Growing as researchers: insider/outsider perspectives at work

Radmila Popovic & Sara Hannam

Investigating the impact of action research: an Australian case study

Fiona Barker, Katherine Brandon & Hanan Khalifa

Teacher Development

59 seconds to professional and personal development

Colin Mackenzie

1210-1240

1255-1325

1425-1510

1510-1530

1605-1650

1705-1735

1750-1820

Oral correction: reflections from a recovering recaster

Cecilia Lemos

Autonomous professional development begins at home

Shaun Wilden & Marisa Constantinides

Is your teaching career as tumultuous as George Harrison's?

Barbara Roosken

IATEFL Teacher Development Special Interest Group Open Forum

Self-coaching tools for inside and outside the classroom

Michelle Hunter

Dynamic ELT curriculum: from coursebook-driven consensus to complicated conversation

Willy Cardoso

Language-focused teacher development

Andrew Walkley

Special Interest Group Days

Teacher Training & Education

Tuesday 9 April – Hall 11c & Hall 1a

The best bits of suggestopedia. What we learn from Lozanov!

Mark S Fletcher

1210-1240 Hall 1a

1255-1325

1425-1455 1500-1530 1605-1650 1705-1735

1750-1820

Does music practice tell us anything about practising language?

Jeremy Harmer

Learning and growing as a teacher educator

Briony Beaven

Managing disruptive behavior in ELT classrooms at secondary level

Saraswati Dawadi

A collaborative approach to running trainer training projects in China

Li Ping Zhou & Keith O'Hare

IATEFL Teacher Training & Education Special Interest Group Open Forum

Teaching through the looking glass

Adrian Tennant

Scaffolding the professional learning of English language teachers

Gabriel Diaz Maggioli

Testing, Evaluation & Assessment

Thursday 11 April – Hall 4a & Hall 3a

Formative oral skills assessment: does the end justify the means?

JoAnn Salvisberg

Using portfolios as an assessment technique with EFL students

Hazem Bader

IATEFL Testing, Evaluation & Assessment Special Interest Group Open Forum

How big is your vocabulary?

Averil Coxhead

Designing materials for testing in rural areas

Abdoul Ka

How to write a good test

Russell Whitehead & Shakeh Manassian

An examination of school-based assessment for English: issues and concerns

Zainuriyah Abdul Khatab

1750-1820 Hall 3a

Using technology to provide content-rich feedback

Russell Stannard

Special Interest Group Days

Young Learners & Teenagers

Thursday 11 April – Hall 3a & Hall 11c

1035-1120 Hall 3a

1155-1225 Hall 3a

1230-1300 Hall 3a

1400-1430 Hall 11c

1445-1530 Hall 11c

1605-1650 Hall 11c

1705-1735 Hall 11c

1750-1820 Hall 11c

Is anybody listening?

Ken Wilson

Dogme with YLs and teens? A material writer’s response

Herbert Puchta

IATEFL Young Learners & Teenagers Special Interest Group Open Forum

Promoting critical thinking to enhance learning in the classroom

Vanessa Esteves

Mixed levels: an intelligent approach

Bonnie Tsai

Doing more with less; exploiting the coursebook

Cathy Glover & Norma Swyngedauw

Learning geography in English: cool or fool?

Senem Ozkul

Multiple intelligences reconsidered Zarina Markova

Poster presentations

During

the conference there will be a Poster Forum located in the exhibition hall. Presenters will be present at their poster to discuss it with delegates and to answer any questions on it at the times shown below.

During the conference there will be a Poster Forum located in the exhibition hall. Presenters will be present at their poster to discuss it with delegates and to answer any questions on it at the times shown below.

During the conference there will be a Poster Forum located in the exhibition hall. Presenters will be present at their poster to discuss it with delegates and to answer any questions on it at the times shown below.

Poster 1

Tuesday 1215-1220

GI

Poster 2

Tuesday 1300-1305

RES, TD

Talking cultures: fostering cross-curricular intercultural awareness

Poster 3

Tuesday 1430-1435

RES, TD

Poster 4

Tuesday 1500-1505

LMCS, YLT

Poster 5

Tuesday 1615-1620

RES, TTEd

Poster 6

Tuesday 1630-1635

RES, YLT

Charlene Earl & Hannah McNorton (University of Kent)

Talking cultures: fostering cross-curricular intercultural awareness

Talking cultures: fostering cross-curricular intercultural awareness

Charlene Earl & Hannah McNorton (University of Kent)

Charlene Earl & Hannah McNorton (University of Kent)

The research for this poster has been inspired by the ‘Connections collaborative project’ initiated by HEA/UKCISA (September 2012) to enhance teaching and learning across an institution. As creative leads, the poster demonstrates the step-by-step process and considerations taken when designing a short course in intercultural awareness within our Centre for English and World Languages, at the University of Kent.

Native and non-native English-speaking teachers: an international comparison

Elif Kemaloglu (Bogazici University) & Duygu Ilkdogan Serbes (Yildiz Technical University, Istanbul)

Native and non-native English-speaking teachers: an international comparison

Native and non-native English-speaking teachers: an international comparison

Elif Kemaloglu (Bogazici University) & Duygu Ilkdogan Serbes (Yildiz Technical University, Istanbul)

Elif Kemaloglu (Bogazici University) & Duygu Ilkdogan Serbes (Yildiz Technical University, Istanbul)

This poster explores the results of an international study conducted with Turkish university students studying English in two different contexts (Turkey and the USA). The assessments of the students about their native and non-native English-speaking teachers concerning in-class teaching, management and communication roles, and some individual qualities, will be compared by dealing with practical issues.

Action research and learning communities for professional development

Derek Philip (EF English First)

Action research and learning commun ities for professional development

Action research and learning communities for professional development

Derek Philip (EF English First)

Derek Philip (EF English First)

The use of learning communities, small collaborative groups designed to practically investigate issues or problems being experienced by members, can be a useful means of enhancing professional development. This poster presentation will outline the phases of a project, initially designed for EFL teacher development, but subsequently adapted for EFL materials writers.

Teaching English within literature

Ranin Qarada (UNRWA Balata Basic Girls School, Balata Camp, Nablus)

Teaching English within literature

Teaching English within literature

Ranin Qarada (UNRWA Balata Basic Girls School, Balata Camp, Nablus)

Ranin Qarada (UNRWA Balata Basic Girls School, Balata Camp, Nablus)

This presentation aims at proving how useful TESL through using literature is. I will discuss the benefits of including fiction in the curriculum and how stimulated students can be. The presentation includes my own designed lesson and a regular lesson to be compared to discuss the benefits and the flaws.

Factors affecting teacher trainees’ ability to complete their final dissertations

Celeste Ana da Gloria Sambeny (ISCED - Luanda)

Factors affecting teacher trainees’ ability to complete their final dissertations

Factors affecting teacher trainees’ ability to complete their final dissertations

Celeste Ana da Gloria Sambeny (ISCED - Luanda)

Celeste Ana da Gloria Sambeny (ISCED - Luanda)

This talk is based on a study which aims to gain an understanding of the challenges faced by Angolan teacher trainees with regards to producing their final dissertations in English. The key findings indicate an overemphasis of writing as a product rather than as a process, and students are not seen as belonging to an ‘academic community of practice’.

Staging early foreign language learning in German elementary schools

Steffi Vogt (Institute of English Studies, Leuphana University Lueneburg, Germany)

Staging early foreign language learning in German elementary schools

Staging early foreign language learning in German elementary schools

Steffi Vogt (Institute of English Studies, Leuphana University Lueneburg, Germany)

Steffi Vogt (Institute of English Studies, Leuphana University Lueneburg, Germany)

The poster presents preliminary results of a German-wide questionnaire investigating the status quo of foreign language teaching and learning in German elementary schools. It will highlight the use of creative approaches (such as role plays, theatre performances, puppet play and simulations) as well as reasons for implementing them into the early ESL classroom.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English for Speakers of Other Languages

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

Wednesday 1045-1050 TTEd

Poster 8

Wednesday 1145-1150 RES

An IATEFL course in teacher training universities? Yes!

Ella Ait-Zaouit (The Netherlands)

This talk gives an overview of a study trip organised by a teacher training college in the Netherlands. Students follow preparatory lessons, join their teachers to the IATEFL conference and complete follow-up tasks afterwards. In this session, I will provide you with practical ideas on how to organise a similar thing in your teacher training college.

Cooperative/collaborative learning to increase motivation in adult developmental classes

Michelle Bagwell (Montgomery College)

An action research project was conducted in a developmental English class at El Paso Community College to observe the relationship between collaborative/cooperative group learning and the levels of motivation that students had throughout the course. Data suggests that this type of teaching method does increase class enjoyment and motivation in accomplishing tasks, but students do not seem to learn more.

Poster 9

Wednesday 1400-1405 GEN

Poster 10

Wednesday 1430-1435 PRON

Egyptian and Yemeni teachers work together towards teaching excellence

Sanaa Khatter (Gamal Abdul-Nasser Secondary School for Girls, Zagazig, Sharqiya, Egypt)

The talk focuses on three thorny issues both Egyptian and Yemeni trainers debated on (curriculum, exams and classroom size) and how these affect EL teaching in schools and teacher training in both countries. Through highlighting these areas we promote teaching excellence in EL in the Middle East and North Africa and worldwide.

Intersonorant voicing in the speech of Czech learners of English

Kristyna Poesova (Faculty of Education, Charles University in Prague)

The poster presents the results of small-scale research focussed on the incorrect pronunciation of /s/ in words such as basic, disappear, conversation. It scrutinizes the main culprit of this widespread tendency in Czech English - negative transfer from the mother tongue. Further, intersonorant voicing is approached from the didactic perspective and it is related to the notion of foreign-accentedness.

Poster 11

Wednesday 1515-1520 YLT

Poster 12

Wednesday 1630-1635 LT, LMCS

English as a means of communication in a regular school

Fernando Sartori (I.L.Peretz)

It is a challenge to make students use the target language – English - outside the class in a meaningful way, especially in regular schools where English is one of several subjects. At our school we have created meaningful situations for students to get involved and use English as a means of communication.

California, Budapest, and poet Attila Jozsef meet on Weebly Ryan Smith (Eotvos Lorand University Apaczai Csere Janos High School)

How can student-generated Weeblywebsites and the poetry of Hungarian Attila Jozsef be used to promote language learning and cultural understanding? This poster examines the objectives and outcomes of a cross-cultural Fulbright Classroom Teacher Exchan ge project between classes in California and Budapest. The analysis of data gathered in questionnaires and online usage statistics allows us to make practical, useful suggestions.

The Poster Forum is located in the exhibition area.

Poster 13 Thursday 1100-1105 BE

Poster 14 Thursday 1200-1205 GEN

Poster 15 Thursday 1400-1405 TTEd

Poster 16 Thursday 1500-1505 GEN

Poster 17 Thursday 1615-1620 ESP, LA

Poster presentations

Business in British and American English – wor(l)ds apart?

Roberto Anero (Cologne Business School-CBS)

Whether natives or not, English teachers have to decide at some point which variety they want to use in the classroom. Teachers and students, especially in business courses, need to know which terms to use in an American or British environment. My presentation gives concrete examples and teaching tips for those who want to bridge both worlds with words.

Reaching the audience: tips for making large lectures successfully unique

Jody Skinner (Universitaet Koblenz)

Afraid of large groups? I was before giving my first large lectures a couple of years ago. I’ll share some tips to use and tricks to apply in order to grasp and keep the attention of large audiences, with the goal of turning a lecture into a uniquely informative and successful learning experience for both students and lecturer.

Pre-service education on teaching young learners in ELT

Birsen Tutunis (Istanbul Aydin University)

The belief “the younger the better” is a strong factor in lowering the age of EFL teaching to seven at primary schools in Turkey. The ELT education on the other hand has just one course. This presentation will display the content of the course and the student teachers' attitudes and beliefs towards teaching young learners.

Designing a reading instruction to promote PIs for EFL learners

Salila Vongkrachang (Chulalongkorn University)

This study aims to investigate the impact of reading instruction using personal intelligences theory on Thai university students’ English reading ability. Data were collected from the English Reading Ability Test and Personal Intelligences profiles. Conceptual framework, research results, and pedagogical implications for reading teachers and educators are presented.

Coaching in foreign language teaching

Halina Wisniewska (Kozminski University)

In modern FLT the teacher should be mainly a facilitator who supports learners in achieving the learning goals set by themselves. Guiding someone towards the agreed upon outcome is one of the underpinnings of coaching. Can coaching be effectively used in ESP teaching and to what extent? What are the benefits and limitations of coaching in relation to language learning?

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L = English for Speakers of Other Languages

ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA = Learner Autonomy

Quiz for fun !

Q6 – How many IATEFL Associate Members are there? Answer on page 185

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

Help your students achieve a better future.

elp y H achieve our stud abetterf tsen future

our stud vide y o S can pr T , E sts

t or w the effffo no

our stud e y epar o pr ou put in t y eer possibilitie tunitiesandcar

e English-language t

As the creator of both the TOEFL® and TOEIC ® tests, ETS can provide your students with more educational opportunities and career possibilities worldwide.

o t y o suppor e’reheret , w sting

27illid O ist test TheTOEFL

e k W tional oppor educa or bo eat As the cr TOEFL kh h d

OEIC he T T

ourstudentsrea ou help y u as y orl s the w A e or the futur ts f fo den orldwide s w

espec , most r themostaccepted

We know the effort you put in to prepare your students for the future. As the worldwide leader of English-language testing, we’re here to support you as you help your students realize their full potential.

es ® t TO TO oth the hiiifh i estinth ed t t c

se tests

The TOEFL test is the most accepted, most respected English-language test in the world. Over 27 million students have taken the TOEFL test to get into the institution of their choice.

ential e their full pot aliz dwide leader of e ts with mor en . earn mor 120+countrieslook

er 27 million stud v L a o ts y ohirestuden ing t k

hihi heworld.

tials of pr eden e as cr v er test e taken the v ts ha den OEFL L e T TO re

torofreatoS—thecre cr isit ours. e than 10,000 or mor y f oficienc

The TOEIC tests serve as credentials of English proficiency for more than 10,000 organizations in 120+ countries looking to hire students just like yours. Learn more about the TOEFL® and TOEIC ® tests. Visit us at booth 45!

ETS — the creator of the TOEFL® and TOEIC ® tests

o the institution of th t o get in t t . V Vi tests OEIC nd T TO te TO OEFL L T TO fthe t tions in gani zao r e heir choic t us a s

0800-1730: Registration Desks Open

0815-0845: How To ... Track

0800-1730 Registration desks open

0815-0845 IATEFL How to... track

Hall 3a

Hall 3b

Tuesday 9 April

0830-1730: ELT Resources Exhibition 0900-1025: Opening & First Plenary Session

How to get the most out of this conference w i t h S u sa n B ar d u h n

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.

How to reflect on research talks at the conference w i t h S i m on B or g

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.

Hall 11b How to become a successful freelancer wi t h M ik e H og an

In this session we’ll look at what’s involved in being a successful freelancer. We’ll cover these three key areas: 1) Organizational details – budgeting & finances, flexible schedule, security; 2) How to get work –self-marketing & professionalizing yourself; and 3) How to keep work – quality control, referrals, and solid admin.

0830-1730 Exhibition open

0900-1025 Opening Announcements and Plenary Session

Hall 1 (1350 audience)

l e n ar y s

David Crystal is honorary professor of linguistics at the University of Bangor, and works from his home in Holyhead, North Wales, as a writer, editor, lecturer, and broadcaster. He read English at University College London, specialized in English language studies, then joined academic life as a lecturer in linguistics, first at Bangor, then at Reading, where he became professor of linguistics. He received an OBE for services to the English language in 1995. His books include TheCambridgeEncyclopediaoftheEnglish Languageand TheStoriesofEnglish. InternetLinguistics:AStudentGuide and TheStoryofEnglishin100 Wordswere published in 2011, and Spellitout:thesingularstoryofEnglishspellingin 2012.

T h e wor l d in w h i ch w e l iv e in : Be

b l ogs

The language of popular music is a great source of data for ELT, especially because of its motivating force among young people - and the not so young, for older people remember the pop songs of their youth with accuracy and nostalgia. Pop songs are also one of the most ubiquitous manifestations of English as a global language, so it is not surprising to see them often used in ELT classrooms. But there has been relatively little analysis of the kind of English that they contain. As we are in Liverpool, this talk uses the songs of the Beatles to illustrate some interesting features of phonology, syntax, and lexis, and finds trends that go well beyond pop lyrics. Blogs, in particular, display interesting similarities in usage which can be significantly different from other modes of written expression.

Tuesday 9 April

Session 1.1 : 1050-1135

1050-1135 Session 1.1

Suite 1

20 audience

Restricted

Audience Workshop

TEA

Suite 3-5

100 audience Workshop

B E S I G D a y

Driven by a desire to improve their external exam results, over time my way of preparing students has shifted from focussing on regular practice exercises to providing stimulating exercises which raise students' awareness of the skills and knowledge required for each component of the exam they are planning to take.

Unplugged teaching has been called many things, ranging from “just chatting” to a “black art” for very experienced teachers only. This very active workshop will try to show that, by using student input in the form of anecdotes and by applying various strategies, unplugged teaching is totally needs-based and student-focussed and makes learning relevant, purposeful, useful and dynamic.

Suite 7

35 audience Workshop YLT

Suite 8

35 audience Workshop GEN

This practical session helps participants to evaluate children’s favourite stories and select the appropriate one according to the adapted and newly-updated story selection checklist. Participants will find the opportunity to dramatize the selected story by following the suggested steps. Furthermore, they will be able to use this checklist and adapt techniques in their young learner classes as well.

This workshop will present a range of activities and strategies designed to help learners improve accuracy while speaking fluently, including games to help learners improve their ability to manipulate the form of grammar orally at speed, and strategies to enable learners to both self- and peer-correct spoken errors while communicating fluently and meaningfully. ie, a

Suite 9

35 audience Workshop TEA M ap p i n g TOEIC® Listening and Reading o

The TOEIC®ListeningandReading test is of interest to instructors who are working with learners seeking certain categories of visas and work permits for the UK. This workshop will introduce the test with emphasis on the skills measured. Participants will examine how the TOEIC®ListeningandReadingskills relate to common ESOL learning objectives. ie, a prod prom

Hall 3a 305 audience Workshop GEN

Demand-High teaching is an on-going enquiry into active, interventionist, challenging teaching. DH proposes that a teacher can be a 'teacher' again. This session suggests some concrete practical techniques (for you to consider critically) to get away from ritualised coursebook use, to help engineer a deep engagement with grammar, vocabulary, texts and exercises, and to make learning moves more visible.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 3b

255 audience Workshop MD

Hall 4a

97 audience Workshop LT

J i l l Ha d f i e l d ( U n i t e c , Ne w Z e al an d )

Tuesday 9 April

Session 1.1 : 1050-1135

on

A vivid vision of their future L2 self is highly motivating for students. Vision alone is not enough however: this practical workshop, based on ideas in Motivation (Hadfield and Dornyei, 2013), will explore four ways to help students turn vision into reality: translating vision into goals; translating goals into plans; translating plans into strategies; and translating strategies into achievement.

Collaborative learning is focused on the idea that learning is a social act in which participants talk among themselves to reach the goal. This workshop will discuss ways of introducing collaborative learning and how it improves learning. We will look at the usage of web projects and tools in CultureWorldprovided by Macmillan English Campus.

ie, s, a prod prom

Hall 4b

86 audience Workshop YLT M e e t It t y a n d Br i t t y

C h ar l e

Action-song writer [the presenter] will present the FunSongs Shows , language events performed by actors in Italy and Latvia. Language acquisition is accelerated in an engaging way the format combines pantomime, action songs and bilingual puppetry with the two iconic puppets Itty and Britty. I will also mention the attractive commercial benefits to private language schools of staging FunSongsShows e, p prod prom

Hall 5

27 audience

Restricted Audience Workshop MD

Hall 6

20 audience

Restricted Audience Workshop

GEN

Hall 7

30 audience

Restricted Audience

Workshop

LT, YLT

L iv e rp ool e ch oe s of C L IL F ra n c e s A mr an i ( A mr a n i E d u ca t i on L t d , C a mb r id ge , U K )

This hands-on workshop explores the history of Liverpool through a variety of CLIL (content and language integrated learning) tasks. Whether you know the city well or are a first-time visitor, by the end of the workshop you will see Liverpool in a completely different light and have some new ideas to use in your own classes. e,

D a n ie l Ir v in g ( R e

Would you like your students to gain more confidence in presenting and performing English? In a world full of smartphones and media messaging, do your students increasingly need help in communicating meaningfully in face-to-face situations? This workshop gives you the tools to help your students flourish and achieve more confidence in spoken performance. Audience participation involved!

Do you want to integrate technology into your classroom but are concerned about the potential risks associated with internet use? In this interactive and experiential workshop, we will discuss the importance of integrating internet safety into your ELT curriculum and explore effective and practical ways to help your students be safe and responsible internet users.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.1 : 1050-1135

Hall 8

20 audience

Restricted Audience Workshop TEA

Hall 9

26 audience

D ou gl a s W i l l i a ms ( L on d on S ch ool of E n g l i sh )

This mainly theoretical workshop will explore and challenge attitudes towards testing, and hopefully provide an insight into not only why testing is used, but how it fits into every student's learning plan. In an outcome-oriented industry, with measurable results expected from many sides, can we justify not testing at every step of the way?

Restricted Audience Workshop GEN D i c t at io n in ELT : ou t d at e d , ou t mod e d , outstanding! F e r n a n d o Gu a r a n y Jr ( Br i t i s h C

)

Based on the speaker’s experience and literature review, this workshop promotes a creative use of dictation as a valuable device for teaching and learning English. Participants will consider, discuss and reflect on some of the reasons for using dictation, and take home useful ideas and practical tips on how to apply it in an effective way in their lessons.

Hall 10

30 audience

Restricted Audience Workshop YLT S p i c i n g u p a n or d i n a r y c

Hall 11a

95 audience

Workshop

P R O N S IG

D ay

Hall 11b

156 audience

Workshop

T D S I G D a y

Hall 11c

100 audience

Workshop

Hall 12 175 audience

)

Coursebooks offer ever better materials and support on all levels of everyday teaching. But how do we turn the great texts, pictures and sounds provided into a lively lesson? This workshop uses a videoed lesson of an ordinary secondary school vocabulary and grammar lesson to illustrate some ideas and principles of this process.

Pronunciation is just as important for listening as for speaking. In this workshop, we will look at what features make connected speech difficult to follow. We will try out a series of tasks and games for raising awareness of these features. Finally, I will suggest how teachers can prepare their own micro-listening activities. ie, s, t, a

5

C ol i n M a c k e n zi e ( N an t e s )

Snake oil, humbug, quackery: developing your teaching in less than a minute is as likely as learning Norwegian in five minutes a day. In this highly-interactive workshop, we will try out one-minute activities that might help our long-term development and you will have an opportunity to share any ideas of your own and discuss the effectiveness of quick-fix development. e, ie,

Dr Lozanov, the creator of suggestopedia died recently. This workshop examines his ideas, and teaches about suggestopedia through suggestopedia. Avowedly entertaining (in order to be congruent), it will also raise challenging issues about what his research implies for learning at levels other than the conscious, and how this might be adapted to benefit achievement and personal development in mainstream situations.

In the same way that speech may be enhanced by the participation of a more capable peer, so too may written work. In this workshop we’ll explore four learner- and learningcentred ways of organizing classroom writing, where short texts, co-constructed between learners and teacher, help to increase motivation and serve as memorable records for reinforcing and reviewing emergent language.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 13

65 audience Workshop LT

Hall 14

50 audience Workshop

Tuesday 9 April

Session 1.1 : 1050-1135 Session 1.2 : 1210-1240

The aim of this session is to discuss the benefits of a real audience for learners of English and how to attract one by using e-publishing tools. I will showcase a variety of free tools and strategies appealing to teachers, with or without experience in the integration of technology, so that they can take advantage of sharing and collaborating.

Suite

Suite 3-5 100 audience

Paperless classrooms are increasing; in most contexts use of digital materials is a given. Teachers are constantly looking for new ways of motivating learners with effective apps and online resources. Participants will explore engaging materials, evaluate them for their context and discuss issues and solutions for tablet use in their teaching contexts.

Session 1.2

As demonstrated by 82% of the participants of one study by the Refugee Council declaring a mental illness, ESOL teachers are often the providers of emotional as well as academic support. Based on extensive research previously published in Innovations in Teaching English to Migrants and Refugees , this talk is essential for teachers who want to best support their learners.

Fast-growing economies demand immediate results for in-company clients. This talk will discuss the challenges brought by corporations in an emerging economy and the role of the Business English trainer as a coach. This practical session will analyse techniques and tools which foster results and help align course objectives with clients’ needs.

This talk will show, with the aid of film clips, how young infants (1–3 years old) react, firstly, to the world around them, and secondly, to the digital world. The implications of digital media for the development of a child’s second language will be considered and appropriate teaching strategies suggested.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.2 : 1210-1240

Suite 8

35 audience

Talk

LA L e a r n e r au t on om y - it g ive s t h e m w in gs

G or ke m S at a k & S e d a E r t u m E m ir l e r ( Sa b a n c i Un iv e r s it y )

Learner Training and Learner Autonomy aim for students to take on more responsibility for their own learning and become more effective learners – which is crucial in vocabulary acquisition. The presenters will first refer to some theoretical aspects of learner autonomy and then describe how they have fostered their learners’ autonomy in learning vocabulary and also offer some practical suggestions.

Suite 9

35 audience

Workshop

LT Us in g c on c or d a n c e s in g r am m ar t e ac h in g Z aw an A l Bu l u s h i ( M in is t r y of Ed u cat i on )

Integrating corpora in language classrooms has been hailed as one of the promising areas that can revolutionize L2 pedagogy. The presenter will show examples of concordancebased grammar tasks that can be used in grammar teaching. Participants will learn how to design similar tasks depending on their students' levels and needs.

850 audience

Talk

Hall 1b

245 audience

Talk GEN

Hall 1c

245 audience

Recent research into musical success suggests that it is not just the hours that you practise that matter, but the way you do it. Is it the same with language? This talk suggests that some forms of repetitive practice are better than others – and that even if music is not the same, some similarities are striking.

A n n e C

Creating a positive atmosphere helps teachers and students alike to engage in learning. In this talk I will describe dynamics and some influencing factors, outline action research undertaken to promote cohesion within a class with a rolling intake, and demonstrate some practical activities I used in my project. Finally, I will present my results leaving time for questions and discussion.

Talk LAM T h e p r e s en t an d fu t u re of q u al it y a ss u r a

In this talk we will explore some of the current trends in quality assurance schemes in ELT and how these might develop in the future. The talk will be based on the findings of original research and reference will be made to the growing importance of selfassessment, the customer journey, teacher qualifications, continuing professional development and measuring student progress.

Hall 3a

305 audience

Talk MD F in e ar t s f or C L IL , v isu al

Many teachers use Fine Arts (FA) as a source of visual materials. Fewer realise the relationship between FA and content and language integrated learning (CLIL). FA can also develop the learners’ visual literacy and supplement EAP courses. The talk outlines the FA-CLIL-EAP-VL relationship, and is illustrated with relevant examples and carefully selected artwork.

Hall 3b

255 audience

Talk LT, MD D e sign in

M ar k O s b or n e ( L 2)

An exploration of issues around designing materials for mobile devices (e.g. tablets & smartphones). A number of areas will be considered, including development tools, user interface design, task types and learning contexts. Participants will leave with a clear overview of the multifaceted nature of designing for mobile devices. Examples from developing the WORDREADY® series will be used for illustration.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 4a

97 audience

Talk MD

Hall 4b

86 audience Talk GEN

He

Hall 5

27 audience

Talk

Hall 6

26 audience

Talk

EAP, LT

Hall 7

33 audience

Talk GEN

Hall 8

27 audience

Talk ESP, GI

Session 1.2 : 1210-1240

This talk re-evaluates the use of authentic materials in the classroom. It focuses on the challenges of selecting and adapting appropriate, authentic materials and considers what learners really gain from their use. Some examples of authentic texts will be presented and practical ideas about how to adapt the texts will be discussed.

This talk will explore how an experienced teacher, who was also a relative technophobe, overcame initial scepticism to embrace blogging as a way to enhance and support classroom work on a variety of English courses. I will share my and my students’ experience and offer practical suggestions on how to make blogs work for you and your students.

This presentation aims to analyse the structure and theory of task-based instruction under the perspective of the Complexity Theory. Although Diane Larsen-Freeman and Cameron (2008) state that a complexity approach does not translate into a complexity method for teaching language, this presentation intends to establish points of contact between the seminal article by Larsen-Freeman (1997) and task based instruction. a

There is a common opinion by educators that VLE is not suitable for developing oral proficiency. Yet some oral presentation courses exist and are web-based. The aim of this talk is to take a closer look at such courses and discuss the challenges and perspectives of improving academic presentation skills via e-learning (based on a case study of a university project). e, ie, t

Both peer and instructor feedback can be useful depending on learners’ needs. However, quality and systematic tutor training is critical for peer-tutor projects. This presentation focuses on a writing project in which advanced learners are trained to tutor their peers at lower levels. Workshop set-up training materials and learners’ feedback on the project will be shared with the audience. ie, a

This study aims to explore the specific characteristics and the models of bilingual English teaching in Chinese universities (BETCU) through a qualitative case study focusing on a range of university contexts through a systematic analysis of recent publications included in respected Chinese databases. The study found seven main characteristics and the content-based teaching model is the main model in BETCU.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.2 : 1210-1240

Hall 9

26 audience

Talk

LMCS

Hall 10

33 audience

Talk

LT, YLT

Hall 11a

95 audience

Talk

AL,

D ay

Hall 11b

156 audience

In this presentation I will describe the virtual international exchange (VIE) between HCT Dubai Women's Campus Bachelor Year One students and mixed level Japanese students from Osaka Gakuin University from October to December 2011. The medium used for the exchange was Ning and Google video chat with a focus on developing students’ cultural awareness and English language skills.

Ceibal en Ingles is a Uruguayan project through which primary school learners in Year 4 are taught English remotely by teachers based in Buenos Aires and elsewhere. The teaching is carried out in collaboration with classroom teachers with little knowledge of English and through the use of videoconferencing. I will share the evaluation of the pilot phase of the project.

in g a c on n e c t e d sp ee ch - b as e d ap p r oa c h t o p r on u n c ia t i on t e a c h in g

S a s ch a E u l e r ( P r iv a

This session will present a connected-speech based approach to pronunciation teaching. Following researchers’ calls for a focus on connected speech, rhythm and certain other prosodic factors, I developed a respective approach, created communicative, contextbased materials and empirically researched its implementation, with both advanced learners and non-native teachers in training. Key principles, selected materials and research results will be presented.

Talk TD SI G D a y O r a l c or r e

C e c il ia Le mo s ( A BA - A ss o c iac a o Br as il A me r ic a)

After using the Communicative Approach in the classroom for many years, I began to question whether recasting is the most effective form of oral correction. In this session I will share my reflections on the use of recasting and recap common oral correction techniques. We will also go over real-class situations to discuss which would be the most effective technique.

ie, a

Hall 11c

100 audience

Talk

LT, LMCS

Hall 12 175 audience

Talk

t e c h n ol og ie s

T om O t t w a y ( Un ive r s it y of Su s se x IS C )

This session explores attempts to use social media tools, mobile apps and more traditional learning technologies to forge a ‘cultural fluency blueprint’. Building on trials of the mobile app Lingobee, it describes a collaborative process between teachers and students in their quest to identify items (visual, linguistic) of cultural significance, and argues that noticing culture is essential to language learning.

S t ac e y Hu g h e s ( O x f or d Br oo ke s Un i ve r sit y)

Many UK universities offer study skills training to first-year students, both British and international. This talk will look at the study skills needed for these students, discuss the difficulties faced by both groups in terms of language and cultural adjustment, and suggest some activities, including some from Skillful (Macmillan), that can be used to foster essential study skills.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 13

65 audience

Talk GI

Hall 14

50 audience

Talk ESP

( R e g en t L on d on )

Tuesday 9 April

Session 1.2 : 1210-1240

Session 1.3 : 1255-1325

This talk will describe action research on incorporating critical thinking in a global context into an ELT classroom. It will show how we can develop the communicative and cognitive processes necessary to enable learners to analyse information, make decisions and then communicate their beliefs accurately. Attendees will leave with practical ideas on how to incorporate these thinking skills into lessons.

The presenter has been closely involved with the design and commissioning of new online English language learning materials for industry, in particular for the oil and gas sector (LearnEnglish for Oil and Gas). This talk will introduce the materials and will discuss the results of pilots in Iraq and Burma.

1255-1325 Session 1.3

Suite 1

55 audience

Talk ESOL

Suite 3-5

100 audience

Talk

MD, B E S IG D ay

Suite 7

Students and lecturers at City of Glasgow College have developed innovative extracurricular activities, designed to accelerate learners’ integration into the wider community. Three separate projects, which have encouraged learners to look beyond their own classrooms to acquire relevant skills needed to enhance their employability and enrich their community experience, will be presented to encourage sharing of good practice.

Narrative-based learning paths are a series of lessons I have developed around case studies with characters and situations which provide over 15 hours of class time each. In this talk, I will give you a demonstration of one such path, highlight the strengths and possible shortcomings of the approach and give some insight on how I wrote the materials.

Interpreters-in-the-making have specific needs regarding listening and speaking skills. Grasping the sense of a given oral text and providing an oral rendering of it into another language immediately afterwards is not only a challenge but a must. Drawing on my experience in conference interpreting tuition, this presentation will suggest methodological pathways and specific activities to meet that challenge.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.3 : 1255-1325

Suite 8

35 audience

Talk MD, YLT

Suite 9

35 audience

Talk LAM

Hall 1a

850 audience

Talk

Hall 1b

245 audience

Talk GEN

Hall 1c

245 audience

Talk MD

Hall 3a

305 audience Q&A session

3b

This presentation deals with the use of traditional tales from around the world in English as vehicles for communication and knowledge transfer. Student teachers form Madrid Complutense University investigated, prepared and presented teaching ideas and didactic units thought out for infant and primary students taking multicultural picture storybooks as teaching inspiration.

When Bell staff wake up each morning, we want them to come to work feeling that their jobs are ultimately linked to the delivery of an excellent education provision – whether they work in teaching, administration, sales, finance, HR or maintenance. In this talk, I will explain how an Education Plan is helping us to achieve this.

or

or

Corpora now regularly inform lower level materials; clearly beginners need the most frequent vocabulary and grammar. However, at advanced level, the potential vocabulary is vast, while we often struggle to find new grammar which is useful and not obscure. This talk addresses these issues and how corpora can help, with brief mention of the advanced level course, Viewpoint(CUP). e, a prod prom

R e p or t e d s pe e c h : t he u gl y , t h e b a d a n d t h e g o od

R o g e r Be r ry ( L i n g n an U n i v e r s it y , H on g K on g )

I want to criticise the concept of reported speech, suggesting that: a) as a grammatical concept it is largely a fiction; b) the rules for so-called ‘backshift’ are wrong and a waste of time; c) there is a simple reason for why tense ‘change’ sometimes occurs; and d) there are other things that learners might need to know about ‘reporting’. e, ie,

U n iv e r s a l an d d i v e r s e

P a u l

In 1999 Mario Rinvolucri famously condemned the “the soft fudgey sub-journalistic woman’s magaziney world of EFLese course materials”. How far have we come from then? Has the recognition of ELF or the more recent focus on critical pedagogy had any influence on ELT coursebooks? This talk examines appropriacy in EFL content and proposes ways we can achieve greater diversity. e, ie, a prod prom

If you attended David Crystal’s plenary session this morning on The worldin which welive in: Beatles, blends and blogs, 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 David’s plenary talk.

'One-to-one learning' develops autonomous learning by providing each student with their own personal handheld device (e.g. tablet, phone) which they can use in class, in school or at home to access supplementary practice materials. The talk outlines our experience of one-to-one learning technology with English learners both in developing economies and in language school contexts.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching

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

Hall 4a

97 audience

Talk

EAP, TEA

Hall 4b

86 audience

Talk

LT, MD

Hall 5

20 audience

Restricted Audience Talk TEA

Hall 6

20 audience

Restricted Audience Talk MD, YLT

Hall 7

Session 1.3 : 1255-1325

When preparing for IELTS and future academic studies, students and teachers may feel there is a lot to cover but class time is limited. This workshop will showcase new online resources for IELTS including New Road to IELTS , Take IELTS and Wordready which can be used to encourage independent learning and allow teachers to use class time more effectively.

)

The aim of this talk is to outline the development process of Macmillan Practice Online courses. We will show teachers what aspects are considered by a course designer before preparing digital materials. By shedding light on the pedagogic and resource selection criteria used by digital course designers, we will show teachers how to incorporate digital courses in the classroom.

This study explores two issues: first, whether experienced and less-experienced ESL university teachers believe that their students are capable of evaluating their teaching practices or not; and second, whether these evaluations improve their teaching practices. Findings showed a significant difference regarding the first point but not regarding the second. Data is analyzed and shared.

This workshop will give a new idea to be used as an award system. Learning vocabulary can sometimes become challenging. This award system is aimed to turn these challenges into opportunities by helping the students learn and reinforce new words while collecting “coupons” prepared by the teacher / the students. It can be adapted to all levels and ages.

33 audience Talk AL E n h a

The presentation suggests an activity for enhancing students’ reading fluency which meets the last three of Nation’s four conditions: “easy reading material”, “focusing meaning”, “encouragement to read faster than usual speed” and “large input/output”. The presentation also reasons that meeting Nation’s first condition [easy reading material] is not always practical, effective and acceptable.

Hall 8 27 audience

This talk describes my experience of training English teachers who work at public schools in Rio de Janeiro, Brazil, dealing with students from the first up to the fifth grades. Details on how the training program is developed will be provided, as well as the challenges faced by both trainer and teachers.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.3 : 1255-1325

Hall 9

26 audience

Talk GEN

Hall 10

33 audience

Talk TEA

Hall 11a

95 audience

Talk

P R O N S IG

D ay

Hall 11b

156 audience

Talk

TD SI G D a y

The background of the talk is students' declining performance in English in Nigeria. I'll explain how we used think-pair-share and prediction strategies in teaching students reading comprehension. We taught the students in their reading classes for four weeks using these strategies. The pre- and post-tests showed statistically significant improvement in their performance when the results were analysed using t-test.

Testers compete to support learning, though disagree on how. Learning-oriented assessment (LOA) does not distinguish 'summative' and 'formative' because all assessment provides opportunities for learning, and all learning activities provide opportunities for evaluation, feedback and reflection. Teacher-guided classroom interaction is central. We present a model of language learning to support LOA, identifying conditions for and mechanisms of learning.

Some difficult words in English are less problematic for native-speaking children than for foreign learners because the children meet the words in speech, where the different meanings of each word are made clear through pronunciation differences. I will discuss the meanings and pronunciations of 'there', 'some' and 'any', and show how these can best be presented and understood.

S h au n W il d e n ( Se l f - e mp l oye

Recently, there’s been an amazing growth in professional development opportunities available via social networking. It’s never been easier for teachers to personalize their own PD, while simply sitting at home. In this talk we’ll explore the wealth of opportunities available to teachers, discussing how best they can get involved, get connected and how to evaluate what’s out there. e, ie,

Hall 11c

100 audience

Talk

TT Ed SI G D a y

Hall 12

175 audience

Talk LMCS

Teacher educators’ perceptions of the links between their professional and personal development will be explored. Conceptions of worthwhile learning, as well as potential difficulties, will be exemplified and reviewed. The talk is based on a survey of teacher educators from a variety of geographical and educational contexts. Audience members will be invited to consider implications for their own professional development.

An introduction for EFL teachers to the British Council's BritLit project, through the exploration of an activity pack developed for classroom use. We will go on to look at how a variety of English language literary texts can be exploited for use (and enjoyed) in the EFL classroom with different learner levels and age-groups. ie,

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 13

65 audience

Talk LAM, RES

Hall 14

50 audience

Talk

ESP, TEA

Tuesday 9 April

Session 1.3 : 1255-1325

Session 1.4 : 1425-1530

Classroom observation is standard practice, yet there has been little research into the format, and associated effects, of the written feedback report. What effects do these reports have on teachers? Can there be a one-size-fits-all format? This session will examine a selection of formats and analyse teacher reactions, whether they be joy, anger, confusion, pride or disbelief.

Online language testing is still relatively new, but what benefits does this medium offer compared with traditional pen and paper tests? Taking the new MONDIALE Online TechnicalEnglishTest as a starting point, this talk will demonstrate the benefits of online testing for all stakeholders - both in terms of proficiency and placement tests.

1325-1425 Lunch break

Suite 1

1425-1455

55 audience Talk

AL, E S ( O ) L

Suite 1

1500-1530

55 audience

Open forum E S ( O ) L S I G D ay

Suite 3-5

1425-1455

100 audience

Talk

Primary school teachers in northern England express a range of views and experiences on allowing the use of home languages of the bi- and plurilingual children in their classrooms. This talk will report on a research project that set out to consider some of those opinions and the practice that stems from them.

The ES(O)LSIG Open Forum is an opportunity for members and prospective members to meet members of the ESOL SIG committee. The ESOL Coordinators will provide an account of the SIG’s activities over the past year and members will be encouraged to discuss plans for the forthcoming year.

How can we use corpus linguistics to teach business English to non-native learners? Involving students in compiling and employing various types of corpora can be an excellent tool to get them familiarized with the concepts and notions of business, as well as with the cognitive structure of various business genres.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.4 : 1425-1530

Suite 3-5

1500-1530

100 audience

Talk ESP, BE S IG

D ay

Suite 7

1425-1455

35 audience

Talk EAP

Suite 7

1500-1530

35 audience

Talk

EAP, RES

Suite 8

1425-1455

30 audience

Restricted

Audience Talk

AL, EAP

Suite 8

1500-1530

35 audience

Talk

ESAP, ESP

D o in g p o we r

E d wa r d P e gg ( T h e L on d on S c h ool of En g l i sh )

This talk will introduce participants to the language items and discourse structures that successful managers use when ‘doing power’ or being assertive. The talk will outline high frequency language items in successful management discourse and provide participants with practical ideas on how to develop their clients’ English in order to help them express themselves, assertively but respectfully, in business contexts.

e r ome Bu s h ( A h me t S im s e k K ol e j i)

According to the study (co-researched with Kenan Dikilitas, Gediz University), learners can make amazing vocabulary gains by adding some simple writing activities to a reading class. Students who participated in these writing activities outperformed students who did not do the writing activities in every measure of vocabulary knowledge. I will explain our system of how to dramatically increase students' productive vocabulary.

This research-based talk seeks to sensitise the audience to a number of practical issues related to incidental vocabulary learning in the academia. While exploring the acquisition of academic vocabulary in tertiary level English courses, it attempts to explain the lack of expected vocabulary growth. Recommendations will be made on dealing with academic vocabulary in various contexts.

This talk presents a study to explore Chinese researchers’ perceptions of problems in writing for scholarly publication in English in the field of arts and humanities in higher education. The needs analysis framework in this study offers an important insight: NNS researchers’ motivation to learn to write for publication despite their perceived English language incompetence.

S c i e n ce s )

This talk describes the use of the six-step structure for effective abstract writing. A clear guideline combined with practical student examples provides a hands-on approach to guiding the language learner through the six-step structure. This will help them to filter out problematic areas in content, terminology and structure, resulting in a further improvement in abstract writing.

Suite 9

1425-1455

30 audience

Restricted

Audience Talk ESP

After years of conventional presentation skills training, there was a need for action to do something more challenging and simply more fun. This talk is intended to take you through the most important steps of presentation training at a higher education institution, which culminates in PowerPoint karaoke sessions that have turned out to be a favourite with the students.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Suite 9

1500-1530

30 audience

Talk EAP, TEA

Session 1.4 : 1425-1530

Academic oral presentations provide an efficient way of testing tertiary students’ communication skills, reflecting the content of a language course as well as possible future study and/or work situations. In this talk we will describe an example of their use at a university of applied sciences in Switzerland, with a particular focus on exam and marking procedures.

Hall 1a

850 audience

Panel discussion ESP, MD

Hall 1b

1425-1455

245 audience

Talk LA, LT

Hall 1b

1500-1530

245 audience Talk LT

Hall 1c 1425-1455

245 audience

Talk EAP, LT

Hall 1c

1500-1530

This session will explore key areas in the British Council’s English for Skills projects in Central Asia, Tunisia and India. The panel will present our recent experiences and raise interesting questions for participants to consider relating to research, partnership working, curriculum materials and teacher development. Above all, we want to hear from participants – would this work in your context?

Students learning a new language need as much practice as possible since becoming proficient in a new language is a difficult process. At Ozyegin University, Turkey, we ask our students to use Windows Moviemaker, which we believe supports them in this process. Our presentation aims to introduce this practice helping learners develop and internalize language skills in a hands-on way.

H o w

Machinima are videos taken in a 3D environment and they are being created by screen recording one's desktop. How easy is it to create such recordings? This is the theme of this talk during which I will relate the ins and outs of creating machinima and their potential in educational use. e, ie,

il

S i m on W i l l i a m s ( U n iv e r s i t y of Su ss e x )

Language learners may own a variety of mobile devices with different functions and apps, so limiting their use in the classroom. Yet the notion of mobility and the co-construction of learner conversations are valuable. The talk explores how student devices could be more effectively incorporated in the classroom, and considers the impact on student and teacher identity and classroom dynamics.

I

245 audience Talk LT mL e a rn in g: is

mLearning is like a portable circus where apps serve as a magic wand that needs no magician. This talk will illustrate how to integrate mLearning into teaching, examine its relation with the ‘affective context model’ and the theory of connectivism, introduce educational apps for both online and offline use, and finally explore the technical and educational challenges of mLearning.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.4 : 1425-1530

Hall 3a

305 audience

Signature event

C a mb r id g e Un i v e r sit y P r e s s sign at u r e e v e n t

R e se ar c h e n gage me n t an d t e ach in g q u al it y

Speaker: S i m on Bor g ( Un iv e r s it y of L e e d s , UK )

Does research engagement by teachers (i.e. reading and doing research) enhance the quality of their classroom practices? In this talk I draw on a series of studies which examine language teachers’ and managers’ views on this issue. The findings I report highlight a range of positive, hesitant and negative perspectives on the relationship between research engagement and teaching quality. What also emerges in the views expressed by teachers and managers are diverse conceptions of what ‘research’ means, typically emphasizing personal, practical and informal activities or, in contrast, those which are more formal, theoretical and academic. Neither of these conceptions of research provides a satisfactory basis for promoting research engagement as a productive professional development strategy. I will thus conclude the talk by outlining a conception of teacher research engagement which is feasible and rigorous and which has the potential to contribute positively to the quality of language teachers’ work.

Hall 3b

255 audience Panel discussion GI

Hall 4a 97 audience

Forum YLT

This presentation offers a global perspective on issues concerning the nature of the 'teaching' that teachers learn and what helps teachers learn it. The presenters will look at the impact of both formal and informal aspects of teacher education. They will discuss how factors such as individual effort, collaboration with others, exposure to exceptional teaching, and supportive leadership and mentoring contribute to successful teacher learning. Are some factors more influential than others?

The scholars are: Th i Q u y n h L e T r a n ( V i e t n am) , D in i H a n d a y an i ( In d on e s i a ) , C l a u d ia

A l e ja n d r a S p a t a r o ( A r ge n t i n a ) , S u m an L au d a r i ( Ne p a l ) , H a sa n t h a Hi m al i K u r u p p u

M u n a sin g h e ( S r i L a n k a ) , S h iva ji K u s h w a h a ( In d ia ) , S a m ir a Ha z ar i ( Ir a n ) , Be r n a r d o

C r u z- Be l o ( M e xic o) , F a t im a Z oh r a ( P ak is t a n ) , H in t s a H ad d u s h ( Eth i op i a) , A l i J ab b a r

Z wa y ye r ( Ir aq ) , M ar i a d o C ar m o Ba z an t e ( Br az il ) . Facilitated by Martin Wedell (Leeds University).

F or u m on Principles, parameters andpracticalities of early years language education Pr in c ip l e s of e ar l y c h il d h ood e d u c at ion an d VY Ls

S an d i e M ou r a o ( F r e e l a n c e , P or t u g a l )

Using a socio-constructivist approach to education, Tina Bruce’s 10 principles of early childhood education help us understand the importance of creating a rich learning environment with and through language. I consider that three of these principles are often overlooked and shall focus my discussion on responsibility and autonomy, self-discipline, and relationships in relation to our VYL classes.

H o w t o su rv i v e an d t h r iv e w it h v e r y y ou n g l e a r n e r s

C a r ol R e ad ( F r e el an c e , Sp ai n )

This talk gives practical guidelines for teaching very young learners distilled from many years of hands-on experience. I will explore three paradoxes which help to teach this agegroup effectively and propose a generic framework to establish clearly defined parameters for learning. I will also outline a way to organise lessons in order to produce the most successful and worthwhile outcomes.

E ar l y l a

Early language learning (ELL) is expanding fast in both the private and the state sectors around Europe and worldwide. What are the practical issues required to set a strong foundation for an ELL programme? This presentation will focus mainly on issues such as teacher training, stakeholder attitudes and educational materials. e, ie, p

)

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 4b

1425-1455

86 audience

Talk LA

Hall 4b

1500-1530

86 audience

Workshop GEN

Hall 5

1425-1455

27 audience

Talk EAP, ESP

Hall 5 1500-1530

27 audience

Talk ESP, RES

Hall 6

1425-1455

26 audience

Talk LA, TEA

Hall 6

1500-1530

26 audience

Talk

EAP, TEA

as k - b as e d t r ip s

Tuesday 9 April

Session 1.4 : 1425-1530

L on d on )

On arrival in the UK, visiting students are offered unparalleled language learning opportunities. However, in reality, these opportunities can be difficult to grasp. In this talk we present practical tasks to get students interacting with places and people. Such tasks will allow you to motivate learners and unlock the potential of your locality as a languagelearning resource.

When we go shopping in almost any country in the world, we buy Pampers, Vanish, Milkyway bars, etc. But we notice only products' brand names while the language used remains unnoticed. It seems that it remains at a subliminal level at which we are not aware of the English being used. Let's pick up the English around us.

Comparing original research articles with a report of the same breakthrough in the popular scientific press shows how much easier the former is for a scientist to read. An amusing look at some highly technical writing illustrates how using the students’ subject knowledge brings real communication into the scientific EAP classroom.

The aim of this action research was to devise strategies to motivate science students to learn, and to enhance students’ practical use of English by using project work. Students were provided with opportunities to design their own science projects of interest, carry out the projects, write science reports, organize a science fair, and present their projects to audiences.

I will share with the audience the results of a study that investigated university EFL learners’ readiness for autonomous learning from three dimensions. Further, I will discuss the pedagogical implications and strategies that EFL teachers could use to train their students to be effective and autonomous English language learners.

This session reports on a pedagogical experiment of fostering critical thinking in the EFL classroom at a Chinese university. An integrative teaching model, as well as its pedagogical effectiveness, is introduced and evaluated. Requirements and challenges raised by this model are also discussed concerning course materials, teaching methods and teacher development.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.4 : 1425-1530

Hall 7

33 audience Forum RES

Hall 8

1425-1455

27 audience

F or u m on Native and non-native English-speaking teachers

P r o s a n d c on s of NE T p ol i cy in K or e a

Y ou n g- J oo Je on ( M ok w on Un i v e r s i t y)

Pros/cons exist in having native English teachers in Korean English classrooms. This study took surveys of 127 middle and high school Korean English teachers across metropolitan cities, small and medium cities and rural areas regarding the NET policy. This result called for the NET policy decisions to be differentiated by the different needs of NETs in different areas and schools.

A s s u r in g t h e q u al it y of n a t i v e sp e a ke r t e a ch e r s in E F L

S h oi c h i M at su mu r a & J u l i a n C h a p p le ( R y u k ok u U n i v e r s i t y , J ap an )

Implications from “Preparing non-native and native English-speaking teachers” (Bailey & Pasternak, 2004) suggest the necessity of assuring the quality of native speaker teachers. Based on a survey administered to 397 non-native speaker teachers engaging in team teaching, we will discuss what expertise should be required for native speaker teachers and how they should be assessed in the recruitment process.

T h e p ol it ic s of l ab e l s : v i sib l e e t hn ic m in or it

This presentation will explore how visible ethnic minorities who consider themselves native English-speaking teachers (VEM-NEST) further problematize the NES/NNES dichotomy. The narratives of 10 teachers are explored, revealing the range of positions undertaken in response to the resistance encountered. The findings have implications on the criteria used for evaluating the worth of English language teachers overall.

Talk LT O n e l a p t op p e r ch il d - h ol y gr a il or d i g i t a l d i s as t e r ? P a u l W o od s ( Br i t i s h C ou n c i l A r ge n t i n a )

One Laptop per Child (OLPC) promised to revolutionise how children learn English in developing countries with a $100 laptop. Has the programme delivered on its promise? The jury is still out, but in Uruguay the British Council's Plan Ceibal project is making excellent use of telepresence technology supported by the 350,000 laptops supplied to every primary pupil in the country.

Hall 8

1500-1530

27 audience

Talk LT, YLT

9

1425-1455

26 audience

Talk RES

T

In light of the One Laptop Per Child programme that has now reached Uruguay, this talk discusses how best to implement technology into the classroom. While addressing the concerns of the educators and reiterating the benefits for the student, the presenter considers the need to redefine the roles of both educator and student in this new pedagogical paradigm.

A revival interest to using L1 in the English classroom is stipulated to improve language accuracy, fluency and clarity. My talk, which is based on a research in Tadla-Azilal region, aims at examining both students' and teachers’ perceptions and attitudes towards the use of translation in EFL contexts. The findings demonstrate that most learners need a certain support of L1.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching

= 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, p, s

Hall 9

1500-1530

26 audience

Talk AL, LMCS

Hall 10

1425-1455

33 audience Talk GEN

Hall 10

1500-1530

33 audience

Talk RES

Hall 11a 1425-1455

95 audience

Talk

P R O N S IG

D ay

Hall 11a

1500-1530

95 audience

Open forum

P R O N S I G D a y

Hall 11b

1425-1510

156 audience Workshop

T D S I G D a y

Hall 11b 1510-1530

156 audience Open forum

Session 1.4 : 1425-1530

I will illustrate how the domain of translation studies has expanded beyond the language limits to include the cultures of the source and the target languages. Translation theorists showed interest in cultural aspects of translation as early as the 19th Century. This implies that the aim of translation is to enrich the target language both linguistically and culturally.

This session examines different factors influencing the effects of extensive reading in Korean English classrooms. It compiles researches on the extensive reading implemented in Korean classroom settings and investigates the deciding factors for the success of extensive reading programs. It will look into the growth factor by comparing low and high graders, geo-economic differences and institutional types (public/private).

Studies have shown that learners involved in extensive reading programmes increase their proficiency in the language arts as they interact in the target language. In comparing outcomes against expectations, I will evaluate the extent to which students perceived that an extensive reading programme influenced their literacy skills development. Do they think that the exercise improved their essential academic English proficiency?

How to isolate four aspects of pronunciation, and how to introduce them to your students, before integrating them, later on, in your course. The four aspects are: sounds, word stress, sentence stress and intonation. Participants will come away with five productive exercises to do in class, and a full understanding of "fuzzy phonemes".

I

You don't need to be a PronSIG member or know much about pronunciation to come along and see what our SIG can do for you. There is also a panel discussion about integrated pronunciation teaching, a possible new direction for the SIG, and a raffle with signed copies of pronunciation titles.

I s y ou

In Scorsese's documentary George Harrison Living in the Material World, Harrison's journey is portrayed as a search for himself in a tumultuous world. I will show four extracts and link them to moments in a teacher's career. We will discuss how participants define becoming a better teacher and how they generate plans for future CPD activities.

The TDSIG open forum is an opportunity for all members to meet, discuss the work of the SIG, and create plans for the future. The committee will present its work over the past year, some committee members will be stepping down and others will be taking on new roles. If you would like to volunteer, come along and introduce yourself!

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.4 : 1425-1530

Hall 11c

1425-1455

100 audience

Talk

TT Ed SI G D a y

Hall 11c

1500-1530

100 audience

Talk TT

Hall 12

1425-1455

175 audience

Talk

LT, YLT

Hall 12

1500-1530

175 audience

Talk

LT, YLT

Hall 13

1425-1455

65 audience

Talk

EAP, RES

The aim of this presentation is to present some useful techniques to manage disruptive behavior in ELT classrooms, particularly at secondary level. The main focus of the presentation will be on the techniques that can be used in classrooms to handle disruptive behavior. It will also make the participants familiar with some forms of disruptive behavior and their possible causes.

This talk presents a comparative study of two teacher trainer development projects run in Chongqing, China, in the last 10 years, with a view to sharing 'good practice' of collaborative approaches to running the projects, in the context of recent reforms based on new curriculum standards. The learning points will be of use to training organizers facing similar challenges.

)

Over the last year, the ‘No Mobile Phones’ signs have started to come down as some British Council centres have been experimenting with wi-fi tablets in their young learner classrooms. This talk reflects on our experiences of trying to translate digital competence into literacy confidence and investigates how our young learner apps have been used by teachers, learners and parents.

Mobile technologies, especially iPads, in the classroom are becoming all the rage. However, implementing a successful iPad programme into your school is no simple process. There are many issues to consider, from purchasing equipment to training teachers. This talk will look at the stages we went through to establish iPads into our teaching centre in Hong Kong.

ar t in a El

Linguistic accuracy is essential in the context of academic/professional writing. Our language courses aim to help students achieve accuracy and appropriateness in their written work by employing a process-writing approach that includes a marking code, based on grammatical, textual, and syntactic error categories. In this talk, we discuss a survey we carried out to establish whether students benefit from code-marking.

Hall 13 1500-1530 65 audience

The presentation will discuss different features of peer commentary in an advanced academic writing course for EFL teaching and translation majors. It will focus on analyzing a selection of students' commentaries on the works of their peers made in blogs and wikis. An emphasis will be made on classroom practices leading to a better quality commentary.

e = experienced audience p = primary teaching

= inexperienced audience s = secondary teaching

tertiary teaching

= 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

Hall 14

1425-1455

50 audience Talk ESP

Hall 14

1500-1530

50 audience Talk ESP, LA

Tuesday 9 April

Session 1.4 : 1425-1530

Session 1.5 : 1605-1650

What are ELP students' perceived needs with respect to language and content? Which competences must ELP teachers possess according to ELP students? What should be taught in an ELP course? Do first-year university students' needs differ from those of fifth-year students or practising lawyers? Answers will be provided on the basis of a three-year study from Croatia.

This interview-based presentation describes motivational challenges faced by Gulf-based Arab students studying medicine in English, including family and cultural expectations, educational background, different learning demands and affective threats to self-esteem. Their experiences are related to recent motivational paradigms such as the motivational self-system and person-in-context relational views. English teacher and program support for these learners is also discussed.

1530-1605 Coffee break (sponsored by ETS TOEFL ® & TOEIC®)

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

1605-1650 Session 1.5

Suite 1

55 audience Workshop

LMCS, YLT

Suite 3-5

100 audience Workshop B E S I G D a y

Simply, this session will help you start a class library, providing you with simple, practical, classroom-tested activities to keep it going. The activities are meant for all students. Your class library is an opportunity to motivate weaker students, and challenge stronger students, allowing them all to enjoy learning English. I will base my library on the Oxford Bookwormsseries.

Suite 7

30 audience

Restricted

Audience

Workshop

EAP, MD

Business people don’t meet face to face any more. Budget and travel restrictions have stopped this. They ‘conference call’ instead. Now they are ‘faced’ with speakers they can’t see who have strange accents and talk too fast. How can we help? This workshop demonstrates techniques from CollinsKeyBusinessSkills to help students participate in and run successful conference calls.

This workshop aims to provide an experienced group of ELT/EAP instructors with the idea that tools in other fields are convertible into English language. In this case, Edward de Bono's Six Thinking Hats as a managerial tool, will be used as classroom material to foster critical thinking through challenging academic texts and enhancing problemsolving skills.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.5 : 1605-1650

Suite 8

35 audience Workshop LAM, LT

Suite 9

35 audience Workshop MD, YLT

Hall 1a

1605-1635

850 audience

Talk MD

Hall 1b 1605-1635

245 audience Talk GEN

Hall 1c

245 audience Workshop AL, MD

Hall 3a

305 audience Workshop YLT

Hall 3b

255 audience Workshop GEN

oob y

h o ol of En gl is h )

At a time when many language schools are considering investing in handheld devices for classroom use, this workshop follows the process taken in a small UK language school from inception to implementation. The workshop examines the practical implications of decisions regarding device purchase, security and maintenance, as well as teacher training and support.

This workshop aims to equip participants with the necessary tools involved in adapting tasks and classroom activities to tweens (learners aged 8-11) whose profile will be detailed in the session. The role teachers play in the development of children and preadolescents will also be addressed in light of Piaget's theory of cognitive development.

How do teachers become writers and get their work recognised? How does a writer start writing a coursebook? These are just some of the questions that will be answered by the presenters in their talk on coursebook writing and how teachers can get their work published. They will refer to CuttingEdgeThird Edition in this workshop.

Monitoring and evaluation: why do we do it? How do we go about it? Based on a British Council / Intel case study, conducted to evaluate English content developed for young learners, we will review the process involved in evaluating a project as well as the overall findings of this research.

A p p r op r i at e st r at e gi e s f or '

Some grammar is straightforward and can be explained and demonstrated through rules. Some is highly complex - we need to give guidelines and provide opportunities for development. Some grammar requires the recognition and accumulation of patterns, so a different strategy is desirable. But it is always important to ensure that the teaching strategy is appropriate to the learning task. e, ie, s, t, a

l on i k i , Gr e e c e )

The problem of ‘difficult’ students conceals opportunities for learning. In this workshop, we tackle the difficulties on many levels, all helping to build self-esteem. The approach I demonstrate here involves: a) using learner input; b) cooperative activities; c) using errors as steps in learning; d) teaching not testing; e) discipline-friendly techniques; and f) building rapport.

We teachers can become someone else for part of a lesson, giving students the chance to engage with heroes and villains, the famous and those closest to us, real and imagined characters … anyone we choose. We open up possibilities for our students to learn about us, each other and themselves. Let’s workshop all this by doing simple classroom activities.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 4a

97 audience Workshop EAP, TEA

Hall 4b

86 audience Workshop GEN

Hall 5

27 audience Workshop GI

Session 1.5 : 1605-1650

This workshop will show how carefully scaffolded activities, focusing on skills and language development, can foster significant improvement in IELTS students’ writing at lower levels. Using Collins’ GetReadyforIELTSWriting, participants will try out activities graded for this level and discuss adapting them for different teaching contexts, such as large or monolingual classes and classes with rolling intakes.

This fun and practical onestopenglish workshop will look at ways in which we can use sound as a creative stimulus for language learning, focusing on the use of music, sound effects and soundscapes (layers of sound) in the classroom. The workshop will provide a number of theoretical and practical ideas for the audience to use with their own learners.

EFL is a powerful weapon to raise social awareness. The best teachers have always done more than just teach language. This practical workshop focuses on specifically-written material, which steps outside mainstream EFL topics, to stimulate students at all levels to think critically about mobility disability issues and initiate positive changes.

Hall 6

26 audience Workshop YLT I n t e g r a t

This is a project which presents the use of stories to promote holistic, mixed level learning in the classroom. The same story is used with classes at different levels and each class develops the story, adding content at the skill level they are at. The holistic approach happens by means of integrating skills and also by means of integrating levels.

Hall 7

33 audience

Workshop

GEN

Hall 8

27 audience

Restricted Audience Workshop YLT

Although punctuation is an invaluable writing tool, particularly as a way of signposting complex language, it does not seem to receive enough explicit focus in the EFL classroom. This workshop will demonstrate various practical ways to make students more proficient in the dying art of punctuation, and give the audience the opportunity to share their own ideas.

Grammar and language skills conceptualised through roughly-tuned-inputs are stable, which teachers can make it happen using songs in EFL classrooms. It is imperative that the teachers use EFL songs building appropriate contexts exploiting local melodies to motivate the learners to use L2 fluently. This fundamentally helps the learners internalise L2 rules, and thus gradually develop required skills in L2.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.5 : 1605-1650

Hall 9

20 audience

Restricted Audience Workshop LT

Hall 10

33 audience Workshop GEN

in d t h e ap p ! Simp

S

Hall 11a

95 audience

Workshop

P R O N S IG

D ay

Hall 11b

156 audience Workshop

T D SI G D a y

Hall 11c

100 audience Open forum

T T E d SI

Hall 12

175 audience Workshop GEN

Hall 13

65 audience Workshop

o n )

This workshop focuses on the use of Web 2.0 applications in EFL lessons. In hands-on sessions, so-called ‘3-click-Edu-Apps’ (i.e. simple techno-free tools that help create teaching sequences with three mouse clicks) will be tried out. The presented tools can help learners practise the four skills. You don't have to be an IT expert to participate in this workshop.

English Language Development LINKS™ -

EnglishLanguageDevelopmentLINKS™ is a curriculum that takes a different approach to language learning, rather than students doing the listening they do the speaking. ELD LINKS™ builds beginning and early intermediate English language practice into the daily classroom routine. Interact with other participants and experience how to incorporate structured yet natural language practice into your classroom. e, p prod prom

R i c h a rd C au l d w e l

)

The listening skill lags behind the other skills because we don’t teach learners to handle the realities of everyday speech. After viewing and hearing recorded evidence, participants will workshop ways of designing activities which replicate the realities of the stream of speech. The activities will involve vocal gymnastic exercises in the service of the goal of decoding speech.

Not sure how self-coaching could work for you? As a coach and teacher, I have some tools and ideas which could support you, personally and in your classroom practice. Hiring a coach may be the best solution but there are time and financial constraints. So do something for yourself: learn about self-coaching. e, ie, a

The TTEd SIG Open Forum is a good opportunity for the participants to meet the committee members, to get the full information about the TTEd SIG's activities, to raise ideas for future activities and to have a chance to win a prize donated by the publishers.

The Company Words Keep: p ra c t i c a

This workshop will feature practical exercises to support a more lexical approachawareness activities and activities to enliven the coursebook. We will start at beginners and work our way up the levels. The aim is to improve awareness of lexis to help speaking, writing and exam performance. Some reference will also be made to the use of web resources. e, s, t, a prod prom

In this workshop we will look at how we can use short films to promote creativity and communication by doing communicative activities based around a variety of short films. The session will be very practical and involve a lot of teacher participation. Teachers will come away with practical ideas and suggestions on how to use short films.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 14

50 audience

Workshop YLT

Tuesday 9 April

Session 1.5 : 1605-1650

Session 1.6 : 1705-1735

Cambridge English for Schools range of exams have been created specifically for children and young people. This workshop will focus on the writing papers, clarifying what is required at different levels and giving practical ideas on how students can progress and build their confidence and skills when moving from Cambridge English: Preliminary for Schools to Cambridge English: First for Schools.

1705-1735 Session 1.6

Suite 1

55 audience

Talk

GI

Suite 3-5

100 audience

Talk

Suite 7

35 audience

Talk

RES, YLT

Where does English fit in the language environment of Francophone West Africa? Who teaches it? How is it learned and taught? How do teachers and learners perceive the language? Does it contribute to human and economic development? This talk presents the findings of a survey carried out in eight countries in 2011-2012. The audience are invited to discuss the implications.

Suite 8

35 audience

Talk

ESAP, LT

With over 200,000 business graduates a year, India’s employers question why so many are unemployable. This session considers the extent to which Business English teaching is aligned with the real needs of the global market. It then provides suggestions for how such needs might be addressed to better equip India’s graduates and ensure their improved proficiency in Business English.

O l i ve r Be d d a l l ( Br i t i sh C ou n ci l , J ap a n )

In this case study, an attitude survey was developed to explore teachers’ feelings about teaching YLs in one British Council teaching centre. The research revealed that teachers fall into three distinct groups, each with significantly differing attitudes towards YL teaching. By identifying prevalent concerns amongst staff, a series of recommendations for recruitment, teacher support and professional development are made.

The presentation shares experience in teaching soft skills incorporated in an ESP course for lawyers with ICT support. Although university students have a good command of language, their production shows a serious lack of negotiation skills, frequent inappropriateness in intercultural communication during videoconferencing, as well as in communication in a homogeneous class.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.6 : 1705-1735

Suite 9

35 audience

In May 2012, the British Council in Chile was approached with a request; could we provide a 100% online English receptive skills learning solution for 40,000 minimum-wage workers? This presentation analyzes the enormous technical, social and pedagogic challenges and wider, global ramifications of this unique, ground-breaking project in Latin America.

Hall 1a

850 audience Talk

Hall 1b

245 audience

Talk GEN

In this session, we shall look at the use of computerized tools in language learning in the light of recent research studies, my own and participants' experience, and discussion of selected computer-based procedures commonly used in English courses. I shall try to examine critically the contribution of such procedures to the English teaching/learning process.

It is important for professional discussion within ELT to be sufficiently diverse and inclusive. This talk shows how this often fails to occur, using socio-political concepts from Orwell’s NineteenEighty-Four to provide examples of the problem. It is hoped that raising awareness about this issue will help a wider range of voices within ELT to be heard more often.

Hall 1c

245 audience

Talk RES

Hall 3a

305 audience

Talk

EAP

Hall 3b

255 audience

Talk EAP, LT

Although much research has been done in the area of language learning strategies, few studies have addressed the ways in which students learn and try to gain greater control over grammar structures. The talk reports on the results of a study that investigated the link between the use of grammar-learning strategies and attainment in learning a foreign language.

Je a n n e G od f r e y ( F re e l an ce )

I will give an overview of student academic writing needs and pedagogic debates related to academic vocabulary, including whether such a thing exists, and how many words (and what about them) students need to know. I give examples of how TheStudentPhraseBook provides a new way of helping students access and use words effectively to produce successful work.

t e c h n ol og i e s

If f af K h an ( L a n gu ag e l a b . C o m)

It is sometimes believed that it is more difficult to develop critical thinking skills in students who are at lower levels. In this talk, I will propose ideas for further support for pre-intermediate and intermediate students who study English for Academic Purposes. I will look at reading, writing and critical thinking through computer-mediated technologies.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 4a

97 audience

Talk

LT, YLT

Hall 4b

86 audience

Talk

EAP, LT

Hall 5

27 audience

Talk

LA, TEA

Hall 6

26 audience

Talk RES, TEA

Hall 7

30 audience

Restricted Audience Talk EAP

Hall 8

27 audience

Talk LA, TEA

Session 1.6 : 1705-1735

This talk will discuss the educational principles of literacy, sustainability and creativity and their impact on language teaching at the compulsory school level. It will demonstrate how digital media and e-learning methods can be used by English teachers to develop students’ critical thinking skills, creativity, personal expression and language and cultural awareness.

This talk will describe a pilot project at the University of Sheffield to offer one-to-one writing consultations to distance learning students. Using Google Apps such as Documents, Sites, Hangouts and Calendar, students can submit writing for comment and also take part in an optional video conference with an experienced tutor.

How can e-portfolios, as a tool of assessment, promote independent learning and demonstrate its outcomes? Based on a field project and an associated study in Saudi Arabia, this talk strives to exemplify the effectiveness of e-portfolios and how they can enhance learning and promote all language skills for EFL/ESL students.

This presentation will report on the research methods, findings and implications of a study that investigated the extent prior academic achievement measured through a standard University Entrance Exam can predict EFL learners’ future success in learning English. Findings highlight the impact learners’ prior academic achievement can have on their success in learning English and have implications for EFL program development.

How is it possible to bring out the best in students while supervising them? What challenges do supervisors typically face? What are the usual constraints and opportunities? How can students' distress and apparent incompetence be transformed into focused work and excellent academic outcomes? This workshop will help you explore these questions and some possible answers.

While acknowledging the importance of English as a means of communication, teachers in Senegal continue to emphasize accuracy over fluency when assessing the productive skills. Consequently, failure rates are high. The presenter will seek to further illustrate the reasons behind such performance, as well as offer possible solutions to the problem and strategies to help students regain confidence.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.6 : 1705-1735

Hall 9

20 audience

Restricted

Audience Talk

EAP

Hall 10

33 audience

Talk

TD

Hall 11a

95 audience

Talk

AL, P R O N S IG

D ay

Hall 11b

156 audience

Talk

T D SI G D a y

This session examines five steps to improve academic English vocabulary teaching methodology in the context of task-based approach, which was defined from best experience in the University of Glasgow within the international program “Bolashak” in 2011-2012. The main focus of the talk is how well 10 principles can help to improve the teaching of academic vocabulary using a task-based approach.

Hall 11c

100 audience

Talk

TD, T T E d S IG

D ay

Hall 12

175 audience

This presentation explores how the idiodynamic method enhances language teachers’ nonverbal decoding accuracy of the auditory and visual cues that accompany the dynamic, momentary changes in negative-narrowing emotion, particularly foreign language anxiety. After examining the important role of the nonverbal channel in communicating affect, we discuss the idiodynamic method as an innovative teacher training/development tool and possible future teaching applications.

D a r io Bar

Not enough consideration is given to the rationale for using certain classroom activities. This talk consequently presents the results of research into a pronunciation strategy, spontaneous mental rehearsal, showing how it works and why it improves speaking performance. The methodology and findings of the study are discussed, together with their implications for teaching and learning.

c on v e r s at i on W i l l y C ar d os o ( @ w i l l y ca r d )

From the noun ‘curriculum’ to its verb ‘currere’ what does it mean when content structure values and beliefs in our language programmes are seen as dynamic processes open to divergence criticality and a lot of ‘complicated conversations’? I’ll show you in theory and practice what kind of lessons can emerge from this perspective so you can answer this question yourself.

T e a ch in g t h rou g h t

Learning styles are buzz words, but what about Teaching styles? In this talk I’ll look at seven teaching styles as well as the staff room context by using analogies to Alice in Wonderland. The key aim is to provide teachers with an insight into what has shaped their teaching and teacher educators some ideas for future teacher training and development.

Talk RES F os t e r

This talk will describe action research undertaken in OISE Oxford on the impact of creating an enhanced awareness in students following Robert Dilts' TheLogicalLevels. I’ll show how we created changes in linguistic and non-linguistic performance when giving an oral presentation and the impact that this had on student outcomes and on the school.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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, p, s, t, a

Hall 13

65 audience

Talk LA

Hall 14

50 audience

Talk ESAP, GI

Tuesday 9 April

Session 1.6 : 1705-1735

Session 1.7 : 1750-1820

Is it possible for Turkish students to redefine the learning process after long exposure to traditional classroom practices? The Two-Day Study Skills Training administered in Yasar University English Preparatory Class is an attempt to address resistance against the interactive and collaborative learning process and to boost student engagement in their learning.

The rapid growth of cities all over the world is a strong trend with major social, environmental and economic consequences. And urban themes are often of local as well as global interest for English learners and teachers. I will discuss my experience of designing and running content-based English courses about issues of urban planning and development.

1750-1820 Session 1.7

Suite 1

55 audience

Talk GI, LT

Suite 3-5

100 audience

Open forum BE S I

Suite 7

35 audience

This talk is about the British Council Learn English audio project in Africa, which used solar powered Mp3 players as a way of providing poorly-resourced schools in Africa with stimulating and motivating English language digital audio content. The talk will look at the background and context of teaching English in Africa and some of the challenges teachers face.

The Open Forum, sponsored by Cambridge University Press, is your chance to have your voice heard, meet other BESIGers and mingle over refreshments. We will be introducing the 2013 BESIG Facilitator Scholarship winner and announcing the winners of the lesson plan competition and the latest news. Don’t miss this opportunity to get to know the committee and other SIG members!

This presentation focuses on practical aspects of the use of poetic texts in English language teaching. It proposes the criteria for the selection of poetic texts for different categories of students, outlines the principles of presenting these texts in class that facilitate their understanding and appreciation, and finally, suggests ways of working with poetic texts.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.7 : 1750-1820

Suite 8

35 audience

This talk lays out a practical, commonsensical approach to edtech decision-making focused on learning rather than hype. We review edtech decision-making criteria for three groups: teachers, learners and institutional administrators. Examples illustrate pedagogically sound and unsound uses of technology. Links to additional examples of sound applications and resources are provided. A brief discussion will follow.

Suite 9

35 audience

Hall 1a

850 audience

Talk

AL

Hall 1b

245 audience

Talk

EAP

Hall 1c

245 audience

Talk GEN

Hall 3a

305 audience

Talk

LT

Academic writing does not have to be boring. This talk will describe a project-based approach to the teaching of academic writing at Leuphana University Lueneburg in Northern Germany. Students learned to 'jazz up' academic register while learning about intercultural competence and working collaboratively to produce posters on Drew Hayden Taylor's TheBerlinBlues

)

These three methodological proposals have much in common since they tend to represent similar perspectives on formal language learning, apart from the emphasis on skill development. After summarising some common features, a brief assessment will be made of each one in terms of their possible and demonstrated contributions to language development. There will be time for a short discussion.

of L e ic e st e r )

This talk will give participants first-hand experience of an induction session used on a pre-sessional EAP programme at the University of Leicester. The aim of the session is to ease the transition from teaching EFL to EAP and to ‘demystify’ some of the terminology used on pre-sessional programmes. The session was well received by both novice and experienced EAP tutors. e, ie, a

How far do grammar rules help learners to be more accurate in their use of language? Which types of rule are the hardest to apply? Is it possible to learn how to use grammar appropriately without being given explicit rules? This session aims to provide some answers to these vital questions. e, a

This talk will look into the different issues which need to be addressed when setting up and running online English courses, in order to maximise the chance of the courses being successful. The talk will recommend simple good practices, give examples of successful projects and make reference to different online course material, including Net Languages where the presenter currently works. ie, a

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 3b

255 audience Talk

Hall 4a

97 audience

Hall 4b

86 audience

Talk

Hall 5

27 audience

Talk YLT

Session 1.7 : 1750-1820

What does ESP mean? What is the difference between ESP and ESL? Is it possible for language teachers to be equally effective as subject teachers when teaching ESP? In this session we will analyze the abilities required for successful communication in occupational settings and explain why content language acquisition is more important than general language acquisition in an ESP course.

The rapid growth in primary English language teaching is, in part, a result of pressure from parents. However, variation in quantity and quality in the language learning experiences children receive means that many parents are supplementing school provision with private classes. This talk will report on a global study conducted amongst parents who send their children to British Council English classes.

This talk shares the results of a mixed-methods study into the perceptions of students (learning English for academic purposes) regarding the use of PowerPoint as a teaching tool. The findings provide valuable insights and practical suggestions for teachers who use PowerPoint or who would like to integrate this technology into their classes.

in

Why are some secondary mathematics teachers more effective than others in preparing ELLs to achieve academically? This study identifies interactive discourse strategies that secondary mathematics teachers can use in the classroom to prepare ELLs to communicate and demonstrate problem-solving skills necessary to successfully develop ownership of mathematical problem-solving activities.

Hall 6

26 audience Talk ESP R e ve r si n g t h

Nke m Ok oh

Especially as facilitator, the ESP teacher considers learner-centredness, autonomy and tasks as crucial tools. But my classroom interaction shows that many students of Use of English, a freshman course in Nigeria, react negatively to such ESP cornerstones. I argue that such attitude impacts negatively on the students’ linguistic performance, then offer suggestions for teachers facing such misconception of ESP methodology.

Hall 7

30 audience

Restricted

Audience Talk

This talk describes some action research on incorporating elements of sports coaching into ELT. I'll discuss student motivation arising from challenge, failure and positive visualisation and the coach's tactical considerations before, during and after tasks. I will show how classroom activities and procedures were adapted to foster attitudes of challenge and dedication in the spirit of sports coaching. e, ie, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Tuesday 9 April

Session 1.7 : 1750-1820

Hall 8

27 audience

Talk GI, LT

Hall 9

20 audience

Restricted

Audience Talk

MD, RES

Hall 10

33 audience

Talk LT

Hall 11a

95 audience

Talk

AL, P R O N S IG

D ay

Hall 11b

156 audience

Talk

T D S I G D a y

This presentation will introduce and demonstrate open educational resources (OER) for English language education that have been developed through international collaboration. These OER draw on the growing open educational practices (OEP) movement and the latest research from open-source software development, for the express purpose of identifying broader stakeholder interest for their uptake in different learning and teaching contexts internationally.

This talk will share the outcomes of an ongoing research investigating how materials are used both by teachers and students inside classrooms. It mainly focuses on how teachers prepare a particular lesson through certain materials, how those materials are used –both by teachers and students - inside the classroom and how teachers evaluate materials both before and after their lessons.

The aim of this talk is to help teachers to feel more comfortable when working within a digital classroom with digital natives. I will suggest four steps a teacher can take: 1) develop basic IT skills; 2) change attitude towards the digital world; 3) keep up to date with digital developments; and 4) marry teaching knowledge with the digital world.

This talk explores the variations between British English (BrE) and American English (AmE) pronunciations of certain words to guide English teachers in Nigeria who teach the pronunciation of such English words without paying attention to their differences. AmE coexists with BrE. The knowledge gained from this talk will help the teachers to advance the pronunciation of BrE in Nigeria.

Ideas such as the lexical approach, dogme, and 'demand high' teaching challenge teachers to engage more with language. However, I'll show how time pressure in class and training may limit our abilities to do this. I suggest some language-focused teacher development tasks to make the most of language teaching opportunities in coursebooks and when engaging with students.

Hall 11c

100 audience

Talk

In this talk we will discuss a variety of tasks that Teachers of Teachers (ToTs) can use in scaffolding the learning of aspiring teachers. We will also explore how ToTs can promote other forms of scaffolding, such as self-scaffolding and peer-scaffolding. Underpinning all tasks is the belief that teacher learning is the product of engagement in professional communities of learning.

e = experienced audience

p = primary teaching ie = inexperienced audience

s = secondary teaching t = tertiary teaching a = 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

Hall 12

20 audience

Restricted

Audience Talk

LT

Hall 13

65 audience

Talk

LT

Hall 14

50 audience

Tuesday 9 April

Session 1.7 : 1750-1820

Evening events: 1900-2145

This workshop will give you an overview of how British Council teachers have been mixing different learning environments to cater to a wide range of learner groups around the world. You will then have a chance to think about an ideal model for your learning context to meet individual learners’ needs and narrow the gaps in mixed-ability groups.

iPhones and iPADs can be great learning tools for students who wish to improve their speaking in IELTS tests. However, getting high band scores in IELTS can be difficult for learners, so using learning technologies can help them develop their awareness in speaking and improve their band score. I will present different ICT tools that can help students improve their speaking.

The workshop provides an opportunity for experiencing and sharing on how to support students in adopting expert knowledge while developing language knowledge and skills. Selected activities from the newly introduced subject "English for marketing" at Charles University will be introduced, together with an associated international project that the students were involved in as part of the course.

1900-2145 Evening events

Extensive Reading Foundation Reception and Awards Ceremony 1900-2000 in Hall

3

Hosted by Jeremy Harmer, who will present the 2012 Language Learner Literature Awards, with music by Steve Bingham. Sponsored by the British Council, Cambridge University Press, ELI Publishing, Helbling Languages, IATEFL, Macmillan Education, National Geographic/Cengage Learning, Oxford University Press, Pearson Education and Richmond.

Exploring identity: ourselves and others

2015-2145 in Hall 11

Original poetry by David A. Hill, Alan Maley and Michael Swan

Proving that well-known ELT authors can step beyond coursebooks, teachers’ resource books and grammars and the language classroom, David, Alan and Michael will read a selection of their own poetry. The evening will be divided into three broadly-themed sections: Self, Others , TheWorldandBeyond

Maggie May ... a celebration of Liverpool 2015-2145 in Hall 12

with Mark Fletcher

What connects the ‘Three Graces’ with ‘Amazing Grace’? A pint of Guinness with the Old Pier Head? ‘The Toffees’ with an ecclesiastical pepper pot? Our conference is in a great city, and it’s not just the 60s and the Fab Four (though they’re part of its heart beat). This evening, indulge your imagination, join in, and in 90 minutes of interactive fun you’ll find out what makes Liverpool tick, - and what you mustn’t miss while you’re here! PS ... Message from Maggie: ‘You’llne-e-e-verwalka-a-alone…!’

Quiz for fun!

Q7 – What is IATEFL’s bimonthly newsletter called? Answer on page 185

0815-0845: How To... Track

Wednesday 10 April

0900-1010: Plenary Session

0830-1730: Registration & Exhibition Open

0815-0845 IATEFL How to... track

Hall 3a How to write for IA TEF L V oi c e s and other English teaching magazines w i t h A l is on S ch we t l i c k

In this session I will outline how to come up with an idea, choose the right publication for it and then convert it into a publishable piece. I will include examples of genres; writing styles; pertinent guidelines; and tips on how to work with the editor.

Hall 4a How to get into ELTpublishing wi t h N i ck R ob i n s on

This session will cover everything you need to know about how to break into materials writing professionally, from an overview of how the ELT publishing industry works through to advice on how to best position yourself to attract a publisher’s interest. Questions will be welcomed!

Hall 4b How to get the most out of social media w it h N ick y H o ck l y

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.

0830-1730 Registration & Exhibition open

0900-1010 Plenary Session

Hall 1 (1350 audience) P l en ar y s e ss

Deniz Kurtoglu Eken (PhD) works at Sabanci University, School of Languages where she also worked as the director of the school for 10 years until September 2012. Over the years, she has been involved in teaching, curriculum development, qualitative research studies, teacher and trainer training and development, including formal training courses with UCLES, the British Council in Turkey and in the UK, the U.S. Embassy, the Turkish Ministry of Education and with different schools and universities in Turkey. Deniz has designed and directed formal trainer training courses at private Turkish universities and provided consultancy to many institutions on a wide range of topics. She has publications in teaching methodology, qualitative research, teacher and trainer training and development, school effectiveness and development which are also her main areas of interest. Her biggest interest and challenge remains to be an in-depth exploration into individual growth through personal and professional development. For more information, please visit her website at: http://myweb.sabanciuniv.edu/kurtoglueken/

Welcome to the ELT weather channel …

What’s the weather like in ELT today? What atmospheric patterns can we observe in our perceptions on effectiveness in different areas in our energy field: in methodology, research, curriculum, assessment, technology, learner development, teacher training and development, management, and professional networking? What low and high pressures exist in our professional contexts?

What about teacher motivation? We know our well-being matters, that it affects all aspects of our lives, and that our health, energy, happiness and inner peace are prerequisites for greater effectiveness in our professional work. So how are we doing on the motivational front in our work places?

Based on a qualitative research study on our own perceptions of effectiveness and motivation in a variety of ELT contexts across the world, we will explore a range of factors that appear to influence how we perceive effectiveness in different areas and discuss patterns that seem to emerge with respect to our understanding and expectations of teacher motivation.

Join us in the ELT Weather Report and in our exploration on what the forecast seems to call for in the near future.

Stay tuned for the full report! Now back to the newsroom!

Wednesday 10 April

Session 2.1 : 1035-1105

1035-1105

Suite 1

55 audience

Talk

GI, LAM

Session 2.1

Every organisation has to consider succession planning for key positions but this is frequently not prioritised, even though continued success may to a large extent depend on this. This talk will look at a project in the Anglo Mexican Foundation to select and train candidates for academic supervisors and managers in 10 centres teaching English in Mexico.

Suite 3-5

100 audience

Talk

L M C S S IG

D ay

Suite 7

35 audience

Talk

TEA

Suite 8

35 audience

Talk PRON

Suite 9

35 audience

Talk

TTEd

Hall 1b

245 audience

Talk GEN

This study responds to Honeyfield’s (1977:431) question of whether the use of graded readers really "promote[s] learning by providing for a smooth and orderly progression to ‘full’ English". Four learners were tracked through a graded reading program to determine whether it provided a bridge to reading unsimplified literature for pleasure.

Negotiated assessment (NA) requires collaboration either among peers or between teachers and learners. However, some collaborative groups fail to generate an effective outcome. Can ‘identity salience’ stand as an effective variable in determining the outcome of NA? What are students’ and teachers’ behavioral tendencies in dealing with NA problems? How are they related to their identity salience? This talk explores these questions.

The teaching of advanced English pronunciation has to consider the target group’s mother tongue by accounting for the allophonic realizations and phonotactic rules the learners have internalized. We have to teach students both to speak with an English tongue and listen with an English ear, a thesis which I will substantiate by drawing on practical examples from my pronunciation classes.

( Uzb e k is t a n St at e Un ive r s it y of W

r l d L an gu a ge s)

The presentation will reflect on the experience of running a major ELT project, centred on a complete revision of the PRESETT curriculum for future teachers of English in Uzbekistan, and aimed at bringing about lasting improvement in the standards of English language teaching nationwide, as well as providing sustainable long-term development for English teachers.

Cr it i c al t h in k in g at e v e r y l e ve l ?

J oh n Hu gh e s ( F r e el an c e )

Critical thinking skills are increasingly incorporated into higher level language classrooms (B2-C1). But in this session we’ll explore how many CT skills can realistically be developed with lower levels (A2-B1). We’ll apply a nine-step ‘stairway’ definition of CT to the language abilities of these learners and try out practical CT classroom activities in order to reach some conclusions.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 1c

245 audience

Talk

YLT

Hall 3a

305 audience

Talk MD, TEA

Pass in English

Je

Hall 3b

255 audience

Talk GI, YLT

Session 2.1 : 1035-1105

)

Pass in English is a series of books for young football fans that uses imagery under licence from Arsenal Football Club. In this talk, we will present the background to the materials and how they can be used to motivate young learners and help them to develop their listening and speaking skills.

This talk aims to give teachers an insight into how an exam coursebook is put together. It will look at the preparation involved, decisions regarding content and some of the practical considerations which influence the writing of a classroom-friendly resource. Examples will be taken from my own coursebooks, including the new edition of Readyfor FCE ie, s, a prod prom

Collins Grammar in Action is a new eight-part grammar course for primary schools in India. In this talk, we examine some of the issues surrounding integration of Indian culture and educational expectations with a communication-based approach to learning. We will share our experiences and reflect on what we have learnt as a publisher working within a local market.

4a

97 audience

Talk AL, RES

Recent publications on the nature of language learning motivation (Dornyei, 2005) emphasize the personal, intimate journey of the individual and the importance of affective factors such as emotions, vision and the power of the imagination. This talk will present some practical activities and techniques, such as positive visualization, which aim to help learners develop their own ‘ideal L2 self’.

Hall 4b

86 audience

Talk

Hall 5

27 audience

Talk RES

In this session I will discuss the issue of literacy in English medium education. I will share experiences drawn from a three-month remedial literacy programme delivered to firstyear secondary school students whose overall performances were affected by the fact that they could neither read nor write intelligibly in other subjects of the curriculum. An intervention programme that engaged them with locally developed materials and different reading activities resulted in remarkable progress.

This session reports on classroom-based research with EFL students aiming to show the strong correlation between self-awareness and language learning. Initially the questionnaire and student responses will be shared. Then classroom activities will be provided to show how students were trained to become aware of their strengths and weaknesses, which tie in nicely with the learner development strand of any EFL/ESL curriculum. ie,

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.1 : 1035-1105

Hall 6

20 audience

Restricted Audience Talk TD

Hall 7

30 audience

Restricted Audience Talk RES, TEA

Hall 8

20 audience

Restricted Audience Talk GI

Hall 9

26 audience

Talk RES

Hall 10

33 audience

This session will examine the role of online Communities of Practice (COP) in order to enhance professional development of English language teachers. I will discuss experiences of participating in online teacher networks and argue the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies.

Teachers' assessment, students' self- and peer-assessment, and constant teacher feedback should contribute to students' learning processes and to the improvement of their writing skills. Self- and peer-assessment are key factors in authentic assessment and student empowerment. The focus of this presentation will be on showing the effectiveness of self- and peer-assessment in writing.

Post-colonial studies as a theoretical framework (originally developed to analyse the effects of colonialism on the production of post-colonial literature) is today used to scrutinise other effects of colonialism. This talk intends to demonstrate the relevance of post-colonial theory for the analysis of EFL in former colonies, stressing also the importance and effects of post-colonial literature as teaching material.

Those of us working with learners from more traditional, teacher-centred teaching backgrounds are often told that communicative approaches will not work. However, what do these learners actually think? In this talk, research conducted into Turkish learners’ attitudes towards communicative classes will be discussed, along with the implications for teachers who want to increase their more “traditional” learners’ class participation.

Talk GI, TD S

While working in international settings and contexts, teacher educators need to be culturally responsive to the needs of their students. A Western language teacher educator based in Vietnam shares how she helps Vietnamese English language teachers understand how culturally constructed teaching methods can be expanded to bring about positive change, while successfully meeting the challenges of local EFL teaching practices.

t

Hall 11a

85 audience

Talk

ESAP, E S P SI G D a y

In academic and professional writing, often nothing less than 'standard' language will do. However, standard language is not a static frozen model that can be studied and mastered. Awareness of the possibilities and variability of genre, through analysis of texts, can give student writers the tools to accomplish their professional writing goals. e, ie, t, a e = experienced audience p = primary teaching

Hall 11b

156 audience

Talk

TD, L T S I G

D ay

Hall 11c

100 audience

Talk

L A S I G D ay

Hall 12

175 audience

Talk GI

Hall 13

65 audience

Talk TTEd

Hall 14

50 audience

Session 2.1 : 1035-1105

By becoming content curators, teachers understand how to make sense of the overload of information they are constantly exposed to. In this presentation, participants will have an overview of user-friendly digital resources to help them find, organize and filter content for their professional development, and will also learn about digital curation possibilities for classroom use.

What can we do to help students develop their autonomy? How can we encourage them to study outside class? How much input should teachers have in this? This talk will look at how these questions can be answered through the Personal Study Programme (PSP), created by International House Newcastle, to support students in their learning. e, ie, a

A relatively under-represented voice in the English as a lingua franca (ELF) debate of recent years has been non-native English speakers in Expanding Circle countries. Using a questionnaire and interviews, the study reported in this talk found that a large majority preferred native speaker (ENL) norms. Implications of these results are discussed, and suggestions made for further research. e

Having trained on CELTAs all over the world, a new experience for me was to work with Arabic speakers doing CELTA in Sudan. I will report on how linguistic and cultural issues meant adapting the course to fit candidates and context. I will also include feedback from the trainee teachers and their learners in TP.

Talk TTEd T r an s i t i on in g t o E n g l i

In 2010, Punjab State in Pakistan decided all subjects at all grade levels be taught in English. Transitioning any education system to English medium is a difficult process. This presentation describes how the British Council has been working with the Punjab education system to enable this. Actions taken, the results of those actions, learning points across the system and next steps will be explored.

1105-1140 Coffee break (sponsored by ETS TOEFL ® & TOEIC®)

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

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.2 : 1140-1225

1140-1225 Session 2.2

Suite 1

55 audience

Workshop YLT

Suite 3-5

100 audience

Workshop

L

D ay

Suite 7

30 audience

Restricted Audience Workshop TD, YLT

Suite 8

30 audience

Restricted

Audience Workshop PRON

Suite 9

35 audience Workshop

TD, YLT

A comfortable atmosphere is important in building a warm and sincere relationship that will assist with young learners’ success. Icebreakers and warmers allow teachers and students not only to get to know each other, but also to have fun, relax, encourage students as well as motivate everyone involved. Come and experience new and practical activities for young learners.

Including poetry in your teaching offers opportunities to go beyond well-behaved textbook examples and into a more richly textured world of human voice experience and aesthetic pleasure. This workshop will help you discover the wealth of free resources available on the Poetry Archive website and try some short fun language learning activities that all start with a poem.

Are your YLs completely absorbed and participatory? Great kids’ classes are clearly structured, but learning to re-imagine your lessons as stories – with beginning-middleend and built-in problem resolution – quickly engages learners through a completely different motivational dynamic ... Here, real results exemplify experimentation with narrative classes from a new training programme. Watch videoed examples, see the plans, then try it yourself!

Teaching the phonemic chart poses its own challenges but other aspects of pronunciation, such as intonation, stress, rhythm and tone, even more so because of the seemingly endless variables. This highly practical workshop will get you interacting, clapping, shuffling and jigging to demonstrate how a drama approach can make pronunciation work in the classroom more fun, meaningful and ultimately memorable.

Tired of filling in the gap activities? Join us in this creative journey with The Beatles. Watch how students interact learning English through legends, who were known for thinking outside the box. Speak English whilst singing, playing, reading, telling stories, dancing, acting. Have fun! Bring your musical instruments and mobile phones along and let’s jam for the world to see.

Hall 1a

1140-1210 850 audience Talk GI, TD

Expertise is seen as a state arrived at by progressing through a series of pre-expert stages. With enough practice and experience, novices can eventually become experts. My talk questions this idea and asks what might happen if we chose to see expertise not as a 'pinnacle achievement' but rather a characteristic of how people learn at all stages of learning.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 1b

1140-1210

245 audience Talk RES

Hall 1c

245 audience

Plenary follow-up session

LAM & TD

Hall 3a

305 audience Workshop GEN

Hall 3b

255 audience Workshop YLT

Session 2.2 : 1140-1225

High drop-out rates are a factor in any self-study context. The provision of a range of multimedia components to support different learning styles and vary the learning experience is considered essential to mitigate against high attrition. This talk will share lessons learned from a multi-component programme of self-study language learning in Turkey and discuss how student participation can be achieved.

The effectiveness of our school practices clearly depends on staff effectiveness, but this is impossible to achieve without a motivated group of individuals who approach their work in a positive frame of mind, knowing that their efforts and work are recognized. Building on the research and ideas presented in my plenary session, we will discuss ways to enhance staff morale and motivation in search of the sea of energy.

Teacher training has tended to focus on technical preparation, yet teachers often find themselves unprepared for the human unpredictability of real lessons. This workshop aims to open up discussion on the moment-by-moment improvisation which is at the heart of teaching, and to suggest ways of developing ‘preparedness’ for the unpredictable.

Gr a d e d r e a d e r s an d t he re l uc t

Extensive reading is a highly-effective, rewarding way for students to improve their English independently. However, there are many 'reluctant readers', especially among younger learners, so this workshop will explore time-efficient and fun ways to stimulate their enthusiasm! We will consider original fiction and non-fiction graded readers (print and digital) using examples from the Richmond Robin Readers and Richmond Readers series. e, ie, s prod prom

Hall 4a

97 audience

Workshop YLT F u n a

Hall 4b

)

Learning English should be fun and stimulating for children and taking Cambridge English: Young Learners tests is an excellent way to motivate children to learn and show how much progress they have made. This session looks at questions in the Reading and Writing paper, and explores how teachers can develop their own tasks to motivate and interest their young learners.

Productive skills are often considered difficult to develop during exam preparation. Teachers and students need practical and flexible solutions (print and digital) that help them maximise exam skills training, both in and out of the classroom. The session offers practical solutions from exam resources from Oxford University Press, including the Result and Masterclass courses and the online testing service oxfordenglishtesting

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday

10 April

Session 2.2 : 1140-1225

Hall 5

27 audience Workshop GI, YLT C a n b l ue j e an s b e g r e e n ?

A l e k sa n d ra Z a p a ru c h a ( P il gr i ms U K )

No modern EFL textbook goes without environmental issues. This workshop, however, goes a step further from common 'turn off the light' and 'save the whales' topics. Prepared by ESD (Education for Sustainable Development) and EFL experts, it will combine all language skills with a global issue of teenage fashion. It will provoke critical thinking and show how to be a better citizen.

Hall 6

20 audience

Restricted Audience Workshop

ES(O)L, YLT

Hall 7

30 audience

Restricted Audience Workshop TTEd

Hall 8

)

Offering young learners the option of sitting a young learners exam at the end of a course shouldn’t mean that these lessons become staid and dry! In this workshop we see how exams can boost pupil motivation and can lead to stimulating and lively lessons. Active class activities (from MacmillanYLESkillsbooks) will be demonstrated in this workshop.

Intended for practising CELTA trainers and those curious about training, this workshop will consider the various roles and sub-roles of a CELTA trainer, and their impact on working practices and notions of ‘self’. Facilitated discussion of issues faced by trainers within these sub-roles will lead to pooling of ideas for handling potential difficulties and reconciliation of various trainer ‘selves’. e, ie, a

27 audience Workshop AL P r a c t i c a l a c t iv i t i e s t o e n h a n c e L 2 id e n t it y A

This workshop of reflective practice will help you to engage with your own mind and discover more about yourself as a language learner and teacher. You will be asked to draw pictures, respond to images and to work in pairs as we think about who we are in relation to a wider English speaking culture.

Hall 9

26 audience

Workshop YLT E f f e ct iv e v o c a b u l a ry

How to help students remember words? How to make learners talk and use new lexical items? How to break the monotony of vocabulary exercises by adding movement, music, art and competitive spirit? This practical workshop offers a variety of engaging vocabulary activities, which can be used with any vocabulary set, with any age group or at any level. e, ie, p, s

Hall 10

30 audience

Restricted

Audience Workshop

MD, TEA

Hall 11a

85 audience

Workshop

LT, E S P S I G

D ay

This workshop will explore ways of strengthening students’ speaking skills in academic contexts. Using TOEFL academic speaking tasks as models, participants will identify the skills and abilities measured in the tasks and evaluate actual spoken responses on those criteria. Lastly, tips and ideas for developing similar tasks for classroom use will be discussed.

This interactive session is for first-time social media users and will look at creative, but effective, ways to interact with students in the context of EAP, using different communication platforms such as blogs and social networking sites (e.g. Wordpress, Twitter and Facebook) and bookmarking sites (e.g. Delicious , Pinterest). It will also cover how to protect your professional online identity.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 11b

156 audience Workshop

YLT, L T S IG

D ay

Hall 11c

100 audience Workshop

LT, L A S I G

D ay

Hall 12

175 audience Workshop BE, LAM

Hall 13

65 audience Workshop

Hall 14

50 audience Workshop

LAM, TTEd

Session 2.2 : 1140-1225

In this workshop, we will demonstrate some ways to utilise readily available video content in a fun and pedagogical way that captures your learners’ imaginations. We will also explore the kind of video content you can create with your learners. Additionally, participants will have the opportunity to share their own ideas.

How do we motivate students to learn beyond our classrooms? How do we equip classrooms with technology? A recent trend is for schools to implement Bring Your Own Technology policies. In this session, we will learn about the benefits, plan for the pitfalls, and participate in BYOT activities designed for language learners. Discover the hype and bring your device along!

The boundary between Business English and management training is becoming blurred as BE trainers focus increasingly on the soft skills that professionals working internationally need. How can this be translated into materials relevant to learners? In this talk I will look at the skills that managers need when they work internationally, and give examples of activities which can help them.

J oa n S a

This practical workshop demonstrates four techniques that increase quality and quantity of students’ expression and decrease their anxiety about the judgement of others: idea framing, textmining, notepadding, and wordposting. Participants prepare an activity and experience the learner outcomes of the techniques. The goal is for participants to walk away with concrete ideas for their own classes. A handout is included.

D e sc r i b i n g an d a

Q U A L S )

It’s obvious: in order to be effective as language teachers, we need to have developed language teaching competences. But what are these competences, and how do we or our managers know what competences we have? This workshop will explore means that could be used to answer these questions, and seek feedback on some tools under development.

1225-1345 Lunch break

t

Quiz for fun!

Q8 – What do the initials WMS stand for? Answer on page 185

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

IATEFL AGM : 1235-1340

1235-1340 Annual General Meeting

1. Minutes of the AGM held in March 2012 at the SECC Glasgow

2. Matters arising

3. Treasurer’s report

4. Presentation and receipt of accounts for 2011-2012

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 . S P

The following resolution will be proposed as a special resolution:

“THAT the articles of association of the International Association of Teachers of English as a Foreign Language be amended by deleting the present article 37 and replacing it with the following new article 37:

37. No person may be appointed a Director at any general meeting unless he or she is recommended for appointment by the Directors”.

Please note: The Directors propose forming a Committee Nominations Council to advise upon and help in the selection of the most suitable candidates for IATEFL’s coordinating and other committees. This will help to ensure that the best possible individuals are selected to run your association. The proposed amendment to the articles of association forms a part of these changes to the selection procedure.

A copy of IATEFL’s existing articles of association is available for inspection in the members’ area of the IATEFL website at http://secure.iatefl.org

8. Appointment and reappointment of new Trustees, President

9. Thanks to out-going Trustees and welcome to new post holders and other new volunteers

10. Date of next meeting 3rd April 2014 in Harrogate, time and venue to be confirmed

By order of the Board

Zeynep Urkun Company Secretary

Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK

Date: 14th March 2013

A p p oi n t me n t of p r ox i e s

1. As a member of IATEFL, you are entitled to appoint a proxy to exercise all or any of your rights to attend, speak and vote at the meeting. A proxy does not need to be a member of IATEFL but must attend the meeting to represent you.

2. A proxy form and details of how to appoint a proxy is available in the members’ area of the IATEFL website at http://secure.iatefl.org. You can only appoint a proxy using the procedures set out in the notes to the proxy form.

1345-1450

Suite 1

1345-1415

55 audience

Talk

YLT

Suite 1

1420-1450

55 audience

Talk

YLT

Suite 3-5

1345-1415

100 audience

Talk

MD, L M C S SI G

Suite 3-5

1420-1450

100 audience

Talk

L M C S S IG

D ay

Suite 7

1345-1415

30 audience

Restricted

Audience Talk

Suite 7

1420-1450

35 audience Talk AL, YLT

Session 2.3

Session 2.3 : 1345-1450

In this presentation, I will describe how I introduced two very young Polish children to English through the PeppaPigseries. I will present and analyse their English utterances I collected in a period of six weeks after regularly watching the series with them for over two years. The data will show they can now use English spontaneously and creatively.

The aim of the study is to determine the impact of puppets’ usage on young learners studying English as a second or foreign language. To examine the effect of including puppets in teaching English, a focus group of young learners in Bahrain (Middle East) are chosen. The case study results highlight the effect of puppets’ inclusion on the listening and speaking skills.

I will share the initial results of a teacher development programme, aimed at empowering teachers in diverse areas of Argentina to express their identity in English and design activities to develop intercultural awareness. Samples of the activities proposed will be shown as part of the presentation to encourage reflection on how they can be adapted to other contexts.

Literature is an authentic resource for developing English language learners’ skills and proficiency. This innovative program integrates HOTS with the teaching of literature in Israeli high schools to encourage greater learner engagement and autonomy. Key components of the program and rubrics for assessing students' work will be presented. Challenges and solutions for implementing a national program will also be shared.

This study examines and analyses the common pronunciation problems encountered by Chinese EFL learners in Macau. It discusses and evaluates the effectiveness of consciousness-raising practices adopted in an intensive speaking course for ten undergraduates at the University of Macau. Finally, some implications will be drawn for teaching pronunciation to Chinese EFL learners.

Phonological decoding skill is of vital importance to learning to read in English. But there are few studies examining mainland Chinese primary school children's phonological decoding ability. In this study a non-word reading test was designed to examine their phonological decoding skills. And possible causes for their deficiency in phonological decoding skills are discussed.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.3 : 1345-1450

Suite 8

1345-1415

35 audience Talk TTEd

Suite 8

1420-1450

35 audience Talk LT

Suite 9

1345-1415

35 audience Talk EAP

Suite 9 1420-1450

35 audience

Talk RES

Hall 1a

850 audience

Traditionally, practical teacher training has been conducted face-to-face. However, the growth of technology in classrooms and of online education in general has led to a demand for online teacher education. This talk illustrates how an online teacher training practicum is conducted and looks at the advantages and disadvantages of conducting training courses online.

How to approach redesigning an entire taught accredited MA in ELT programme for effective online delivery? This is a challenging task given the intensive and content-rich nature of such a course. This presentation will provide an overview of the design, development and delivery of one online MA in ELT including a live demonstration.

Teaching English can be amusing and challenging if one is placed in a situation where one has to resort to bizarre and unconventional methods of teaching - using songs, games, mimes and BBC programs as texts in the class. This talk is a first-hand account of my teaching experience in Libya, where English is not a native language.

Students’ perceptions of their successes and failures (known as attributions) have often been sorted into dimensions of causality, stability and controllability by researchers. This talk will discuss findings from a study that allowed students themselves to classify their successes and failures according to these dimensions, and how these differed from researchers’ classification. Implications for teachers will be presented.

Panel discussion GI E n gl is h f or t h e 21st

This panel presentation will address the key issues that influence our capacity as ELT professionals to meet increasing international demands for English proficiency in the 21st Century workforce. The key issues to be addressed are: curriculum development; language assessment; research; uses of technology; and language teacher preparation.

Hall 1c 1345-1415 245 audience Talk AL, MD

ELT Journal invites peer-review of books on English language teaching at regular intervals. One of such reviews looks at adult courses by compiling independentlyconducted criterion-referenced evaluation of 2-4 expert users. This presentation compares the reviews published in 2001, 2008 and 2013 in order to identify the differences seen in global adult coursebooks in the last decade.

Hall 1c

1420-1450

245 audience

Talk

ES(O)L, MD

Hall 3a

305 audience

Signature event

Hall 3b

1 3 4 5 - 1 5 4 5

100 audience

ILF

Session 2.3 : 1345-1450

This presentation reports on how language learning elements and activities are designed in the latest seventh-grade authorized EFL textbooks in both countries. Similarities and differences are discussed, regarding English learning in local contexts. It reveals different approaches to the same language learning goals in different cultures and indicates the current situations of textbook publishing industries in Japan and China.

Speakers: J oh

(co-founder of NILE), R

(Language Coordinator, Ceste, Zaragoza) & Z e y n e p U r k u n (Assessment Coordinator from Sabanci University, Istanbul)

With students becoming ever more results orientated, there is more pressure on teachers to be able to define a student's level of English and to provide evidence of the progress that students have made during their English course. But what does it mean to accurately measure a student's level of English, identify the progress that they have made across all four language skills, and how can we avoid teaching and learning for the test? Our panel will explore ways to test progress and debate the pros and cons of discrete versus integrated skills testing and course-agnostic versus course-related test content.

This is an event not to miss... and is the conference format of the future! 19 presenters race through thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their interests with them. The presenters will have individual tables and participants can then join them to discuss their presentation in more detail. The presenters will use posters, realia, handouts and a wide range of interactive computer and paper-based materials.

Facilitated by Bethany Cagnol and Caroline Moore, this is a feast of presentations in a single two-hour interactive format on a range of topics:

It is believed that different oral communication tasks promote EFL learners' oral production differently in terms of the frequency of negotiation of meaning and the language structures used. I will report on a study that investigated these differences highlighting which task type allows for more negotiation of meaning and consequently more language acquisition. Learners' perception will be discussed too.

RES P ol

Interaction events get appreciated better in light of macro influencing factors from beyond the immediate classroom context (Hiep, 2007; Orafi, 2008; Saxena, 2009; Liu et al., 2004). This talk, therefore, attempts to report the progress of my PhD research in relation to how the new language education policy and participants’ views, backgrounds and interpretations of policies shape classroom interaction.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday

10 April

Session 2.3 : 1345-1450

Teachers are often faced with the challenge of making tasks from ELT materials more difficult or more supportive depending on the needs of their learners. Through considerable research as part of my MA dissertation, I have developed a practical and easy to use framework which guides teachers in the process of quickly and effectively adapting tasks to suit learners' abilities.

This talk will show the challenges of creating and implementing an online EFL course. The rationale underpinning the course, and the results of a study which investigated the needs of adult learners will be shown. Samples of online tasks to promote interaction and development of speaking skills will be shared.

Our presentation aims at proposing a framework for language teaching strategy in English as a foreign language context by referring to a study conducted in an attempt to explore the effectiveness of blended learning and students’ views on the process. The model used at Ozyegin University and the results of the study will be presented with some suggestions.

This presentation demonstrates how popular TV series can be tailored for classroom use, with a special reference to speech acts of requests, complaints, and refusals. Two lesson plans from the famous TV series How I Met Your Mother are also provided, showing how teachers can benefit from the idea in their very own teaching contexts. RES

This talk reports on an experiment with communicative and traditional teaching. Does field of study make a difference on the perception and success of language teaching method in reading classes? And if so, what would the outcome be in different study areas? The results show that discipline makes a difference on success and holds important implications for language program design.

This presentation describes a course that strives to improve students’ pronunciation in a limited number of after-class lessons. Students in an Intensive English Program (IEP) signed up for the course on a voluntary basis with the main aim of improving their pronunciation and gaining confidence in speaking. The steps followed, the activities used, and the findings will be discussed.

Planning and implementing effective ESP courses is an overwhelming task with many academic and administrative factors to consider. This talk will describe how the University of Sonora, a public university in Northern Mexico, implemented a six-level EFL/ESP program in the Bachelor in Business, and the challenges that have been faced in this process.

e = experienced audience p = primary teaching

= inexperienced audience s = secondary teaching

tertiary teaching

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 : 1345-1450

This presentation is based on personal experience. Participants will learn that working on school projects with students is an amazing way to enhance students' management and leadership skills. It is a way to promote learner autonomy and co-construction of knowledge in the classroom. The presentation will show how to train students to work on projects in their school or community.

Ways of correct methodological inclusion of various professionally important internet resources into the process of foreign language teacher education was investigated in our study. A lot of resources were thoroughly chosen and analyzed. Development of special professional competences with the help of these resources was proved and as a result the structure of these competences was created. LAM, RES

This talk presents completed research, in the form of a case study, undertaken for a Master’s Degree dissertation at Aston University. It considers the relationship that The Anglo in Mexico has with its regional representatives for Cambridge ESOL Examinations, motivational factors involved, as well as the methodology used to nourish the relationship to ensure future shared success.

BE Bu s in e s s E n gl is h i n d i s gu i s e L i u d m il a M i n a e v a ( L om on os o v M os c o w St at e Un ive r s i t y )

This presentation considers the process of syllabus design, tasks and teaching methods applied in the inwork course in Business English for Russian senior public managers. The course was ordered by the Ministry of Labour of Russia. It has combined Business English skills training and public administration content in order to improve the students’ professional communication skills.

LT, YLT Y L s a n d b l og g i n g K on st an t i n a Nt omp r ou ( E u r o gn o

The presentation will explore practical ideas on how to introduce the concept of blogging to young learners, go over step-by-step instructions on how to set up and maintain a class blog using free software aimed at young learners, and provide ideas on how you can connect your class to the world through your blog.

ESP Te ac h i n g g o o d w r i t i n g s k

C h i n e l o N w ok ol o ( F e d e r al Un

Writing is a craft. Like all crafts, it has to be learned by diligent practice not only by knowing the grammar of the language. I examined to what extent the writing process approach (WPA) could influence or affect the writing products of 100 level university students. Initially, basic assumptions were made to guide the experimentation without the traditional essay method.

ESAP IE L T S

I will explore the implications of designing and delivering an IELTS preparation course (Academic module) for Russian students of economics planning to study abroad. I will focus on a number of variables affecting the course content, length and methods. I will also describe the Russian students' difficulties and the main objectives and structure of the course.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

CONTINUED...

RES = Research

TD = Teacher Development

TTEd = Teacher Training & Education

TEA = Testing, Evaluation & Assessment

YLT = Young Learners & Teenagers

Wednesday 10 April

Session 2.3 : 1345-1450

Hall 3b

1 3 4 5 - 1 5 4 5

Hall 4a 97 audience Forum MD, YLT

If you are not using Facebook with your students, then you are missing a lot. Join us to learn practical ideas and tips on how to support learner autonomy through the use of Facebook . This presentation is based on a personal experience of managing a British Council regional page with over a million fans on Facebook

The presenter will share experiences of giving seminars to established teachers at a university, with a focus on teaching how to write academic essays. An explanation of essay structure, necessary language resource, using titles from IELTS exam practice books, and principles of assessment were given in the course of seminars. Some difficulties facing teachers in this work will be analysed.

I shall first present an analysis of turn-taking in conversations of a group of Nepalese students, which reveal differences and ambiguity in meanings. Secondly, I shall explore whether these differences result from interplay of contextual and other factors. Finally, I shall discuss how such study in turn-taking may help in understanding students' context, level, addressing methodological issues, and designing lessons.

F or u m on LearnEnglish

L e a r n E n g l i s h K id s : on

J o H a ye s ( Bri t i s h C ou n c il )

In this talk we will look at how to exploit the new digital grammar resources for 9-12 yearolds on LearnEnglish Kids, the British Council’s global website for young learners. The materials include grammar games, quizzes, worksheets, tests, reference cards and animated videos. Together we will see how they can help your young learners in class and at home.

L

J oa n n a Bu d d e n ( Br it i s h C ou n c i l )

LearnEnglish Teens is the British Council’s website for teenagers. This session looks at two sections of the website which offer engaging ways of practising grammar with video and online exercises. We will also look at how teachers of teenagers can use the material in the classroom and also as homework tasks.

L e a r n E

A d am K i gh t l e y ( Bri t i s h C ou n c i l P ol an d )

Some describe the present perfect, others highlight lexical chunks; teachers approach grammar in distinct ways. Imagine facing thousands of students every hour with different needs, approaches, levels ... the LearnEnglish website meets this challenge through variety. This presentation suggests self-access grammar pages for your students’ needs, from our lexical grammar by Dave Willis to a tense generator to contextual video presentations.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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 : 1345-1450

Hall 4b

1345-1415

86 audience

Talk GEN

Hall 4b

1420-1450

86 audience

Talk

ES(O)L

Hall 5

1345-1415

27 audience

Talk LAM, TD

Hall 5

1420-1450

27 audience

Talk LAM, TD

F iv e m i n d s, on e sc h o ol

S i m on R ob e r t s on ( C e n t r al Sc h ool )

Howard Gardner's Five Minds for theFuture formed the basis of an experimental syllabus at Central School in London. Learners studied Gardner’s work and were encouraged to reflect on it and adapt their approach to language learning. This talk follows an action research project that tracked the course, evaluating its effectiveness and implications for the wider school community.

on )

As more school-age children immigrate, refugee classrooms worldwide have to not only sustain academic achievement but also assist children to cross cultures effectively. The current models explaining this process may dismiss some important sociocultural aspects of the process. This presentation will discuss this and provide educators with some tools to work with children in the throes of cultural dissonance.

c e )

Addis Ababa English Language Teachers’ Association is a group of passionate English teachers who have been meeting for ten years on Saturdays to discuss issues related to teaching English. Rated as one of the strongest associations in Africa by the British Council, I will discuss lessons learnt, challenges faced and opportunities to be explored.

op me n t s c h e me in U r u g u a y N a t al i a G on z a l e z Br a n d i ( I n t e r n a t i on a l H ou se M on t e v i d e o)

This talk aims to challenge traditional class observation and describe what has been done for two years at a language school in Uruguay to develop reflective pedagogy. I shall share observation and evaluation procedures which focus on whether lessons and courses are conducive to learning. Moreover, I will show what has been done to help teachers critically examine their practice.

Hall 6

1345-1415

26 audience Restricted Audience Talk AL, RES

Hall 6

1420-1450

26 audience

Talk

AL, RES

In this talk, I would like to draw participants' attention to the importance of affective and cognitive factors in foreign language acquisition. By presenting results from research on students' beliefs about language learning, learning strategies and success in EFL, conducted among Croatian students, this talk aims to prove that the above-mentioned factors should not be neglected in ELT.

This talk explores the links between agency and anxiety of highly anxious EFL students in instructed learning settings in Greece. Student diary entries and illustrative interview extracts will be presented with a view to extending our understanding of the nature of both constructs. The teacher’s role in strengthening learners’ sense and exercise of agency will be discussed.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.3 : 1345-1450

Hall 7

1345-1415

33 audience

Talk

TD, TTEd

Hall 7

1420-1450

33 audience

Talk

TD, TTEd

Hall 8

1345-1415

27 audience

Restricted Audience Talk

RES, TD

Hall 8

1420-1450

20 audience

Restricted Audience Talk

RES, TD

Hall 9

1345-1415

26 audience

Talk YLT

Hall 9

1420-1450

There is nothing more soul-destroying for a trainer or mentor in teacher education than the sight of a burnt-out teacher, and nothing more encouraging than their desire to develop further. In this talk we will explore feeding forward techniques and the keeping of logs to help teachers maintain their drive to develop towards best practice in the classroom.

Teacher resistance, a predominantly unconscious response which impedes progress in teacher learning, is a frequent yet poorly understood phenomenon. This talk will present the findings of exploratory research on causes and manifestations of resisted teacher learning, conducted in the context of in-service teacher education programmes for EFL practitioners in the private sector in the UK.

A remarkable project in the Netherlands aims to bring academic findings where they are most needed: the English classroom. The relevance of research for teaching practice is undisputed, but teachers find it hard to implement them. By involving teachers in research projects it seems as if this gap can be bridged.

This presentation reports on a research project aimed at understanding the role and relevance of teacher research in teacher professional development. It focuses on understanding teachers’ beliefs and conceptions about research as a prerequisite for implementing a reflective teacher-research approach to teaching. Contradictions were found between what teachers believe research should be and the type of research they do.

T e a ch in g

In this very personal talk I will share the process of successfully teaching English as a foreign language to my own children (they are both proficient speakers of the language now). Authentic recordings and short videos will illustrate how their language developed over the years. I will also discuss how the whole experience helped me grow as a language teacher.

In today’s interconnected world, children are exposed to many languages daily, through the family, school and community. They develop varying levels of oral proficiency in their languages, acquire knowledge of different writing systems and gain an invaluable insight into diverse cultures. This talk aims to identify the characteristics of bilingual learners in the British Council Bilingual Section in Paris.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 10

1345-1415

30 audience

Restricted Audience Talk

RES, TTEd

Hall 10

1420-1450

30 audience

Restricted

Audience Talk

AL, TTEd

Hall 11a 1345-1415

85 audience

Talk

ESAP, E S P

SI G D a y

Hall 11a

1420-1450

85 audience

Talk

TTEd, E S P

Session 2.3 : 1345-1450

My PhD research confirmed my intuition that most EFL teachers know the way, but few actually walk it. In this session, I will invite the audience to reflect on and share any inconsistencies between their beliefs and practices that they have dealt with in their teaching or training contexts and suggest strategies to manage such inconsistencies.

This talk explores the dynamic relationships between EFL teachers’ beliefs, actual pedagogical practices, and interactions in their workplace in a foreign language settingIran. Drawing on a qualitative study, the ways in which EFL secondary school teachers conceptualise their classroom practices, with specific reference to communicativeness in language teaching, will be discussed.

This talk discusses the different types of written assignment university students may be asked to produce, differentiating between the demands of different disciplines. Some types have been largely neglected in EAP literature, while others have been inadequately described. Examples are taken from the British Academic Written English (BAWE) corpus, but will be relevant to EAP teachers and learners worldwide.

SI G D a y Ne e d f or f or m a l i s e d E A P t r

Despite the agreement amongst EAP practitioners for more EAP formalised training, institutions offering formal EAP courses are not widespread. Based on Bilkent University’s Certificate Program in EAP, this talk will highlight the importance of formalised EAP training, decisions that need to be made about content and implementation, and the challenges and benefits to the institution, participants and trainers. e, t

Hall 11b

1345-1415

156 audience

Talk

LT S IG D ay

Hall 11b

1420-1450

156 audience

Talk

LT S IG D ay

S t e v e n Bu kin ( Sc h ool of En g l ish St u d ie s )

A lot has been said about the concept of 'flipping' the classroom in the last few years. However, what does it mean exactly? Is it applicable in an ELT context? I will address these questions and present the results of some action research using screencasting apps and the new tools developed by TED-Ed to create 'flipped' video lessons.

Flipped learning has been much talked about in recent months. The approach which sees content taught through technology at home and lessons kept for problem-solving appears to have much potential in engaging unmotivated learners. But how do teachers persuade these learners to flip their attitudes to learning in the first place? This talk will offer some practical solutions. e, ie, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.3 : 1345-1450

Hall 11c

1345-1415

100 audience

Talk

LA SI G D ay

Hall 11c

1420-1450

100 audience

Talk

LA SI G D ay

Hall 12

1345-1415

175 audience

Workshop TD

Hall 12

1420-1450

175 audience Talk LT

Hall 13

1345-1415

65 audience

Talk MD

Hall 13

1420-1450

65 audience

Talk MD

Hall 14

1345-1415

Although mentoring has been used successfully within many professions for a number of years now, its exploitation between students in a self-access language learning (SALL) context remains little reported and seemingly under-exploited. The feedback and results of a 3-year research project, with dual benefits for mentors and mentees, in an EFL higher education context will be presented.

Changing teaching practices to promote autonomy can be difficult for teachers and learners alike. To ease this transition I decided to implement group ‘learning to learn’ tutorials with my university students. In this talk, I present the sometimes surprising results of the sessions, discuss the lessons learned and suggest how this approach might be adapted to other teaching contexts.

We will explore critical factors in classroom dynamics, and discuss two concepts: feedback and learning style. Views differ on how these affect classroom interaction and student learning. Principles such as learner autonomy will be used to discuss the broader didactical implications and adopting new approaches. This is a first step towards reshaping our teaching practice.

Dogme ELT is considered to be an approach to language teaching that encourages teaching without coursebooks, and focuses instead on conversational communication between the teacher and the learner. Technology in the dogme movement has been a long-debated topic. However, with the help of online technology, it is possible to create meaningful dogme techniques in the classroom. e, ie, s, t, a

A u t h or R e p r e se n t at io n )

Are you ready to think about getting published? How do you get the publishers’ attention? How should you promote yourself? What’s it actually like to write ELT materials professionally? Does it pay well? How can you channel your creativity? What does the future of publishing look like? So many questions and so little time to answer them all!

In this talk I will document my own personal experiences as a first-time writer with the Round, an independent collective of ELT authors. I will describe the writing process and my own attempts to ‘learn on the job’. In particular, I will focus on what skills teachers need in order to be writers. ie, prod prom

50 audience Talk RES ' In my

"I just love English!" is the inevitable reply whenever I ask ELT student-teachers about their choice of profession. Following a research project aimed at understanding this love, my talk explores the deep significance English has as part of the self-identity of ELT teachers-to-be, and finally considers what practical lessons on increasing motivation can be gleaned from their accounts. e, ie,

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 14

1420-1450

50 audience

Talk RES, TTEd

Wednesday 10 April

Session 2.3 : 1345-1450

Session 2.4 : 1505-1550

Almost 300 different languages are spoken in primary schools in Catalonia, Spain. How can teacher development programmes prepare primary teachers to adopt roles which leverage this cultural and linguistic capital in the EFL classroom? This research presentation reveals how student-teacher linguistic biographies can serve as one possible instrument of sensitization and identity development through the practice of reflective inquiry.

1505-1550 Session 2.4

Suite 1

55 audience

Workshop

TTEd

Suite 3-5

100 audience

Workshop L M C S S IG

D ay

Suite 7

Giving lively, interesting, creative lessons in which children not only participate actively, but behave in an appropriate way can sometimes be a challenge to novice teachers. We will look at some activities in the Blue Skies for Bulgaria coursebook (Longman) and provide a range of practical strategies and techniques for managing classes of young learners in a positive, motivating way.

This workshop will focus on the combined used of literature and online technology in teacher education and language learning. Participants will leave with some practical ideas to bring literature and creative online material into their lessons and to extend classroom discussions on literary texts using web2 tools. The activities will be based on two Shakespeare plays.

35 audience Workshop TEA M ap

In this workshop, instructors explore the link between typical ESOL/EFL learning objectives and the skills assessed on the TOEIC® Speaking and Writing tests. After examining objectives common to both the test and the classroom, participants will be better prepared to use TOEIC® Speaking and Writing test tasks and rubrics as instruments of assessment for learning and skills-building in the classroom.

Suite 8

35 audience Workshop GEN A c t iv at in g t h e al p h ab e

This practical workshop will provide participants with innovative, easy to use, minimal resource activities that exploit the alphabet. Participants will perform a number of tasks that use the alphabet as a resource. All activities can be used in the classroom as warmers, to encourage teamwork, to help review vocabulary, to practise spelling, and to test learner development. e, ie, p, s, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.4 : 1505-1550

Suite 9

35 audience

Workshop

LAM, TTEd

Hall 1a

1505-1535

850 audience

Talk

TD, TTEd

Hall 1b

1505-1535

245 audience

Talk

ES(O)L, LAM

Hall 1c

1505-1535

245 audience

Talk

TD

Ju l ie W al l is ( A IS Li , It al y )

is at ion

A good leader needs to be a good listener – knowing how to listen and what questions to ask. This skill is especially relevant in performance appraisal meetings, problem-solving processes, and team work. We will look at practical tools and models that meet these needs in all three contexts. e, ie, a

Language teaching in essence has not changed in over half a century. Despite illuminating insights, hefty swings of the pendulum from grammar to no grammar and back, the paradigm of deconstructed input persists. After comparing the way in which we are designed to learn language with how we continue to present it, I will offer tools and solutions.

M az e n Bs at (R iyad h , S a u d i A r ab i a)

The teaching-learning process is no longer teacher-centred. The modern approach is more focussed on enhancing young learners’ intrinsic motivation rather than on using traditional teaching strategies. Publishing a book about an international trip will facilitate learning through cooperative learning. It also motivates pupils and enriches their educational and cultural background. e prod prom

Pr of e ss i on al d e v el op me n t f or En gl ish l a n gu ag e p r of ic ie n c y an d p r of e s si

( Un ive r s it y of M ich ig an )

The expansion of English teaching worldwide has created pressing demands for professional development that prioritises teachers’ language proficiency and professional knowledge. The presenters discuss theoretical and practical issues in developing, internationally piloting, and implementing a new online professional development programme that incorporates materials and assessment based on the concept of “language competence-for-teaching”.

Hall 3a

305 audience Workshop GEN E n gl is h s k il l s in t h e re al w or l d

A n d y C ow l e ( C ol l in s EL T )

Do you have effective materials and approaches, or even time, for authentic English in the classroom? Using examples from the Collins English for Life: Skills series, this session looks at the importance of preparing students for the real world. How can we help students develop strategies to understand and produce natural English in the context of an ever-changing global language?

e, ie, s, t, a prod prom

Hall 3b

13 45- 14 45 T h e IA TEF L In t e r a c t ive Lan g u a ge F a

Hall 4a

97 audience Workshop YLT

(I LF )

(see pages 95-98 for details)

Ge t t in g t o g r ip s w it h gr a p h ic n ov e l s S a m a n t h a Le wi s ( C amb r id g e Un iv e r s it y Pr e s s )

This workshop looks at the nature of graphic novels and reasons for using them with ELT students. Participants take part in a variety of skills and language activities based on a range of teen-friendly graphic novels, including those in Interactive , Cambridge’s new teen course. It also focuses on online resources available for students to read and create graphic novels. e, ie, s prod prom

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 4b

86 audience Workshop MD M ak i n g an a p p t h a t w or k s f or y ou a n d y ou r st u d e n t s

C h r is W il l i s ( M a c m i l l an E d u c a t i on )

Session 2.4 : 1505-1550

ie, s, t, a prod prom

Hall 5

27 audience Workshop GI, TD

Hall 6

1505-1535

26 audience Talk ES(O)L

Hall 7

30 audience

Restricted Audience Workshop MD

Hall 8

27 audience Workshop

TTEd, YLT

Can apps really work for your students? In this workshop, by looking critically at Macmillan’s IELTS Skills and by sharing our experiences of using apps, we will be considering how best to exploit the potential of smartphones and tablets and the challenges inherent in making an app that is both entertaining and pedagogically sound.

T h e p ow e r of q u e st i on s

M ar g i t S z e sz t a y ( U n i v e r s i t y)

This workshop will demonstrate that it is important for teachers to think about the type of questions they routinely ask and the effect these have on the minds of their learners. We will explore ways of triggering creativity, encouraging reflection with teacher questions, and of getting students to formulate their own questions.

oh a m me d A b b a s A l i I s a ( N

Collaborative activities (CA), i.e. pairs or groups of students working on long-term activities and projects, build foundations to help students become lifelong language learners. Developing meaningful CA requires careful thought and planning. The results of a small research study on the topic will be reported. Attendees will receive practical tips for developing CA activities in the various language skills.

S p e a k i n g ac t i v it ie s u s i n g t al k i n

Getting our students to speak can be a challenge. In this workshop, ‘talking boards’ will be demonstrated as tools to practise fluency, grammar and functions of English. I will show how teachers can make and personalise some talking boards for their own classes. Come prepared to have some fun and to take home a lot of ideas.

i t i

s i n E L T cl as s r oom s P h il D e x t e r ( Br i t i s h C ou n c il U K )

All learners are 'special' but many, though intelligent, have additional needs. We need to reach them in ways they learn. The British Council has new resources for teachers working with learners with additional needs in mainstream schools. The session will be informative, practical and offer suggestions for teachers with a focus on dyslexia, ADHD and autism/Aspergers in particular.

ie, s, t, a

Hall 9

20 audience

Restricted Audience Workshop TD, YLT Be y on d l ab el s: se

Hall 10

33 audience

Workshop YLT

Inattentive, naughty, fidgety: just some of the labels used in class. Is it a case of `won’t learn’ or `can’t learn’? What information can behaviours provide? This discussion will use the HANDLE® approach to help teachers understand their learners better and come up with strategies to effectively meet their needs.

Differences are something that can be celebrated and learnt from to create an inclusive, positive learning environment. Sensitive issues such as disability, race or sexual orientation are, however, sometimes tricky to tackle with young learners. This workshop will provide practical ideas to generate discussion and reflection to raise awareness using a range of authentic material including storybooks and video.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.4 : 1505-1550

Hall 11a

85 audience

Open forum

E S P S I G D ay

Hall 11b

156 audience

Workshop

LMCS, LT S IG

D ay

Hall 11c

100 audience

Workshop

LA SI G D ay

We will review cutting-edge ESP, EAP and E4W developments of the past year. You will have an opportunity to access the SIG's most recent report, examine its recent publications (e.g. the books and a brand new issue of the Journal), network with fellow professionals, and hear about ground-breaking projects (e.g. in Austria or DRC) and collaborations (e.g. the TESOL ESP-IS).

Hall 12

175 audience Workshop MD

In the era of digital literacy and social networking the revival of literature seems to be more imperative and challenging than ever. How can you acquaint the generation of computer whiz kids with poetry fiction, science fiction and other genres? How about using technology (the internet Web 2.0 tools split viewing techniques)? A workshop for techlovers, bookworms and teachers.

Group storytelling project promotes students’ motivation and commitment in mixed-level EFL classrooms at Japanese colleges. Students select a story from the internet in a group and perform storytelling in the format they choose from Japanese storytelling art such as paper-pu theatre, kamishibai or panel theatre. Delegates are invited to deliver storytelling using students’ sample crafts or story-cards.

Br id g in g t h e ga p C

How can published materials help bridge the gap between a static syllabus and the dynamic process of language learning? In this workshop we will consider ways in which they can suggest directions without dictating destinations, open new doors and arouse curiosity, promote noticing and support independent learning. Examples from the Richmond series TheBigPicturewill be shown. e, ie, t, a prod prom

Hall 13

65 audience

Workshop TEA

Hall 14

50 audience

Workshop

TEA, YLT

A s s e s s in g l e ar n e r s ’ sp e a kin g

J il

Giving learners speaking time in class is one thing, giving helpful feedback on how well they speak is quite another. What features of spoken language should we look for at each level? This talk will focus on the speaking scales used in Cambridge English exams, the research behind them, and ideas for busy teachers who want to assess learners' speaking. e, ie, s, a

C h il d - f rie nd l y p l a c e me n t te st in g

A my M a l l oy ( O x f ord U n i v e r si t y P r e s s )

An interactive session from OUP looking at how friendly and reliable placement testing allows for better planning for differentiated learning, and ensures a positive experience for the child. Preview the new Oxford Young Learners Placement Test, and come away with practical tools and tips on how to accurately place your young English learners in an enjoyable way. e, ie, p prod prom

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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 2.5 : 1625-1655

1550-1625 Coffee break (sponsored by ETS TOEFL ® & TOEIC®)

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

1625-1655 Session 2.5

Suite 1

55 audience Talk TD

Suite 3-5

100 audience

Open forum

Suite 7

30 audience

Restricted

Audience Talk LAM, RES

Suite 8

35 audience

Talk GEN

Suite 9

35 audience

Talk

TD, TTEd

This interactive talk will focus on the long-term impact of English projects in terms of the people involved as opposed to 'results'. I will focus on the socio-cultural impact of projects related to changes in beliefs and systems, and then discuss how these elements have impacted over the years on teachers and trainers.

Come and meet the SIG Committee, and hear about our plans for the future, and tell us your ideas and wishes. As usual, members of the Committee will read some poems; this time they will be connected to Liverpool, ports, emigration and northern England.

Hall 1a

850 audience

Talk

AL, TEA

Donor-funded language projects in Bangladesh have acted as a catalyst for the ‘more and earlier’ English policies in the country initiated in the 1990s. However, performance and evaluations of the aid projects remain dubious and largely un-discussed. This session critiques how national policy agendas have been influenced by key international organisations over the years.

It's a well-known fact that success breeds success. This talk will focus on personalizing the classroom in order to enable students who have had years of difficulties with their studies to experience that 'Eureka' moment. Practical strategies and tips utilizing simple flashcards, progress charts, whiteboards and web tools will be presented. e, ie, s

P

)

This talk explores teachers’ use of Personal Learning Networks for professional development purposes. On the basis of research conducted in an ESL environment, this talk demonstrates why a PLN is a necessary tool for teachers involved in ELT. It also illustrates how they may exploit a variety of social media in order to enhance their knowledge and skills.

This talk outlines the types of mental process involved in listening. It then goes on to evaluate whether the recorded material, formats and items of conventional second language tests really tap into these processes. Suggestions are made for new forms of teacher-designed test and task that are more closely linked to real-world communication needs and to the listening construct. e pub

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.5 : 1625-1655

Hall 1b

245 audience

Talk

TD, TTEd

Hall 1c

245 audience

Talk

MD, TD

Hall 3a

305 audience

Talk GI, RES

Hall 3b

255 audience

Talk RES

Hall 4a

97 audience

Talk MD

Hall 4b

86 audience

Talk TTEd

Hall 6

26 audience

Restricted

Audience Talk GEN

A wise woman once told me to do something you don’t want to do every day. Whether you've been teaching for five minutes or five years, trying something challenging with your class will inspire you and give you a well-needed buzz. I’d like to suggest five things you might not want to do with your class, but should.

‘English in Action’ aims to improve the provision of English in Bangladesh to contribute to its economic growth. We report on how EIA has made use of technology, research and reflection to engage teachers in practical activities representing classroom realities and the sociolinguistic situation in Bangladesh – pointing to a new and sustainable architecture for ELT programmes in development contexts.

What does research into teaching give to teachers? Via our questionnaire for large class teachers we aimed to offer practical new ideas, at the same time as gaining insights from teachers. We report on 10 common problems in large classes, ideas for addressing them, and what happened when teachers in Brazil, Cameroon, Pakistan and elsewhere tried the ideas out.

F in d i n g e xc e l l e n c e i n r e s e a r ch

S u s an S h e

This talk focuses on two British Council initiatives to promote and disseminate ELT research. The first is an award for excellence in ELT research. The second is a scheme to fund research and disseminate the findings of the research projects. The talk concludes with ideas on how teachers can engage with research and incorporate it into their own practice.

L e a r n t o w r it e E L T ma t e r ia l s a n d g e

Q Why do publishers always use the same writers? A Because publishers don't know where to find new writers - and when they do find them, they haven't got time to train them. Let me tell you about our training modules in core materials-writing skills and free inclusion in our writers' database accessed by international publishers.

How important is trainees' 'linguistic competence' in initial training courses? How is teachers’ English screened at entry? How far do teachers’ language skills affect their teaching and written performance? Do teachers learn strategies to develop their own use of English? Is teachers’ use of English assessed? This talk presents some views of some CELTA trainers around this thorny issue.

In this workshop, the presenters will discuss the importance of using strategies aimed at vocabulary retention by EFL learners through some theoretical background. Participants will then be invited to take part in hands-on activities designed to meet the challenge of helping students transfer their newly-acquired lexical items into their long-term memory.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching

= tertiary teaching a = 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

Hall 7

33 audience

Talk

RES, TEA

Hall 8

27 audience

Hall 9

26 audience Talk

Hall 10

33 audience

Talk

Hall 11a

85 audience

Talk

MD, E S P S I G

D ay

Hall 11b

156 audience

Talk

LMCS, L T S I G D ay

Session 2.5 : 1625-1655

This talk will focus on research into the use of metadiscourse markers in timed written essays at CEFR level B2 and beyond. I will begin by setting out the theoretical reasons for using metadiscourse markers as indicators of level before examining the practical implications for the language classroom and assisting students in developing their writing skills.

This talk provides an insight into the partnership between the British Council and South Africa’s Department of Basic Education in supporting the implementation of South Africa’s recent policy of introducing English as a subject from grade one. It focuses on the new British Council primary teacher training course, CiPELT, and examines why it is relevant for South Africa.

The more young people read, the better they become and the more motivated they are to continue to read. We’ll outline ‘Free reading for primary & intermediate schools’ in Kuwait where the MoE, British Council and HSBS collaborated on a project incorporating reading and storytelling into the curriculum. We’ll outline the project’s goals and show how it worked to the benefit of schools and their learners.

It is common practice among teachers of EFL to give an exercise to students, in order to ascertain the mastery of an aspect of grammar just taught, to be done immediately in class or later at home to be submitted before the next lesson This talk discusses the merits and demerits of the two approaches based on input from students. e, t

As a writer, editor and teacher of ESP courses, I have identified two very different approaches to ESP course design, which I label English through … and English for …. In this practical talk, I will show how this distinction affects every aspect of ESP course design, from needs analysis to final assessment.

The advent of GPS-enabled mobile phones, coupled with location-based services, has opened new affordances for embedding language learning in our everyday lives. Locative storytelling can change the way we perceive and interact with physical space, providing new opportunities for creative engagement with the hidden histories of the places and objects around us as we inscribe them with our stories.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday

Session 2.5 : 1625-1655

Session 2.6 : 1710-1740

Hall 11c

100 audience

Talk LA SI G D ay

Hall 12

175 audience

Talk LT, TEA

Hall 13

65 audience

Talk LAM, TTEd

10 April

This talk will report on the findings of a study in which students were asked to keep reading diaries with the aim of fostering learner autonomy following a brief strategy instruction. The findings show that reading diaries promote self-evaluation, reflection and metacognitive strategies and that strategy instruction increases use of certain cognitive strategies while failing to promote others.

Online language tests are becoming commonplace. Technology can easily support reading, writing and listening tasks, but examination boards have often suffered from "media disruption" when it comes to interactive speaking tests. This session will present the results of a new MONDIALE-Testing procedure using telephone or Skype, enabling not only monologic skills but also candidates’ interactive proficiency to be assessed.

Observation is a core part of any teacher's or manager's job, whether it is about development or assessment. What is difficult is having common standards to guide expectations from the observation process and teaching. This talk focuses on how the British Council has developed a standard teaching skills criteria, observation training and standardisation to deliver quality English teaching worldwide.

Hall 14

50 audience

Talk TTEd

This talk will highlight successful strategies used both in pre- and in-service teacher training courses at Cultura Inglesa Sao Paulo. Pre-service teachers have profited from a more practical, hands-on approach to their training. In-service teachers have found it quite profitable to have extensive courses with loop input as the main strategy. Findings from both will be shared in this talk.

1710-1740 Session 2.6

Suite 1

55 audience

Talk

TEA

Suite 3-5

What are some of the key problems associated with the preparation for assessment? Is it possible to assess what students can really know in a second language? I will show that creative activities (e.g., internet projects, model building, lyrics writing, comics design and writing, and simulated calls), incorporated into a syllabus allied to an innovative delivery, might be the answer.

As a result of the exponential growth of the internet and web-based streaming media, ‘visual literacy’ and ‘media literacy’ have been increasingly challenging traditional definitions of ‘literacy’. These developments are leading to the formation of new relationships between language studies and film studies, which will be explored in this talk.

e = experienced audience

Suite 7

30 audience

Restricted

Audience Workshop GEN

Suite 8

35 audience

Talk

LAM

Suite 9

35 audience

Talk

RES

Hall 1a

850 audience Talk

Session 2.6 : 1710-1740

Many people struggle to write appropriately for a specific audience. In this PowerPoint presentation I will discuss the FOG Index: what it is, how to use it, and how it can help you become a better writer for any audience. I will bring examples of texts, discuss the levels of difficulties, and calculate the FOG Index for each text.

The main purpose of this talk is to show a number of ways in which a language lesson plan could be compared to a business plan, demonstrating how the experience as an EFL teacher might help set up and successfully manage Language Teaching Organizations (LTOs) as highly-effective educational institutions.

Exploring the beliefs of mixed-ability EFL groups at a BA in English in Mexico was fundamental to understand what students aim, strive for and value. The results showed that academic success may not only depend on the previous knowledge of more experienced learners, but on an intimate desire for achievement.

In v ol v in g p a r e n t s in t h e le ar n in g p r

This presentation explores how to get parents actively participating in their child’s language learning journey, in order to not only support their child’s progress at home and increase motivation, but also to understand how their child learns, even if the parents do not know much English themselves. The OUP website OxfordParentswill be introduced. e, ie, p prod prom

Hall 1b

245 audience

Talk RES W h at E F L t e ac h e rs l e ar n f r

K a t h l e e n Gr av e s ( U n iv e r s i t y of M i c h i ga n )

This presentation reports on a transnational research project designed to understand public-sector EFL teachers’ participation, uptake and learning from professional development in Chile and Turkey. 3,300 teachers completed a survey and a subset completed daily teaching logs about the impact of professional development on their teaching. The findings from the survey and teaching logs will be discussed. Hall 1c

245 audience

Talk RES

“Conversation-driven” ELT is of interest in many parts of the world. While its proponents often decry the use of published course materials, little has been said about the kinds of knowledge that are developed through classroom talk. In this session, this issue will be addressed and related language learning processes that “conversation-driven” ELT has the potential to foster.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.6 : 1710-1740

Hall 3a

1710-1825

305 audience

Signature event

Hall 3b

255 audience

B r i t i s h C ou n c i l S i g n a t u r e E ve n t

L in gu i s t i c i mp e r ia l i s m : s t i l l a l i v e an d k i c k i n g ?

Panellists:

Be ck y , R K Nd j oz e - O j o (former Deputy Minister of Education, Namibia)

S ar a h O gb a y (University of Asmara, Eritrea)

R ob e r t P h il l ip son (Professor Emeritus, Copenhagen Business School, The Netherlands)

D a n n y W h i t e h e a d (British Council, Indonesia)

Are English language teachers unwitting promoters of imperialism? Does the global spread of the English language threaten local languages, cultures and identities? Do these need to be safeguarded? What are the forces driving the spread of English? Is the dominance of English in the virtual sphere a threat? Or is English simply a very important tool that helps individuals and economies to develop? These are not new questions. However, many feel that they merit serious consideration, as “globalisation” spreads and investment in, and the promotion of, English language teaching and learning continue to increase. This session will address these topics, drawing on the views of an expert panel, with ample time for contributions from the floor.

Talk GEN P u sh in g p a st t h e ' in t

The gap between intermediate students’ passive knowledge and productive ability can cause motivation to dip if students feel they ‘know it all’. This talk suggests practical ways to help students see improvement goes beyond ticking off grammar points (a common problem in Dubai where I teach), by looking at skills development, pronunciation, lexis, and integrating aspects of language learning.

Hall 4a

97 audience

Talk TTEd

Hall 4b

86 audience

Talk AL, MD

Hall 5

20 audience

Restricted

Audience Talk MD

This session presents findings on in-service professional development for teachers transitioning from an EFL model of teaching English to CLIL. Data include artifacts from CLIL training, as well as teacher reflections and feedback. Conclusions focus on implications for future professional development inherent in the transition from EFL- to CLIL-based instruction.

Based on the theoretical principles of treating errors, I intend to propose a practical approach to instructing frequent lexical errors found in L2 writing classrooms. Using university students' compositions as samples, I can demonstrate systematic strategies of error treatment so teachers may not find the application of the current theories daunting. Moreover, I will present materials designed for teaching errors.

If you have ever taught a group of adult zero beginners, you must have been faced with some common problems. In my session I will try to offer possible practical solutions to these problems. I will also present original tailor-made teaching materials and demonstrate some of the activities that I created for a group of learners.

e = experienced audience p = primary teaching

= inexperienced audience s = secondary teaching

= tertiary teaching

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

Hall 6

20 audience

Restricted

Audience Talk GEN

Hall 7

33 audience Talk TTEd

Session 2.6 : 1710-1740

In this session, we will examine the effect of a discourse-oriented approach on developing EFL learners’ language skills. We will advocate that discourse awareness in teaching/learning EFL has positive effects on improving learners’ competence and performance in English. This claim is supported and illustrated with experimental case studies undertaken at the Department of English of the University of Algiers.

Hall 9

20 audience

Restricted

Audience Talk TTEd

Hall 10

30 audience

Restricted

Audience Talk RES

In this presentation I shall focus on a primary EFL teacher training programme in Nepal that requires trainees to design and deliver a training course for working school teachers. How this process allows trainees to articulate their understanding of teaching learning principles, thereby deepening their own understanding of EFL pedagogy, will be discussed. Training structure and components will also be shared.

The presentation describes the experience of organising a scaffolding CPD scheme for novice teachers of English. Pedagogical internship is a three-way partnership between the university, intern teachers and schools where the interns work. Monthly workshops, mentoring at schools, 'teaching club' meetings and online support are intended to help young teachers to raise their confidence and encourage their self-development.

This workshop explores the challenge of explaining language to elementary-level learners and aims to increase awareness of words which may be misinterpreted or not understood. Do we assume learners will understand certain vocabulary which we (and coursebooks) use to talk about language? How far should we go in adapting this metalanguage to ensure comprehensibility of basic linguistic concepts?

Twinning students of a class can help encourage language manipulation, research, learner independence, mutual understanding and cooperation. I intend to describe the twinning process, illustrating with problem-solving tasks where students need to reach a consensus and propose solutions. I will describe the ‘Evaluation Day’ including feedback from students, colleagues and administration, and finally assess the impact on our educational system.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.6 : 1710-1740

Hall 11a

85 audience

Talk

ESAP, E S P

SI G D a y

Hall 11b

156 audience

Talk

Hall 11c

100 audience

Talk

YLT, L A S IG

D ay

Hall 12

175 audience

Talk GEN

Hall 13

65 audience

Talk AL

Hall 14

50 audience

Talk GEN

This talk highlights the strategies used by the writing centre of a newly established Indian university to familiarize postgraduate students with the relationship between the forms and practices of disciplinary genres, and to empower them to articulate their ideas and perspectives as per the established norms of academic writing in English.

Once seen as incompatible, the connections between Dogme ELT and EdTech are becoming clear to a new generation of educators. We'll explore what these approaches have in common, and - using practical examples - show how they can be blended to make bottom-up, experiential, collaborative learning a classroom reality.

Self-regulated learners can identify what they know and can do, set learning goals, and identify their levels of achievement. Self-regulated learning is particularly useful in content-based language programs such as CLIL. This presentation suggests how teachers can use principles of Backward Design to help students learn how to plan, monitor and evaluate their own language and content learning.

This presentation examines the implementation of drama activities, as a pedagogical proposal in an undergraduate course in TEFL, at Catholic University of Sao Paulo. Five phases will be described: sensitisation, improvisation, preparation, dramatisation, and evaluation. Positive change was observed in the students’ attitude towards their own learning process and their English language improvement. Videoed scenes of sketches will be shown.

This talk presents a number of strategies for large language classes in universities of Kurdistan in Iraq. For effective learning in large classes, strategies such as group work, homework, team teaching, whole-class discussions, and question and answer sessions are recommended as they have been tested at Salahaddin University context and have been very successful and fruitful.

ELT is big. From grammar translation to communicative approaches, pen and paper to video, choral drills to dictogloss, it is a vast territory to explore. Yet would many teachers say they do actively explore it? This talk will report on examples of experimental practice completed by DELTA trainees and encourage others to take steps to explore their own practice.

e = experienced audience p = primary teaching

= inexperienced audience s

secondary teaching

tertiary teaching

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 2.7 : 1755-1825

1755-1825 Session 2.7

Suite 1

55 audience

Talk

TTEd

Suite 3-5

100 audience

Talk

Suite 7

30 audience

Restricted Audience Talk AL

Suite 8

30 audience

Restricted Audience Talk

TD

Suite 9

30 audience

Restricted

Audience Talk

MD

Hall 1a

850 audience

Talk

TD

Do you and your learners love grammar or hate it? I believe that misunderstanding the nature of grammar and its role in language learning and acquisition hinders effective mastery. I shall look at: teachers’ attitudes to grammar; learner accounts of successful learning; and conflicting academic views on language learning. I shall end with suggested principles for guiding grammarless language teaching.

While literary texts have an established position in ELT, the emerging body of gay-themed literature has largely been neglected. This talk offers hands-on criteria for selecting literature from this field and demonstrates the potential and challenges of exploiting such texts in class. The teaching ideas experiment with David Levithan’s TheLover’sDictionary and Alex Sanchez’s BoyfriendswithGirlfriends.

This talk presents some of the results of a research project carried out in secondary schools in the Netherlands. The objective was to investigate the strategies teachers used in providing opportunities for second language development. The talk presents the findings on the differences observed in the types of corrective feedback given to pupils in CLIL and EFL lessons.

The unique characteristics of one-to-one teaching offer opportunities to provide personalized feedback that is constructive, motivating and leads toward new learning opportunities. This presentation will outline a simple and manageable framework for analyzing student-teacher interactions that will offer a practical way for teachers to reflect on the role of feedback in their one-to-one lessons.

J e d d a h , K S A )

An intriguing goal for EFL teachers is always to help undergraduate learners appreciate the use of language in the delivery of certain messages in news articles. The presenter will help teachers create different activities of ‘what’ they teach to turn it into an enjoyable ‘how’ to teach it using the multiple intelligence approach.

An activity is motivating when it challenges the students cognitively and affectively, when it gives them an opportunity to push the envelope, and when it leads them to selfexpression. In this practical workshop, I'll discuss the implications of my research on motivating exercises and share a few ideas that will help your students stretch beyond the language.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.7 : 1755-1825

Hall 1b

245 audience

Talk

TD, TTEd

Hall 1c

245 audience

Talk

TD, YLT

We discuss the Supervised Teaching Project, which empowers novice teachers by means of practicum experience with adult learners. It includes the development of effective lesson plans, peer observation, and feedback sessions. For each group of teachers, one supervisor observes classes, orients and conducts constructive feedback sessions. We will demonstrate how to coordinate and implement a similar project in an EFL context.

In this workshop we'll look at some essential components of the daily EFL classroom journey: must-see stops on the itinerary of every lesson between entering and leaving the classroom. Through activities and discussion you will single out an area that challenges you and leave with solutions and an action plan to address that issue when you return to your classroom.

Hall 3a 1710-1825

Hall 3b

255 audience

Talk

GEN

Hall 4a

97 audience

Talk PRON

Hall 4b

86 audience

Talk BE

Hall 5 27 audience Talk

(See page 112 for details.)

Starting with a brief historical overview, the session will explore the reasons why English has developed a rich and constantly expanding vocabulary which, some claim, exceeds one million words. The result is a lexically dense language with many synonyms. We will look at pedagogical implications and effective ways of dealing with synonyms in class, focusing on multi-part verbs.

(L

)

Several ELT specialists have pointed out the perils of ‘throwing the baby out with the bathwater’ and lament the loss of drills from the teacher’s tool kit. This practical session will reflect on the challenges faced by learners of English and why more controlled practice may benefit them. Examples of visual drills will be drawn from material published by Learning Factory.

e vi n B a t c h e l or ( C an t e r b u r y)

We all want our students and ourselves to achieve great things but sometimes we feel that there is a 'struggle' to achieve; both in ourselves and our students. This talk gives you direct access to ending the struggle that can persist for yourself and your students and also shows how to transform 'struggle' into confident performance improvement.

This presentation reviews a two-way community interaction between Emirati students and their expatriate peer group. It demonstrates how a theme-based language/content project on environmental issues at HCT Dubai Women's Campus and an Environmental Fashion Show at a secondary school were used to foster authentic communication and develop intercultural intelligence.

e = experienced audience p = primary teaching ie = inexperienced audience

Hall 6

26 audience Workshop TD, TTEd

Hall 7

33 audience Talk TD

D e vil ’ s k it c h e n : c ook in g u p s ome f ood f or t h ou gh t

C h ia S u a n C h on g ( F r e e l a n c e )

Hall 8

27 audience

Talk GEN

Hall 9

26 audience

Restricted

Audience Talk RES, TTEd

Hall 10

33 audience

Talk

TTEd

Session 2.7 : 1755-1825

Through audience polls and debates looking at areas of second language acquisition, this workshop will provoke discussion and challenge beliefs about language teaching and learning. Issues relating to 'the competence of the non-native speaker teacher’ and ‘English as a lingua franca’ will be raised and will push participants to question the beliefs underpinning their decisions in the language classroom. e, ie, a

T h e in t ric ac ie s of t e a m t e ac h in g

C a r ol E b b e r t ( Un iv e r s it y of T r ie r , Ge r ma n y )

Team teaching can have many advantages for teachers and students, but it also has pitfalls. This talk focuses on the personal experience of team teaching two advanced courses at university level and on the student feedback received. The focus is placed on not only the actual benefits and difficulties, but also on concrete suggestions for how to improve team teaching. ie, t

u h a

A contrastive analysis of positive yes/no questions in Arabic and English will be conducted. A scale of difficulty will be devised, showing the optimal sequence of teaching them. Several popular coursebooks will be measured against that scale. Adaptations will be discussed accordingly. No previous knowledge of Arabic is required. ie, a

G o od , b a d or ju s t p l ain u gl

Teachers acknowledge learner anxiety in the classroom - especially when speaking. What about teachers? Thornbury says that teachers are often in denial when speaking about their own emotions. I discuss my research with Portuguese trainee English teachers on their practicum. I suggest trainee anxiety is 'natural' and intimately related to desired teacher images, motivation and other constraints of the practicum. e, s

ga l )

S w it z e r l an d )

This talk will explain recent changes to our university-level teacher education programme. Practical tasks now enable a transfer of skills and knowledge from methodology seminars to students’ own secondary English classrooms. This project is ongoing and I will report on student experiences and our evaluation so far. I will supply materials and suggest how our observations might find application elsewhere.

Hall 11a

85 audience

Talk

LA, E S P S IG

D ay

Since self access use was an unfamiliar concept in Ethiopia, implementing it presented significant challenges. Teachers understood only the literal meaning of self-access and confused it with other pedagogical terms. However, as a result of training, language centres involved with the Peacekeeping English project in Ethiopia have identified the real purpose of self access and now work accordingly.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Wednesday 10 April

Session 2.7 : 1755-1825

Evening events: 1930-2130

Hall 11b

156 audience

Open forum

L T S I G D ay

Hall 11c

100 audience

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.

After a free drink, presenters and participants will consider possibilities for bridging the gap between classroom activities and learners’ experiences outside the classroom. The business meeting will include a review of the SIG’s current activities as well as plans for the future - all of it open for questions and discussions. A free raffle will end the day. Everyone is welcome.

Hall 12

175 audience

Hall 13

65 audience

Talk GEN

Hall 14

50 audience

Talk GEN

)

This practical talk shows how Macmillan’s new YoungLearnerPortal helps to strengthen the virtuous circle of teachers supporting the children, parents supporting their children, and increased communication between the school and the home. It also offers teachers a place to interact, share ideas and tell publishers what they really need.

In this workshop I will demonstrate a series of language practice activities to be used at advanced levels which can offer students the necessary support to help them incorporate gradually, smoothly and with confidence new and more complex language, giving them the boost they need to reach the legitimate advanced level of communicative competence.

Having trained Lebanese teachers from the public and private sectors, I realise that transferring theory acquired in initial training into practical teaching ideas can prove quite challenging. As trainers, we need to help teachers bridge this gap. This workshop provides a practical model for training teachers to plan and deliver reading lessons which are engaging and learner-centred.

1930-2130 Evening events

The IATEFL International Quiz

1930-2130 in Hall 3

Come and join us for the 10th – yes 10th! – IATEFL International Quiz. Whatever you do, don't miss out on a night of laughs, fun and ignorance. Worried you aren't good at quizzes – perfect – this is just the place to come and find out how right you are :-) Drink, make new friends, have fun. So, come along and join your host – Adrian Tennant – for yet another evening of mayhem!

The

IATEFL

Open Mic Night

1930-2130 in Hall 11

Want to see your favourite IATEFL speakers under a different spotlight? Come along to the Open Mic Night and watch them strut their stuff! Give a cheer to great performances, laugh until you cry, be moved to tears - all possible when teachers get together and use the universal language of music. With Adrian Underhill as the host to help the evening flow, come and see why IATEFL's got talent!

0815-0845: How To... Track

0830-1730: Registration & Exhibition Open

0815-0845 IATEFL How to... track

Hall 3a

Thursday 11 April

0900-1010: Plenary Session

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.

4a

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. Hall 11b

or IATEFL Conference Selections

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.

0830-1730 Registration & Exhibition open

0900-1010 Plenary Session

Hall 1 (1350 audience)

P l en ar y s e ss i o n b y J u n L i u

Jun Liu is Associate Provost for International Initiatives and Senior International Officer at Georgia State University in Atlanta, Georgia. He supervises Internat ional Students and Scholars Services, Study Abroad Programs, International Initiatives and Partnerships, International Strategic Planning and Development, and Confucius Institute at GSU. Prior to this position, he was Professor and Head in the Department of English and Director of Confucius Institute at the University of Arizona. Dr Liu's research interests include language policy, globalization of language education, intercultural communication, curriculum and standards development, teacher education, and second language acquisition. He has published extensively in these areas. A Past President of TESOL (Teachers of English to Speakers of Other Languages, a leading global association of English language teachers), he is now on the Board of Trustees of TIRF (The International Research Foundation in English Language Education), and Vice President of TCSOL (Teachers of Chinese to Speakers of Other Languages). An international leader in language education, Dr Liu has been invited to give over 80 plenary speeches in over 30 countries and regions in the last decade.

E L T t o m o r r o w ELT tomorrow is today! What we think, what we do, and what we are inspired to change all have an impact on the future of the field. From language planning to curricula design, from methodology to assessment, from teacher development to learner characteristics, everything will be transformed to address the future needs of the field. In this plenary, Liu draws on the most recent data from his research via document analysis, surveys, and interviews to highlight salient patterns and themes that have evolved over the past few decades in the ELT field. Liu shares his analysis of the data, interpretation of its meaning, and speculation about the future trends with regard to research foci, teacher expectations, and emerging learning styles as English continues to play the role of a world language. Liu’s conclusion, featuring the six abilities a competent English teacher should have for the next decade, will leave audience members reflecting on their own practice and anticipating the new direction of ELT. THURSDAY

Thursday

11 April

Session 3.1 : 1035-1120

1035-1120 Session 3.1

Suite 1

55 audience Workshop

Suite 3-5

100 audience Workshop

The revised Cambridge English: Proficiency exam (first administration March 2013) has a new compulsory essay question in Part 1 of the Writing paper. This session outlines the purpose of the task, discusses the skills the task is assessing, and provides practical teaching tips for developing these skills in the classroom and preparing candidates for the exam.

S ch ool of En gl i sh )

Improvement is a process that happens over time and is usually the culmination of great effort, learning, struggle and commitment to change. Experienced ELT practitioners will share and discuss their experiences and ideas of improvement in a practical and thoughtprovoking session that will span academic management, school management and the structure of the ELT industry itself.

Suite 7

35 audience Workshop TD

Suite 8

35 audience Workshop

In this hands-on workshop several warm-up activities used in PDL (translated as Psychodramaturgy for Language Acquisition) will be demonstrated. These activities are designed to ease students into communicating with each other, both verbally and nonverbally. Besides taking home ideas for your own classes, you will also gain an insight into a unique language teaching method.

Here’s a quiz question: What’s an exciting technique for revising vocabulary and recycling grammar items? Well, come to this interactive workshop to find out about ‘Chat show game show’, where students engage intellectually and emotionally with the target language points, making learning effective and creative. In other words, we encourage learners to be playful with the language to serious effect. ie, a

Suite 9

35 audience Workshop TD T h e

Practically-focused and of immediate use to the listener, this session looks at how the stories behind words can actively aid their retention by the learner. Making particular reference to idioms, eponyms, false friends and etymology, it explores an innovative approach to vocabulary-building designed to enrich the experience of both student and teacher alike.

Hall 1a 1035-1105 850 audience Talk GEN

Education is going through major, rapid changes like never before. This talk explores how changes to curriculum, materials, teaching methodology, assessment and teacher evaluation are transforming education. As teachers, we need to not only be aware of the changing face of education, but we need to embrace this change and help shape it.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 1b

1035-1105

245 audience Talk GEN

Hall 1c

245 audience Workshop LT

I mp l e me n t in g c h a n g e

N i c k M i c h e l i ou d a k i s ( L on d on E x a ms He l l as )

Session 3.1 : 1035-1120

How do you get teachers to adopt new technologies in class? How do you get students to accept new learning methods? Where change is involved, linguistics and methodology are of little use. Drawing on amazing research from the fields of psychology and behavioural economics, this talk offers five key principles which can help overcome psychological reactance and greatly increase motivation.

V id e ot e l l in g J a mie K e d d ie ( Nor w ic h In st it u te f or L an g u a ge E d u c at ion - NIL E )

In this workshop, I will share a classroom technique which combines storytelling with visual material, especially online video. ‘Videotelling’ is storytelling for the YouTube generation. In the session, we will see how a single video clip can be turned into a wholeclass communicative event, with possibilities for language emergence and language learning along the way. e, ie, p, s, t, a prod prom

Hall 3a

290 audience

Hall 3b

255 audience Workshop LT

Students have three ways of improving their listening skills in class: listening to the teacher; listening to machines; and listening to other students. They usually do the first two quite well but many are not good at the third. In this workshop I will demonstrate some amazing activities that will have you listening intently to each other to complete tasks. e, ie,

)

From games and apps to augmented reality and moblogging, mobile (or handheld) devices are now part of the fabric of daily life. In this workshop we explore practical classroombased projects and activities that can help develop your learners' English language skills and an increasingly important 21st Century skill - mobile literacy. BYOD (bring your own device)!

Hall 4a

97 audience Workshop

BE, T E A S IG D ay F or m at

This workshop focuses on research undertaken to identify whether giving diagnostic feedback of oral skills effected change in business college students’ language performance on final exams. After inspecting the data collected, participants evaluate recordings of some students’ performance, and discuss various aspects of the de rigeur involved in formative assessment.

Hall 4b

86 audience Workshop

EAP, MD

EAP is increasingly being taught at lower levels, i.e. B1 and below. Key challenges include formulating learning outcomes which are appropriately academic yet achievable, and finding motivating materials based around authentic texts. In this workshop, participants will do scaffolded tasks which can be used in their own teaching contexts, based on material from the recently published OxfordEAPIntermediate/B1+coursebook

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.1 : 1035-1120

Hall 5

20 audience

Restricted Audience Workshop TD

Hall 6

20 audience

Restricted Audience Workshop

ES(O)L, LMCS

Hall 7

33 audience Workshop MD

The workshop, ‘The Power of Music’ focuses on reading and discussing the text by David Crystal taken from Lindsey Clandfield’s Global Pre-Intermediate Coursebook . Singing English and Russian lullabies, creative writing and critical thinking techniques are involved. The workshop is mainly practical, though some theoretical guidelines will be shown in a PowerPoint presentation.

Why is teaching writing so challenging for EFL teachers? The reason may lie in the fact that EFL writing customarily involves attending to learners’ linguistic problems and supporting the development of the written expression in L2. This workshop demonstrates how teachers can use anti-novels (e.g., Faulkner’s The Sound and the Fury) to create activities targeting writing-for-learning and writing-for-writing.

A new classroom-based procedure for teaching English conditional sentences is presented with its research findings. The approach exploits salient features of Vygotskyan Sociocultural Theory and Gal’perin’s Systemic Theoretical Instruction. The session aims to encourage teachers to experiment with the procedure and materials in their teaching, as well as applying the approach for themselves to other language systems and learning contexts.

Hall 8

27 audience Workshop MD, TD In n ov at i on an d i n s p i

J oh n A n d e r s

( T h e Br i t i s h C ou n c il M al ay s i a)

The British Council Kuala Lumpur teaches 10,000 adult students per year and has reinvented its General English courses. After extensive research a learner-centred syllabus was created, allowing choice of objectives and incorporating authentic videos and lessons based on that day’s news. This session shows how it was done and invites you to explore the potential in your centre.

Hall 9

26 audience

Workshop TTEd

Hall 10

33 audience

J oh n

Why are religious beliefs so rarely discussed in English language classes or in teacher training for TESOL? In this workshop, we will raise the issue of the relationship between discussing religion and discussing other issues (e.g. politics). After discussion in groups, findings from a survey of teachers will be introduced.

Workshop TD P u p pe t - ma st e r s a n d p u z z

Following communicative tasks, teachers frequently focus on outcomes rather than the strategies students used during the task, e.g., code-switching, peer-scaffolding, meaning negotiation, meta-talk and private speech. This workshop will examine how teachers can use feedback to show learners how they successfully negotiate tasks and solve linguistic puzzles, and how they can exploit these strategies to further their development.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 11a

1035-1105

90 audience

Talk

AL, R E S S I G

D ay

Hall 11b

145 audience

Workshop

G I S I G D ay

Hall 11c

100 audience

Workshop EAP, ESAP

Session 3.1 : 1035-1120

IRIS is a freely accessible, international database of materials that have been used to collect data for research into second language learning and teaching. We demonstrate the search and download facilities, and review some of the content of IRIS, illustrating the kinds of research areas and data collection methods that could help teachers and students who are engaging in research.

Natural intelligence is one of the two extra Gardner’s intelligences. In the time of global warming and worldwide destruction of natural resources, it is more important than ever to help children keep in touch with the natural environment. A handful of simple eco activities will give a rough idea how raising natural intelligence can be achieved in an English classroom.

Gu y Br oo k- H a rt ( F r e el an c e )

We look at how IELTS writing is assessed and the writing skills an IELTS course should cover. We consider what students can learn from their own writing and sample answers and how research from the Cambridge Learner Corpus can be used to improve students’ academic writing. Reference will be made to the Complete IELTS series (Cambridge University Press 2012/2013).

ie, p, s, t

ie, a prod prom

Hall 12

175 audience

Workshop GEN

M on ol i n g u a l m at t e r s : w al k i n g t h e ´ L 1 n e t o w

P a u l S e l ig s on ( R i c h m on d )

Monolingual and multilingual classes are very different yet too often taught too similarly. I’m not advocating mass-L1-use, just seeking ‘the right L1 balance’, spoken or otherwise. Lots of practical activities to improve teaching/accelerate learning; embracing cognates, systematic contrastive grammar/pronunciation, etc. Like it or not, L1 contrast is going to happen with post-adolescents; we should shape this to everyone’s advantage. e, ie, s, t, a pub

Hall 13

65 audience Workshop PRON T h i n g s t o d o w it h a m ou t h f u l of a ir J on at h an M ar k s ( F r e e l an ce )

Nobody can speak without pronouncing. Pronunciation tends to be neglected by teachers, but learners often rate it as a high priority. In this workshop we will do some practical recognition and production activities, taken from The Book of Pronunciation , designed to help learners with sounds and sound sequences, pronunciation and spelling, word stress, rhythm and intonation. ie, s, t, a prod prom

Hall 14

50 audience

Workshop BE, LT C e ll ph on e s c a v e n g e r h un t E ve l i n a

How many times have you asked your students to switch off their mobile phones? This workshop will motivate you to do the opposite – ask your students to use them. The focus will be on the activities which can be done by mobile phones. All the activities will be fun and easy to use. 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 for Speakers of Other Languages

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

Thursday 11 April

Session 3.2 : 1155-1300

1120-1155 Coffee break (sponsored by ETS TOEFL ® & TOEIC®)

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

1155-1300 Session 3.2

Suite 1

1155-1225

55 audience Talk AL, EAP

Suite 1

1230-1300

55 audience Talk EAP

Suite 3-5

1155-1240

100 audience Workshop

L A M S IG D ay

Despite the range of EAP/ESAP materials available on the market, many university providers of EFL courses continue to engage in, and rely on, materials developed inhouse. In this talk, I'll look at the reasons behind this and, drawing on my own experience of materials design, I'll discuss the challenges encountered and how these were overcome.

The General English class has changed its character in the last decade or so. Nowadays the learner is more likely to need English to work or study in a multicultural context where English is the chosen medium of communication. We will see how this is being reflected in the latest generation of textbooks and the likely impact on EFL teaching.

Suite 3-5

1240-1300

100 audience Open forum L

Suite 7

1155-1225

35 audience

Talk

EAP

Suite 7

1230-1300 35 audience

Ever considered moving from teaching into academic management? This practical workshop is designed to help you explore the highs and lows of making that move. It examines the real issues a manager faces daily whatever the context. Participants will have a chance to get some tips, discuss their responses and ‘experience’ some of the scenarios they might meet.

The LAMSIG Open Forum is a chance to meet the committee and other ELT managers. Following a specially-chosen session with a theme that reflects part of the mission of the SIG: ‘Moving into academic management: Tips for teachers’, we will look at the activities of the SIG in the past year and discuss plans for the coming year.

This talk explores EFL learners’ major writing problems and tries to find out the main causes that hinder the development of students’ writing competence. The results of the study indicate that learners’ failure in writing is mostly caused by linguistic problems and inappropriate teaching methodology. The remedial strategies were suggested to enhance students’ writing proficiency at tertiary level.

Concept-mapping, a graphic organizing technique, is useful in helping EFL learners construct their understanding of related information of multi-faceted topics. I will present 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.

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Suite 8

1155-1225

35 audience Talk TTEd

Suite 8

1230-1300

20 audience

Restricted Audience Talk LT, TD

Suite 9

1155-1225

35 audience Talk TD

Suite 9

1230-1300

35 audience

Talk

TD, TTEd

Hall 1a

1155-1225

850 audience

Talk TTEd

Hall 1a

1230-1300

850 audience

Talk TTEd

Session 3.2 : 1155-1300

The workshop reports on a survey of delivery of online approaches to teacher education carried out in 2012-13. We describe best practice across the area and report on challenges for future development. The workshop is based on research, supported by the British Council ESOL Nexus project, with a number of centres which are currently delivering this type of training.

I will present both theoretical and practical issues of distance education and reveal the possibilities of applying distance learning technologies in teachers' professional development. I will highlight advantages of such an approach and share the experience of organising distance learning events for the professional community, such as long- and short-term courses, webinars and consultations.

This talk, based on the presenter's Masters dissertation, aims at proposing a shift from class observation as a tool for teacher control to a process of teacher education. Firstly, participants will be invited to look into the theoretical underpinnings of a framework for class observation. Then they will be invited to analyze the framework components for future application.

Un se e n ob s e r v at ion M ah m ou d A l Wail i (M in i s t r y of E d u c at ion , O man )

Classroom observation is one of the essential areas due to the role it plays in teachers’ professional development. However, there is a great dispute about the viability of the current practices by those responsible to evaluate teachers. The study aimed at investigating the effectiveness of a new supervisory method called unseen observation.

I mp a ct of r e f le c t ive t e a c h in g p ra c t i ce in p r ima r y t e a ch e r s in M

Reflective teaching is a cyclical form of teacher-driven research. In the context of primary teachers in Malaysia an important corollary is that various techniques are used for simple action research to empower teachers to create and follow their own development agendas. The best approach to follow is dependent on various factors including the mentor-mentee dynamic.

A s t

This session will highlight the efforts made by the Ministry of Education Malaysia to strengthen English language learning and teaching in primary schools in challenging contexts nationwide. The approach, which involves working with a foreign contractor, has thrown up a unique set of challenges as well as benefits which this session will discuss.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday

11 April

Session 3.2 : 1155-1300

Hall 1b

1155-1225

245 audience Talk LT

Hall 1b

1230-1300

245 audience Talk LT, TD

Hall 1c

1155-1225

245 audience Talk LT

Hall 1c

1230-1300

245 audience Talk LT

Hall 3a 1155-1225

260 audience Talk

D o n ot l e t M ood l e f r i gh t en you

A n ze P e rn e ( Gi mn a zi j a V i c )

The Moodle environment offers an array of possibilities for teaching outside the classroom and it uses a medium that the students are familiar with. After a brief introduction, this talk will present practical examples of e-classrooms and how to use them. You will learn how to effectively engage your students and use Moodle to enhance their learning experience.

Come and learn how a not-so-techie teacher trainer transformed an existing writing course for teachers into a blended version on Moodle. Learn about what works best faceto-face versus online and the types of online activities that lead to higher-order thinking and interaction. You will leave the session with highly-useful tips for a perfect blend.

How far is ‘beyond the classroom’ language learning and more formal ‘in class’ learning being bridged and enhanced by mobile learning and Web 2.0 technologies? Based on a study of 70 adult learners in the United Kingdom and ongoing research into secondary EU language classrooms, 10 key considerations emerge.

Mobile devices offer new opportunities for learners and issue challenges for teachers. This session presents the results of a survey carried out at a large Russian university, which focused on learners' preparedness to implement new technologies and possible strategies of mobile learning through the eyes of students. The talk provides practical ways to use mobile devices in classroom.

In spite of the protagonists’ claim that dogme is not anti-coursebook, discussions in social media display a strong dichotomy: “coursebook = bad, dogme ELT = good”. In this critical and constructive session, we will look at findings from neurobiology, educational theory and classroom research that shed light on the shortcomings of such a black and white view. p, s pub

Hall 3a

1230-1300

260 audience Open forum

Hall 3b

255 audience

At the YLTSIG Open Forum delegates are welcome to participate in the Open Forum Debate, "Tackling Issues", with contributions from Luke Meddings, Herbert Puchta, Ken Wilson, Hans Mol and others. You can ask those burning questions about the relationship between materials and mixed classroom realities. The open forum is also an opportunity to learn more about the SIG and its activities.

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.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching

tertiary teaching

= 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

Hall 4a

1155-1225

75 audience

Talk

TD, T E A S IG

D ay

Hall 4a

1230-1300

75 audience

Open forum

TEA S IG D ay

Hall 4b

1155-1225

86 audience

Us in g p or t f ol

H a ze m Ba d e r ( He b ron Un i v e r s it y )

Thursday 11 April

Session 3.2 : 1155-1300

This talk focuses on the use of students’ portfolios as a means of assessing their progress in a new EFL course. I describe implementation, objectives and outcomes. Portfolios include all forms of student work. This innovation helped me in my own professional development and motivated my students, enabling them to learn to better assess their own progress.

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.

Talk ESAP A d v an c e d n on - n a t ive u n iv e r s it y l

Collocations have been described as a central aspect of language proficiency, but are also generally assumed to be acquired late and not mastered very well by even fairly competent L2 language users. This talk will present preliminary findings from a small case study of advanced non-native university lecturers’ collocational competence in English.

Hall 4b

1230-1300

86 audience

Talk

AL

Hall 5

1155-1225

20 audience Restricted Audience Talk

Ne w st r at e gie s f or t e a ch in g c ol l oc a t i on s

B a n d a r M u h a m me d ( S a l a

The talk presents three new strategies for teaching English collocations at university level. These strategies have been tested and used with third-year university students writing tasks at Salahaddin University, Erbil, Kurdistan/Iraq. The strategies are scattered letter strategy, missing pair strategy, and family member strategy. The real exercises will be presented during the talk.

TTEd D e m on s t r at in g

This session will explore attempts to encourage students to demonstrate reflective thinking in work placement logbooks as part of a UK undergraduate TESOL programme. Students need encouragement to demonstrate their development as reflective practitioners rather than as simply narrators of their teaching experience, and this talk will highlight some of the ways I have attempted to do this.

Hall 5

1230-1300

27 audience

Talk

TD, TTEd

In this presentation, I will talk about how trainers/mentors can maximise the effects of their pre- and post-conferences during observation cycles to help teachers develop lifelong planning and teaching skills, as opposed to preparing them for one-off (display) lessons through a model that can help teachers, trainers and mentors achieve this. e, ie, a

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

THURSDAY

Thursday 11 April

Session 3.2 : 1155-1300

Hall 6

1155-1225

26 audience

Talk LA, LT

Hall 6

1230-1300

26 audience

Talk

The project which will be presented is being conducted at the Department of English, Faculty of Education, University of Gedarif, Sudan. Its main objective is to raise the students' autonomy and build their confidence. It targets the students who are weak and are seeking to develop their language skills.

ES(O)L, LA A

This talk reports on a recent trial of Autonomous Language Learning Guides, which were developed to encourage utilisation of language learning strategies and autonomous learning amongst learners and teachers. It will be of particular interest to classroom teachers and experienced independent learning centre managers and staff, who may want to develop something similar for their own language schools and centres.

Hall 7

1155-1225

30 audience

Restricted

Audience Talk

TD

Hall 7

1230-1300

33 audience

Talk

GEN

This talk will show how student-teachers can get a comprehensive grasp of the main cultural highlights against the historic, geographic, social and economic background of the English speaking world using a cleverly designed roadmap. Students at our teacher training college get a firm grip on the timeline, whilst making their own literary choices from a carefully compiled shortlist.

Hall 8

1155-1225

27 audience

Restricted

Audience Talk

Hall 8

1230-1300

27 audience

Restricted Audience Talk

English lecturers at universities and business English trainers are often asked to include training in intercultural communication in English classes in companies and at universities and may feel they need additional material for courses. We will present activities used with university students which combine training in intercultural communication and the use of English.

This talk reports on a study to investigate the use of digital technologies, like interactive whiteboards, laptops and tablets, to improve language learning. Activities and materials used in the class along with findings of such use as evidenced from test scores, classroom observations and students’ oral feedback will be presented. Finally, findings of the research will be discussed.

This session seeks to unravel the university students’ views regarding the process of learning English, which involves both face-to-face and online contexts. The students' perceptions and views show that a blended mode of teaching and learning English yields much more positive results than depending on the traditional face-to-face environment as it provides wider opportunities for contact with the target language.

e = experienced audience

p = primary teaching ie = inexperienced audience

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

Hall 9

1155-1225

26 audience

Talk TD

Hall 9

1230-1300

26 audience Talk ESP

Hall 10

1155-1225

33 audience Talk LT, TD

Hall 10

1230-1300

30 audience

Restricted Audience Talk TTEd

Hall 11a

1155-1225

90 audience

Talk

LT, RE S S IG

D ay

Session 3.2 : 1155-1300

Many teachers have heard about NLP but how many teachers actually use it in the classroom and what aspects of it do they use? I will give examples of its use and present the findings of my research in which teachers were asked what training they'd had in it, how they used it, and how effective they found it.

In which ways can findings from the new discipline of brain-informed teaching be fruitfully employed in class to further successful language learning and teaching? The implications of differentiated development, of emotion or of environmental-physiological factors for learning and teaching will be looked at from both a theoretical as well as a practical perspective.

In this talk we will be discussing the opportunities and issues raised by the use of Skype communication technologies in an English language development project for primary and secondary school teachers in Germany, involving the British Council, the Ministry of Education of Saxony-Anhalt, Germany, and financially supported by the European Commission’s European Social Fund.

The workshop will focus on a large-scale training project in one German federal state for English teachers at primary, secondary and vocational schools. It will involve participants in speculating about and discussing how the British Council responded to a request for such training, how the project developed and changed over the years, and how lessons learned will inform future projects.

1230-1300

90 audience

Talk

R e se ar c h )

This presentation introduces the Mobigam project on the use of mobile technologies (e.g. mobile phones, tablets, game consoles) in language learning in Gujarat, India. The project involves a new partnership between a network of language teachers and researchers in India and the UK devoted to understanding how mobile technologies can be used in language learning.

Reporting on a mixed-methods study of schooling for immigrant students in non-gateway districts in the Midwestern United States, this talk delivers an analysis of circulating discourses and practices in educational settings, and reflects on ecologies of schooling through the lens of isolation. Discussion will include attention to study design and research approach and methods.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.2 : 1155-1300

Hall 11b

145 audience

Open forum

G I S I G D ay

Hall 11c

1155-1225

100 audience

Talk

EAP, MD

Hall 11c

1230-1300

100 audience

Talk

ESP, LT

Are teachers leaders? In the hands of skilful teachers who see themselves as educators, a classroom can be the right place to work with Global Issues. As word etymology reveals, the literal meaning of ’educate ’ is to leadout; which would make such teachers leadersor direction givers. In your view, what are the leadership skills that an ELT teacher needs today? Come and explore these questions with us!

Nowadays, authentic reading matter is extensively used in the teaching of English for Academic Purposes. However, choosing and deploying such material is not as straightforward as it might at first seem. In this session, the pros and cons of authentic materials are assessed and difficulties in their deployment are discussed, together with suggestions for their successful utilisation.

In f or m at ic s )

I will outline reasons for developing online reading skills of professionally-oriented literature. Online reading is viewed both as the means for providing wide access to authentic materials through the internet and as the most effective way for improving paper reading and creating learners' motivation to read. Examples of learning materials and preliminary results are provided.

Hall 12

1155-1225

20 audience

Restricted

Audience Talk

TD

Hall 12 1230-1300

175 audience

Talk

LT, PRON

Hu s h , t h e t e a c h e r is s p e ak in g B i r gu l Gu l e ne r ( Bi l ke n t Un i v e r s i t y )

Most of our students want to be exposed to more speaking activities in class. However, in lessons it is usually the same students who have the inclination to speak. In this presentation, based on the action research I carried out in the 2011-12 academic year with a group of pre-intermediate students, some motivating speaking activities for students will be shared.

T e c h n ol ogy f or t e a ch i n g p r o n u n ci a t i on R ob i n W al ke r ( E n g l i s h Gl ob a l C o m mu n i c at i on )

Pronunciation needs an individualised approach, with learners working at their own speed towards their own goals. It needs repeated practice with immediate feedback to allow for improvement. In short, it needs one-to-one teaching, so presumably technology is the answer to our problems. Or is it? Come and find out, and see what technology can do for your students' pronunciation.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

s, t, a

Hall 13

65 audience

Forum TD, TTEd

Hall 14

1155-1240

50 audience Workshop GEN

F or u m on Continuous professional development

Leap Ahead in English – a mod e l f or cl a s s r o om- b as e d C P D J an e C oh e n ( T h e Br it is h C ou n c il Is r a e l )

1300-1400

1400-1430

Suite 1

55 audience

Talk

Session 3.2 : 1155-1300

Session 3.3 : 1400-1430

Teachers are increasingly expected to participate in extracurricular INSETT training. The training is often regarded as burdensome, irrelevant and out of touch with participants’ individual needs. LeapAheadinEnglish is a mentoring model which provides elementary English teachers training in the classroom with personalized CPD goals, and a clear assessment framework for both the teachers and their learners. P e e r s u pp or t g r ou p s in U z b ek i st an N a t al ia T s ar i k ov a ( Br it ish C ou n cil )

This presentation will give an overview of the processes involved in establishing and running a peer support group (PSG) for teachers of English. It will describe the concept and characteristics of a PSG as a way of strengthening a teacher training programme and autonomous on-going teacher development, using the successes and learning points of a current PSG programme in Uzbekistan. C on t in

)

This talk presents a national initiative to implement school-based professional development at pre-school, primary and secondary levels. It focuses on the practical implications of creating learning environments for teachers and presents findings from the first national report on the implementation of school-based professional development in Montenegro, based on self-evaluation by schools.

Using samples of classroom activities, I will focus on how classroom debates can be a viable solution for the problem of limited opportunities for communication in large EFL classes, as well as that of the students’ tendency to depend heavily on lower order thinking skills. The session also highlights problems of using classroom debates and provides tips to solve them.

Lunch break

Session 3.3

rt )

Debate on pronunciation teaching since the demise of ('near-)/native' goals and the onset of CLT, ESP/EAP, CLIL and ELF has been conducted with reference to speaker-learner purpose/identity (and implications for target codes) and understandability measures as factors to inform practice. Here it will be argued that the social meaning potential of anglophone pronunciation itself needs to be highlighted instead.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

THURSDAY

Thursday 11 April

Session 3.3 : 1400-1430

Suite 3-5

100 audience

Talk

TD, L A M S IG

D ay

Suite 7

30 audience

Restricted

Audience Talk

GEN

Suite 8

Loathed by management and staff alike, annual appraisals are commonly regarded as a pointless exercise to be got through by simply “going through the motions”. In education particularly, the process of assessing performance is fraught with difficulties. This talk will describe one institution’s innovative attempts to solve this by turning their traditional summative appraisal system into a more formative one.

This talk investigates university students’ views about the use of Facebook as a tool that enhances academic writing skills. A questionnaire and focus group interviews were conducted to examine 30 students’ attitudes and suggestions regarding the experience of using Facebook in an academic context. Although a few drawbacks were reported, findings generally indicate a very positive attitude towards the practice.

35 audience Talk BE, LA C ol l ab

This talk focuses on the successful collaboration between Pathways to Higher Education/Egypt (PHE), Cambridge ESOL and the British Council to offer a ToT/TKT (Training of Trainers/Teaching Knowledge Test) course to 100 staff members and a BULATS blended learning course to 1000 underprivileged students and fresh graduates. Details of the collaboration are discussed, along with highlighting the potential for sustainability.

Suite 9

30 audience

Restricted

Audience Workshop GEN

Hall 1a

850 audience

In t e gr

In today’s classroom, students have diverse backgrounds, a variety of achievement levels, and different learning styles which all affect their ability to acquire knowledge. Students’ needs require an integrated-skill instruction where learners are exposed to authentic language and are involved in activities that engage their interest and heighten their motivation. ie, p

Talk MD, TD A D og me a p p r o ac h t o c ou r s e

With its emphasis on conversation, emergent language and a materials light approach, Dogme has long been seen as antithetical to coursebooks. However, in this practical polemic I shall argue that it doesn't have to be this way and that Dogme can offer sensible guidelines for the use and construction of coursebooks! Reference will be made to the Outcomesseries. e, ie, s, t, a prod prom

Hall 1b

245 audience

Talk MD

I shall demonstrate how, in line with ELF methodology, we can effectively use authentic listening texts featuring less-than-expert non-native speakers of English for teaching purposes – something which most ELT publishers tend to avoid. I shall show how these texts, featuring speakers with marked L1 accents making ‘typical’ grammatical errors, can form the basis of invaluable listening training exercises.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 1c

245 audience

Talk

BE

Hall 3a

305 audience

Talk

AL, R E S S IG

D ay

Hall 3b

255 audience

Plenary follow-up session

GI

Hall 4a

97 audience

Talk

EAP, T E A S IG

D ay

Hall 4b

86 audience Talk

Session 3.3 : 1400-1430

This talk will look at some of the key functions necessary for successful international workplace communication and how learners can autonomously focus on improving their competency in these areas while on the move, with the aim of becoming more effective communicators. Examples from Macmillan’s new Global Business Class e-workbook series will be used.

Language learning histories provide rich data from the learner perspective and in learners’ own voices. In this talk, we show how narratives can be useful for researchers, teachers and the learners themselves, and we discuss how using stories from and about learners places them where they should rightfully be - at the centre of the teaching and learning process.

If you attended Jun Liu’s plenary session this morning on ELT Tomorrow, 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 his plenary talk.

This session looks at the findings of a large vocabulary size project in Aotearoa, New Zealand. The development and evaluation of new versions of Nation’s Vocabulary Size Test (Nation & Beglar 2007) will be discussed. Results of testing first and second language speakers of English will be presented followed by implications for the vocabulary components of a variety of language programmes. e, t

LT E xp an d in g y ou

C l e v e M il l e r ( En g l i s h 3 6 0)

)

Hall 5

27 audience

Restricted

Audience Talk

TTEd

ELT professionals enjoy a range of possible roles, such as teacher, academic director, materials designer, author, consultant, and school owner. This session provides a six-step framework for using technology to expand your career and move among these roles. We’ll see case studies on online teaching, self-publishing, blended learning, and consulting, using technology tools such as Skype, Moodle and English360.

Mainly focusing on practice, this presentation introduces three recent trends in Beijing EFL teacher training. Firstly, there has been a shift in emphasis to a more bottom-up, practice-oriented approach. Secondly, training in Beijing has increasingly been tailored as ‘standards-based differentiated training’ (SBDT). Finally, an integrated system of research and training has been widely established.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.3 : 1400-1430

Hall 6

26 audience Talk LA

Hall 7

30 audience

Restricted

Audience Talk ESP, MD

E l if e S on me z K a p l an ( B il ke n t Un iv e r s it y)

This talk concerns a study of students’ perceptions of LA, their readiness to learn autonomously and the relationship between LA and English proficiency. For the purposes of this research, 360 students from five different levels were surveyed and LA was shown to be influenced by language proficiency. The results also indicate that learners consider some areas of learning more of their responsibilities.

Aural-oral English used at sea deploys highly codified vocabulary, grammar, pronunciation and exchanges to ensure that a range of high tech and precision manoeuvring takes place effectively and safely. This presentation aims to showcase how SecureSeaways CD, published by Digital Press for the Italian shipping company Finaval, attempts to offer self-access, on-board language training opportunities to international seamen.

Hall 8

27 audience

Restricted Audience Talk AL

Hall 9

1230-1300

This talk aims to discuss what demotivates English language learners in the classroom. The findings of an open-ended questionnaire survey and follow-up interviews, conducted in the EFL context, show that 10 demotivating factors were noted by the 61 participants. These findings provide useful information and implications for English language teaching professionals.

26 audience Talk TTEd M e n t or in g in R w an d a E mm a n u e l Mu r en

The talk explores the role of a mentor assigned to a school in the rural areas of Rwanda. Mentoring activities have been profoundly affected by Rwandan educational reform initiatives, particularly in the context of government policy to make English the language of instruction across the curriculum. This has created unique challenges for both teachers and mentors.

Hall 10

30 audience

Restricted

Audience Talk AL, ESP

Hall 11a

90 audience

Talk MD

This talk investigates an application of a process-genre approach to develop L2 writing competence of Thai university students. After 15 weeks of writing instruction, the findings obtained from the qualitative data show that the students view L2 writing from a more complex and broader perspective and that they are able to incorporate such complex views in their L2 writing.

How will primary school students respond to the challenge of being asked to create materials for use with their classmates? This session will report the findings of a study in which 73 Singaporean primary school teachers experimented with learner-generated materials in their own classes. The main focus will be on teacher attitudes, learner responses and teacher learning.

p

Hall 11b

145 audience

Talk

TD, G I S I G

D ay

Hall 11c

90 audience

Talk

TTEd, Y L T S I G

D ay

Hall 12

175 audience

Talk

LMCS

Hall 13

65 audience Talk

Hall 14

50 audience

Talk

TTEd

Session 3.3 : 1400-1430

This presentation looks at different social responsibilities attributed to language teachers, mainly focusing on ethical and moral values. Is it realistic to expect language teachers to act as moral agents who promote human rights, and reinforce the culture of caring and sharing and also good character? How can they deal with individual and group differences and values?

This session is based on the question, “How can I get my students to reason better?” A number of practical classroom exercises and activities will be looked at, as well as types of questions teachers should ask so as to help students develop learning skills that will help them become more efficient thinkers and more efficient learners.

This talk focuses on a book 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 book will be discussed in detail, sample pages and the website from the book (with Helbling Publishers) will be shown. e, s prod prom

R a m an u j a m M

an at h an ( Na t i on

C

n c i l of E d u ca t i on al R e se ar c h an

This is a presentation of the experiences from the ongoing curricular revision (in which I was part and played an instrumental role) in English Language Education in the Indian state of Rajasthan. It provides an insider perspective of the understanding of curriculum change and innovation by various stake holders of education.

Prompted by the discrepancy between assessed lesson plans on training programmes and the reality among qualified teachers, the research presented here explores beneficial effects on teaching of concretely considering and explaining to students the aims of activities/lessons. It also discusses the effectiveness of several strategies for presenting aims to diverse students and provides practical advice particularly for newly-qualified teachers.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.4 : 1445-1530

1445-1530 Session 3.4

Suite 1

55 audience Workshop PRON

Suite 3-5

100 audience Workshop L

Suite 7

30 audience

Restricted Audience Workshop TD

Suite 8

Teaching pronunciation can feel daunting. In fact most pronunciation problems do follow specific patterns. By learning how to recognise these patterns you can incorporate pronunciation work into lessons with ease. The authors of Collins Work On Your Accent will highlight the deal-breakers, the quick fixes and the basic anatomy teachers need to know to help develop students’ clarity and fluency.

With effective delegation you can help others to contribute to their maximum potential and reduce your own workload as well. The workshop includes input on practical tools and techniques to support successful delegation and a chance for participants to try them out. It is suitable for anyone in a leadership or management role in their organisation.

on )

This is a thought-provoking, dynamic workshop for teachers who feel a calling to do more than 'just teach'. It is for those willing to risk teaching from the heart, facilitating powerful lessons that give students greater self-awareness, increased self-esteem and a sense of purpose. Explore, experiment and play with courage in an atmosphere of honesty, creative risk-taking, meditation and powerful storytelling.

35 audience Workshop GEN C A T : a f r a me w or k f or D o g m e K e n L a ck man ( IL S C T or on t o)

Conversation Activated Teaching is a step-by-step method that has all the essential elements of Dogme. Emergent language from conversations is remodelled by the teacher in an immediate and non-intrusive way. The only materials required are pens and paper. The method is easy to implement, requires no planning or preparation, and can be easily adjusted to suit any lesson length.

Suite 9

35 audience Workshop TD

Hall 1b

1445-1515

245 audience Talk GEN

O b se r va t i on s : m a x i mi s in g l e ar n in g w i

y ( UK )

Observational feedback is an effective way to learn about teaching and learning when conducted in the right way. This workshop should appeal to teacher observers, and teachers new to being observed. It will provide an opportunity to hone your observation and feedback skills through guided discovery techniques, so you develop as a teacher, a learner and as a mentor. e, ie, s, a

L e t t h e te ac h e r sp e a k

B r i an T oml in s on ( F r e e l an ce )

In this workshop, I will advocate and demonstrate ways in which teacher talk can benefit learners in the classroom and fellow professionals in the field. I will also present issues for discussion (e.g., the value of teacher centredness, of teacher participation in activities, and of teachers writing coursebooks). e, a

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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 3.4 : 1445-1530

Hall 1c

245 audience Workshop GEN

Hall 3a

305 audience

Workshop BE, LT

S

Are your students short of ideas? Do they struggle to come up with arguments and examples for essay topics? Learn how developing the skills of divergent thinking through simple, fun activities can be a key factor in preparing your students for a challenging exam like IELTS, as well as laying the foundation for academic life beyond.

Business English teachers often face the challenging scenario of teaching classes with a high level of differentiation: different needs, expectations, motivation ... attendance! This workshop looks at how the @Work package addresses this differentiation by offering a wide range of print and digital content, which can be blended together by teachers to give the Business English training each student needs.

Hall 3b

255 audience Workshop LT, TTEd

Hall 4a

97 audience Workshop MD, T E A S I G D ay

Hall 4b

86 audience

Workshop

Over the last few years, interest in web-based tools has expanded rapidly, but how do we know which ones to use and which to avoid? In this workshop, we will look together at some web and mobile applications and establish criteria by which we can evaluate them to ensure we use tools that will lead to enhanced language learning.

Since I live in a developing country, I will use my imagination in order to make my teaching effective. In rural areas teachers lack the basic materials to teach and test. So innovation and imagination must be teachers’ own resources. If you can’t develop or adapt a material, create it!

LMCS O n t h e s am e p a g e : u

Class sets of graded readers are an invaluable resource, especially if you’re looking for a meaningful alternative to the ‘hot topics’ that regularly appear in textbooks and exams. With a focus on developing speaking skills, learn more about using reader sets to generate a range of speaking opportunities for all.

Hall 5

English spells words as if all vowels are pronounced with full forms. This is one reason why students struggle to understand native speakers. They are unaware of the extent to which vowels are reduced to schwa in natural speech. Participants will discover how to use a fidel in the classroom to make the relationships between spelling and pronunciation absolutely clear.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.4 : 1445-1530

Hall 6

20 audience

Restricted Audience Workshop

Hall 7

20 audience

Restricted Audience Workshop

Hall 8

20 audience

Want to increase learning opportunities for students? Ensure everyone in your team from the cleaner to the CEO can maximise students’ communication? By the end of this workshop you will have an understanding of how to design and implement an in-house training programme which provides professional development to those working outside the classroom but inside the ‘learning team’!

Nothing is so good that it cannot be improved upon. This applies to English language teachers too. In this workshop, you will be able to share ways of enhancing professional skills without necessarily having to attend (or pay for) formal courses. You will leave with a plan for your own continuing professional development (CPD).

Restricted Audience Workshop LT E n ga g i n g t h e d ig i t al n at i v e : a f or

In order to engage learners, we must be able to communicate with them through their preferred channels. Traditional classroom curriculum and method often fails us in this area. In this session we will explore how, in a world where digital technology has become the preferred method of communication for many, we can ensure that our curriculum “communicates” with learners.

Hall 9

20 audience

Restricted Audience Workshop

LA S t op , l ook , l i st e n , an d c om m u n i c at e

Hall 10

30 audience

Restricted Audience Workshop LA

Hall 11a

90 audience Open forum

Hall 11b 145 audience Workshop

Are you looking for tips and ideas to use 'real' material for listening? In this workshop, I'll be presenting a variety of simple and practical ideas to provide students with tools to improve their listening skills. This session focuses on radio, TV and internet-based activities which can be used in class to promote learner autonomy.

In this practical workshop we will reflect, discuss, share ideas and learn together while experiencing simple activities to answer the questions: How can we help pre-service tertiary students become effective communicators? What is the target language of soft skills? What can we learn from our students’ feedback on their learning and how do we use it?

This is a chance to meet the Research SIG committee and other members of the SIG. Together we will review the SIG's activities over the last year, and discuss plans for the coming year. You're very welcome to come along and give feedback / share your opinions even if you are not a member of the Research SIG.

A project developed by 2007 Hornby participants, Chile and Peru, shows outcomes through activities based on cultural understanding through literature, music and geography. A video where this project was applied, Chiloe (CHILE) and Chincheros (CUZCO), will tell of its success. A practical workshop where the role knowledge, skills, attitudes and values play in making learners interculturally competent will be outlined.

e = experienced audience

= primary teaching

= inexperienced audience

or

Hall 11c

90 audience

Workshop TTEd, Y L T S I G

D ay

Hall 12

175 audience

Workshop LMCS

Hall 13

65 audience Workshop GEN

Hall 14

50 audience Workshop GEN

Session 3.4 : 1445-1530

Session 3.5 : 1605-1650

Level differences have become the norm and as teachers we try different ideas and techniques to deal with these differences. Often these have only served to divide the group instead of providing means for creating a cooperative learning environment. This workshop will give teachers some new, innovative ways of dealing with level differences.

Using music and song is standard practice in EFL nowadays, but traditional folk songs are underused. This workshop will work through various activities showing the rich potential of the genre for varied language work, CLIL and literature-related study. The ideas presented are related to TraditionalFolkSongs (Helbling Languages). The workshop will include live performance of one song.

Do you find it hard to get high-achieving secondary students out of their comfort zone?

This session suggests strategies and practical teaching ideas for talented secondary groups in need of further motivation. We will see how OUP’s insight series can reenergise students’ attitude towards learning English, improve their language awareness and also equip them with invaluable study skills.

This session looks at the skills students need to be successful advanced writers, and gives practical ideas about how to develop these skills, making use of a variety of online tools. These will include online brainstorming tools such as Popplet or Bubbl.us, and using collaborative tools such as GoogleDocsto develop planning and editing skills.

Coffee break (sponsored by ETS TOEFL ® & TOEIC®)

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

Session 3.5

Have you ever wondered what makes your students tick? Part of the secret may well be their individual learning styles. This interactive workshop will give you the chance to try out a variety of language activities from Spotlight on Learning Styles (Delta Publishing), designed for different learner types, and discuss their adaptation to individual teaching situations.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.5 : 1605-1650

Suite 3-5

100 audience Workshop L A M S I G D ay

Suite 7

35 audience Workshop GEN

Suite 8

35 audience Workshop LT, TTEd

What qualities and skills do educational leaders need? How can these skills best be developed online? This interactive presentation looks at the development of an online course in leadership and teamwork for project managers and other leaders. It analyses the decisions we took in identifying the key competences, in devising a teaching/learning approach, and in combining the two.

/

)

From Twitter to Facebook , iPad to smartphone, the internet is changing the way we use, and teach, English. Unfortunately, while the spirit may be keen the budget may not run to the necessary gadgetry. So how to teach hi-tech language in the lo-tech classroom? This session will demonstrate practical activities for the technologically-impaired teacher.

As a result of an increasingly overwhelming amount of information on the internet and time constraints, it is common to lurk. While lurking is considered to hinder learning, it is also potentially beneficial. In this session I will introduce some strategies leading to learning from staying behind in online environments by giving examples from my context and research findings.

Suite 9

35 audience Workshop PRON V oi c e e x e r c i se s W a y n e R i m me r ( I n t e r n a t i on

Often learners are rushed into speaking without first getting their speech organs ready and trained for production. It is wrong to assume that pronunciation comes naturally and that practice of the listen and repeat variety makes perfect. Using a very much mouths-on approach, you will experience a range of physical exercises to get learners comfortable with unfamiliar sounds.

Hall 1a

1605-1635

850 audience

Talk

GEN

Hall 1b

1605-1635

245 audience

Talk

T h e d e c l i n e a n d f al l of c ou r s e b ook s ?

S i m on G r e

Over the past 30 years, coursebooks continue to get written, written about and written off. This talk will consider the extent to which criticism is justified, and review changing demands of teachers and students, and the commercial parameters of publishing. Finally, it will explore digital alternatives, and discuss how improvements in coursebooks require systemic change to the language learning ecosystem.

GEN F ro m st ar

Students often struggle to make the leap from lower-level writing tasks to those they face at intermediate level. How can teachers help them progress from writing short texts to planning, structuring and producing a variety of more complex tasks? We'll explore how the new Oxford Wordpower Dictionary 4e and iWriter enable students to improve their general writing and exam performance.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching

= 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 3.5 : 1605-1650

Hall 1c

1605-1635

245 audience Talk GEN S t ar t w i t h a b an g : i n t r od u c i n g p l en a r y s e s s i o n s

S op h ie R e v e s z ( Ba s i l P a t e r s on C ol l e g e )

This workshop introduces how plenary sessions, typically associated with conferences, can add to your learners’ experience of English study abroad, including practical tips for incorporating these into an existing timetable. The session will show plenary sessions in action, explore authentic materials and discuss how they can ensure momentum for longterm learners and teachers alike.

Hall 3a

305 audience Workshop TD P u t t i n g t he 'C ' in t o C P D M ar t in P

Being a professional is all about development and growth, but sometimes it’s difficult to find the time to keep up with continuous learning. So how do we keep on top of our professional development and training? This workshop will focus on ideas for continuing professional development that work for busy teachers, highlighting the challenges involved and offering solutions to them.

Hall 3b

255 audience Workshop MD

Hall 4a

97 audience Workshop

TTEd, T E A SI G D a y

Hall 4b

86 audience

Workshop GEN

Task-based learning (TBL) is primarily meaning-focused with a focus on grammar following the task cycle. Teachers often ask 'How can I plan a TBL lesson to teach prepositions / ‘going to’ future / advice-giving / greetings?' etc. How far can we predict specific target language items? How far can we ‘trap’ structures using ‘closed’ tasks? Come and find out!

This workshop will discuss how to prepare a good test, whether for your class or institution or coursebook. We'll consider the crucial issue: the purpose of the test. We'll look at how to make your test fit for its purpose by designing something appropriate in form and content. You'll share ideas and experiences.

This practical workshop will review the benefits of using scripted conversations. Using examples from Breakthrough Plus , the presenter will demonstrate ways in which short and longer scripted conversations can be used to develop skills and promote student interaction, as an important and meaningful step on the way to personalization and free fluency.

Hall 5 27 audience Workshop

This workshop will focus on the need to teach students how to self-assess their reading by using various metacognitive strategies. Participants will be involved in a number of reading activities in which they will plan, use and coordinate different reading strategies. Handouts will be distributed to reinforce the learning process.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.5 : 1605-1650

Hall 6

20 audience

Restricted Audience Workshop LA

Hall 7

30 audience

Restricted Audience Workshop LT

Hall 8

20 audience

Restricted Audience Workshop GEN

Hall 9

26 audience

Restricted

Audience Workshop TD, TTEd

Hall 10

33 audience Workshop

TTEd

Do your students know how to learn; know what to do to make progress in their language acquisition? Then don’t come to this session! This workshop is to explore ways of making our learners reflect on their learning to help them identify their strengths and weaknesses and will provide practical ideas that you and your learners can try out.

Boardbooks takes advantage of the interactive possibilities of the SMARTBoard. A brief presentation of our most recent publications, LanguageLab and London to Go, will show how the teaching of English can be brought to new dimensions and prepare students for further studies. The presentation will be followed by hands-on exercises to show that it works.

Spelling and letter formation is a skill often neglected in the classroom by both teachers who prioritise more attractive skills and by learners who find these areas overwhelming. In this workshop, I will share my experiences of how I integrated a programme of spelling and related skills into a general English course for low-level learners from the Middle East.

Hall 11a

audience

My workshop will demonstrate several humanistic activities which help improve group dynamics and provide communicative language practice at the same time. We will discuss how such activities could be modified and adapted to suit different levels, needs and contexts. The audience will also have the opportunity to share their own teaching ideas.

Language learning techniques that use mental imagery enhance the effectiveness of the experience considerably. This workshop explores how we, as teachers, can improve current image-based methods by applying our know-how to the individual language learning problems of our students. Such specific, original techniques will lead to rapid and successful language acquisition.

Practitioner research offers exciting opportunities for greater understanding of our classroom language learning lives. So why don’t teachers and learners do more research? Using their experiences of exploratory practice in EAP contexts, the panel members will discuss ways in which both teachers and learners can integrate research with teaching and learning in their classrooms.

Hall 11b

145 audience

Workshop

MD, G I S IG

D ay

Session 3.5 : 1605-1650

A kit was designed by experts to link UK international dimension concepts to the Lebanese English curriculum. It introduces Lebanese culture to foreign teachers and students. You will see, hear and taste the flavor of Lebanese culture and traditions in an educational context, and understand how the kit was designed and used in classes, in order to create your own.

Hall 11c

90 audience

Workshop

MD,

D ay

Hall 12

175 audience

Workshop EAP

In this workshop we will present a variety of different techniques that can be used to exploit coursebook materials. Participants will have the opportunity to discuss the benefits of these techniques and discover how they can be used to adapt materials for a mixed-ability class, so that all students are appropriately challenged and engaged.

Referring to recent research, this workshop will explore undergraduates’ and EAP learners’ self-perceived needs in relation to explicit grammar and vocabulary learning. It will also examine learners’ methodological preferences when they need to engage with language. The workshop will refer to examples from CambridgeAcademicEnglish course to illustrate ways of helping learners work with authentic academic language.

Hall 13

65 audience Workshop BE A c t i v i t i e s t o h e l p le a r n e rs i mp r ov e t h e i r i

Hall 14

50 audience Workshop

, B at h , U K )

In a lot of business and general English classes, learners are encouraged to talk about culture rather than to experience the impact culture can have when we communicate with people from other cultures. In this interactive workshop the audience will participate in a series of activities that they will be able to use and adapt in their own teaching situations.

(

r e el an ce )

In this workshop, we’ll analyse some challenges non-expert listeners face when listening to authentic texts. We’ll try out and discuss some classroom activities which have been designed to mediate the inherent difficulty level of such texts. These activities can help our learners become more effective, confident and autonomous listeners. They appropriate for learners from level B1 upwards.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.6 : 1705-1735

1705-1735 Session 3.6

Suite 1

55 audience

Talk

TTEd

Suite 3-5

100 audience

Talk

Suite 7

35 audience Talk ESP

Suite 8

35 audience

Talk

LMCS, TTEd

Suite 9

35 audience

Talk

LT, TD

Hall 1a

1705-1820

850 audience

Signature event

In 2000, English was introduced from Grade 1 in the state of Maharashtra. The government asked the British Council to design a sustainable programme to develop both the language proficiency and methodological skills of one teacher in every primary school in this huge state, as well as to develop parallel interventions through different innovative digital channels.

This session looks at the importance in establishing the culture of the school in the staffroom. I’ll look at the physical environment and psychological factors that can influence the success of a staffroom. Then I’ll explore some practical ideas to support and help develop the teachers in the staffroom that can be adopted to improve your school.

The talk gives an insight into how to choose an appropriate fiction movie for teaching ESP at tertiary level through designing curricula maps. Some ways of framing fiction movies for ESP students are considered. The talk is based on a project carried out at Moscow State Institute of International Relations. The findings apply to different contexts.

T e a ch in g c u l t u r e : wh

m an y )

Is it learners’ intercultural or transcultural competencies we should foster? How can this best be done in an English language classroom? Which cultures should we include? This talk will raise questions about some of the issues currently discussed in academic discourse and will try to find a balance between theory and classroom practice.

C h r is Bal d w in ( Br it i s h C ou n c i

)

e-portfolios for teacher development – what are they? What do they do? How can I set them up? This presentation will look at the use of e-portfolios and describe a simple approach to setting up an e-portfolio system using tools such as forums and the file repository in the popular Moodle Learning Management System.

L T J ou r n al S ig

The motion: ‘Published course materials don't reflect the lives or needs of learners’

To propose the motion: S c ot t T h or n b u r y (The New School, New York)

To oppose: C a t h e r i n

r (Department of Education, Oxford University)

Chair: Gr ah a m H al l (ELT Journal)

Coursebooks and other published course materials are a key source of teaching ideas and materials for many teachers around the world. But to what extent do they help or hinder language teaching and learning? How far do they reflect a particular view of language learners and of society?

Our two speakers will debate the issues surrounding published course materials in ELT. Please come along, have your say, ask questions – and join in the vote.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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 3.6 : 1705-1735

Hall 1b

245 audience

Talk

LT, MD

Hall 1c

245 audience Talk

N o f l i p p in ’ i d e a!

V al e n t in a D od g e ( E n g l i s h 3 6 0 )

What is 'flipped' teaching? What is blended learning? What do learners do in class? At home? Come along to this session to explore myths and misconceptions about 'flipped' classrooms and 'blended' learning approaches. The session will highlight the benefits of a hybrid course by focusing on creating individualised learning opportunities, flexible spaces for reflection and new forms of interaction.

TD, TTEd T ak in g c on t r ol of t e ac h e r d ev e l op me n t P e t e r W a t k in s ( U n iv e rs i t y of P or t s m ou t h )

Teachers sometimes think of teacher development as something organised for them, by institutions, departments or managers. But teacher development is a process that teachers can control themselves. This talk will give a step-by-step guide to the kinds of activities that teachers can organise for themselves and their colleagues, so that they get the best support possible as they develop as practitioners.

Hall 3a

305 audience

Talk

LT

Hall 3b

255 audience

Talk

LT, MD

Hall 4a

97 audience

Talk T E A S I G D ay

Umberto Eco recently said "The book is like the spoon, the hammer, the wheel. Once invented it cannot be improved". But dictionaries are different: they really are improved by escaping the confines of the book. Using the online MacmillanDictionary as an example, I will show how, with the arrival of the web, reference resources have found their perfect medium.

It's not easy using authentic text in class. Aside from the pedagogical concerns, it's labour intensive and time consuming. It is recognized industry best practice. But, we think it should be quicker and easier to prepare. In this session we'll show you how to use technology to make it much quicker and easier to use authentic text more often.

This presentation will look at the current practice of assessment in Malaysian schools and the rationale for the transformation program which introduced school-based assessment as part of the move to improve standards of English. We will also explore the challenges faced by secondary and primary school English teachers in implementing SBA and the implications in ensuring compliance and validity.

Hall 4b

86 audience

Talk LT

The presentation focuses on the ways that mobile reference materials, student response systems, podcasts and videocasts integrate in language teaching. It is based on a smallscale project within a group of B1-B2 adult EFL learners. The presentation contains an overview of a series of language and communicative exercises on students' mobile devices.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.6 : 1705-1735

Hall 5

20 audience

Restricted Audience Workshop

TD

Hall 6

20 audience

Restricted

Audience Talk

LA

Hall 7

33 audience

Talk

EAP, LA

The activities of this workshop, together with some ready-made material to take with you to your classroom, will give you the insight into different teaching techniques while teaching English as a foreign language in mixed-ability classes, having in mind both your students’ different learning styles and their multiple intelligences.

This talk reports on a case study exploring the perceptions of students’ and teachers’ experiences in an advanced-level language course at an English language preparatory school in relation to autonomy and motivation, which are two main headings presented in the literature. There are three commonalities revealed in the findings and changes are suggested for the course.

S ab in a O

The presentation deals with critical issues in learner autonomy, especially the ethnocentricity of the concept. It challenges the assumption that learner autonomy is contingent on culture and outlines the orientalist discourse underlying research into autonomy in non-western contexts. The theoretical discussion is supported by results of a case study conducted at a tertiary level English bridge programme in the Gulf.

Hall 8

20 audience

Restricted

Audience Talk EAP R e ad y, s t e a d y , g o: an e x a m t h a t p r e p ar e s f or l if e

In a s K ot b y (A me r ic a n Un ive r sit y i n Cair o)

Instructor’s methodology is to develop learners’ insights, analytical and critical thinking skills when reading texts from different genres and time periods. Learners analyze terminology that describes aspects of literature, annotate texts and cite sources. Writing focuses on synthesizing, arguing, analyzing and discussing, accepting or rejecting ideas. The different skills and knowledge they acquire give them tools to deal with life.

Hall 9

26 audience

Talk

Hall 10

33 audience

Talk EAP

n a Vd ov in a ( S a

The findings of an action research project reveal that a university CLIL course may have the potential for being not only a successful alternative to mainstream ESP teaching, but also a general framework for students’ intellectual development if, in addition to widely recognised conceptual components of CLIL models, it has specific variables ensuring intended learning outcomes.

This presentation is based on the outcomes of a qualitative research on implementing collaborative writing techniques to encourage students to think critically in Academic Writing lessons, which is being conducted in a group of university undergraduates in Ukraine. Case study techniques were applied to establish benefits and pitfalls of collaboration between students as a key factor in producing original academic essays.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 11a

90 audience

Talk R E S S I G D a y

Hall 11b

145 audience

Talk

Hall 11c

90 audience

Talk Y L T S I G D a y

Hall 12

175 audience

Talk TTEd

Session 3.6 : 1705-1735

This interactive session engages audience members in discussion on the role of critical dialogic collaboration in research. We explore what it means to be an insider and outsider in a research process and in our understanding of a specific context (Serbia), and look at additional ways we enhanced each other's understanding in a partnership of practice and knowledge building.

J

Many African countries specify English as the language of school instruction to form coherent competitive and internationalised societies. Unfortunately, the policy often has the opposite effect. We look at the 'Juba Conclusions' - a recipe for success designed by a wide group of educationalists. No background knowledge of African education is assumed for this matter of global social concern.

S

)

CLIL has been employed effectively in different types of German schools for nearly 10 years. Why do pupils prefer learning a school subject in English? Are German L1 and L2 speakers motivated to attend CLIL lessons by similar reasons? I will try to answer these questions by exploring the results of a questionnaire conducted in German secondary schools.

B

We believe that although the quality of the classroom teaching skills of candidates on both pre-service and in-service training courses has increased significantly, and is continuing to improve, the actual language selected for teaching is becoming more unrealistic and ineffective. As trainers, we have addressed the 'how' of language teaching, now we need to focus on the 'what'.

Hall 13

65 audience

Talk ESP, LA T ak in g l e ar n e r s t o t a sk

Heterogeneous levels of English, a lack of intrinsic motivation for learning English, limited time for teaching English on the curriculum. If these problems sound familiar, task-based language teaching could improve your situation. Two practical semester projects conducted in a tertiary educational setting are presented and their positive outcomes discussed.

Hall 14

50 audience

Talk ESP, LA

Teaching the dyslexic student how to read is a great challenge. Taking into consideration the students' strengths and weaknesses, systematic and structured lessons that address phonemic awareness, phonological awareness and blending help dyslexic students become better readers. Teachers need to adopt research-based methods and modify class environments. I will provide the audience with my experience in the Lebanese context.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday

11 April

Session 3.7 : 1750-1820

1750-1820 Session 3.7

Suite 1

55 audience

Talk

EAP, LA

Suite 3-5

100 audience

Talk

L A M S IG D ay

The session explores how students perceive outside class language learning experiences through a qualitative approach. The key questions guiding this study are: a) to what extent do students work outside the class in English?; b) what are the motives for the students to do certain activities outside the class?; and c) how do they perceive various outside class activities?

This talk explores the theory and practice behind school evaluation. We will discuss the aims behind evaluation and the relationship between assessment change and staff development. We will also refer to student assessment and whether its results can be presented as proof of school efficacy. Finally, we will discuss whether school evaluation impedes teaching by dictating certain ways of teaching.

Suite 7

30 audience

Restricted

Audience Talk

EAP, LT

Suite 8

35 audience Talk LT, TD

With the advent of the internet, the writing process might involve more than just creating a logically structured linear composition. Multimedia, in particular, provide new creative possibilities for designing new kinds of texts. This talk is going to explore the theory behind multimodal assignments, practical challenges related to ‘writing’ and ‘reading’ them, as well as demonstrate some examples.

C h e n ( Be i j i n g N o r ma l U n i v e r s it y , C h i n a ) & J i a n W an g ( H i g h S c h o ol 2 a t t ac h e d t o Be i

Whether we like it or not, e-dictionaries are common in language learning. This study reports a project which started four years ago with the aim of investigating how teachers can guide learners to make better use of e-dictionaries to support their vocabulary learning, reading and writing. This study also looks at how teachers developed with the help of this project.

Suite 9 35 audience

Talk LA

Hall 1a 1705-1820

Hall 1b 245 audience

Talk TTEd

on omy F u mi k o M u r as e ( T ok y o U n i v

T e ch n ol ogy )

Although learner autonomy is an appropriate goal in all cultural settings, it is important to pay attention to the particular cultural setting. Drawing on a study on the measurement of language learner autonomy, this study explores the cultural aspect of learner autonomy in the Japanese EFL context. Theoretical and pedagogical implications based on the findings will be presented.

(See page 144 for details)

Establishing the importance of Chinese students in global ELT, we will explore expectations of Chinese students and parents to language learning and the challenges this creates for private sector teachers in China. We will then discuss how IELTS has helped these teachers to support their students and adjust traditional practice. We suggest how this phenomenon might be managed abroad/globally.

e = experienced audience

p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 1c

245 audience

Hall 3a

305 audience Talk

Hall 3b

255 audience

Hall 4a

97 audience

Hall 4b

86 audience

Talk

TD

Hall 5

27 audience

Talk GEN

Hall 6

26 audience

Talk

EAP,

Session 3.7 : 1750-1820

The idea of using songs/song lyrics in the EFL classroom is not new, neither are the welldocumented virtues thereof, yet few practitioners actually do so. This session, based in the practical but with theoretical links, considers why this might be, addressing the issue of what [types of] songs could be used and considering ways to exploit this vital resource.

In 2006, I began a series of experiments on using screen capture feedback to provide feedback on students' written work. The idea has generated enormous publicity with national press coverage in both the UK and abroad. Now, 6 years later, I will present the most recent research based on developing student reflection and peer feedback. e, s, t, a

This presentation describes how teachers can influence student motivation through the setting up of tasks that increase student participation in classroom activities with the aid of technology. An example of the innovative use of technology at a university in Oman is described, where students were asked to work in groups to create 5-minute documentary films to demonstrate their language skills.

The English language teaching industry has seen an influx of trainers who decide to go freelance. This talk will show that while developing your own training business requires an enormous amount of dedication and resources, you will ultimately develop skills that will make you a better trainer and a better professional.

The first minutes of a lesson (or any interaction) is where the participants’ attention is most focused. How do we exploit this initial stage of a lesson to make it more memorable for our students? This talk looks at a variety of teaching situations, including teaching writing in paragraphs, exam skills, grammar points, as well as teaching unplugged. ie, a

This presentation is about the role of theme-based teaching in helping students at tertiary level in Morocco to improve their English and simultaneously prepare them for their career requirements. To do so, this presentation assesses the implementation of themebased teaching at two Moroccan engineering schools and discusses how it can be elaborated to meet the learners’ and teachers’ needs. ie, t

The session will illustrate how to integrate teaching pronunciation into an ESP/EAP classroom and will provide EFL teachers with simple and effective teaching techniques. The session is based on a pronunciation course designed for teaching oral presentation skills to Russian ESP students. The course in turn is viewed as part of the curriculum aimed at enhancing students’ rhetorical competence.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Thursday 11 April

Session 3.7 : 1750-1820

Hall 7

33 audience

Talk

TD, TTEd

Hall 8

27 audience

Talk

AL

Hall 9

26 audience

Talk

AL, LMCS

Hall 10

33 audience

Talk

LT, TD

This talk will present and detail the implementation of an ongoing teacher development project in a large EFL institution in Brazil. The several stages of the project will be presented. These include an initial needs analysis stage; conducting lesson observation; running face-to-face workshops; involving DOSs and school mentors in the project; and fostering the sharing of Best Practices amongst teachers.

Drifting off in class is a common problem, and when kids miss or don’t understand information, it is often due to not paying adequate attention. But students cannot be entirely blamed for their minds thus wandering off, and teachers must share responsibility. How can we develop this skill of ensuring sustained concentration through simple classroom techniques and strategies?

With the ultimate aim of emphasising quality education in mind, this talk argues that literature can be utilised to promote students’ communicative competence in English. To exemplify this issue, the talk takes a short story and discusses the presenter’s proposed approaches in dealing with literary texts within EFL contexts.

)

This presentation will focus on IT and internet skills for an English language teachers' project in Uzbekistan, which has generated a successful training course for EL teachers and practical expertise on how to use the technology in the EL classroom, virtual community and for teachers’ professional development. It will also refer to the project’s outcomes, successes and lessons learnt.

Hall 11a

90 audience

Talk

D ay

Hall 11b

145 audience

Talk

LMCS, G I S I G

Action research aims to enhance pedagogical practice and can be viewed as a type of professional development in which practitioners explore and address their own identified teaching challenges. This talk evaluates the impact of a national program, in which teachers undertake investigations into their own classroom-based teaching within English language intensive courses for overseas students.

D ay Gl

‘Language teaching is a vehicle for transmitting knowledge and understanding of human rights and a policy instrument for promoting intercultural communication in a spirit of human rights’ (Starkey 2004). We will discuss multimodal texts that can be employed in the EFL classroom, e.g., at secondary school on global themes such as race, gender, class and ecology issues.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 11c

90 audience

Talk

RES, Y L T S I G

D ay

Hall 12

175 audience

Talk TTEd

Hall 13

65 audience

Talk TTEd

Hall 14

50 audience

Talk PRON

Session 3.7 : 1750-1820 Evening event: 1900-2000

)

The 30th anniversary of Multiple Intelligences Theory is a good enough reason for its reappraisal. In this talk I will argue that, despite its weaknesses, Gardner’s model can be beneficial to the English language classroom, especially when young learners are involved. Research findings from a one-year study in two primary schools will be presented and discussed.

In this talk, I will reflect on the challenges of implementing a sustainable model for teacher education in Bihari government schools. We’ll look at: cultural issues around caste, gender and hierarchy; the role of English in state development; the practical reality of dealing with limited facilities and infrastructure; and the implications for academic and project planning.

Self-reflection in the development of a teacher trainer is crucial yet approaching it systematically is quite a challenge. In this talk, I will share with participants two simple but effective ways that I have used to keep a record of my ‘reflections’ as a trainer and how these have helped me develop my ability to critically evaluate my practice.

It is some decades now since discussions around ELF first emerged. Back in 2006, I started questioning teachers’ attitudes towards the variety of English that should, according to them, be taught (Nadia Benrabah-Djennane, 2007 : 233). This session reports on an experiment conducted with a view to explore French learners’ attitudes regarding which variety of English they wished to learn.

1900-2000 Evening event

IATEFL Failure Fest

1900-2000 in Hall 3

IATEFL Failure Fest: how is failure a better teacher than success?

We're all used to case studies and presentations reflecting heroic successes. But what of the things that went wrong? The stories of entrepreneurs and innovators constantly refer to learning from failure, with the adage, "Fail Early, Fail Fast, Fail Often". But how do you actually turn failure into success?

Find out by coming to an evening of fun and failure. Our Failure Fest focus will be innovation in language learning and teaching with short snappy presentations in which our brave presenters reflect on what they’ve tried and hasn’t worked, and what we all might learn from the experience. There will be contributions from the IATEFL Online audience.

Our compere will be Ken Wilson with seven surprise guests. Their stories will make you laugh, cry and learn. (Thiseventisinspiredbythe"NestaFailureFest:Education,InnovationandEnterprise".WearegratefultoNestaandClaudia Barwell fromSuklaafortheirhelpandadvice.)

Quiz for fun!

Q9 – On what dates and where will IATEFL 2014 be held? Answer on page 185 THURSDAY

Celebrating 60 years of International House

60 years of delivering language training and teacher training

One of the largest language school networks, present in over 50 countries

Experts in continuing professional development. With courses offered in over 30 training centres across the world and online

Isn’t it time you joined us?

For more information on training opportunities for teachers visit us at ihworld.com/teachers or for career opportunities ihworld.com/jobs

Visit us at Stand 26

To celebrate our 60th anniversary, we will be giving each visitor to our stand a gift from IH. Come and see us and find out how IH can meet your training and career needs.

ihworld.com

0815-0845: How To ... Track

0830-1215: Registration & Exhibition open

0815-0845 IATEFL How to... track

Hall 3a

Hall 4a

Friday 12 April

0900-1005: Plenary Session 1025-1055: Session 4.1

How to getpublished in a refereedjournal w i t h Gr a h a m H a l l

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 ELTJournalwill share tips and suggestions for getting your work in print.

How to move from being a teacher to becoming a trainer w i t h S il v an a R ic h a r d s on

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.

0830-1215 Registration & Exhibition open

Last chance to print your certificate of attendance.

You can print your certificate at the registration desk. At 1215 the facility will be dismantled. We do not post certificates to delegates after the conference.

0900-1005 Plenary Session

Hall 1 (1350 audience)

P l en a r y s e ss i o n b y S u s an B a r d u h n

Dr Susan Barduhn is a Professor at SIT Graduate Institute in the U.S., where she is also Academic Chair of the MATESOLLowResidencyProgram and former Director of the TeacherTrainingandProfessional Development Institute . Her career has spanned the roles of teacher, trainer, supervisor, manager, assessor and consultant; and she has worked for extended periods in Kenya, the UK, Switzerland, Colombia, Spain and Portugal. Susan Barduhn is a Past President of IATEFL; the former Director of The Language Center, Nairobi; and was Deputy Director of International House, London. Her areas of interest and research are cultural identity, teacher and trainer development, teacher thinking, and intercultural communication.

L a n g u ag e de al i ng

A few years ago I did some research on the cultural identity of expatriate teachers of English around the world, and one respondent declared that if English were a drug, expatriate teachers would be the dealers. Dr. Bill Johnston of Indiana University has written about the moral dimension of English language teaching, and in particular once drew provocative parallels between EFL teachers and medieval knights errant. In this talk I am going to explore these metaphors and argue that the phenomenon of expatriate English teachers could be considered a historical, cultural movement. I will then consider a new drug: Mandarin as a Foreign Language, and consider the effects that Chinese expatriate teachers might have as language dealers.

1025-1055

Suite 1

Session 4.1

This presentation refers to a large-scale CLIL research in Italy and analyses the metamorphic and transcendental profile of CLIL purporting to shed light on the savoir apprendre dynamics of it by scrutinising the development of new content and language oriented competences, as a reflection and extension of those depicted in the CEFR (2001). s

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Friday 12 April

Session 4.1 : 1025-1055

Suite 3-5

100 audience

Talk

TD Ob se r va t i on f r om t h e ot h e r s i d e ?

Ju l i a n S i r e t ( In t e rn at i on a l H ou s e L on d on )

As a teacher I have found that video observation can be an incredibly useful and informative self-development tool. From this perspective I will explore how, with mentor support, teachers can negotiate a path towards self-development and provide a suggested framework for their future development through the use of video in class. ie, a

Suite 7

35 audience

Suite 8

35 audience

Talk AL, LT

Suite 9

35 audience

Talk RES

Hall 1a

850 audience

This presentation talks about how Moke, a common teaching practice widely seen in English classes in China’s secondary education, can be transformed into in-service teacher training. During Moke, a teacher teaches the same class repeatedly up to five or six times to different groups of students, and modifies and refines the teaching plan and classroom behavior.

The Collaborative Media Club project, implemented at Hariri Bahaa School in Lebanon, allowed grade nine students to meaningfully use their reading, speaking and writing skills to write news stories about their community and post them on their group blog. The presenter will describe the implementation process, the basic skills taught and the activities done until students published their stories online.

)

There has been a long debate over what works best for beginner readers. Should we start with the systematic teaching of phonics, or should we immerse learners in a wide range of texts in which they use whole-word reading? This talk will summarize the advantages of both methods and will propose a literacy program that fits EFL learners.

Talk GEN P h r as al ve r b s , d o y ou r s t u d e n t s g iv

& L is

English is full of phrasal verbs, and students feel that if they don’t master them, their English will never sound natural. How do you help your students get ahead? Using examples from the new edition of the Collins COBUILD Phrasal Verbs Dictionary and Collins Work on your Phrasal Verbs , this talk provides some creative ideas for teaching phrasal verbs. e,

E L T / Ha r p e rC ol l i n s P u b l is h e r s)

Hall 1b

245 audience

Talk GEN

Hall 1c

245 audience

Talk

EAP

S e r v ic e s)

With reference to the new series, RichmondVocabularyBuilder, this talk explores several aspects of vocabulary teaching, such as the selection of items to teach and the best way to present them for maximum benefit to the student. We will focus particularly on the idea of progression through a unit to a specific goal.

This talk explores the practice of audio-logging. It presents qualitative data from a longitudinal case study in Oman to demonstrate the value of audio-logs (recorded spoken diaries) in exploring academic writing processes in ESL undergraduates, and discusses the practicalities of managing a log project. It is of particular relevance to EAP tutors or disciplinary tutors working with ESL undergraduates.

e = experienced audience p = primary teaching

is

= inexperienced audience

Hall 3a

305 audience

Talk

TEA

Hall 3b

255 audience

Talk

EAP

Hall 4a

97 audience

Talk

YLT

Hall 4b

86 audience

Talk

LMCS, RES

Hall 5

27 audience

Talk

TD, TTEd

Hall 6

26 audience

Talk

TD

Session 4.1 : 1025-1055

How can we move low-level learners with an IELTS end-objective from general English to IELTS preparation? What preparation can we give them to make the transition successfully? This session will present new materials from Bridge to IELTS intended to take pre-intermediate students to a position from which they can embark on an IELTS preparation course confidently and successfully.

The use of noun phrases and wh-clauses to convey information in an economical way is central to academic writing. With reference to the Oxford Grammar for EAP, I will discuss how these structures achieve their purpose, and what we can do to help students, working in the classroom or on their own, to handle them with greater confidence. ie, a prod prom

As online video-sharing sites have developed, a wealth of short clips on a breadth of topics has become available for classroom use. This practical session will present the advantages of using video in the classroom, review some considerations teachers should weigh before using video, and offer ideas for pre-, while- and post-viewing activities based on videos on LearnEnglishTeens. ie, s prod prom

This talk will look at initial results from case study research into how intercultural competence develops among students of English at a German university. The research focused on students who participated in an intercultural project at the end of the 2012 summer semester. Through an analysis of the data we may get closer to understanding the nature of intercultural competence itself. e, t

This session aims to show how action research can help teachers to gain valuable insights into technical and psychological aspects of their teaching. A case study on Teacher Talking Time (TTT) will be presented and some hands-on activities will be proposed. Results were analyzed both quantitatively and qualitatively, based on Scott Thornbury's communicativeness framework.

This interactive talk presents a case study of setting up a developmental programme on peer lesson observation based on two supervision models: self-help-exploratory and collaborative. It addresses the issues of the programme schedule and the rationale for it, as well as reflections on the outcomes. It will be of interest to school managers, DoSs, teacher trainers and teachers.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Friday 12 April

Session 4.1 : 1025-1055

Hall 7

33 audience Talk TTEd

The promulgation of the new Teachers’ Law no.14/2005 marks an important milestone for teachers’ professional and social status in Indonesia. Drawing on an introspective and auto-ethnographic study, I will theorise the choices I made in relation to the ‘image’ of teachers in Indonesia before and after the Law. What positive incentives this Law brings to Indonesian teachers will also be discussed.

Hall 8

27 audience

Restricted

Audience Talk

Hall 9

26 audience

Hall 10

30 audience

Restricted

Audience Talk

EAP, LAM

Have you ever had to use a book which seemed unsuitable for your learners? In this talk I will discuss research into the gap between the theory of book selection and the reality of processes being employed. I will present practical tips to enable us to make informed, context-driven choices through employing a principled methodology.

I want to emphasise the need for the teacher to use emotional intelligence in the TEFL classroom so as to open the students' affective filter that will allow the new learning to reach long-term memory and thus create an empathic relationship with the foreign language. I believe students will reach a higher level of proficiency faster this way.

Y as e m i n K i r kg o z ( A d a n a )

Hall 11a

95 audience

Talk

TEA, YLT

Hall 11b

156 audience

ov a t i

Managing curriculum innovation has been characterized as a complex process. This talk describes the engagement of an academic director in managing an EAP curriculum innovation, focusing on the book Managing Curricular Innovation by Numa Markee. Teachers’ participation in the curriculum innovation process is encouraged. Monitoring is achieved through horizontal and vertical modes of communication resulting in a coherent curriculum.

TOEFL Primary supports EFL teaching and learning by providing information about the developing English proficiency of young learners, ages 8–11. The talk will describe how TOEFL Primary speaking tasks assess holistic and discrete skills in contextualized, communicative, and engaging ways. The talk will provide suggestions for how teachers can develop engaging and relevant speaking classroom activities.

The Pearl River Delta – the area of China which includes Hong Kong, Macau and thousands of factories inland – is experiencing social and economic change at a speed which is astonishing even for China. This talk, based on recent research, explores the changing role and status of English amongst the diverse delta communities and discusses the possible implications for British ELT.

e = experienced audience p = primary teaching ie = inexperienced audience s

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

p, s, t, a

Hall 11c

100 audience

Talk TTEd

Hall 12

175 audience

Talk YLT

Hall 13

65 audience Talk LT

Session 4.1 : 1025-1055

Session 4.2 : 1110-1140

Nowadays a first teaching position often involves considerable time spent working with young /teenage learners. This talk is based upon research into how prepared new teachers felt in dealing with the challenge of working with these learners after completing initial training. The talk will proceed to suggest some practical strategies which teachers might immediately adopt profitably for this context.

As schools race to acquire the latest EFL digital tools to boost class and home learning, young learners are becoming more and more firmly attached to keyboards, whiteboards, smartphones and all manner of e- and m-learning devices. This session will examine some of the pros and cons observed and reported so far and present practical ways of enhancing the benefits.

How do you achieve a principled approach to blended learning course design in ELT? This question will be considered using insights from 21 case studies written by ELT practitioners on blends used on ESP, EAP, General English and Teacher Development courses that are featured in a new British Council publication, Blended Learningin ELT: CourseDesignandImplementation

Hall 14

50 audience

Talk ESAP, MD

Hands-on activities are an effective way of engaging students. This talk documents the use of model kit internal combustion engines to teach ESP (especially vocabulary) to undergraduate engineers, focusing on the pedagogical methods employed. It also presents the findings of follow-up questionnaires conducted with the students to evaluate the effects of this novel activity on both language learning and motivation.

1110-1140 Session 4.2

Suite 1

55 audience

Talk RES, TTEd

This session discusses how key emotions during non-native EFL teachers’ practice influence the development of their professional identities. It is argued that if these emotions are not acknowledged, teachers may experience dissatisfaction and even burnout. Therefore, it is of paramount importance to find ways to create awareness of this emotional dimension in order to promote a renewed professionalism.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Friday 12 April

Session 4.2 : 1110-1140

Suite 3-5

30 audience Restricted Audience Talk TTEd

Suite 7

35 audience Talk LA, TD

Teacher cognition is an important area given that it is central to what happens in English language classrooms. This session details how cognitions are formed and how they influence teaching practice. Participants will examine how they can improve teacher training courses by addressing teacher cognitions, thus ultimately improving EL teaching.

Although not a new concept, some teachers and schools struggle to implement programmes which encourage autonomy. I believe that some teachers fear they will not be able to cater for the needs of the students. My session will reflect on what support and training teachers need and whether school procedures and attitudes should change to allow for learner autonomy.

Suite 8

35 audience

Talk

EAP

Suite 9

35 audience

Talk

EAP, LT

Hall 1a

850 audience

This training on monitoring comprehension as a metacognitive strategy was carried out at BUSEL in order to help students enhance their overall reading skills. It provides an overview of its implications in an EAP class. This exploratory teaching practice may be employed by other instructors in other institutions to further the analysis of this strategy.

Have you ever taught online or thought about supervising an online course? My talk will analyze the experience gathered with a new English online course, developed at Karlsruhe Institute of Technology, for perspective postgraduates going into the field of Energy. Come and hear what our experiences have been and look at various different aspects of online teaching and online courses.

Talk LT K il l e r a p p s an d d ic t

Learners of English are often already expert users of mobile devices. With the right support, this expertise can be converted into a great learning stream, by providing dictionary apps that are always on the spot – at the ‘wordface’. Using examples of apps from Cambridge’s ELT dictionaries, this talk will show you which buttons to push (literally and figuratively).

Hall 1b

245 audience

Talk LT, TD

S

This talk will focus on the practicalities of using e-learning systems by looking at the Dutch high-school Christelijke Scholengemeenschap Veenendaal’s successful integration of online with face-to-face English teaching using resources from Macmillan English Campus. By examining the school’s needs and the solutions Macmillan English Campus has provided, we aim to de-mystify the use of digital materials for teaching English.

CELTA is intensive and input time is at a premium. In the ‘flipped classroom’ model, some of the material that is usually presented in class is watched on video beforehand to allow more time for practical application in the session. This talk will outline how this innovation was used for three input sessions and how this supported the trainees.

e = experienced audience

p = primary teaching ie = inexperienced audience

s = secondary teaching t = tertiary teaching a = 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

Hall 3a

305 audience

Talk

LT

Hall 3b

255 audience

Talk

EAP, LT

Hall 4a

97 audience

Talk

LT, TEA

Hall 4b

86 audience Talk TD

Hall 5

27 audience Restricted Audience Talk EAP

Hall 6

26 audience Talk PRON

Session 4.2 : 1110-1140

This talk considers how the combination of creative pedagogy and technology can promote learning in the language classroom. The relationship between technology and creative pedagogy will be explored, demonstrating - through practical classroom activities - how using technology in the classroom can foster a creative learning environment, where both creative thinking and learning are enhanced.

Take advantage of the web’s resources to create motivating tasks and facilitate peer collaboration. Several task-cycles, including creating websites, producing radio shows, and completing job searches, will be demonstrated. An integral part of task-based learning is language focus which will be explored. These tasks, created for large classes of mixed levels, are easy to adapt to different learners’ needs.

Thanks to technology, the way we teach has evolved. Today, we benefit from Web 2.0 tools to make our instruction more effective. But what about assessment? Does one size fit all? Are there any innovative ways of assessing student performance? How? Why? Come along to this talk to find out about the answers to these questions.

This talk will present a detailed description of the theoretical and practical elements involved in the implementation, over the course of a year, of a dialogic approach towards CPD amongst experienced teachers. Based on recordings of the professional development sessions and teachers’ journals it will be possible to critically evaluate how far a nonlinear approach can foster teacher development.

e ed b a ck on s t

This presentation will report on a study conducted on four groups of first-year ESL university students' essays, as well as their rewrites, to determine the impact of four types of feedback on their second drafts. The insights gained in writing assessment as well as recommendations for teachers' use will be shared.

The present practical study aims at identifying and analysing the views and perspectives of both Spanish EFL post-secondary school students and teachers regarding the role that pronunciation currently has in their classes and teaching materials, according to their answers in a 50-item questionnaire and to compare the answers given by these two groups of participants.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Session

4.2 : 1110-1140

Hall 7

33 audience

Talk GEN

Hall 8

27 audience

Talk

LAM

Hall 9

26 audience

Talk

YLT

Hall 10

33 audience

Talk

LT, YLT

Hall 11a

95 audience

Talk LT

Hall 11b

156 audience

Talk MD, TTEd

This presentation will summarise research findings in regard to the psychological and sociocultural adjustment of international students in London. It will argue that ESL and EAP students often share a sense of sociocultural marginalisation and inadequate sociolinguistic competence. Some of the corresponding implications in terms of individual practice and policy at an institutional and national level will be considered.

The Start Up programme, created by British Council Algeria, aims to provide young entrepreneurs with best practices in teaching and management to enhance the way English is taught in the private sector. The programme was initiated to address the lack of standards and quality in the Algerian ELT industry which has slowed the progress of English learning in Algeria. e, ie,

E n gl is h f or p a r e n t s E n g l i sh f or c h i l d r

'English for the Home' potentially has more users than any other ESP. What is it exactly and how can it be taught? In this session I’ll offer a linguistic analysis of home English and introduce a fresh source of motivation to learn L2, inspired by the psychological dynamics of the home. Highly attractive for children and parents and language professionals. e, ie, p

This presentation first explores the affordances of online role-playing games, like RuneScape, in learning English vocabulary and developing reading skills. Next, it presents the textual and observational data to examine whether there is any relationship between playing RuneScape and Korean children's vocabulary acquisition and reading skill development in English. e, ie, p prod prom

This session will show participants the benefits of using an institutional wiki to help teachers extend their everyday sharing and discussion of classroom issues and activities from the teachers' lounge to an institution-wise practice that brings about real learning and reflection on the part of all involved.

Should the content, process and design of online YL teacher training courses attempt to replicate that of face-to-face courses, or is a fundamental reconceptualisation necessary?

This talk addresses this question with reference to a course designed by the presenters and considers the challenges faced, decisions made, and feedback received throughout the process.

Hall 11c

100 audience

Talk GI

In this session I shall describe an action research project which brought critical thinking, through philosophical discussion, into the classroom by creating a community of enquiry. We shall engage in practical activities involving thinking strategies which go beyond language learning. Finally, I shall present student feedback and evidence of the development of an environment of enquiry, learning and reflection.

e = experienced audience

p = primary teaching

= inexperienced audience s = secondary 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

Hall 12

175 audience

Talk LA

Hall 13

65 audience

Talk

LT, TTEd

The presentation mainly focuses on how computer games can be used in creation of a virtual English-speaking environment for non-native speakers. Its secondary aim is to discuss possible ways of bringing learner autonomy to a new level, especially for talented yet reluctant students. The presentation also provides visual examples of effective use of computer games regarding above-mentioned issues.

Videoing of expert teachers’ classrooms is under-used in teacher training. The integration of filmed expert lessons with online discussion forums is a powerful and effective way of exploiting this medium to the full. How can we merge best practice in teacher training observation tasks, videoed sequences of expert teachers at work and online learning affordances?

Hall 14

50 audience

Talk TEA

This study looks into the influence of test taker background using a large sample from a high stakes English test. Test takers' performance was analyzed according to background information at different levels. Item difficulty and item discrimination were examined comparing test takers from countries both where English is an official language and where it is taught as a foreign language.

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

exhibition and the IATEFL registration desk close

1215-1300 Session 4.3

Suite 1

30 audience

Writing Task 1 can be daunting for students and teachers alike. This workshop for IELTS teachers will focus on how to de-mystify this part of the test. By showing how to analyse the question and data, and to reduce the task to clear, simple steps, this workshop will allow teachers and students to approach this task with greater confidence.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Friday 12 April

Session 4.3 : 1215-1300

Suite 3-5

100 audience Workshop LA, TD

Suite 7

30 audience

Restricted Audience Workshop YLT

Suite 8

30 audience

Restricted Audience Workshop TTEd

Suite 9

30 audience

Restricted Audience Workshop YLT

Hall 3a

Sc ho ol of En

This is a practical workshop demonstrating the improved motivation and language production achieved by applying alternative control structures within classrooms. Dornyei’s L2 Motivational Self System, group dynamics theory and Bruce Lee’s antiConfucianism will be outlined. Activities will be presented through web-links, ensuring participants receive concrete ideas for implementing this philosophy in their own classrooms.

The object of this workshop is to demonstrate how traditional folk tales are used in parallel with factual history to motivate children to understand the world better. Simultaneously they will learn to express themselves using English as a tool of communication. It also helps children to understand cultural beliefs from different regions.

The cultural neuroscience tries to explain the neurological underpinning of cognitive and behavioral differences across cultures. During the drama workshop we will create an imaginary community through using few different drama strategies such as working in role, visualisation, still image. All the strategies will enable participants to develop a shared framework of the community through engagement in multisensory experience.

In this practical hands-on workshop we will explore a wide range of activities that use posters, flashcards, picture cards and puppets in the young learner classroom. These essential classroom resources increase students’ motivation, capture their imagination and add lots of fun to the English classroom. Be prepared to take an active part! e, ie, p, s

Ga v in D u d e n e y ( Th e C on s u l t an t s - E)

305 audience Workshop LT, TD D ig it a l l it e r a c ie s - t h e e s se nt ia l gu id e

n t Te am, Is t a n b u l )

Do you know your hypertext literacy from your texting literacy, your personal literacy from your participatory literacy? And, more importantly, do you really need to? In this workshop we will explore the concept of digital literacies in teaching and learning, examining a basic framework for digital literacy skills and its practical application in the language classroom.

Hall 3b

255 audience

Workshop TTEd W h at ' s y ou r me t ap h or ?

Be n G ol d s t e in ( F r ee l a n c e )

Is the teacher a provider, culture transmitter or interest arouser? Is language learning a race, puzzle or mechanical process? Whatever your metaphor, such images help us picture the indescribable and offer vivid insights into what we do. This workshop analyses the power and memorability of metaphor as well as the influence new metaphors can have on our work. s, t, a

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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

Hall 4a

97 audience Workshop

TD, TTEd

Hall 4b

86 audience Workshop MD

Hall 5

20 audience

Restricted Audience Workshop

BE, PRON

Hall 6

26 audience Workshop

LAM

Session 4.3 : 1215-1300

In this session, we will exemplify how open-minded and genuine dialogues between fellow teachers, and teachers and their supervisors, create 'new understandings', give way to critical reflection and promote growth. We will also discuss the value of dialogue as a learning opportunity for teachers and trainers in their professional contexts.

c k l an d )

Creativity helps learners to develop their own language skills, while also fostering good interpersonal relations within the class group. This practical hands-on workshop will demonstrate creative techniques in the FL classroom, using interactive exercises to develop 'pure' creativity, genre-based tasks, grammar and vocabulary, and the apparent paradox of creativity for beginners.

We all know that delivery makes a presentation, so why is voice training – an essential component of Business English - often overlooked? This interactive workshop will show you how to use open source (free) speech visualisation technology, and apply it to enhance your learners’ intonation, pitch range and sentence stress for delivering effective and engaging English presentations.

This workshop will take a practical look at the process of preparing for inspections in order to gain accreditation. We will share experiences on the process of preparing for inspection, the difficulties of distinguishing between mandatory requirements and ‘best practice’ in assessing a school, and how to achieve a common professional standard across institutions and accreditation bodies.

Hall 7

30 audience

Restricted

Audience Workshop MD, PRON

Hall 8

27 audience

Workshop MD,

This workshop provides participants with the opportunity to experience and then practise constructing intermediate and advanced vocabulary and pronunciation activities for EFL learners. Attendees work on customizing a sample lesson using a suggested list of verbs and question stems at various levels in Bloom's taxonomy. Expected take-away for participants is an activity plan ready for use with their students.

Teachers are in constant search for creating unique learning experiences for students. Therefore, we have prepared some activities, such as peer and self-assessment, use of podcasts, voxopop and other websites, and a variety of authentic activities which can be adapted to all ages. Attendees will be involved throughout the workshop by sharing their experiences and additions to what will be proposed.

AL = Applied Linguistics

BE = Business English

EAP = English for Academic Purposes

ESAP = English for Specific Academic Purposes

ES(O)L=English for Speakers of Other Languages

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

Friday 12 April

Session 4.3 : 1215-1300

Hall 9

20 audience

Restricted Audience Workshop LT

Hall 10

30 audience

S p ic in g u p y ou r t e ach in g wit h Mood l e f or u ms

G iz e m T u r k an ( B il k e n t Un iv e r s it y )

The aim of the workshop is to enable participants to diversify their use of online forums by being involved in interactive and experiential forum examples. Each forum topic uses a different forum type and serves for a different instructional purpose, such as increasing social interactivity, supporting classroom learning, helping students initiate discussions and enhancing independent and collaborative thinking.

Restricted Audience Workshop YLT In t e g r a t i n g a r t , s c i e n c e a n d IC T i n t h e E F L c l a s sr o om C a r me A r b on e s ( Un iv e rs it y of Ba r ce l on a )

Hall 11a

95 audience Workshop MD

Content and language integrated learning (CLIL) is powerful, engaging and empowering. CLIL classrooms use English to teach real-world content. This hands-on workshop presents an innovative, interactive, project using glogster, book trailers and prezi presentations, integrating art, science and technology and providing opportunities for collaborative learning and teaching for understanding.

Recently there has been a focus on dealing with ‘emergent language’ rather than following a syllabus. But does this mean that coursebooks are irrelevant? Surely coursebooks are ultimately a collection of topics texts and tasks - the bedrock of any course. We’ll look at some ideas for using coursebooks while still allowing the teacher to facilitate and engage with emergent language.

ie, a

Hall 11b

156 audience Workshop TTEd

Hall 11c 100 audience Workshop YLT

Hall 12

175 audience

Workshop MD, TD

Be

Hall 13

65 audience Workshop EAP, LA

ie, s, t, a

When we play, our affective filter is lower and the whole learning process seems lighter and less arduous. This is true of adults as well as younger learners. This workshop will explore the use of simple tools and techniques for games that enhance learning for adults and reflect on why they work. e, ie, t, a

Ge n e r a t i on me : 1 0 p r a c t ic a l id e as N ik i Jo se p h ( F re e l a n c e )

Are today’s teens really very different to us? If you work with them, you probably think they are! Teaching teens can be challenging as we try to gain their interest, accommodate their needs, and meet our own curriculum obligations. In this practical workshop, we will look at 10 practical ideas to engage and motivate this generation. ie, s

What makes a successful language learning task? You probably answer ‘It depends’. And so it does - but it is possible to isolate seven key characteristics of any good task. We’ll illustrate these through examples of both appropriate and inappropriate tasks. Participants will be provided with a checklist of questions to consider when preparing a task.

This workshop will involve EAP practitioners in a review and evaluation of key principles underlying portfolio assessment. The practicalities of balancing demands on teacher time and desire for consistency in grading with high standards in quality of feedback and assessment will be considered. There will be an opportunity to evaluate learning portfolios from post-graduate students studying a range of disciplines.

e = experienced audience p = primary teaching ie = inexperienced audience s = secondary teaching t = tertiary teaching a = 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 4.3 : 1215-1300

Final plenary & closing : 1315-1430

IATEFL conference farewell : 1430

Hall 14

50 audience Workshop ESAP, TD

Gr a ce C an

With limited academic language proficiency, foreign language learners often rely on language that does not meet the complex competency requirements for multiple writing tasks. The presenters introduce language upgrades, essential strategies for improving academic language for expanded registers and readers, simplifying how students can manage these complex tasks rapidly and efficiently. ie, s, a

1315-1415

Hall 1 (1350 audience)

1415-1430

Hall 1

& J an e O 'C on n or ( E m or y C ol l e ge of A r t s a n d S c i e n ce s)

Final plenary session

P l e n a r y se s s i o n b y R o g e r M c G o u g h

Roger McGough was awarded an OBE for services to poetry in 1997 and a CBE in 2004. With Adrian Henri and Brian Patten, he was honoured with the Freedom of the City of Liverpool. He is currently touring with his new poetry collection, As Far As I Know , (Penguin). Following the success of his recent adaptations of Tartuffe and TheHypochondriac, his new Molière is on tour with English Touring Theatre. He is the long-standing presenter of BBC Radio 4’s PoetryPlease and was recently elected President of the Poetry Society. He occasionally plays the voice of the book in The Entertainment Company’s production of TheHitchhiker’sGuideToTheGalaxy.

Roger McGough is a Fellow of the Royal Society of Literature, Honorary Fellow of Liverpool John Moores University and an Honorary Professor at Thames Valley University. He has an MA from the University of Northampton and D.Litts from the Open University as well as the universities of Hull, Liverpool & Roehampton.

O n a l i g ht e r n o t e

Come and be entertained by Roger McGough, ‘a trickster youcan trust’ , who is one of Britain’s bestloved poets for both adults and children. Roger reads poems old and new and just sprung from the poetry box and talks about his writing life, the city of Liverpool and the state of hope in which he lives year-round.

Closing address

Carol Read, 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 is kindly sponsored by Marketing English in Ireland.

1430

Foyer

Book-signing by Roger McGough

Roger McGough is very happy to sign copies of books purchased on the day, courtesy of News From Nowhere bookshop, Liverpool.

1430 IATEFL Conference Farewell

Galleria The conference ends with a complimentary snack in Galleria as we say farewell to you. We thank Marketing English in Ireland for their sponsorship to enable us to offer this.

We look forward to welcoming you again at our 48th Annual International Conference in Harrogate, Yorkshire, 1-5 April 2014.

Photo: Leila Romaya

APP LI E D LI NG U IST I CS

Task-based learning: a complex approach for TEFL

a connected speech-based approach to pronunciation teaching

Corpora and the advanced level: problems and prospects

Enhancing students’ reading fluency

Home languages in mainstream schools: widely encouraged or under-supported?

Writing for scholarly publication in English for Chinese researchers

The importance of culture in translation: should culture be translated?

strategies for 'teaching grammar'

mental rehearsal, covert rehearsal and pronunciation learning

Extensive reading, process writing and TBL: commonalities?

teaching the right pronunciation of English words in Nigeria

'ideal L2 self': motivating adult EFL learners

activities to enhance L2 identity

phonological decoding skills of Mandarin-speaking children in Shanghai

ELTJ adult coursebooks review 2001-2012: what has changed?

Areas of interest

classroom behaviour of EFL learners: agency and anxiety

tests and tasks versus listening in the real world

approach to treating lexical errors in students' writings

rationale and challenges behind designing bespoke EAP

EFL

Areas of interest

of university student writing: insights from the BAWE corpus

Need for formalised EAP training: a pressing issue but ignored?

The university writing centre and academic writing in English

the most of your Self Access Centre (SAC)

concept-mapping

and denudation: neurosciences meet English as a second language

Developing professionally-oriented online reading: the study, materials, results

learning at sea

into the typology of CLIL competences' evolution

verbs, do your students give up or get ahead?

Areas of interest

low-income, developing-nation workers learn English

as a global issue

solar powered mp3 players in African schools

content: open educational practices for English language education

Succession planning - making it

the

Areas of interest

LEARNER AU TO NO MY continued Kung Fu teaching: breaking traditional control structures in the

portfolio assessment in EAP worth the effort?

LEARNI NG T EC HNO LO G I ES

Encouraging collaborative learning

Raising students’ awareness of internet safety through ELT

Attracting a real audience for learners through e-publishing

An Apple (or Android) for the young learner teacher

Using concordances in grammar teaching

Designing materials for mobile language learning

Developing academic presentation skills via VLE: problems and perspectives

English through remote teaching: a Uruguayan primary school scheme

Nelson Mandela? Creating (global) cultural fluency using learning technologies

One-to-one learning: handheld devices in technology-supported English learning

Designing online courses: a case study from Macmillan Practice

Use

Moviemaker

The whys and wherefores of implementing technology in the classroom

Literacy app-titude: young learners, literacy and mobile learning

Implementing iPads in the classroom: a project in Hong Kong

Motivate us, keep us writing!

Implementing handheld learning: a personal journey

Mind the app! Simple online tools for the EFL lesson

Practising negotiation skills in ESP classes with ICT support

Can low-income, developing-nation workers learn English 100% online?

Technology in ELT:

learners’ perceptions of PowerPoint in the language classroom

Beyond content: open educational practices for English language education

Areas of interest

Empowering teachers to become designers of intercultural tasks

program for teaching literature with higher-order thinking skills (HOTS)

literature in the EFL classroom

a goldmine for EFL writing teachers

YANs you have to read before you …

song in your heart, a spring in your step

our learners: actualising the vision

echoes of CLIL

Fine arts for CLIL, visual literacy and EAP classes

materials for mobile language learning

what do learners really need?

learning paths

picturebooks

and diverse

online courses: a case study from Macmillan Practice

coupon 1 word, 1000 coupons 1000 words

for the world of work: new projects, new approaches

many heads do you have? Try "six thinking hats"

and designing activities for tweens

to write a cutting edge course for your students

strategies for 'teaching grammar'

are materials actually used in classrooms?

teachers to become designers of intercultural tasks

ELTJ adult coursebooks review 2001-2012: what has changed?

speech acts with TV series: why and how?

Areas of interest

Areas of interest

Areas of interest

Abdel Razeq Anwar aaabdelrazeq@birzeit.edu

Abdel-Hakeem Mai Magdy yoy_eimo37@yahoo.com

Abdul Khatab Zainuriyah zainonkhatab@yahoo.com

Abdul-Qahhar Muhammad Himdad hdollabakray@yahoo.com

Abedin Manzoorul ma455@cam.ac.uk

Aboulmaaty Dahlia Yousri dabulmaati@kau.edu.sa

Affouneh Salam saffoneh@hct.ac.ae

Afrianto Afrianto aburaudha@gmail.com

Agolli Renata renata_it@hotmail.com

Ahmed Saeed Balla Asjad gamar6@hotmail.com

Ainscough Valerie v_ainscough@sky.com

Aish Fiona fiona@target-english.co.uk

Ait-Zaouit Ella e.aitzaouit@fontys.nl

Akyol Burcu akyol.burcu@gmail.com

Al-Alami Suhair supaeg@yahoo.co.uk

Al Amrani Moundir almoundir@gmail.com

Albi-Netto Ana

A lBulushi Zawan zawan2007@hotmail.com

Al-Failakawi Khaledah

Al-Halwachi Amaal amaal98@hotmail.com

Al-Hassan Ahmad dral_hassan@hotmail.com

Al-Hosni Samira samira.alhosni22@moe.om

Ali Sally sally.ali@uaeu.ac.ae

Allen Dave Al-Mamary Fakhra fakra121@hotmail.com

Al-Maqhawi Hanay Hussien

A lmond Mark mark.almond@canterbury.ac.uk

Altamirano Annie

Altehenger-Smith Sherida altehenger-smith@web.de

Altenreiter Monika monika.altenreiter@fh-joanneum.at Altiparmak Suzan saltiparmak@sabanciuniv.edu

Al Waili Mahmoud mzmk1@hotmail.com

Alweeni Makia makkiaenglish@hotmail.com

Alyasin Abdulqader abdulqaderalyasin@gmail.com

Al Zumor Abdul Wahed wahed3@gmail.com

Amrani Frances amranieducation@gmail.com

Index of presenters

Anderson Jason jasonanderson1@gmail.com

Anderson John john.anderson@britishcouncil.org.my

Andrewes Simon s_andrewes@yahoo.com

Anero Roberto anero@netcologne.de Anmpalagan Rajapriyah R.Anmpalagan@warwick.ac.uk

Anne Elizabeth elizabeth.anne@ujf-grenoble.fr

Arbones Carme

Arena Carla carlaarena@gmail.com

Arfa Kaboodvand Mandana m_arfa@yahoo.com

Ashmore Elizabeth eashmore@ets.org

Ashour Subhi subhi.ashour@open.ac.uk

Ashton Helen eva.schmidt@harpercollins.co.uk

Asses Mohamed Tahar taharenglish@yahoo.co.uk

Assi Ghenwa ghenwa.assi@lau.edu

Ates Gulcan agulcan@bilkent.edu.tr

Atesok Deniz atesok@gmail.com

Atkinson Elloa elloaatkinson@gmail.com

Ausems Tineke t.ausems@fontys.nl Avramenko Anna avram4ik@gmail.com

Aylett Lea lea.aylett@regent.org.uk

Ayvaz Engin engin.ayvaz@hotmail.com

Azevedo Claudio claudioazv@gmail.com

Ba Aiche ba.chou@yahoo.fr

Bader Hazem hazeid67@yahoo.com

Badger Richard r.g.badger@education.leeds.ac.uk

Bagwell Michelle michellebagwell@hotmail.com

Bailey Kathi kbailey@miis.edu

Baker Rita rita.baker@lydbury.co.uk

Baker Will w.baker@soton.ac.uk

Baldwin Chris chris.baldwin@britishcouncil.org.hk

Balint Dennis balint.martin@gmail.com

Ballantyne Neil neil.ballantyne@britishcouncil.org.hk

Banegas Dario Luis dariobanegas@hotmail.com

Barduhn Susan susan.barduhn@sit.edu

Index of presenters

Barker Fiona Barrera-Pardo Dario dario@us.es

Barrett Alison alison.barrett@in.britishcouncil.org

Bassett Alastair alastair.bassett@britishcouncil.de Batchelor Kevin kevin.batchelor@pilgrims.co.uk

Bazante Maria do Carmo Beaumont Oliver Beaven Briony brionybeaven@t-online.de Beck Martin beck@mondiale.de

Beddall Oliver oliver.beddall@qa.britishcouncil.org

Belak Mojca mojca.belak@guest.arnes.si Bendall Peter bendallpeter@hotmail.com

Benedetti Caltabiano Bruna bruna_caltabiano@hotmail.com

Benedito Fernanda fernandasantos04@yahoo.com.br Benrabah-Djennane Nadia nadia.benrabah@u-grenoble3.fr

Bensalah Baya bensalah30@gmail.com

Berry Roger rogerb@ln.edu.hk Bhanot Rakesh rakesh_bhanot@hotmail.com

Bhattacharya At anu atanu1071@gmail.com

Bhattarai Sarala saralabhattrai@yahoo.com

Bicknell Roy royparmesan@hotmail.com

Bilbrough Nick nickbilbrough@yahoo.co.uk

Black Timothy timblack@bluewin.ch

Blake Julie jb@poetryarchive.org

Bland Janice janbla@arcor.de Bocekli Muge muge.bocekli@cakabey.k12.tr Boobyer Victoria victoriaboobyer@gmail.com

Borg Simon

Borsato Andrea borsatolondon@yahoo.co.uk

Boteach Salomon Elana english.elana@gmail.com

Bou Hamad Samya samyaabouhamad@yahoo.com

Boy Isil isilboy@gmail.com

Boye Sarah frauboye@gmail.com

Bradbury Tom Bradfield Bess bess@bnbcreative.co.uk

Brandon Katherine Brewer Stephen stephen-scott.brewer@u-pec.fr

Brewster Simon sbrewster@tamf.org.mx

British Council signature event

Brook-Hart Guy guybrookhart@gmail.com

Brown Cath c.r.brown@sheffield.ac.uk

Bruton Anthony abruton100@yahoo.com

Bsat Mazen mazenbsat@gmail.com

Buchanan Heather h.buchanan@leedsmet.ac.uk

Budden Joanna jo.budden@britishcouncil.es

Buggey Jill

Bukin Steven steven.bukin@btinternet.com

Bull Victoria

Bunyan Chris bunyanchris@hotmail.com

Burns Anne anne@burns.name

Bush Jerome jerrybush1@gmail.com

Butler Ian ian.butler@lingleonline.com

Buxton Barbara barbara@barbarabuxton.orangehome.co.uk

Cabrera Duarte Vera veracabrera@uol.com.br

Cagnol Bethany bethany@cagnol.com

Calvo Benzies Yolanda Joy yolandajoy.calvo@rai.usc.es

Cambridge University Press signature event

Camerer Rudolf r.camerer@elc-consult.com

Canseco Grace gcansec@emory.edu

Cardimona Kimberly Cardoso Willy cardoso.elt@gmail.com

Carrier Michael mcarrier@btconnect.com

Casey Annette annette.casey@fh-joanneum.at

Castro Mabel mabelcosta.castro@gmail.com

Cauldwell Richard richardcauldwell@me.com

Chamot Anna Uhl auchamot@aol.com

Chappell Philip philip.chappell@mq.edu.au

Chapple Julian julianchapple@mac.com

Chattopadhyay Kalyan profkalyan@gmail.com

Chen Zehang chenzehang@bnu.edu.cn

Chien Shih-Chieh chien.paul@gmail.com

Chong Chia Suan chiasuan@live.co.uk

Christopher Nkechi nmxtopher@gmail.com

Civera Lopez Isabel icivera@ub.edu

Cloke Suzanne suzannecloke@gmail.com

Cobra De Carlo Alba teacheralba@gmail.com

Cohen Jane jane.cohen@britishcouncil.org.il

Coleman Hywel colemanhywel@hotmail.com Collins Ian ian.collins@yasar.edu.tr

Connelly Thomas thomas.connelly@britishcouncil.cl Connolly Michael michael.connolly@in.britishcouncil.org

Constantinides Marisa info@celt.edu.gr

Cosgun Gulcin gulcin.cosgun@ozyegin.edu.tr

Course Simla simlacourse@gmail.com

Cowle Andy eva.schmidt@harpercollins.co.uk Cowley-Haselden Susie Coxhead Averil averil.coxhead@vuw.ac.nz

Crappsley Anne anne.crappsley@regent.org.uk

Craven Miles milescraven@yahoo.com

Cruz-Belo Bernardo Crystal David davidcrystal2@gmail.com

Cunningham Sarah C urtis Andy Cusack Barry mbcusack@hotmail.com

Dantaz Nicolas ndantaz@adinet.com.uy Dar Yasmin

Daubney Mark mark.daubney@ipleiria.pt Davidson Peter peter.davidson@zu.ac.ae

Davies Katy katysimpsondavies@gmail.com Davis Paul paul24davis@hotmail.com

Dawadi Saraswati saraswoti_dawadi@yahoo.com

Day Jeremy jday@poczta.onet.pl de Chazal Edward edward@emdechazalconsulting.co.uk de Jong John

D elen Busra busradelen@gmail.com

Dellar Hugh hughdellar@mac.com

Demian Amani

Demirbas Muzeyyen Nazli nazlidemirbas_06@hotmail.com

Demirel Elif elif@ktu.edu.tr

Dexter Phil phil.dexter@britishcouncil.org

Index of presenters

Dhladhla Abraham dhladhla.a@dbe.gov.za

Diaz Maggioli Gabriel diazmagg@newschool.edu

Dimond-Bayir Stephanie steph.dimond-bayir@bellenglish.com

Dodge Valentina valentinadodge@gmail.com

Dodigovic Marina mdodigov@gmail.com

Dofs Kerstin kerstin.dofs@cpit.ac.nz

Doguelli Teresa

Donaghy Kieran kieran.donaghy@uab.cat

Donna Sylvie sylvie.donna@durham.ac.uk

Donno Sarah sarah.donno@edinburghcollege.ac.uk

Driver Paul paul_driver@mac.com

Drury Paul Du Jianying dujianying@mail.hust.edu.cn

Dudeney Gavin gavin.dudeney@theconsultants-e.com

Dudley Edmund legyened@yahoo.co.uk

Dummett Paul paul_dummett@hotmail.com

Duncan Robert Dunlop Fiona fiona@wimbledon-school.ac.uk

Dunne Louisa louisa.dunne@britishcouncil.fr

Earl Charlene c.m.earl@kent.ac.uk

Ebbert Carol ebbert@uni-trier.de

El Tony Hala gypsyqueen147@yahoo.com

Elicker Martina martina.elicker@uni-graz.at Ellis Gail gail.ellis@britishcouncil.fr ELT Journal signature event

Enmutlu Elpe Hamdune Nergiz nergis.enmutlu@ozyegin.edu.tr

Epstein Naomi naomi.shema@gmail.com

Ertum Emirler Seda sedaemirler@sabanciuniv.edu

Esteves Vanessa vcreis.esteves@gmail.com

Euler Sascha eulers@hotmail.co.uk

Evans Gaynor gaynor.evans@pt.britishcouncil.org

Evele Emma Mojoko

Everhard Carol Joy everhard@enl.auth.gr

Ewens Thomas t.r.ewens@gmail.com

Eydelman Natalia eydelman.natalia@gmail.com

Index of presenters

Farag Sophie sophiemf@aucegypt.edu

Faruk Syed Md. Golam faruk.golam@yahoo.com

Fernandes Andreia andreia.lof@gmail.com

Ferradas Claudia claudiaferradas@yahoo.co.uk

Ferreira Cornee c.vanderwind@driestar-educatief.nl

Field John jcf1000@dircon.co.uk

Fielder Clare fielder@uni-trier.de

Fitzgerald Alannah alannahfitzgerald@gmail.com

Fleta M. Teresa tfleta@perlaunion.es

Fletcher Mark S markfletcher100@yahoo.co.uk

Flinders Steve steveflind@aol.com

Foord Duncan duncan@oxfordtefl.com

Foster David dpfoster@gmail.com

Fox Sandra Franca Valeria vbenevolofranca@gmail.com

Francis Nicky nicky.francis@britishcouncil.fr

Freeman Donald donaldfr@umich.edu

Fuerstenberg Ulla ulla.fuerstenberg@uni-graz.at

Gakonga Joanne jo.gakonga@elt-training.com

Galazka Alicja biuro@future.edu.pl

Gantner Thorkild

Gastelum-Knight Carla M cmgknight@lenext.uson.mx Gebka-Suska Anna biuro@4elt.pl

Gillard Patrick patrickjgillard@gmail.com

Ginsburgh Mitchell mginsburgh@ets.org

Girgin Esra esragirgin@hotmail.com

Gkonou Christina cgkono@essex.ac.uk

Glover Cathy cathy.glover@britishcouncil.org

Gnawali Laxman lgnawali@yahoo.co.uk

Godfrey Jeanne Gok Seyit Omer seyit.gok@gediz.edu.tr Gokturk Saglam Asli Lidice aslilidice@hotmail.com

Goldstein Ben ben@bengoldstein.es Gonzalez Ana Sofia qz024815@rdg.ac.uk

Gonzalez Barbara scholesbarbara@yahoo.co.uk

Gonzalez Lilia liliagonzalez@lenext.uson.mx Gonzalez Brandi Natalia n.gonzalez@ihmontevideo.com Goodall Maya maya.goodall@tematerials.com Goodger Charles charles.goodger@funsongs.co.uk Goosey Martin martin.goosey@britishcouncil.es Graddol David Grant Caroline caroline.grant@britishcouncil.org

Grau Maike maike.grau@ph-freiburg.de Graves Kathleen gravesk@umich.edu

Green Simon s.j.m.green@leeds.ac.uk

Greenall Simon simon.greenall@btconnect.com

Gregersen Tammy tammy.gregersen@uni.edu

Gresswell Richard richardgresswell@yahoo.co.uk

Griffiths Carol carolgriffiths5@hotmail.com

Guarany Jr Fernando fernando@guarany.net

Gueye Latsouck latmbathio@yahoo.fr Gulener Birgul birgul@bilkent.edu.tr Gulyamova Jamilya jamilya.gulyamova@britishcouncil.uz Gungor Mustafa Akin magelt06@gmail.com Guntelberg Connie connie@guntelberg.dk Gurel Merve mgurel@bilkent.edu.tr Guven Aysen caysen@bilkent.edu.tr

Haddush Hintsa

Hadfield Charles Robert Hadfield Jill jhadfield@unitec.ac.nz

Haile Abayneh abayneh2k2@yahoo.com

Hailelul Biniam bhaileleul@yahoo.com

Hales Rebecca rebecca_hales@hotmail.com

Hall Graham

Hall Harry sirharryhall@yahoo.co.uk

Hamilton Eilidh eilidh.hamilton@britishcouncil.org.tr

Hamilton Judith j.r.hamilton@wlv.ac.uk

Hamitouche Fatiha f_hamitouche@yahoo.com

Hancock Mark mark@hancockmcdonald.com

Handayani Dini

Hands Penny penny@pennyhands.com

Hanks Judith

Hannam Sara sara.j.hannam@gmail.com

Harakchiyska Tsvetelina tsvetelina.harakchiyska@gmail.com

Harmer Jeremy jeremy.harmer@btinternet.com

Harris Bill bharrisefl@gmail.com

Harrison Louis louis.harrison@glasgow.ac.uk

Harrison Mike mjah84@gmail.com

Harrison Tilly tilly.harrison@warwick.ac.uk

Hassan Claudia claudia.m.hassan@gmail.com

Hawkes Lee l.hawkes@qmul.ac.uk

Hawkins Margaret mhawkins@education.wisc.edu

Hayes Jo jo.hayes@britishcouncil.fr

Hazari Samira

Heathfield David david@davidheathfield.co.uk

Heble Ayesha ayesha_heble@hotmail.com

Heizer Maria waria@vp.pl

Hill David A louise@iatefl.org

Hillman Richard richardhillman@hotmail.com

Hockley Andrew adhockley@gmail.com

Hockly Nicky nickyhockly@yahoo.es

Hodgson Graeme graemehodgson@hotmail.com

Hogan Mike hoganmike@gmail.com

Holzman Susan holzms@zahav.net.il Holzmann Christian christian.holzmann@univie.ac.at Hua Keren khua@essex.ac.uk

Huang Ping huangping1960@yahoo.com.cn

Hughes John john@hugheselt.com

Hughes Stacey

Humble Julie julie.humble@lydbury.co.uk

Hunter Michelle michelle@keeptraining.de

Ibrahim Nayr nayr.ibrahim@britishcouncil.fr

Idelcadi Samira samiraidel@gmail.com

Ignatov Kirill kirillign@mtu-net.ru Ilkdogan Serbes Duygu duygu.serbes@gmail.com

Imber Brenda prousimb@umich.edu

Index of presenters

Inthisone Pfanner Nasy Ioannou-Georgiou Sophie sophiecy@yahoo.com Irgasheva Saida saida.irgasheva@gmail.com

Irving Daniel dc5@live.co.uk

Isa Mohammed Abbas Ali drmohammedabbas@gmail.com

Isik Tas Elvan Eda isiktaseda@gmail.com Izuagba Angela

Jagdesh Gill

James Aleya aleya.james@hct.ac.ae

James Allan Jamieson Duncan Janser-Munro Gerhild gerhild.janser@fh-joanneum.at Janssen Sally sally@as-this.net

Jarunthawatchai Wisut faaswsj@ku.ac.th

Javier Eljee ejavier@me.com

Jeon Young-Joo ipeuni2@hanmail.net

Jilkova Jana jajilkova@gmail.com

Johnson Andy andy.johnson@londonschool.com

Johnson Jenny jennyjohnson.btn@gmail.com

Johnston Fiona whereisfiona@hotmail.com

Jones Ceri cerijones@ono.com

Jones Neil Jones Tony tony.jones@britishcouncil.org

Joseph Niki niki.joseph@bigpond.com

Ka Abdoul kaabdoul@hotmail.com

Karaoglu Ozge ozge_karaoglu@hotmail.com

Katrnakova Hana katrnak@rect.muni.cz

Katz Anne ila-katz@pacbell.net

Kay Sue suekay.oxford@virgin.net

Kaya Elif elifka@bilkent.edu.tr

Keddie Jamie jamiekeddie@hotmail.com

Kell Jim jim.kell@bellenglish.com

Kemaloglu Elif ekemaloglu@gmail.com

Kennedy Loraine kennedyloraine@yahoo.co.uk

Kerr Raymond raymond.kerr@britishcouncil.org.tr

Khabiri Mona monakhabiri@yahoo.com

Index of presenters

Khalifa Hanan

Khalyapina Liudmila lhalapina@bk.ru

Khan Iffaf iffaf@englishcity.com

Khatter Sanaa khatter_sanaa@yahoo.com

Khourchid Ingrid ingrid.khourchid@lb.britishcouncil.org

Kiddle Thom thomkiddle@yahoo.com

Kightley Adam

Kim Jeong Ryeol jonsongi@nate.com

Kim Kwengnam edkk@leeds.ac.uk

Kirkgoz Yasemin ykirkgoz@cu.edu.tr

Knagg John john.knagg@britishcouncil.org

Kopkalli-Yavuz Handan

Korol Olena elena_korol@list.ru

Kosta Joanna

Kotby Inas kotbyi@hotmail.com

Kozhevnikova Tatiana tatiana.kozhevnikova@gmail.com

Kruppa Catarina catarina.kruppa@culturainglesasp.com.br

Kryszewska Hanna hania.kryszewska@pilgrims.co.uk

Kumari Vinaya vinaya_govindan@yahoo.com

Kurtoglu Eken Deniz kurtoglueken@sabanciuniv.edu

Kushwaha Shivaji

Kutlutan Halime halime.kutlutan@ozyegin.edu.tr

Kuttig Khanh Duc kdk@kent.ac.uk

Lackman Ken kenlackman@yahoo.com

Lai Hsuan-Yau Tony tony823@ms17.hinet.net

Laudari Suman Lawson Cameron camglawson@gmail.com

Leather Sue sue@sueleatherassociates.com

Ledbury Robert robledbury@gmail.com

Lefever Samuel samuel@hi.is

Legutke Michael Michael.K.Legutke@anglistik.uni-giessen.de Lemos Cecilia cecilialcoelho@gmail.com

Lesniewski Sebastian lesniewskis@gmail.com

Lewis Samantha Likintseva Tatiana likincevate@gmail.com

Lima Chris chrislima90@yahoo.co.uk

Little Michael michael.little@britishcouncil.org

Liu Jun junliu@gsu.edu

Lloyd Niall niall_lloyd@hotmail.com

Lloyd Thomas tlloyd@waltham.ac.uk

Lopes Juarez lopesjuarez@gmail.com

Lopez Martinez Cecilio Luis de Jesus celopez@uv.mx

Lukica Ivana ivana.lukica@pravo.hr

Lussi Bell Maggi luma@zhaw.ch

Macavoy Roy roy.macavoy@britishcouncil.es

MacDougall Kenneth kenneth.macdougall@edinburghcollege.ac.uk

Machado Paulo paulo6550@gmail.com

Mackay Jessica jmackay@ub.edu

Mackenzie Alan alan.mackenzie@britishcouncil.org.pk

Mackenzie Colin colin.mackenzie@free.fr

Mader Judith j.e.mader@t-online.de

Madylus Olha olhamadylus@gmail.com

Maharaj Chintha maharaj.c@dbe.gov.za

Makhlouf Sanaa Abdel Hady sanaaam@aucegypt.edu

Malcolm Diane diane@agu.edu.bh

Maley Alan Mallender Elizabeth elizabeth.mallender@bellenglish.com

Malloy Amy amy.malloy@oup.com

Manassian Shakeh manassian@btinternet.com

Manitsa Natassa natassa@expresspublishing.co.uk

Marcondes Perone Cristiane cristiane.perone@culturainglesasp.com.br

Marin Caceres Leonor leomarinc@yahoo.com

Marji Lina linamarji@gmail.com

Markova Zarina zarinamarkova@abv.bg

Marks Jonathan jonathanmarks@wp.pl

Marsden Emma emma.marsden@york.ac.uk

Marsh Debra dmarsh@cambridge.org

Martin Jenifer

jenifer.martin@cityofglasgowcollege.ac.uk

Masuhara Hitomi Matsumura Shoichi shoichi@world.ryukoku.ac.jp

Matsuo Mitsuko jh300069-3232@tbp.t-com.ne.jp

Maung Hay Mar hm.haymar@gmail.com

Mavridi Sophia

Maynard Carson carsonm@umich.edu

McCarthy Michael McDonald Annie annie@hancockmcdonald.com

McGough Roger adrian@uktouring.org.uk

McGrath Ian McGraw Rhoda rhoda.mcgraw@mail.enpc.fr

Mckeown Matt mckeownmd@hotmail.com

McLaughlin Louise lniclochlainn@gmail.com

McNeff Richard rcmcneff@hotmail.com

McNorton Hannah

H.A.McNorton@kent.ac.uk

McNulty Steve steve.mcnulty@britishcouncil.org

McWilliam Vicky vmcwilliam@staffordhouse.com

Meakin Jean Meddings Luke lukemeddings@gmail.com

Meganathan Ramanujam Meiramova Saltanat saltanat.m@mail.ru

Meixner Karen karen.meixner@fh-joanneum.at Mengu Hande Isil hmengu@bilkent.edu.tr

Menia Nora nora.menia@britishcouncil.org

Mercer Sarah sarah.mercer@uni-graz.at Merse Thorsten t.merse@uni-muenster.de Messum Piers p.messum@gmail.com

Michelioudakis Nick nickmi@ath.forthnet.gr

Milanovic Michael Miller Cleve cleve@english360.com

Milligan Sarah s.milligan@macmillan.com

Millin Sandy sandymillin@gmail.com

Mills Jon j.mills-349@kent.ac.uk

Millward-Sadler Adrian adrian.millward-sadler@fh-joanneum.at Minaeva Liudmila liudmila.minaeva@gmail.com

Miscin Evelina evelinamiscin@yahoo.co.uk

Mishriki Afaf afaf@aucegypt.edu

Misra Partha Sarathi partha.misra@azimpremjifoundation.org

Mohamed Mohamed Abdelsalam Samar samardrama@yahoo.com

Mol Hans myconnexxions@bigpond.com

Index of presenters

Mollaun Pamela pmollaun@ets.org

Monteiro da Silva Sergio sergio@cna.com.br

Moor Peter Mordue Suzanne mauddew@hotmail.com

Morgan Marie seabrightspirit@shaw.ca

Moura Pedro p.moura@macmillan.com

Mourao Sandie nettlehouse@mail.telepac.pt

Muhammed Bandar bandarqahhar@yahoo.com

Munasinghe Hasantha Himali Kuruppu

Murase Fumiko fumikomurase@gmail.com

Murenzi Emmanuel murenziemma@yahoo.co.uk

Ndjoze-Ojo Becky, R.K. Nesi Hilary h.nesi@coventry.ac.uk

Newman Peter p.newman@macmillan.com

Newson Dennis djn@dennisnewson.de Norrington-Davies Danny danny.norrington-davies@ihlondon.com

Norris Lucy E. M. lemnorris@yahoo.co.uk

Norris Roy Norton Julie jen7@le.ac.uk

Norton Maria maria.norton@tn.britishcouncil.org Noshchenko Mykhailo mshnosh@gmail.com

Nosyreva Svetlana svetanosyreva@yandex.ru Ntomprou Konstantina dobroudina@gmail.com

Nunan David davidcnunan@gmail.com

Nunes Luis lmandsn@gmail.com

Nureldeen Waleed waleednureldeen@gmail.com

Nwigwe Ngozi Victoria nwigwengoziv@yahoo.com

Nwokolo Chinelo chygrail@yahoo.com

O'Brien Liam le_obrien@yahoo.com

O'Connell Sue sueoconnell@mac.com

O'Connor Jane jcoconn@emory.edu

O’Dell Felicity felicity@flissavlad.demon.co.uk

O'Hare Keith keithohare@gmail.com

Oflaz Merve merveoflaz@hotmail.com

Ogbay Sarah

Index of presenters

Okoh Nkem h_sazu57@yahoo.co.uk

Onchevska Ager Elena elena.oncevska@gmail.com

Onjewu Martha Ada monjewu@yahoo.com

Orlando Rosemary r.orlando@snhu.edu

Orr Andrew andy.orr@regent.org.uk

Osborne Mark mark.osborne@l2.co.uk

Oschepkova Tamara tamararussia2003@yahoo.com

Ostrowska Sabina sabina.ostrowska@kustar.ac.ae

Ottway Tom tottway@yahoo.co.uk

Ozdemir Devrim

Ozgelen Suzan ozgelen@bilkent.edu.tr Ozkul Senem

Painter-Farrell Lesley painterl@newschool.edu

Palmer Christine christine.palmer@cityofglasgowcollege.ac.uk

Pandya Vandana vandana.pandya@britishcouncil.org.my

Pardoe David david.pardoe@britishcouncil.or.ke

Park Elizabeth expark@ets.org

Parker Maria mgparker@duke.edu

Parnham Jon jon.parnham@britishcouncil.org.hk

Parrott Martin

Parvaresh Parvaneh parvaresh18@yahoo.com

Pasalic Magda magda@efst.hr

Patch Tania onceinoctober@hotmail.com

Paterson Ken ken.paterson@gmail.com

Pawlak Miroslaw pawlakmi@amu.edu.pl

Peachey Nik nikpeachey@mac.com

Pearson Longman signature event

Pedrosa Sa Freire de Souza Marcia Maria marcia.pedrosa@ibeu.org.br

Pegg Edward edpegg@hotmail.com

Perino Hansjuerg hperino@mac.com

Perne Anze anze.perne@gimvic.org

Petrovskaya Svetlana svetlana385@yandex.ru

Phelps Christina christina.phelps@pt.britishcouncil.org

Philip Derek derek.philip@ef.com

Phillips James james.phillips@britishcouncil.org

Phillipson Robert

Philp Heike heike.philp@letstalkonline.com

Philpot Sarah Piaggio Alexia alexiapiaggio@fastwebnet.it

Pickering George georgeuk32@aol.com

Pilbeam Adrian adrian.pilbeam@lts-training.com

Pita Paulo paulopita@me.com

Poesova Kristyna k.poesova@gmail.com

Pointner Frank Erik frank.pointner@uni-due.de

Popovic Radmila rpopovic27@yahoo.com

Primalis Dimitrios dprimalis@gmail.com

Prodromou Luke lukep@otenet.gr

Proudlove Sarah Psonder Tanja tanja.psonder@fh-joanneum.at

Puchta Herbert hp@herbertpuchta.com

Pugliese Chaz chazpugliese@gmail.com

Pullen Louise lap18@le.ac.uk

Qarada Ranin raneen_qara@hotmail.com

Quartano Katie disabledaccessfriendlycampaign@gmail.com

Quin Rosie rosie.quin@cityofglasgowcollege.ac.uk

Rabello Elizabeth elizabethr@thomas.org.br

Rahman Ohee oheekalam@gmail.com

Read Carol carolread@readmatthews.com

Read David d.p.read@sheffield.ac.uk

Rendell Mark mrendell@stgiles.co.uk

Revesz Sophie sophie.revesz@basilpaterson.co.uk

Reynolds Alexandra alexandra.reynolds@univ-nantes.fr

Reynolds Patricia preynold@umw.edu

Rezmuves Zoltan

Richards Ann-Marie annmarierichards81@gmail.com

Richardson Silvana silvanamrichardson@gmail.com

Rickard Jonathan jonathan.rickard@britishcouncil.org.hk

Ridd Joanna jo.ridd@ihlondon.com

Righini Maria do Carmo maria.righini@culturainglesasp.com.br

Rimmer Wayne wrimmer@hotmail.com

Roberts Rachael radbod1234@aol.com

Robertson Simon simon.robertson@centralschool.co.uk

Robinson Nick nick@nickrobinsonelt.com

Rodgers John jmhrodgers@hotmail.com

Rogers Louis l.j.rogers@reading.ac.uk

Rolinska Anna annarolinska@yahoo.co.uk

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

Rossner Richard rrossner@eaquals.org

Roy Kishore kishore.roy@britishcouncil.org

Rudin Kirsten runs@zhaw.ch

Rumora Ksenija krumora@gmail.com

Rundell Michael michael.rundell@lexmasterclass.com

Sachpazian Maria Araxi inputoneducation@gmail.com

Saed Abdelmoeti Ahmed Sayed assa5assa@yahoo.com

Salah El-din Yasmine yasmine@aucegypt.edu

Salandyk Weronika weronika.salandyk@gmail.com

Salvi Ana Ines anainess26@yahoo.com.ar

Salvisberg JoAnn jsalvisberg@belponline.ch

Sambeny Celeste Ana da Gloria c.sambeny2010@hotmail.com

Sampaio Gloria R L gloria_sampaio@hotmail.com

Sanchez Liliana liliana.sanchez@theanglo.org.mx

Sandhu Harisimran harisss2@rediffmail.com

Sanotska Larysa sanotska@yahoo.com

Santos Eduardo eltbakery@gmail.com

Sarr Mareme yamsoda.soda@gmail.com

Sartori Fernando fcsartori@terra.com.br

Saslow Joan joan.saslow@mac.com

Satak Gorkem gsatak@sabanciuniv.edu

Saumell Maria Victoria saumell.vicky@gmail.com

Saville Nick

Schaefer Eugene eugeneschaefer@aol.com

Index of presenters

Scheffler Pawel spawel@ifa.amu.edu.pl

Schellekens Philida philida@schellekens.co.uk

Scholey Mike alison.barrett@in.britishcouncil.org

Schuitemaker-King Jenny jennyschuite-c@telfort.nl

Sciamarelli Malu malusciamarelli@gmail.com

Scrivener Jim jimscrivener@gmail.com

Seligson Paul paulseligson@googlemail.com

Selivan Leo leo.selivan@britishcouncil.org.il

Senturk Hakan hakan.sentrk@gmail.com

Serafijanovic Danijela danijela.serafijanovic@gmail.com

Shadrova Ekaterina ekaterina-shadrova@yandex.ru

Shah Sunil sunilshah76@gmail.com

Shalabi Abdeldaim Muhammad mohamedshalabi@yahoo.co.uk

Shammas Nicole nicole.shammas@hct.ac.ae

Sharma Atul atsha@rediffmail.com

Sharma Peter predipsharma@gmail.com

Shaw Paul disabledaccessfriendlycampaign@gmail.com

Shedid Neveen neveen.shedid@britishcouncil.org.eg

Sheehan Susan

Shehab Nooreya nooreyay@yahoo.com

Shen Wei-Wei wwshen@fcu.edu.tw

Shepherd Sarah eva.schmidt@harpercollins.co.uk

Sheykhametova Emine emine.sheykhametova@britishcouncil.org

Simpson James j.e.b.simpson@education.leeds.ac.uk

Siret Julian julian.siret@ihlondon.com

Sirin Selen selen.sirin@ozyegin.edu.tr

Skinner Jody jody@uni-koblenz.de Skopintseva Tatiana tskopintseva@nes.ru

Smirnova Natalya natas2002@yandex.ru

Smith Howard h.smith@oxfordhousegroup.com

Smith Richard r.c.smith@warwick.ac.uk

Smith Ryan smith@cardinalnewman.org

Smith Simon simonsmith.elt@gmail.com

Solly Mike mike.solly@yahoo.co.uk

Index of presenters

Sonmez Kaplan Elife elifes@bilkent.edu.tr

Soontornwipast Kittitouch skittitouch@hotmail.com

Sotiriou Chryssantthe sassy_gr@hotmail.com

Soyoz Sirin sirin.soyoz@britishcouncil.org.tr

Spataro Claudia Alejandra Spiewak Grzegorz grzegorz@e-dos.org

Stanley Graham blogefl@gmail.com

Stannard Russell russellstannard@btinternet.com

Steeley Sherry sls229@georgetown.edu

Steiner Judy

Strasser Thomas thomas.strasser@phwien.ac.at

Subotic Ljiljana suboticlj@t-com.me

Sutherland Lisa lisa.sutherland@harpercollins.co.uk

Swyngedauw Norma norma.swyngedauw@britishcouncil.org

Szesztay Margit margit.szesztay@gmail.com

Szostak Wioletta wszostak@autograf.pl

Tashma-Baum Miri mirimtb@gmail.com

Tayeb Bouhitem b.tayeb@lycos.com

Tennant Adrian adrian.tennant@ntlworld.com

Terrell Shelly shellyterrell@gmail.com

Tezcan Unal Burcu

Thaine Craig cthaine@ptchev.net.nz

Theuma Jean jeantheuma@hotmail.com

Thomas Fiona fiona@netlanguages.com

Thorn Sheila sthorn@clara.net

Thornbury Scott

Titova Svetlana stitova3@gmail.com

Toechterle Anita anita.toechterle@fh-joanneum.at

Tolstova Tatiana tvtolstova@yandex.ru

Tomalin Barry barrytomalin@aol.com

Tomlinson Brian

Toner Jennie

Toste Verissimo verissimo.toste@oup.com

Tran Thi Quynh Le

Tranter Geoff tranter@mondiale.de Trzmielewska Joanna j.trzmielewska@macmillan.com

Tsai Bonnie tsaibonnie@hotmail.com

Tsarikova Natalia natalia.tsarikova@britishcouncil.uz

Turkan Gizem gturkan@bilkent.edu.tr Tutunis Birsen tutunisster@gmail.com

Uden Jez jezuden@hotmail.com

Underhill Adrian adrian@aunderhill.co.uk Ur Penny pennyur@gmail.com Urkun Zeynep Uysal Evrim evrim@sabanciuniv.edu

Vai Marjorie marvai@mac.com van Lunteren Ilja van Olst Candy candy.vanolst@oise.com van Wijk Johan j.vanwijk@driestar-educatief.nl

Vdovina Elena vek2@mail.ru Velikaya Elena evelikaya@hse.ru Villanueva B ergasa Raquel Villas Boas Isabela isabela.villasboas@thomas.org.br Voelz Sabrina voelz@uni.leuphana.de Vogt Steffi svogt@leuphana.de Vongkrachang Salila vsalila@hotmail.com

Vonscheidt Patricia psvonscheidt@yahoo.co.uk

Votocek Francoise francoise.votocek@bellenglish.com Vyner Luke luke@londonlanguageexperience.com

Wagle Ushakiran wagleyusha@gmail.com

Walenn Jeremy jeremywalenn@garneteducation.com

Walenn Sara sarawalenn@garneteducation.com

Walker Robin robin@englishglobalcom.com

Walklett Chris cwalk@essex.ac.uk

Walkley Andrew andrewwalkley@mac.com

Waller Daniel dwaller@uclan.ac.uk

Wallis Julie juliewallis@rocketmail.com

Walter Catherine

Walter Elizabeth liz.walter@camlex.co.uk

Wang Jian wjian_wj@126.com

Wang Linfeng evawangamaro@gmail.com

W a n g Xiaobing icysprite@gmail.com

W a r d Julia julia.ward@oise.com

W a r d m a n Clare clarewardman@gmail.com

W a rw i c k Lindsay lindsay.warwick@bell-worldwide.com

W a t e r s Alan alangeorgewaters@gmail.com

W a t ki n s Peter peter.watkins@port.ac.uk

W a t so n Julie j.watson@soton.ac.uk

W e i le r Ruth ruth.weiler@fh-joanneum.at

W e j e Annette Ure annweje2001@yahoo.com

W e s tb r o o k Pete westbrook@hum.ku.dk

W e s tw e l l Rosemary

W h i s ta n c e Jayne jwhistance@yahoo.co.uk

W h i te h e a d Danny

W h i te h e a d Russell russell@whitehead.com

W h i tt a ke r Claire clairewhittaker04@yahoo.co.uk

W i g le y Celia celia.wigley@harpercollins.co.uk

W i l d e n Shaun shaun.wilden@ihworld.com

W i l ki n s o n Ruth ruth.g.wilkinson@gmail.com

W i l li a m s Douglas douglas12510@hotmail.co.uk

W i l li a m s Simon s.a.williams@sussex.ac.uk

W i l li a m s - L e p p i c h Lynn lynn.williams@fhnw.ch

W i l li s Chris

W i l li s Dave dave@willis-elt.co.uk

W i l li s Jane jane@willis-elt.co.uk

W i l s o n Jean jean.wilson1@gmail.com

W i l s o n Ken kenwrite@btinternet.com

Index of presenters

W i s em a n Anne anne.wiseman@britishcouncil.org

W i s ni e w s ka Halina halinaannawu@hotmail.com

W i s ni e w s ka Ingrid iwisniewska@hotmail.com

W o ng Matilda matildaw@umac.mo

W o o d f o r d Katherine kate.woodford@camlex.co.uk

W o o d s Paul rphwoods@gmail.com

W r i g ht Jennie jennie.wright@targettraining.eu

Xe r r i Daniel dx509@york.ac.uk

Ye g i n Tugba tugba.yegin@yasar.edu.tr

Yi l ha l Addisu Peter.Hare@et.britishcouncil.org

Yi l m a z Beyza Nur beyzayilmaz@gmail.com

Yo s u lc a y Mevlude Sila yosulcay@sabanciuniv.edu

Yo u ng Anna anna.young@bellenglish.com

Yo u ng Roslyn roslyn.young@wanadoo.fr

Yu r d us e v e n Umit umityurduseven@gmail.com

Za n at ta Theresa tezanatta@gmail.com

Za n z o u n Mustapha mzanzoun@yahoo.fr

Za p ar uc h a Aleksandra ola.zaparucha@gmail.com

Ze l en s k ay a Larisa Zh a ng Jinxiu zjinxiu@hotmail.com

Zh e ng Jun zhengjun945@gmail.com

Zh e ng Ying ying.zheng@pearson.com

Zh o u Li Ping belinda0229@126.com

Zo h r a Fatima

Zw a y y e r Ali Jabbar

Q1 – Canterbury, Kent, UK (moving in the summer) (Question on the General Information divider)

Q2 – Carol Read (Question on page 26)

Q3 – 15 (Question on page 35)

Q4 – 2004 (Question on the SIG Days divider)

Q5 – eBulletin (Question on the Presentations divider)

Q6 – 105 (as stated in the AGM report) (Question on page 47)

Q7 – Voices (Question on page 81)

Q8 – Wider Membership Scheme (Question on page 91)

Q9 – 1-5 April 2014 in Harrogate (Question on page 151)

Q10 – 30 (Question on the Quick Reference divider)

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

BELF Business English as a Lingua Franca

bkprom The presentation promotes a particular book

CAE Certificate in Advanced English

CAL Computer-assisted learning

CALL Computer-Assisted Language Learning

CEF Common European Framework

CEFR Common European Framework of Reference

CESOL Communicating in English with Speakers of Other Languages

CLIL Content and Language Integrated Learning

CMC Computer-Mediated Communication

CoCo Coordinating Committee

CPD Continuing Professional Development

CPE Certificate of Proficiency in English

e The presentation is for an Experienced Audience

E4W English for Work

E4WP English 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

ElCom Electronic Committee

ELF English as a Lingua Franca

ELT English Language Teaching

ELTeCS English Language Teaching Contacts Scheme

ELTJ ELT Journal

EOP English for Occupational Purposes

ESL English as a Second Language

ES(O)L English for Speakers of Other Languages

ESP English for Specific Purposes

EYL English for Young Learners

FCE First Certificate in English

GEN General

GI Global Issues

IATEFL International Association of Teachers of English as a Foreign Language

iBT Internet-Based Test

ICT Information and Communication Technology

Abbreviations, acronyms & initialisms

ie The presentation is for an Inexperienced Audience

IELTS International English Language Testing System

INSET In-Service Teacher

INSETT In-Service Teacher Training

IWB Interactive Whiteboard

L1 First Language

L2 Second Language

LA Learner Autonomy

LAM Leadership & Management

LMCS Literature, Media & Cultural Studies

LT Learning Technologies

LTO Language Teaching Organisation

MALL Mobile Assisted Language Learning

MaW Materials Writing

MD Materials Development

Memcom Membership Committee

MoEs Ministries of Education

NEST Native English-Speaking Teachers

NNEST Non-Native English-Speaking Teacher

NNS Non-Native Speaker

NQT Newly-Qualified Teacher

p The presentation focuses on Primary Teaching

PCE Pre-Conference Event

PLN Professional Learning Network

PRON Pronunciation

pub Speaking on behalf of a publisher/examination board/commercial organisation

RES Research

RP Received Pronunciation

s The presentation focuses on Secondary Teaching

SIG Special Interest Group

t The presentation focuses on Tertiary Teaching

TA Teacher Association

TBL Task-Based Learning

TBLT Task-Based Language Teaching

TBT Task-Based Teaching

TD Teacher Development

TEA Testing, Evaluation & Assessment

TEFL Teachers of English as a Foreign Language

TESOL Teachers of English to Speakers of Other Languages

TEYL Teaching English to Young Learners

TTEd Teacher Training & Education

VLE Virtual Learning Environment

WMIS Wider Membership Individual Scheme

WMS Wider Membership Scheme

YLT Young Learners & Teenagers

IATEFL committees, volunteers and staff

Patron David Crystal

Coordinating Committee

President (outgoing)

President (incoming)

Eric Baber

Carol Read

Secretary Zeynep Urkun

Treasurer

Associates’ Representative

ElCom Chair

Membership Committee Chair

SIG Representative

Executive Committees

Conference Committee

Electronic Committee

Finance Committee

Membership Committee

Publications Committee

Scholarship Working Party

Conference Programmer

Proposals Committee

Amos Paran

Les Kirkham

Gavin Dudeney (outgoing)

Gary Motteram

George Pickering

Eric Baber (outgoing Chair)

Carol Read (incoming Chair)

Bethany Cagnol

Caroline Moore

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)

Vicky Barnett (for head office)

Glenda Smart (for head office)

Carol Read (Chair)

Martin Eayrs

JoAnn Salvisberg (outgoing)

Eryl Griffiths (Chair)

Sophie Ioannou-Georgiou

Patrick McMahon

Felicity O’Dell

Amos Paran

Madeleine du Vivier

Samuel Lefever

Jenny Pugsley

Ros Wright

IATEFL committees, volunteers and staff

Special Interest Group Coordinators

Business English

English for Specific Purposes

ES(O)L

Global Issues

Leadership & Management

Learner Autonomy

Learning Technologies

Literature, Media & Cultural Studies

Materials Writing

Pronunciation

Research

Teacher Development

Teacher Training & Education

Testing, Evaluation & Assessment

Young Learners & Teenagers

Newsletter Editor

Conference Selections Editor

Advisory Council

WMS Advisory Committee

IATEFL Staff

Executive Officer

Deputy Executive Officer

Conference Organiser

Finance Officer

Marketing & Sponsorship Officer

SIG & General Administrator

Membership Officer

Conference Assistant

Administration & Finance Assistant

Marjorie Rosenberg

Mark Krzanowski (outgoing)

Aysen Guven & Prithvi Shrestha (incoming)

Caroline Okerika & Elaine Williamson

Margit Szesztay

Jenny Johnson

Leni Dam & Lienhard Legenhausen

Graham Stanley (outgoing)

Paul Sweeney & Nicky Hockly (incoming)

David A Hill

Byron Russell

Wayne Rimmer

Richard Smith

Mojca Belak (outgoing)

Anthony Gaughan (incoming)

Birsen Tutunis

Sue Hackett

Hans Mol

Alison Schwetlick

Tania Pattison

Eric Baber (Chair)

Susan Barduhn

Anna Searle - British Council

David Crystal - Patron

Adrian du Plessis

Graham Hall - Editor, ELTJ

Sue Sheerin

Catherine Walter

Peter Grundy (Chair)

Mike Clark

John McGovern

Catherine Walter

Glenda Smart

Louise Atkins

Alison Medland

Kay Cox

Alison Wallis

Eleanor Broadbridge

Vicky Barnett

Geraldine Breedon

Linda James

IATEFL Annual General Meeting

N otice of Annual General Meeting

The 2013 Annual General Meeting of IATEFL will be held in Hall 1b, at the ACC, Liverpool, UK, on Wednesday 10 th April 2013 from 1235 to 1340. All members are invited to attend.

AGENDA

1. Minutes of the AGM held in March 2012 at the SECC Glasgow

2. Matters arising

3. Treasurer’s report

4. Presentation and receipt of accounts for 2011-2012

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. SPECIAL RESOLUTION – proposed amendment to IATEFL’s articles of association

The following resolution will be proposed as a special resolution:

“THAT the articles of association of the International Association of Teachers of English as a Foreign Language be amended by deleting the present article 37 and replacing it with the following new article 37:

37. No person may be appointed a Director at any general meeting unless he or she is recommended for appointment by the Directors”.

Please note: The Directors propose forming a Committee Nominations Council to advise upon and help in the selection of the most suitable candidates for IATEFL’s coordinating and other committees. This will help to ensure that the best possible individuals are selected to run your association. The proposed amendment to the articles of association forms a part of these changes to the selection procedure.

A copy of IATEFL’s existing articles of association is available for inspection in the members’ area of the IATEFL website at http://secure.iatefl.org

8. Appointment and reappointment of new Trustees, President

9. Thanks to out-going Trustees and welcome to new post holders and other new volunteers

10. Date of next meeting 3rd April 2014 in Harrogate, time and venue to be confirmed

By order of the Board

Zeynep Urkun ZEYNEP’S SIGNATURE

Company Secretary

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

Date: 14th March 2013

Appointment of proxies

1. As a member of IATEFL, you are entitled to appoint a proxy to exercise all or any of your rights to attend, speak and vote at the meeting. A proxy does not need to be a member of IATEFL but must attend the meeting to represent you.

2. A proxy form and details of how to appoint a proxy is available in the members’ area of the IATEFL website at http://secure.iatefl.org. You can only appoint a proxy using the procedures set out in the notes to the proxy form.

Annual report from the President to members

Once again the past year has been a very busy one for IATEFL. The Special Interest Groups have been very active, running an extensive range of face-to-face and online events; we continue to have over 100 associated teaching organisations from around the world; we have launched a new membership tier for early-career teachers; and much more. The respective Chairs of the various committees have gone into greater detail on those areas below, but I would first like to make a few general observations and give some very well-deserved thanks to a number of people.

Firstly, the 2012 Annual Conference in Glasgow continued the general upward trend of recent years. We had over 550 sessions, more than 2,400 physical delegates and over 60,000 individuals “tuning in” to Glasgow Online, our collaboration with the British Council to bring the conference to as many teachers as we can around the world. As a result of record numbers of paper proposals we have this year introduced a new format, the “Forum On …”, which will allow groupings of talks on the same general area. If you attend one of these Forums please do give us your feedback – we are always interested to evaluate any new initiatives we run.

The 2012 conference was also the first one for which we had a mobile app. This contained the conference programme, the ability to put together a personalised planner, functionality to allow users to report on conference sessions on social media channels and more. It proved very popular indeed so we have updated it for 2013 and are once again looking forward to making it easier for conference delegates to plan their experience on their mobile phones.

In other news, we – and in particular Glenda Smart, our Executive Officer – have had a very busy year working hard to find new premises for our Head Office. For the past nine years we have been based at the University of Kent in Canterbury. Our lease however expires in August 2013 and the university decided they needed the space for other purposes, so the search was on. We are pleased (and relieved!) to be able to announce that we have found new premises just outside Canterbury, in Faversham. We anticipate moving in the summer. The new offices will give us roughly 4 times as much space as we have had so far, meaning we can finally retrieve our archives and other IATEFL-related materials out of storage and bring everything under one roof. We will also have more meeting space (vital given that our organisation is growing rapidly both in terms of membership and Head Office staff) and our staff will finally have a proper amount of desk-space. We have also taken the decision to buy these premises rather than rent them. Given that we have a substantial amount of reserves now which, given the general economical climate and related interest rates, are not yielding very good returns, we have decided that this was a good time to buy our own home. We will be doing this with part-cash, part interest-free mortgage, and will therefore immediately begin to make savings and mid- to long-term increase the value of our assets considerably. Should you ever find yourself in or around our new office after the summer, please do feel free to drop by!

There are two people I would like to give particular thanks to this year. Firstly, it’s time for us to say a very big thank you to Gavin Dudeney, who is stepping down from his post of Chair of ElCom. Before that he held the post of Secretary of IATEFL and so has been a member of our Coordinating Committee for a number of years. I know we will miss his wit and humour, his in-depth knowledge of our organisation and the knowledge of the digital sphere which he has brought to his various posts. Something tells me we’ll be seeing him around – as I know too well, IATEFL gets under your skin!

Secondly, I would like to extend a heartfelt vote of thanks to Glenda Smart, our Executive Officer. She really is in many ways the glue that holds our organisation together. As SIG Coordinators and members of the Coordinating Committee come and go, she knows exactly what needs to be done when and by whom, and always makes sure it gets done. Thank you, Glenda, you’re an absolutely vital part of our organisation.

Finally, as I step down as President and become Vice-President again for a final year, I would like to say that it’s been an absolute privilege being this intricately involved with IATEFL for the past two years. I feel honoured to have had the opportunity to work with such a creative, talented and hard-working team of volunteers and staff. If you haven’t yet considered helping out in IATEFL in some way I thoroughly recommend doing so – it’s a wonderful experience. I also know that IATEFL will be in excellent hands with your new President, Carol Read, and am looking forward to continue working with her in the coming year.

EricBaber

IATEFLPresident

AGM Reports

Report from the Treasurer

I ntroduction

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.

Overview of 2011-2012

I am pleased to report that 2011-2012 was a strong year: our total funds as at 31st August 2012 were £1,065,617. This represents a growth in funds of £58,488. This is a strong testimony of the health of the organisation and of our success in achieving our mission. This is slightly more than our surplus last year. (Members with a historical bent of mind might be interested in knowing that our assets ten years ago, in 2001-2002, were £439,503).

IATEFL Finances explained

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 Deputy Executive Officer also has a financial remit. 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.

IATEFL Trading

This is the second full year of the operation of IATEFL Trading Limited, through which we conduct our VATable transactions. (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 is 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, and their income and expenditure is summarised in Note 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 20112012 was £113,770, a slight rise on the amount gift aided in 2010-2011.

Details of the year ended 31 August 2012

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 Glasgow, which nearly matched the highest number of delegates at any of our conferences. Many of our expenses stabilised (for example, our staff costs).

Although we continue to grow, the sources of the growth in our assets varies from year to year. We continue to make good surpluses on our conference, on the Jobs Market, and on SIG events.

Our fixed asset investments continue to be volatile, although happily this volatility worked in our favour this year, and the value of our investments rose by £20,790, in contrast to last year, when they dropped slightly. Their market value was £227,155, which is very high compared with past values (for comparison, at their low point, in October 2008, their value was £166,749). Clearly, 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 Schröders, one of the best performing funds around.

Within our unrestricted funds, we have a designated capital reserve of £60,000 as well as £299,252 in a general fund. This is a drop from the previous year, but in fact this reflects a number of adjustments that had to be made in respect of last year. Our operating costs for one year are ca. £450K, 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

AGM Reports

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, and in fact in the current financial year there will be at least one major expenditure (see below).

S IG Finances

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 2011-2012 continue to be very healthy. SIG reserves range from £3,456 to £78,477, which is an even bigger range than 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. Most SIGs have larger reserves than they had last year, 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 SIGs whose reserves have reduced or stayed the same are normally the smallest SIGs, financially, and they will need to keep an eye on their finances.

Future financial issues

The main activity that will impact on our finances this financial year is the decision by CoCo to purchase a property. This is something that the IATEFL Advisory Committee has urged us to do for some time, and with the end of our lease at the University of Kent, this is the best course for us, as it will ensure us stability and provide us with the possibility of staff growth commensurate with any rise in our activity. We are now engaged with understanding the ongoing financial implications of the move (for example, we will not be paying rent, but our bills and our IT costs will rise).

The move means that CoCo has decided to pursue a cautious investment policy. Apart from the funds invested in Schröders, the rest of our money is invested in a variety of bank accounts and short term bonds so that it is available for large scale financial commitments such as the move.

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 Kay Cox, IATEFL Finance Officer and Louise Atkins, our Deputy EO, for their help with day-to-day queries and for their work on what is an extremely complex set of accounts; to the Finance Committee, Colin Mackenzie and Andy Curtis for their willingness to respond quickly and provide sound advice; and to the whole of CoCo for their continued support and involvement in financial deliberations.

AmosParan Treasurer

Report from the Associates’ Representative

The total number of Associates has remained steady for the last few months at around 105 teacher associations around the world. It is also pleasing that the number of Associates on the continent of Africa has maintained its new high level, with two of these Associates (those in Senegal and Ethiopia) making efforts to encourage the development of independent associations in remote areas of their respective countries. Our attempt to seek to associate with associations in North America has not proved successful, with some of those associations more interested in concentrating their attention on developments within North America itself. However, we have established initial cooperation with the TESOL International Association with regard to associate/affiliate matters and will seek to build more formally on these contacts for our mutual benefit. We have also liaised with the British Council regarding the award of Hornby grants for specific Associate projects for another year, and will continue to try and encourage the formation of associations in territories where none currently exist through contacts made via the WMIS scheme. This still includes countries where national associations already exist but geographical or other issues mean that a comprehensive service cannot be extended to the whole country. We also seek to encourage closer contacts amongst regional groupings of Associates, following the example of the event held in 2011 in South Asia and that hosted by INGED in Turkey for 8 regional associations in December 2012.

LesKirkham

Associates’Representative

Report from the Special Interest Group (SIG) Representative

The 14 IATEFL Special Interest Groups (SIGs) have continued to flourish in 2012 and early 2013. They have contributed to fulfilling IATEFL’s mission of linking, developing and supporting members by providing them with a variety of publications, events, discussion lists and websites in their areas of special interest. The number of members who belong to SIGs has increased for the fifth year in a row. Many SIGs have healthy surpluses to fund future activities for members, and none of them is in a difficult financial condition.

SIG committees

SIGs are managed ‘of their members, for their members and by their members’, supported administratively by the IATEFL SIG and General Administrator, Eleanor Broadbridge, and other head office staff. The separate SIG committees usually consist of between four and ten volunteer leaders who seek to ensure that their SIG provides its members with publications, events and opportunities to exchange ideas and experiences. These committees consist of a combination of long serving individuals, who provide SIGs with the benefit of their experience and knowledge of IATEFL, and newer committee members, who bring fresh momentum to the SIGs. SIG Committee members are members of the SIG and positions on the committees are open to all SIG members. The new co-ordinator of the SIG would normally be expected to come from the existing committee to ensure continuity and to make sure that the coordinator is appropriately experienced for managing this challenging role. Guidelines for SIG co-ordinators and committees are to be found in the SIG Handbook which is updated annually.

Over the last year there have been a number of changes among the SIG Co-ordinators. In March 2012 Margit Szesztay took over from Maureen Ellis as co-ordinator for GI SIG, and Jenny Johnson replaced George Pickering for LAM SIG. From this conference, Paul Sweeney and Nicky Hockly will be taking over from Graham Stanley as the joint coordinators of LTSIG, Prithvi Shrestha and Aysen Guven will take over from Mark Krzanowski as the joint coordinators of ESPSIG, Elaine Williamson will be stepping down as joint co-ordinator of ES(O)LSIG and Anthony Gaughan will be replacing Mojca Belak as the co-ordinator of TDSIG. On behalf of their members, I would like to take this opportunity of saying a big thank you to all those stepping down from committees for everything they have done for the SIGs and IATEFL, and I would like to extend a warm welcome to those have come in to help with the future leadership and management of their SIGs.

SIGactivities:SIGpublications

SIG members will appreciate the quality of the publications their SIGs provide for them, which include newsletters, journals, DVDs and books and, of course, most of the content comes from SIG members themselves. The publications contain references to SIG activities and articles about research and developments in their area of interest, practical teaching ideas, developmental opportunities and book reviews.

SIG activities: SIG events

The SIGs continue to put on a range of conferences and events all over the world, often in partnership with other organisations, including IATEFL Associates. In 2012, SIG events took place in a number of countries including Austria, China, Czech Republic, India, Ireland, France, Germany, Mexico, Turkey and the UK. For the third year in a row all 14 SIGs have put on Pre-Conference Events at the Annual Conference. You will have had the chance of attending one of these in Liverpool this year.

SIGactivities:SIGvirtualdiscussionlists&webpresence

The webinar platform provided by IATEFL for the use of the SIGs, among others, is being used by an increasing number of SIGs. The SIGs have had discussion lists and websites for a number of years and some are now using other platforms such as twitter and Facebook. These online activities and channels of communication help to link the members of the SIGs in communities of practice. A working party is currently reviewing SIG websites with a view to helping to making improvements where these are needed.

VolunteeringtobecomeactiveinyourSIG

SIGs rely on the contributions of their members to survive and thrive. They are always looking for members who will become more active, through volunteering to write articles for newsletters, running an online webinar, helping organise an event, standing for election to a committee etc. Each SIG holds an Open Forum during the Annual Conference where you can meet committee members and find out more about your SIG’s activities. Why not go along and see how you can contribute to your SIG?

AGM Reports

I assumed my responsibilities as the SIG Representative on the Co-ordinating Committee at the last IATEFL Conference, and I remain in awe of all the dedicated, hard work done by SIG Co-ordinators and other committee members. I am also greatly impressed by the very professional support they receive from Eleanor Broadbridge, the IATEFL SIG and General Administrator, and Glenda Smart, IATEFL Executive Officer, and the rest of the head office team. In my opinion the SIGs are in very capable and safe hands.

GeorgePickering SIGRepresentative

ConferenceCommittee

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 2012 the committee members were Eric Baber (chair), Bethany Cagnol, Caroline Moore, Carol Read and Ros Wright. 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.

GLASGOW CONFERENCE

Our annual conference in 2012 was held in Glasgow 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. 25 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 Glasgow conference also saw the continuation of the IATEFL Jobs Market which not only achieved a good surplus but also got very good feedback from both employers and job seekers taking part in the programme. We therefore are pleased to continue this endeavour, both as a service to delegates as well as a means of generating funds for IATEFL.

We had an excellent number of respondents on our post-conference questionnaire, giving us a very good steer on what was particularly popular, what wasn’t, and how to improve certain elements of the conference. In particular this has caused us to give the Symposia a rest for the 2013 conference and try a different type of session instead, the “Forum On…”. For more details please see below.

During the year the Conference Committee has been active in planning the 2013 annual conference. We have a full quota of speakers, including five plenary talks; a schedule of events with an attractive social programme.

LIVERPOOL CONFERENCE 2013

The 2013 conference is being held at the Liverpool ACC, a venue which is easy to get to both nationally and internationally. It is a very newly-built venue and is therefore very attractive and flexible. It is also within easy walking distance of a range of hotels and eateries, making it a very good location all-round.

Based on feedback from last year’s delegates we will be trialling a new session format this year which we are calling “Forum On….”. It will allow three speakers on the same theme to each speak for 15 minutes on the topic and to then hold a panel discussion for a final 15 minutes. Given that we have identified a number of common themes we hope that this will enable delegates interested in a particular topic to gather together at these Forums. They will be significantly shorter than the Symposia of past years which in turn will allow delegates to attend more sessions. This was a desire expressed by a number of past delegates. We will evaluate the post-conference feedback in order to determine the success of these Forums.

We are also trialling a new evening event, a so-called Failure Fest. It gives speakers the opportunity to briefly describe a failed attempt at something (predominantly within their professional environment), what they learned from the experience, and how they improved something as a result. This is likely to be both humorous and serious, and again we will evaluate its success in order to decide whether to repeat it in subsequent years or not.

AGM Reports

We are also once again using our mobile app which we launched very successfully in time for last year’s conference. This year’s app will include more content, covering both the early-morning How To sessions as well as the evening events. Feedback on last year’s app was extremely positive so we are hoping this year’s version will prove just as useful and popular.

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 all my colleagues on the Conference Committee and at Head Office for their excellent work. I would also like to extend a huge “thank you” to Madeleine du Vivier for programming the conference and to Eryl Griffiths for all her hard work on the Scholarship committee; neither is an easy or enviable task but both are crucial to the success of the conference. Many thanks also to the local committee for their support in helping source local events and more.

LIVERPOOL 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 Liverpool. 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 60,000 online delegates from more than 100 countries of the world have visited the platform since April 2012, 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.

EricBaber Chair,ConferenceCommittee

ElectronicsCommittee

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 continued with 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, version II of our 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.

GavinDudeney Chair,ElectronicsCommittee

AGM Reports

MembershipCommittee

Membership has been showing a slow, but steady rise in the last two years and continues to hover around the 4000 mark. We are hoping that by conference the figure will be well established above this mark. In order to continue to increase and refresh membership, the membership committee has been working to put into place some of the key ideas suggested by the review of membership carried out in 2011. To this end we have established a new membership tier that is aimed at ‘Early Career Teachers’. This new membership is a full individual membership, which includes a Special Interest Group and the opportunity to pay extra for discounted periodicals, but runs for two years. It is open to teachers who are in the first two years of their ELT teaching career, who have never been a member of IATEFL before (including as a student member). We are hoping that this will enable new teachers to grow and develop with other like-minded professionals, keep up to date with the latest developments and share their own new and exciting ideas. We are looking to our established membership to highlight this opportunity to as many new recruits to our profession as possible.

The membership committee has been reviewing its role within IATEFL and will now manage ‘Awards’ – principally benefits to members, in the current cases two online courses, awarded for taking on particular tasks during the online conference – going forward the committee will hope to build up a bigger portfolio of Award activity. We are looking for further offerings of this type to add to the list of benefits that we currently offer members.

Membership Committee is also to take more responsibility for managing the developments of WMS/ WMIS, but final details have not been decided as yet.

We are recruiting new members to the committee this year and hope they will be in place by the time you receive this report. I would like to thank outgoing members: Gloria Barnett Powell, Natalya Grishina and Caroline Okerika for all their hard work.

GaryMotteram Chair,MembershipCommittee

PublicationsCommittee

The Publications Committee oversees all IATEFL’s publications. These include the Association’s bi-monthly newsletter, Voices, an annual conference review, Conference Selections, SIG newsletters, a monthly eBulletin (distributed electronically), the main Association website (in conjunction with the Electronics Committee and Head Office) and other occasional publications and publicity material.

Publications Committee members are JoAnn Salvisberg (until April 2013) and Martin Eayrs. Closely involved are Alison Schwetlick, Editor of Voices, and Tania Pattison, Editor of Conference Selections. Many thanks to all of them for their excellent professional work, dedication and team spirit.

eBulletin

As from August 2012, we went over to using Mail Chimp in order to give the monthly eBulletin a smarter look. The benefits of moving to Mail Chimp are: i) it looks more professional ii) it doesn’t come from a personal email account iii) it doesn’t clog up an outbox iv) it provides useful statistics e.g. the number of readers v) it can be used for other mailings such as those from SIGs or Head Office. ‘Guidelines for the production of the eBulletin’ have been prepared to support new Publications Committee members in the future. Feedback from SIGs and IATEFL members suggests that the eBulletin is a useful and valued outlet of IATEFL news.

ConferenceSelections

IATEFL 2012 Glasgow Conference Selections was published in January 2013. It is also available to members electronically for the first time. Due to the excellent quality of submissions, this year’s edition is longer (256 pages as opposed to 240 pages) and includes summaries of 3 plenary talks, reports on 5 symposia, 4 signature events, 3 conference reviews and 93 individual reports. This makes for an impressive total of 108 papers and represents an increase of over 20 papers from the previous year. The regional representation of the authors is also very diverse, demonstrating the increasingly international nature and global reach of the Association.

AGM Reports

The 2012 edition of Conference Selections was made possible thanks to the professional work of editor, Tania Pattison, copy editor 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, who read every paper on a voluntary basis and submit comments which guide the selection of papers suitable for publication.

Conference Selections provides a valuable service to members of IATEFL, both as a reminder for members who attended the conference in Glasgow, and to give a flavour of the broad range of presentations that took place for members who were unable to be there.

Voices

The quality of Voices continues to improve thanks to the dedication and initiative of its editor, Alison Schwetlick, and supporting team, copy editor, Simon Murison-Bowie, and designer/typesetter, Keith Rigley. In the last year, ‘Spotlight on the SIGs’ has been reinstated, the Associates’ pages have been extended, and a new, improved system for gathering and collating events for the calendar, so that they tally with what’s on the main IATEFL website, has been implemented in conjunction with Head Office. The editor continues to work on ensuring gender and regional balance and diversity, sometimes grouping several articles to form mini themes, such as e.g. teaching with technology, or providing a blend of different perspectives from different countries and areas of expertise. Thanks to networking contacts, the editor has also initiated reciprocal links between IATEFL’s Voices and the publications of two other related organizations, NATECLA and NATE. This has led to introductory pieces in Voices and Language Issues (NATECLA) and Classroom (NATE) about each other’s magazine’s content and, in the case of NATE, reprinting articles that are relevant to IATEFL members. As part of ongoing discussions about a possible re-design of Voices, an electronic survey was sent to canvas the views of IATEFL members on Voices as part of the monthly IATEFL eBulletin in January 2013.

HistoryofIATEFL

The 2016 IATEFL conference in Birmingham will be the 50th annual conference. To mark the occasion and the beginning of IATEFL’s fiftieth year (IATEFL was founded in 1967, and its 50th birthday proper will be in 2017), the Publications Committee is currently investigating the possibility of commissioning a well-researched History of IATEFL (provisional title only) from its origins to the present-day, to be sent during 2016 to all full and institutional members and to other friends of the association.

The proposed book will be targeted at IATEFL members in the first instance, but is intended to be sufficiently comprehensive and well-researched to be of wider interest in the ELT/TESOL, modern language teaching, applied linguistic and education fields generally. It is envisaged that the History of IATEFL will be a ‘multi-voiced’ publication, including photos, with contributions by different people with different perspectives from within the Association, both past and present. The aim will be to provide a balance of authored content and original research, as well as a range of different IATEFL voices through verbatim extracts from interviews. As the project develops, it is planned to involve and consult past and present IATEFL members as widely as possible in its compilation.

CarolRead Chair,PublicationsCommittee

TheWiderMembershipScheme

755 of the 1,043 Wider Membership Scheme (WMS) memberships offered in 2011-12 were taken up, representing 72%. 1,205 memberships have been offered for 2012-13 at a cost to the scheme of approximately £17,550. The 201213 memberships have been offered to 24 Associates, including 13 with existing WMS memberships and to 4 new Associates, ASTEL (Sudan), UzTEA (Uzbekistan), SELTA (Senegal) and GATE (Ghana) who we welcome very warmly to the scheme.

The WMS Advisory Committee continues to explore new initiatives for the Wider Membership Scheme and are currently discussing developments for the future.

PeterGrundy Chair,WMSAdvisoryCommittee

ScholarshipWorkingParty

Scholarships and winners at the Liverpool Conference

We are so pleased to welcome three new scholarships and their winners. First the IH Brita Haycraft Better Spoken English scholarship; Sasha Euler of Germany, its first winner, will be giving his presentation in the Pronunciation SIG Day. The other two new scholarships, the IELTS Morgan Terry Memorial Scholarship and the onestopenglish Creativity in the Classroom Scholarship require their winners to write post-conference articles. So look out later in the year for pieces by Alison Featherstone and Ana Maria Menezes. There are 29 scholarship winners at this conference and 16 of them will be giving presentations. Please check out the details of time and topic on pages 18-19 of this Programme.

For the first time ever you can also find out more about the winners in the EL Gazette where there are short bios of many of them on a glorious full-page spread. A Gazette journalist will be interviewing winners during the conference and you will be able to find follow-up articles in subsequent issues of the newspaper.

For more personal contact with winners, sponsors, future applicants, and the SWP members themselves, please drop by Stand 52 in the exhibition for a chat. It will be staffed every morning during the coffee break and during each lunchtime. All your comments, complaints, suggestions will be attentively listened to.

Scholarships and the Outside World

The bad news is that visas become harder and more expensive to get. The good news is that Adrian Tennant and Geraldine Breedon are gaining in experience in dealing with the UK Border Agency and its exigencies and moved smartly to help this year’s winners get visas in good time.

We have realised, a bit late in the day you might say, that all the scholarships which are ‘named’ are named for British professionals who have made outstanding contributions to ELT, Peter Hargreaves, John Haycraft, Gillian Porter Ladousse, Gill Sturtridge and so forth. We know that there are important educationalists, applied linguists, teachers and teacher trainers all over the globe and we are actively seeking partners to help us honour them with scholarships as well. Keep an eye out for future e-bulletins where any new scholarship will be announced. And this leads on to...

A new concrete aim for the SWP

We are still fundraising, publicising scholarships, selecting winners, and working to improve the application process for all and the conference experience for winners. However, IATEFL’s 50th conference will take place in 2016 and we are hoping that by then there will be 50 scholarships on offer. Could you help with this in any way?

ErylGriffiths Chair,ScholarshipWorkingParty(SWP)

TheAdvisoryCouncil

The Advisory Council consists of six or more members. In 2012/2013 these included the Patron of IATEFL (David Crystal), the Editor of ELTJ (Keith Morrow, with Graham Hall replacing him as of April 2013), a representative from the British Council (Michael Carrier, with Anna Searle replacing him as of April 2013), 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.

AGM Reports

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 Glasgow and for their ongoing support.

TheIATEFLHeadOffice

It has been a pleasure for me to work closely with our Head Office staff in my two years as President, 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 have a new member of staff join Head Office this year. Louise Atkins joined as Deputy Executive Officer just before the 2012 conference and since then has settled in well. This has freed up some of our Executive Officer, Glenda Smart’s, time, which has been invaluable given our search for new premises which has needed a great deal of attention. We are pleased that Glenda has found us a new home and we are aiming to move into the new office in the summer of 2013.

Alison Medland, our Conference Organiser, this year celebrated her 14th year with IATEFL. We are greatly indebted to Alison for her years of hard work on our conference which she has had a significant hand in growing year-on-year into what it is today.

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 Barnett, nee Sowerby, our Membership Officer, has continued to help with the smooth-running of our office and the services we provide for our members, ensuring they receive prompt replies to their queries. She has even found time to get married this past year- congratulations Vicky, we wish you and your husband all the best!

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.

Kay Cox meanwhile has settled in well in her role as Finance Officer. The role is a very complex one given that we have two legal entities, IATEFL Trading and IATEFL the charity, with different financial implications. Thank you to Kay for keeping all the intricacies in your head!

Linda James, Finance and General Administrator, has been very busy this year, supporting Louise, Kay, the two Alisons and Glenda with a wide variety of tasks. Thank you Linda for your hard work over the past year.

And last but certainly not least, I would like to give a huge thank-you to Glenda Smart, our Executive Officer, both personally and professionally. Glenda has been an enormous help to me in my time as President and I couldn’t have fulfilled my duties nearly as well without her. She always has the answer to everything, is always ready with advice whenever required, and keeps the Head Office and many other activities ticking over at all times. Thank you, Glenda, for everything you continue to do for IATEFL.

EricBaber Chair,AdvisoryCouncil

Day Planner

ThisDayPlannerissponsoredbyRichmond

FOR YOU TO FILL IN

FOR YOU TO FILL IN

TUESDAY 9TH

TUESDAY 9

0800

WEDNESDAY 10TH

10

Day Planner

0815-0845

0830

FOR YOU TO FILL IN

JURYS INN HOTEL FLOOR PLAN

(Suites 1-10 on the First Floor)

Floorplan of the venues

ACC - UPPER LEVEL (HALLS 1 - 14)

EnglishforAcademicPurposes

TakeanEAPPre-Sessionalcourse attheUniversityofLiverpool’s EnglishLanguageCentre.

10week1Jul-6Sept2013: £2,600

6week29Jul-6Sept2013: £1,560

ActivateEnglish

TheEnglishLanguageCentre ispleasedtoannounceits newmulti-levelgeneralEnglish coursewhichisnowavailable.

Forfurtherdetailsaboutallofour coursespleasecontactuson: T:+44(0)1517942722

F:+44(0)1517942739

E:elc@liv.ac.uk www.liverpool.ac.uk/ english-language-centre

EXHIBITION HALL (Hall 2, Lower Level)

ACC - UPPER LEVEL (HALLS 1 - 14)

Cambridge Applied Linguistics

The authority on cutting-edge Applied Linguistics research

Professor Simon Borg is giving the Cambridge Signature Event lecture, Research Engagement and Teaching Quality on Tuesday 9 April, 14.25, Hall 3A.

Visit the Cambridge stand (17, 18, 24, 25) for details and to receive special IATEFL discounts on all Cambridge Applied Linguistics titles.

Come to stand 49 for your first look at Visual Grammar

by Jim Scrivener