2014 IATEFL Conference Programme

Wednesday 2

APRIL

Post-IELTS writing: helping students to understand and meet academic expectations

Els Van Geyte

What do you say after “Hello”?

Successful networking techniques

Barry Tomalin

Sheila Thorn

Thursday 3 APRIL A fresh approach to advanced listening practice materials

Friday 4 APRIL

Saturday 5 APRIL

First English Words: What can pre-schoolers do?

Hans Mol and Niki Joseph

The Vocabulary Organizer: a new way to record lexis

Pete Sharma

Amazing People Teach English: new graded readers from Collins

Andy Cowle

Welcome from the IATEFL President

Dear Conference Delegate,

Welcome to Harrogate! This is the third time we have held our Annual Conference in this beautiful former spa town in northern England and this year, with additional session rooms and a larger exhibition hall, we hope that your conference experience will be better than ever.

As well as an impressive array of plenary speakers including David Graddol, Kathleen Graves, Michael Hoey, Sugata Mitra and Jackie Kay, we’re pleased to be introducing several innovative features. These include an opportunity to ‘Meet the Patron’, Professor David Crystal, and an Open Space event facilitated by Adrian Underhill. They also include an exciting new session format called ‘ELT Conversation’, involving discussion between two leading ELT professionals, Jeremy Harmer and Scott Thornbury, followed by questions from the floor.

In addition to this, you also have over 500 sessions including Signature events, talks, workshops, forums, symposiums, poster presentations and early morning ‘How to …’ talks to choose from as well as the IATEFL Jobs Market and a fabulous Exhibition featuring over 50 exhibitors and packed with all the latest ELT books, products, services and resources.

This year’s conference evening programme also offers a range of lively and varied events to suit all tastes. By popular request, these include old favourites such as Pecha Kucha, Open Mic and a Quiz evening. They also feature an evening of poetry and other writing in ‘Spoken Word’ and a play, ‘Hard Times for Teachers’.

I’d like to extend huge thanks to our IATEFL Head Office staff, led by Glenda Smart, as well as to the Conference Committee, chaired by Eric Baber, and all the numerous volunteers who have made this event happen. Thanks also to the British Council whose partnership enables us to bring the conference to thousands of ELT professionals who will be joining us virtually through Harrogate Online.

Whether you’re a first-time delegate or an experienced old-hand, we hope you have a professionally inspiring and highly enjoyable few days – and please remember to complete the feedback form we’ll be sending you at the end of the conference so that we know your views and can continue to make the conference even better next time!

CarolRead IATEFLPresident

IATEFL is proud to present its International Ambassadors:

Susan Barduhn, Madeleine Du Vivier, Peter Grundy, Jill Hadfield, Jeremy Harmer, Chris Kennedy, Alan Maley, Herbert Puchta, Adrian Underhill, Ron White, Marion Williams and Tessa Woodward

These include many former IATEFL Presidents and two long-term members and supporters of IATEFL, Jill Hadfield and Jeremy Harmer, who have kindly taken on the role for 2 years. You will recognise our International Ambassadors at Conference from their lanyards. Please do introduce yourself and say ‘hello’!

Extensive Reading Foundation Reception and Awards Ceremony

Hosted by Jeremy Harmer with music by Steve Bingham

Come and join us for drinks and nibbles to celebrate the winners of the Language Learner Literature Awards for 2013, and to hear who the finalists are for 2014.

WEDNESDAY 2 APRIL RIPLEY (Holiday Inn) 19.00 – 20.00

Young learners

Winner

The Legend of Sleepy Hollow by Washington Irving, retold by Casey Malarcher

Illustrated by Gustavo Mazali

Published by Compass

ISBN: 978-1-59966-678-5

Judges’ comments: Innovation and classic storytelling are mixed seamlessly in this story. The book includes a playlet for a class performance and wonderful illustrations.

Finalists

The Canterville Ghost by Oscar Wilde, retold by Jane Cadwallader (ELI Readers); White Fang by Jack London, retold by Jane Cadwallader (ELI Readers)

Adolescent and Adult: Beginner

Winner

The Girl with Green Eyes by John Escott

Illustrated by Dylan Gibson

Published by Oxford University Press

ISBN: 978-0-19-479434-3

Judges’ comments: Who is the girl with the green eyes? Why is she so interested in Mark? And is the man in the hotel really her stepfather? Find out when you read this story.

Finalist

The Little Match Girl by Hans Christian Andersen, retold by Bill Bowler (OUP)

Adolescent and Adult: Elementary

Winner Les Misérables by Victor Hugo, retold by Jennifer Bassett

Illustrated by Giorgio Bacchin

Published by Oxford University Press

ISBN: 978-0-19-479440-4

Judges’ comments: This well-written retelling is an excellent way to get to know this great story. The ‘set-the-stage’ sections help the reader quickly catch up on important events.

Finalists

Gulliver’s Travels by Jonathan Swift, retold by Janet Borsbey and Ruth Swan (ELI Readers); Marley and Me by John Grogan, retold by Anne Collins (Pearson Education/Penguin Readers)

Adolescent and Adult: Intermediate Winner

The Green Room by Robert Campbell

Illustrated by Valentina Russello

Published by Helbling Languages

ISBN: 978-3-85272-327-3

Judges’ comments: This is a story about adolescent conflicts and the growing up process. What makes it special is the clever way in which the author interweaves the main plot with the plot of the play within the story.

Finalists

The Case of the Dead Batsman by Peter Viney (Garnet Education); Owl Hall by Robert Campbell from an original idea by Robert Campbell and Lindsay Clandfield (Macmillan Education)

Adolescent and Adult: Upper-intermediate and Advanced Winner

Man Hunt by Richard MacAndrew

Published by Cambridge University Press

ISBN: 978-1-107-69269-5

Judges’ comments: This original murder mystery, set in a rural community, is a compelling read for crime story enthusiasts.

Finalists

One Day by David Nicholls, retold by F H Cornish (Macmillan Education); Sherlock: A Study in Pink, by Sir Arthur Conan Doyle, adapted by Steven Moffat and retold by Paul Shipton (Scholastic)

The reception and ceremony is co-sponsored by the British Council and IATEFL, and by Cambridge English, Compass Media, ELI Publishing, Garnet Education, Helbling Languages, Macmillan Education, Oxford University Press, Pearson Education, and Richmond.

Please note that the timing allows guests to move on afterwards to the British Council event in The Royal Hall Theatre. The ERF gratefully acknowledges support from ENGLISH TEACHING professional in the preparation of publicity material.

For a wealth of information about extensive reading and the Language Learner Literature Awards please visit the Extensive Reading Foundation website: www.erfoundation.org

You can also download a free Guide to Extensive Reading http://erfoundation.org/ERF_Guide.pdf

Pre-Conference Events & Associates’ Day

Pre-Conference Events (PCEs)

Pre-Conference Events (PCEs) held on Tuesday 1st 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 May 2014) and for details on all other SIG events, held throughout the year worldwide. T

B u si n e s s E n g l i sh on How to teach business skills while teaching business English

E n g l i s h f o r S p e ci f i c P u r p o s e s on ESP and learning technologies: what can we learn?

E S ( O ) L on Bridging the gap: supporting learner progression in ES(O)L

G l o b a l I ss u e s on More than a game - socially conscious simulations and role plays for the language teacher

L e a d e r s h i p & M a n a g e m e n t on Creating a culture of resilience and preventing burnout in teachers and managers

L e a r n e r Au t o n o my on Developing learner autonomy in different learning spaces: experiences and examples

L e a r n i n g T e c h n o l o g i e s on Learning technologies in contexts

L i t e r a t u r e , M e d i a & C u l t u r a l S t u d i e s on The pity of war: an exploration of World War I in text, film and song

M a t e r i a l s W r i t i n g on Writing for digital

P r o n u n c i a t i o n on Integrating pronunciation into your teaching

R e s e a r c h on Teachers research!

T e a ch e r D e v e l o p m e n t on Opening space for critical pedagogy

T e a ch e r T ra i n i n g & E d u ca t i o n on Trainer development: more than meets the eye

T e s t i n g , E v a l u a t i o n & A s se ss me n t on Classroom testing – what do we need to consider and how can we test our learners in the best possible way for your purposes?

Y o u n g L e a r n e r s a n d T e e n a g e r s on Multilingual, multicultural and multilevel classrooms

IATEFL Associates’ Day

IATEFL has 120 Associate Members. An Associate is another Teacher Organisation (TA) that has entered into a manually 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 1st 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, Cambridge English (Cambridge University Press & Cambridge English Language Assessment).

GENERAL INFORMATION, SCHOLARSHIPS & SPONSORS

The following pages contain –

Pages 5-14

General information

Pages 16-21

Scholarships and this year’s winners

Pages 23-25

Conference sponsors

Page 26

What’s new?

Quiz for fun !

Q1 – On what date did Carol Read, IATEFL President, officially open the new IATEFL Head Office in Faversham ? Answer on page 203

General information

Welcome

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

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

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

Registration and exhibition opening times

R

Tuesday 1030-1800

Wednesday 0800-1730

Thursday 0800-1730

Friday 0800-1730

Saturday 0800-1300

Registration

Wednesday 0830-1730

Thursday 0830-1730

Friday 0830-1730

Saturday 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. You must wear your badge at all times. Access to sessions is strictly by badge only and is on a first-come-first-served basis. You will be charged for a replacement badge if you lose yours. The ELT resources exhibition (in Hall H) is open to all.

Catering

A complimentary tea/coffee will be served in the exhibition hall during the coffee breaks. 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 HIC venue staff located behind the IATEFL registration desk. Copies will be charged at 10p per A4 page single-sided black and white, and 20p per A4 colour single-sided page (copying onto OHP transparencies is not available). We regret that no responsibility can be taken by IATEFL or the HIC 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 in level 4 foyer near the registration desk.

Messages

Message boards will be located in level 4 foyer. 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

IATEFL Projects and IH/IATEFL Training Award

We are very pleased to have recently launched two funding initiatives open to our Associates. More details can be found on www.iatefl.org/associates/iatefl-projects and www.iatefl.org/associates/iatefl-international-housetraining-award (linking to the project and IH project).

Applications closed before conference and we hope to announce the successful bids at Harrogate.

We would like to encourage all eligible Associates to apply for these or any other similar funding initiatives that may be offered in the future.

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 33-40. The exhibition is open from 0830 to 1730 Wednesday to Friday and from 0830 to 1215 on Saturday. 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 2015 IATEFL Conference in Manchester. The clues will guide you to visit the participating exhibition stands!

Meet the Patron

David Crystal will be at the IATEFL exhibition stand on Wednesday 2nd April from 1300 to 1400 and from 1600 to 1700. If you would like to say hello or have a question for David, please join us there for this unique opportunity.

Annual General Meeting

The IATEFL Annual General Meeting will be held in the Auditorium on Thursday from 1255-1400. All members are invited to attend. The AGM Agenda is located on pages 106 & 209 and the AGM Reports are located on pages 210-220.

General information

Internet centre

The Internet Centre (sponsored by Oxford University Press) is situated on level 5 foyer and will be open Wednesday to Friday 0800-1800 and Saturday 0800-1215. As well as checking emails and the web, the Internet Centre is a great place to play an active part in Harrogate Online (http://iatefl.britishcouncil.org/2014).

Internet access

Wifi is available within the HIC 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.

To use unsuppported wifi: - connect to HIC_wireless - open your browser - click on access broadband

- use password: h h i c -

To use suppported wifi

Conference app

follow the instructions above but use the

Sponsored by ETS TOEFL® & TOEIC®, this is the third year of our conference app for iPhone/iPad and Android phone users. The free 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 conference; 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.

IATEFL technical help desk

Wednesday to Friday 1200 to 1500

Are you worried about using the conference technology for your presentation, or having problems with the conference wifi or the Conference App? Volunteers will be available and try to help you make sure you can use your laptop or mobile devices to get the most out of IATEFL Harrogate 2014. Please note: IATEFL cannot be held responsible for any loss or damage to your equipment or data as a result of the help and advice given to you by our volunteers.

Mobile phone charging station

New for this year, we offer the opportunity for delegates to charge their phones whilst on the go, whether they are iPhones, Blackberrys or Smartphones. The station can facilitate up to eight delegates at one time. Please note that there is a maximum of 20 minutes charge-time for each delegate. The charging station is located on stand 49 in the exhibition.

General information

Cloakroom

There are cloakroom facilities located on Level 4 Foyer. The cost is £2 per item, including suitcases. You must keep your cloakroom ticket if you wish to redepo sit your item on the same day at no further cost (for example, if you collect your coat at lunch time and wish to put it back in the cloakroom in the afternoon).

IATEFL jobs market

Now in its fifth year, the IATEFL Jobs Market offers a unique space where top ELT employers can find and recruit highly-qualified teachers and ELT professionals from around the world. Whether you are actively looking for a new role 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, submit formal applications, and have interviews onsite during the conference. Visit us in Hall D to explore the latest opportunities.

To mark our 5th anniversary the Jobs Market is sponsoring a Signature Event on Wednesday at 1710 in King’s A: ELTTrainingandRecruitmentintheDigitalAge. This is a panel discussion event which is open to all delegates.

For more information please see pages 13 and 85.

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

Reservation Highway

Reservation Highway will be in attendance at the conference to help you with accommodation, local events, local cuisine, things to do and see, travel information, etc. Reservation Highway is the company through which delegates were encouraged to book their accommodation.

In addition to offering help with your stay in Harrogate, Reservation Highway will also talk with you about your plans to book accommodation at next year’s IATEFL conference in Manchester.

Reservation Highway will be in the level 4 foyer on Tuesday & Wednesday from 0900 to 1600 and on Thursday & Friday from 0900 to 1300.

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 during the conference when registration is open. P

. We advise you to print your certificate during the week instead of waiting for the last minute. We

The IATEFL Conference Farewell

Thanks to the sponsorship from Collins, 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 Saturday, are welcome to join us as we say farewell until Manchester 2015!

General information

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 Friday 18th April will be entered into a draw for a free registration for the next IATEFL conference in Manchester in 2015 (prize not transferable to another conference).

General

Please turn your mobile phone/cell phone to silent during sessions. Since 2007, smoking is prohibited inside all buildings in the UK. We regret that no responsibility can be taken by IATEFL for the loss of personal belongings or for accidents.

Important Programme note

This Conference Programme contains full information on the academic sessions. This information replaces the provisional Preview of Presentations listed in the Preview Brochure that was available online 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 Level 4 Foyer Please check the presentation message boards frequently for lastminute changes and cancellations.

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.

Interactive Language Fair

Introduced in Harrogate 2010, this is our 5 th Interactive Language Fair, taking place on Friday from 1335 to 1535 in King’s A. 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.

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 3rd April from 1710 to 1815 in Hall Qa.

General information

Open Space event

Thursday 1405-1635 in King’s A.

Developed in the 90s and employed both in management and academic spheres, Open Space is a new format to the IATEFL conference this year. A mini-conference in itself, Open Space gives you the chance not only to flag up and explore the topics that matter to you, but also to discover a new conference tool for use elsewhere in your professional life.

Facilitated by Adrian Underhill, participants will be invited to convene a session on whatever is professionally significant or important to them at that moment. The whole point is to come without notes or preparation and work with what fires you up at that time. After a brief introduction to the Open Space format, those who wish to will write their proposed topic(s) on post-it notes and read them out. Then by a show of hands a number of parallel sessions are immediately formed, allocated a meeting space, and participants go to the one of their choice. Afterwards in plenary the convenors feed back to the rest of the group, and then a second round of new sessions begins, either growing out of a previous session or starting afresh. Again people go to their preference, and a plenary sharing follows. The convener can lead a session if they wish, or simply host a session, which might be an exchange of views, a collecting of ideas, a new idea, a sounding off… Whatever it is, the other participants will know and have chosen to attend.

This Open Space lasts for 2½ hours which includes an overview of the methodology; setting up the first round of sessions; conducting them; feedback to all; setting up and conducting the second round of sessions, feedback and close. It is set to be thetalk of Harrogate 2014. Because of the nature of the event, it is important to join the session from the beginning and stay until the end in order to appreciate how it develops and contribute to it. In order to preserve the integrity of this complete 'conference within a conference' it won't be possible to enter after it has begun.

So, come prepared to talk about the latest (or the oldest) burning issues for you in ELT – be that the future of mobile learning, the flipped classroom or teaching the phonetics of ELF, etc. – and leave having acquired new contacts, new perspectives and a new ELT conference methodology!

British Council / IATEFL ‘Harrogate Online’

We aim to make the conference accessible to a large global community of teachers and educators, both members and non-members, through Harrogate Online. Remote delegates will be able to watch live video sessions and recorded highlights of the conference on the Harrogate Online website. Online delegates will also be able to participate in discussion forums linked to the main conference themes and interact with conference presenters via the website. Harrogate Online will also feature video interviews with conference presenters and at-venue delegates, who will share their thoughts and experiences with the online community. As coming to the conference in person isn't possible for all members, we hope that Harrogate Online will be a very good alternative for those unable to attend.

This initiative started at the 2007 Annual Conference and 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 (#IATEFL) 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.

Last year, over 80,000 teachers watched our online conference coverage. This year we hope that remote participants will get involved via the Harrogate Online website or other social media channels. A number of Associates offer the chance to attend a local event around the online conference with a teacher training focus. We look forward to offing all our remote delegates a chance to follow the conference online.

We hope you join in with IATEFL Harrogate Online to share your ideas on the IATEFL Harrogate 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

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.

The Hornby scholars this year will present Howassessmentinfluencestheclassroomteachingandlearningof English.Research over several decades into the test washback and impact agrees that the content and format of English language assessment may influence classroom English teaching and learning in complex ways. This talk will investigate how English language learning is assessed in schools in countries in Africa, Asia and Latin America. It will discuss the influence of assessment on classroom teaching and learning, examine common factors and differences between the countries, and propose how assessment practices might be best used to promote learning in these contexts.

The Hornby scholars this year are:

Simon Ruiz Hernandez (Venezuela), Saraswati Doradi (Nepal), Tomas Andujar (Cuba), Rezvan Rashidiporfard (Iran), Zainab Cengiz Umaru (Nigeria), Santi Budi Lestari (Indonesia), Deepa Ellepola (Sri Lanka), Dame Diop (Senegal), Abayneh Haile Mengesha (Ethiopia), Patrick Musafiri (Rwanda). Facilitated by Martin Wedell (University of Leeds).

Three Hornby Alumni will also be presenting. The alumni are: Kuheli Mukherjee (India) presenting on Hornby Scholarship Impact on Teacher Education in West Benegal and May May Win & Tara Siddhartha (Burma) presenting on LeadingTeacherDevelopmentProgrammesinBurma.

“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.

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.

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.

This session will shape how you listen to and engage with 'research-speak' and in doing so open a philosophical and reflective dimension to your teaching away from academic jargon, beyond complex representations of data and with an eye for details that truly inform your practice.

General information

T H U R S D A Y 3 R D A P R I L

H o w t o b e c o m e a s u c c e s s f u l f re e l a n c e r w i t h M

n ’ s 3 )

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

H o w t o w r i t e f o r IATEFL Voices a n d

5 )

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.

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.

In this session, we will review the criteria that are used to decide if a conference proposal is accepted for the IATEFL Annual Conference programme. We will discuss what makes a successful proposal, both in terms of the abstract and the summary, and how to ensure that your proposal is accepted.

o w t o s e t u p a T

Are you a teacher interested in expanding your teacher network locally? Join us for tips on how to get your own teacher association started. IATEFL’s Associates’ Committee will give you practical tips gleaned from experience gathered from its over 100 associate members from all over the world. H o w t o m o v e i n t

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.

S A T U R D A Y 5 T H A P R I L H

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.

H

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.

You get invited to a job interview, so your paperwork must be fine. But why don’t you get the job? The 3 As: Appearance, Attitude, and Awareness of your interviewer are as important as your abilities. In this session, learn how to get yourself a AAA-rating and the job!

General information

Signature events

The signature events are hosted by major 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 five signature events during the conference:

Panellists:

Facilitator:

While English Medium Instruction (EMI) in education systems has been the norm in former British colonies for many years, recent years have seen large growth in EMI in many other countries around the world. Universities from Italy to Indonesia, from Rwanda to Kazakhstan, rush to teach more and more courses in English medium, driven by the desire to recruit international students and to prepare home students for an international future. At school level EMI is popular not only in the traditional private sector, but is finding its way into public educational systems. What are the driving forces behind this? Is this trend inevitable in the long-term, and a good thing? When is EMI appropriate and how can it be made successful? Who are the winners and the losers, in terms of people and languages? This session will surface some political and educational issues and controversies, drawing on the views of an expert panel, with ample time for contributions from the floor. ( ( S e e p a g e 6 6 )

Moderator: N i k Pe a c h y (Learning Technology Consultant, Writer, Trainer)

Panellists:

A i s h a W a l k e r (University of Leeds, MA in TESOL and ICT Programme Director)

P e t e S h a rm a (Pete Sharma Associates)

W a y n e J o n e s (Director, Academic Bridge Programme, Zayed University UAE)

J u l i a n K e n n y (Head of Teacher Development, Trinity College London)

M a r k S im p s o n (Business Development Director, Immerse Learning [formerly Language Lab])

Digital and online material has become an essential part of the ELT mix and publishers invest millions to introduce ever more sophisticated ways of taking learning in new directions. There are real benefits to this, but are we in danger of ignoring a very important person in the room: the teacher?

More to the point, are we investing in the right amount of training, not only to help teachers understand new technology but, crucially, to ensure digital materials support rather than distract from the fundamental process of English language learning?

In this panel discussion with leading specialists in this area, we will address these questions and more. We’ll explore how the age of digital ELT is affecting the skills and capabilities employers need when recruiting new staff… and look to the horizon to assess how technology will continue to change teaching and learning in the future. ( S e e p a g e 8 5 )

General information

ELTJ / I A T E F L S I G NA T U R E E V E N T

T h e m o t i o n : P r i m a r y E L T d o e s m o r e h a r m t h a n g o o d

To propose the motion: F F i o n a C o p l a n d (Aston University, UK)

To oppose: J J a n e t E n e v e r (Umeå University, Sweden)

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

The ongoing expansion of English language teaching into the primary sector has been a notable feature of ELT in recent years. Is it now time to call a halt to this trend and prevent any further damage to our children? Our two speakers will debate the issues surrounding primary level ELT. Please come along, have your say, ask questions - and join in the vote! ( ( S ee p a g e 9 9 )

C A M B R I D G E E NG L I S H S I G NA T U R E E V E NT

Speakers:

N i c k S a v i l l e (Director, Research & Validation, Cambridge English Language Assessment)

M i r a n d a H a m i l t o n (Consultant, Cambridge English Language Assessment)

S t e p h a n i e D i m o n d - B a y i r (Teacher Training Programmes Manager, Bell International)

B a r k a n T e k d o g a n (Head of English Department, Terakki Foundation Middle School, Turkey)

Learning Oriented Assessment seeks to maximise the value of the formative and summative feedback which classroom learning and testing tasks can generate. It helps teachers to target instruction and monitor progress, and learners to set goals and manage their progress towards achieving them. It is a framework for achieving measurably better learning. But how will LOA work in practice in the ELT classroom? In this session our panel will discuss the issues which might be encountered when introducing a learning oriented approach to assessment and the positive effect it can have on students’ progress if implemented effectively. ( ( S e e p a g e 9 9 )

P E A R S O N S I G N A T U R E E V E N T

T e s t T e ac h T e s t

What tools do teachers currently have at their fingertips to be able to objectively and accurately measure a student’s level of English? How can teachers identify what they need to focus on in order to help students make progress? How can they test their students again using the same standard assessment to see the impact of their teaching on students’ progression?

Currently, teachers often use self-prepared tests that they need to create and grade themselves, which is very time intensive and difficult to replicate. The alternative is to use practice tests from internationally recognised tests which are not self-scoring, or for students to take high-stakes tests, which is not a cost-effective solution to use solely as a progress measure, or informative about remediation. In this session, D D a v i d H i l l , item writer for Progress,Pearson’s new and innovative all skills test, and A A n t o n i a C l a re , author of Speakout, will discuss the merits of using an automated testing tool like Progress to objectively and accurately assess students’ competence and progress across a given course. They will look at how teachers can use the results from this test and apply them in a classroom setting with a coursebook to inform teaching and learning and improve learning outcomes. ( ( S e e p a g e 1 5 8 )

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 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 31 scholarships to enable teachers, trainers and ELT professionals to attend the annual conference.

I A T E F L t

If you are interested in applying for a scholarship for the next conference, then please visit w w w w

. o r g after 14th April 2014 for details of how to apply for a scholarship to attend the 2015 conference in Manchester.

Brief details of each scholarship

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

e f l o rg for full details:

A f r i c a S ch ol ar 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 c i l i t a t or S c h ol ar s h i p – Awarded to a teacher who is interested in starting up and facilitating local business English events and contributing to the Business English Special Interest Group.

C a mb r id g e E n g l i s h : Bi l l S h e

h i p – W.G (Bill) Shephard played a major role in establishing the distinctive ethos and approach of the Cambridge English exams, the award gives the opportunity for an EL professional working in teaching or in assessment to attend the conference.

C a mb r id g e E n g l i s h : C a mb r i d g e E n g l i s h T e a c h e r S c h ol a r s h i p - A scholarship giving the opportunity for anyone with an interest in continuous professional development to attend the conference.

C a mb r id g e E n g l i s h : D r P e t e r H ar g r e a v e s S c h ol a r s h i p - Sponsored by Cambridge English, in memory of their late CEO, Dr Peter Hargreaves, this scholarship is open to anyone who works in the fields of EL teaching or language assessment.

C a mb r id g e E n g l i s h : J oh n T r i m S c h ol ar s h i p – A scholarship in memory of John Trim, who was prominent in the development of the Common European Framework of Reference, that enables anyone with an interest in English language assessment to attend the conference.

C a mb r id g e E n g l is h : T e a c h er T r a i n i n g S c h ol a r sh ip - This scholarship provides an opportunity for a teacher trainer involved in the formal or informal training and development of teachers to attend the conference.

E a st b ou r n e S c h o ol O f E n g l i sh – G r ah a m S m i t h S c h ol a r sh i p – this scholarship provides an opportunity for an ELT professional to attend the conference for the first time.

E S ( O ) L S I G C on f e r e n ce S c h o l a r sh i p – A conference scholarship to assist a member of the English for Speakers of Other Languages Special Interest Group to attend the conference. Priority is given to applicants from Wider Membership Scheme countries.

E x a m E n g l i s h O n l i n e T e ac h i n g S c h ol a r sh ip – This scholarship gives the opportunity for a teacher involved in teaching online, to attend the conference.

G i l l S t u rt r i d g e F ir s t - T i m e S p e a k e r S c h ol a r s h i p – Awarded from the donations given in Gill Sturtridge’s memory by her family and friends, the purpose of this scholarship is to encourage members of IATEFL to give their first talk at conference.

IATEFL scholarships and winners

G i l l i a n P or t e r L ad ou s se S ch ol ar s h i p – This scholarship is for a trainer and/or trainee with between three and ten years’ experience to attend the conference.

I E L T S M or g a n T e r r y Me mor i a l I A T E F L S c h ol ar s h i p - This scholarship funded by the IELTS partners (British Council, IDP: IELTS Australia and Cambridge English Language Assessment has been set up to help a teacher working with IELTS candidates to attend the conference for the first time.

I n t e rn at i on a l H ou s e B r i t a H ay c r a f t B e t t e r S p ok e n E n g l i s h S ch ol a r s h i p - This scholarship is for a member of IATEFL Pronunciation Special Interest Group who works with all aspects of pronunciation teaching as an integral part of their general English lessons to attend the conference.

I n t e rn at i on a l H ou s e G l ob a l R e a ch S ch ol a r s h i p - This scholarship enables teachers living beyond the ‘cheap flights’ area of the world to attend the conference, for the first time.

I n t e rn at i on a l H ou s e J oh n H ay c r a f t C l as sr o om E xp l or at i on S ch ol ar s h i p - This scholarship, originally offered on a oneoff 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.

I n t e rn at i on a l H ou s e T r a in in g an d D e ve l op me n t S c h ol a rs h i p – The aim of this scholarship is to enable a teacher trainer/developer to present their work at the IATEFL conference.

L a t i n A me r i c a S c h ol ar s h i p - 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.

L e ad e r s h i p a n d M an ag e me n t S I G S c h ol a r sh ip - This scholarship enables a person in an ELT leadership/management role and not otherwise funded to attend the conference.

L e ar n i n g T e c h n ol og ie s S I G Di a n a E a s t me n t S c h ol ar s h i p - The scholarship is open to all and enables the winner to attend the conference. The winner is, however, expected to become actively involved in the LT SIG.

L e ar n i n g T e c h n ol og i e s S I G T r av e l S ch ol ar s h i p - This scholarship is open to LT SIG members and assists the winner with travelling expenses to come and present at conference.

O n e D r a g on S ch ol ar s h i p – This scholarship is intended to acknowledge the achievements of junior and senior High School teachers in China, and to introduce younger teachers to the ELT community through IATEFL membership and first time attendance at the conference.

O n e st op e n g l i sh C r e a t i v i t y i n t he Cl as s r oo m S ch ol ar s h i p - This scholarship is sponsored by Macmillan and brings a teacher actively involved in onestopenglish to attend the conference for the first time.

P i l g ri m s S c h ol a r sh i p - This scholarship is for a practising teacher or teacher trainer to lead a talk or workshop at the annual conference, for the first time.

R ay T on g u e S c h ol a r sh i p - 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.

R e g e n t S ch ol ar s h i p – A scholarship to enable a practising teacher of adults or young learners to lead a talk or workshop at the conference, for the first time.

T e ac h e r De v el op me n t S I G M ic h a e l B e r m an S c h ol ar s h i p – 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.

T r i n i t y C ol l e g e L on d o n L an g u a g e E x am i n a t i on s S c h ol ar s h i p - This scholarship enables an ELT professional working in the field of examinations development to present in the Testing, Evaluation and Assessment SIG Day.

T r i n i t y C ol l e g e L on d on T e a c h e r T ra i n e r S c h ol a rs h i p - 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 L e e S c h ol a r sh ip - 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.

Please check w w w w i at e f l o r g after 14th April 2014 for more detailed information and to apply for a scholarship for our 2015 conference in Manchester.

IATEFL scholarships and winners

This year’s scholarship winners are ...

A f r ic a S ch ol ar s h i p W in n e r

N ar i m al al a R ak ot o R at s i m b a

M a d a g a s c a r

A f r i c a S c h o l a r sh ip W i n n e r

M o u s t sa p h a D ay a G u e y e S e n e g a l

C a m b r i d g e E n g l i s h : B i l l S h e p h a r d

S ch ol a r s h i p W in n e r

S v e t l a n a B o z h i n ov a B u l g ar i a

C a m b ri d g e E n g l i s h : J o h n T r i m

S ch ol a r s h i p W in n e r

G l a d y s C a m ar g o B r a z il

B E S I G F a c il i t at or s

S c h o l a r sh ip W in n e r

J u s t i n e A r e n a Br a z il

C a m b r i d g e E n g l i sh : D r P e t e r

H a rg r e a v e s S ch ol ar s h i p W in n e r

C a t a l i n a C o c an R o m a n i a

C a m b r i d g e E n g l i sh : T e a c h e r T r a i n i n g

S ch ol ar s h i p W in n e r

S ab i n a P i l l ai

In d i a

B E S I G F a c i l it at o r s S c h o l a r sh ip W i n n e r

D a n a P o k l e p ov i c A r g e n t i n a

C a m b r i d g e E n g l i sh : E n g l i s h T e ac h e r

S ch ol a r s h i p W in n e r

M a r t i n D u t t on A u s t r a l i a

E as t b o u r n e S c h o o l o f E n g l i s h –

G r a h am S m i t h S ch ol ar s h i p W in n e r

R a f ae l B as t o s

B r a z il

IATEFL scholarships and winners

E x a m E n g l i sh O n l i n e T e a ch i n g

S ch ol a r s h i p W in n e r

E l vi s A u s t i n s N i g e r i a

I E L T S M o r g an T e r r y M e m o r i a l

IA T E F L S c h o l a r sh i p W i n n e r

A y s e g u l L i m a n K ab an

T u r k e y I

I n t e r n at i o n a l H ou se G l ob al R e ac h

S ch ol a r s h i p W in n e r

Y o u s s o u f M a g a s s o u b a M a l i

I n t e r n a t i on al H o u se T r a i n i n g &

D e v e l op m e n t S ch ol ar s h i p W i n n e r

F au zi a S h am i m

P ak is t a n

G i l l S t u rt ri d g e F i r s t - T i m e S p e a k e r

S ch ol ar s h i p W in n e r K

B e t t e r S p o k e n E n g l i sh S ch ol ar s h i p W i n n e r

M ar i n a N o e l i a C an t ar u t t i A r g e n t i n a

I n t e rn at i o n a l H ou s e J oh n H a y c r a f t

C l as sr o o m E x p l o r at i o n S c h o l a r sh ip W i n n e r

J a m e s P e n g e ll e y A u s t r a l i a

L a t i n A m e r i c a S c h ol ar s h i p W i n n e r

M a r ie l R o xa n a A m e z

A r g e n t i n a

G i l l i a n P or t e r L ad ou ss e S c h o l a r sh ip W i n n e r K C M a d h u k ar Ne p a l

I n t e r n at i o n a l H ou se G l ob al R e ac h

S ch ol a r s h i p W in n e r

N as r e e n S u l t a n a

B an g l a d e sh

I n t e r n at i o n a l H ou s e J oh n H a y c r a f t

C l a s sr o o m E x p l o r at i o n S c h o l a rs h i p W i n n e r

S v e t l a n a B e l i c M a l i n i c

S e r b i a

L e a r n i n g T e c h n o l o g i e s S I G D i an a

E a st m e n t S ch ol ar s h i p W i n n e r

A n g i e Q u in t a n i l l a

C h i l e

IATEFL scholarships and winners

L e ar n in g T e ch n o l og i e s S I G T r a ve l

S ch ol a r s h i p W in n e r

C e ci l i a C i c ol in i

A r g e n t i n a

O n e D r ag on S c h o l a r sh ip W in n e r

Q i u yu n F e n g

C h in a

R a y T on g u e S ch ol ar s h i p W in n e r

N ab an it a B ar u ah

In d i a

T r i n i t y C ol l e g e L on d on L an g u a g e

E x a m i n a t i on s S c h o l ar s h i p W i n n e r

A i d a R o d o m a n c h e n k o

R u s s i a

O I S E Y ou n g L e ar n e r s 2 0 1 3

S ch ol ar s h i p W in n e r

C o n c h i M ar t in e z d e T e j ad a

S p ai n

O n e s t o p e n g l is h C r e a t i v it y i n t h e

C l as s r o o m S c h o l a r sh ip W in n e r

C y n t h ia Ja m e s M al ay s i a

R e g e n t S c h o l a r sh ip W i n n e r

B i l j a n a D e d i c

S e r b i a

T r i n it y C o l l e g e L on d o n T e ac h e r

T r a i n e r S c h o l a r sh i p W in n e r

S a l i m a A l S i n an i

O m an

O n e D r ag on S c h o l a r sh ip W in n e r

S h a o j in X u C h in a

P i l g r i m s S c h ol ar s h i p W i n n e r

D a n i j e l a B o j an ic

S e r b i a

T e ac h e r D e ve l o p m e n t S I G M i c h a e l

B e r m an S c h o l a r sh ip W in n e r

N in a J o r e n ci c

S l o ve n i a

W R L e e S c h o l a r s h i p W in n e r

A g n ie sz k a D z ie ci o l - P e d i ch

P o l a n d

IATEFL scholarships and winners

Scholarship winners presenting at conference

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

The C a mb ri d g e E n g l i sh : T e a ch e r T r a i n i n g S ch ol ar s h i p winner, S S a b i n a P i l l a i , whose talk on ‘Locating CPD in English teachers in tertiary education in India’ takes place on Friday in session 3.1.

The B E S I G F a c i l i t a t or S c h ol ar s h i p winners J u s t i n e A r e n a whose workshop on ‘Tech-enhanced traditional storytelling in business English’ takes place on Thursday in session 2.6 and D D an a P ok l e p ov i c whose talk is on ‘Authentic business skills techniques adapted to business English classes’ which takes place on Thursday in session 2.2.

The G i l l S t u r t r i d g e F i r s t - T i me S p e ak e r S c h ol a r sh i p winner, K h i k m a t u l l o U r a z b a e v , whose talk on ‘Developing and implementing the Uzbek Model of European Language Portfolio’ takes place on Wednesday in session 1.2.

The G i l l i an P or t e r L ad ou ss e S c h ol a r sh ip winner, K K C M a d h u k a r , whose talk on ‘Dancing with a colleague in EFL classrooms: a co-teaching reflection’ takes place on Friday in session 3.6.

T h e L a t i n A me r i c a S c h ol a r s h ip winner, M M a r ie l R o xa n a A me z , whose talk on ‘Literature and learning technologies: an experience in pre-service teacher education’ takes place on Friday in session 3.1.

The L e a r n i n g T e c h n ol og ie s S I G D i an a E a st me n t S c h ol a r s h i p winner, A A n g i e Q u i n t a n i l l a, whose talk on ‘Digital storytelling: the power of personal narrative in ITT’ takes place on Friday in session 3.5.

The L e ar n i n g T e c h n ol og i e s S I G T r a v e l S c h ol a r sh ip winner, C C e c il i a C i c ol in i , whose talk on ‘Strategies for effective live online teaching and learning’ takes place on Friday in session 3.1.

The R ay T on g u e S c h ol a r sh ip winner, N N a b an it a Ba r u a h , whose talk on ‘Teaching and learning FLP through print media’ takes place on Wednesday in session 1.6.

The T e a ch e r D e v e l op me n t S IG M i c h ae l B e r m a n S c h ol ar s h i p winner, N N i n a Je r on c i c , whose talk on ‘I speak meme!’ takes place on Thursday in session 2.2.

The W R L e e S c h ol ar s h i p winner, A A g n i e s zk a D z i e k i ol - P e d i c h , whose talk on ‘ESP or EPG: what do learners really need’ takes place on Wednesday in session 1.6.

The I In t e rn at i on a l H ou s e B r i t a H ay c r af t B e t t e r S p ok e n E n g l is h S c h ol a r s h i p winner, M M a r in a N oe l i a C an t a r u t t i , whose talk on ‘Pronunciation and e-portfolios: developing self-regulatory skills and self-esteem’ takes place on Thursday in session 2.2.

The I In t e rn at ion a l H ou s e J oh n Ha y c r a f t C l a s s r oo m E x p l or at ion S c h ol ar s h i p winners J a m e s P e n

ll e y , whose talk on ‘Rethinking communicative language teaching’ takes place on Friday in session 3.1, and S S v e t l a n a Be l i c M a l i n i c , whose talk on ‘Reciprocal coaching as teachers’ professional development’ takes place on Friday in session 3.1.

The I n t e rn at i on a l H ou s e T r a i n i n g & D e v e l op me n t S c h ol a r sh ip winner, F F au z i a S h a m i m, whose presentation on ‘Action research for teacher learning: opportunities and challenges’ takes place in a forum on Wednesday in session 1.2.

T h e O I S E Y ou n g L e ar n e r s S ch ol ar s h i p 2 0 1 3 winner, C C on c h i M a rt in e z d e T e j ad a G on z a l e z , whose workshop on ‘Kamishibai: learning on the small stage’ takes place on Thursday in session 2.4.

The P i l g r i ms S c h ol ar s h i p winner, D D a n i j e l a B o j a n i c, whose talk on ‘Personalisation in ELT’ takes place on Thursday in session 2.1.

The R e g e n t S c h ol a rs h i p winner, B B il j an a D e d i c , whose talk on ‘Building up amazing projects through creative learning’ takes place on Friday in session 3.5.

The T r i n i t y C ol l e g e L o n d o n L an g u a g e E x am i n a t i on s S c h ol ar s h i p winner, A A i d a R od o m a n c h e n k o, whose talk on ‘Microand macroskills of speaking: creating situations for their development’ takes place on Wednesday in session 1.4.

The T r i n i t y C ol l e g e L on d o n T e a ch e r T r ai n

A l - S in an i , whose talk on ‘Cascading training: from trickle to torrent’ takes place on Wednesday in session 1.7. W e h o p e y o u ' l l s h o w y o u r su

Get ahead in your teaching career

Study Teaching English for Academic Purposes (PGCert)

Our expertise in flexible and accessible education and your passion to succeed in teaching English to others will enable you to get ahead.

A world-class research university, Leicester offers flexible, innovative courses because we understand that you’ve got other responsibilities. This course gives you a great opportunity to move into or get ahead in a career

teaching English for Academic Purposes –the fastest growing sector in the world of ELT.

Get ahead, get in touch.

Email: TEAP@leicester.ac.uk

School of Education

Professional Development

Postgraduate Programmes by distance learning

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 F L

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

from sponsoring part of our 49th annual conference next year in Manchester (11-14 April 2015), please contact Alison Wallis, IATEFL Business Development Officer, at awallis@iatefl.org or telephone +44 (0)1795 591414, or visit our website to find out more.

DIAMON SPONSOR D

B r i t is h C

The British Council provides global access to English for teachers and learners through classroom teaching, teacher training programmes and online resources. We make highly valued UK qualifications available in over 100 countries. Join us at our stand (45) where we will be showcasing our latest courses and resources for teachers and learners, and find out more about what the British Council has to offer you. Come to our networking event on Wednesday 2 April at 19:00 in the elegant surroundings of The Royal Hall Theatre, Harrogate International Centre, and to our Signature Event on English MediumInstruction:CureorCurse?12:00-13:05, Wednesday 2 April, Auditorium.

PLATINUM SPONSORS

Ca m b r i dg e E n g l

for sponsoring the S S V A D

Cambridge English combines the expertise of Cambridge University Press – the leading publisher of ELT learning materials – and Cambridge English Language Assessment – the global leader in English language assessment. Everything we do is underpinned by our guiding principles of expertise, experience, quality and innovation. Visit stand 19-24 for a 20% discount on Cambridge ELT materials and find out why teachers and learners worldwide choose Cambridge English exams and material.

t el c for sponsoring the D D

e

e nt , the

Pr o g ra m me

and the

telc stands for The European Language Certificates and offers more than 70 examinations in 11 languages. The new groundbreaking dual-level exams reliably assess language competence at two CEFR levels. telc – language tests are developed according to the Council of Europe’s Common European Framework of Reference for Languages and enjoy international recognition and acceptance at universities, companies and governmental institutions. For more information and free mock examinations visit our stand 27-28 and www.telc.net.

ThankYouto our sponsors

SILVER SPONSORS

ET S T O E FL ® & TO EI C® for sponsoring the I A T E F L Co n f e r e nc e A p p

ETS is the world’s largest educational research and assessment organization. ETS is dedicated to providing fair and valid assessments (including the TOEFL®and TOEIC®tests), research, and related products and services to help educational institutions make informed decisions concerning admissions, awards, and placement; facilitate teaching and learning; and provide useful information to the public on the quality of programs and services. Please stop by stand 48 to learn more about the TOEFL® and TOEIC® Tests or visit www.ets.org.

O x f o r d U n iv e rs i t y Pr e s s for sponsoring the I I n t e r ne t C e nt r e

OUP works closely with teachers, institutions, and leaders in education and technology to shape learning together. A new generation of resources and services now complements our expanding range of new titles: online assessment and homework tools, classroom presentation tools, professional development webinars and online courses for teachers are some of the ways we are making the best use of technology to enhance and shape learning.

Pe a r s o n for sponsoring the Co n f e r e n c e P

Co n f e r e nc e Pr o g r am m e

and Bo o k m ar

and the

Are you looking to use technology to improve your learner outcomes? Then come and talk to us on stand 41 about how we support blended learning. We will be demonstrating the technologies Pearson offers to ensure insightful, convenient and motivational learning through products such as Progress and MyEnglishLab. Follow the conversation on twitter #testingprogress.

BRONZE SPONSORS

Co l l i ns for sponsoring the

and the S a t u r d a y O v e

Collins is delighted to be a sponsor at this year’s IATEFL conference, and we can’t wait to meet you at the Collins stand, where you can explore our fast-growing ELT range, powered by COBUILD. Come along and have a look at the awardwinning First English Words series for Young Learners, browse through new non-fiction readers and many more new titles. You’ll get the chance to win plenty of prizes, and there will be a special appearance of some Amazing People …

I EL T S for sponsoring the

Co

and the

Celebrating 25 years – IELTS is the world’s leading English language test for higher education and global migration. IELTS is available in over 130 countries and recognised by over 8000 organisations globally. More than 2 million IELTS tests were taken in the last year by people seeking 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.

ThankYouto our sponsors

M a c m il l a n E d u ca t i o n for sponsoring the o o nl i ne Pr e v i e w C o n f e r e nc e B r

)

Macmillan Education is proud to sponsor IATEFL 2014. Education is changing rapidly. So is Macmillan Education. By creating a new Language Learning division we can make extraordinary investments in ground-breaking technology and ELT content development. This change enables us to offer innovative, personalised, integrated learning solutions for every student while continuing our long tradition of working with teachers in 120 countries to provide the inspiring, relevant high-quality material they expect from us. Find out about our exciting plans at IATEFL.

Pi l g ri m s for sponsoring the IATEFL Conference Selections ( I AT EF

J a n u a ry 2 0 1 5 ) and the Po s t Co n fe r e n ce s u p p le m e n t i n IATEFL Voices 239

Pilgrims creates amazing courses for amazing teachers. Pilgrims is a stand for creating possibilities. Please join us on our stand to explore what possibilities we can create together.

GENERAL SPONSORS

I A T EF L w o

o u n d t h e v e n u e

L a n g u a g e T e s t i n g 1 2 3 L t d for sponsoring the I A T E F L I n f o r m a t i o n D e s k M a i l a

T h e H o l i d a y I n n , H a rr o g a t e for sponsoring the F F l o w e r s & f ru i t f o r o u r p l e n a ry s p e a k e r s a n d s u b s i d

s p e a k e r s

F or t h e e a rl y b i rd b oo k in g r a f f le p r iz e s:

Afternoon Tea for 2 in the Imperial Room at Bettys Harrogate.

2 night’s bed and breakfast or Dinner for four.

2 mini spa treatments in their Orchid Beauty rooms.

2 entrance vouchers for the Turkish Baths.

F or p r ov i d i n g i t e m s i n t h e d e l e g a t e b ag s :

C a mb r i d g e U n i ve r si t y P r e s s for providing notepads

G l ob a l E L T for providing reference books

M a c m il l a n for providing pens

T ay l or s of H ar r og at e for providing sachets of wrapped tea

What’s new?

What’s new?

ELT Conversation

This year there will be a new session, ELT Conversation , in which two high-profile speakers interview each other on a key topic. On Friday 1130-1215 in Auditorium, Jeremy Harmer and Scott Thornbury will interview each other on the topic of “Communicative Language Teaching: what have we gained (or lost?)” Please see page 136 for details of this session.

Open Space

Developed in the 90s and employed both in management and academic spheres, Open Space is a new format to the IATEFL conference this year. A mini-conference in itself, Open Space gives you the chance not only to flag up and explore the topics that matter to you, but also to discover a new conference tool for use elsewhere in your professional life. Facilitated by Adrian Underhill, this Open Space lasts for 2½ hours on Thursday in King’s A and will include an overview of the methodology; setting up the first round of sessions; conducting them; feedback to all; setting up and conducting the second round of sessions, feedback and close. Please see page 108 for details of this session.

Poster Time

During the conference there is a Poster Forum displaying the poster presentations in Hall D. New for this year, poster presenters will be present at their poster to discuss it with delegates and to answer any questions on Wednesday from 1840 to 1910 and on Thursday from 1830 to 1900. Please see pages 51-57 for the day each poster presenter will be present.

Jobs Market signature event

This year, IATEFL is holding its own signature event – The IATEFLJobsMarketSignatureEvent. The topic is ELTRecruitmentandTrainingintheDigitalAge. In this panel discussion, leading specialists in this area will explore how the age of digital ELT is affecting the skills and capabilities employers need when recruiting new staff … and look to the horizon to assess how technology will continue to change teaching and learning in the future. Please see page 85 for details of this session that takes place on Wednesday in King’s A.

Meet the Patron

David Crystal will be at the IATEFL exhibition stand on Wednesday 2 nd April from 1300 to 1400 and from 1600 to 1700. If you would like to say hello or have a question for David, please join us there for this unique opportunity.

Mobile phone charging station

New for this year, we offer the opportunity for delegates to charge their phones whilst on the go, whether they are iPhones, Blackberrys or Smartphones. The station can facilitate up to eight delegates at one time. Please note that there is a maximum of 20 minutes charge-time for each delegate. Located on stand 49 in the exhibition.

DAYTIME TOURS AND EVENING EVENTS

Don’t forget to take time out to relax!

Pages 27-30 contain information on daytime tours and evening events.

Meet us at our stand (45) to find out about our latest courses and materials for teachers and learners, and to see what the British Council has to offer you.

Come to our networking reception:

Venue: The Royal Hall Theatre, Harrogate International Centre

Date: Wednesday 2 April, 19.00

Join us for our signature event:

English Medium Instruction: Cure or Curse?

Venue: Auditorium

Date: Wednesday 2 April, 12.00 –13.05

Harrogate Online

Follow live sessions at the conference via the Harrogate Online website: http://iatefl .britishcouncil.org/2014

www.britishcouncil.org/learnenglish www.teachingenglish.org.uk

www.britishcouncil.org/learnenglishteens

www.britishcouncil.org/englishagenda

www.britishcouncil.org/learnenglishkids

esol.britishcouncil.org

Daytime tours & evening events

Daytime tours

Walking tours

We will be holding two walking tours of Harrogate on Wednesday 2nd April. These will be departing from the HIC at 1100 and then at 1315 and will take in some of the highlights of Harrogate, including the Crescent and Valley gardens, the Stray, the Royal Hall, the Mercer Art Gallery and the Royal Pump Room Museum before finishing outside the famous Bettys Café and Tea rooms.

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

The meeting point for walking tours is opposite the registration desk on Level 4 foyer in the HIC. You will be met by your guide. Please be at the meeting point 15 minutes before your walking tour departs as tours leave promptly.

Excursions

On Thursday 3rd April there will be two coach trips - one to York and one to the Bronte Parsonage Museum; and on Friday 4th April there will be a coach trip to Castle Howard.

These three guided tours have been arranged and tickets sold in advance of the conference via the IATEFL online shop.

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 opposite the registration desk on Level 4 foyer in the HIC. You will be met by your guide who will escort you onto your coach.

Castle Howard tour – please be at the meeting point by 1015.

York and Bronte Parsonage Museum tours – please be at the meeting point by 1030.

Evening events

Tuesday 1st April

Welcome Reception (supported by Harrogate International Centre) 1800-1900 in the Royal Hall

We are delighted to hold a Welcome Reception to offer delegates a warm welcome. IATEFL President, Carol Read, will welcome you to the conference and the Mayor of Harrogate will welcome you to the town. Entry by conference badge only. Please register first at our registration desk in the HIC.

Daytime tours & evening events

Wednesday 2 nd April

Extensive Reading Foundation Reception and Awards Ceremony

1900-2000 in Ripley

The event is hosted by Jeremy Harmer, who will present the 2013 Language Learner Literature Awards, with music by Steve Bingham. Come and meet the award-winners over drinks and nibbles and enjoy their work. Sponsored by the British Council, Compass Media, ELI, Garnet Education, Helbling Languages, IATEFL, Macmillan Education, Oxford University Press, Pearson Education and Richmond. Note that the timing allows guests to move on afterwards to the British Council event in The Royal Hall Theatre.

Dave ’n’ Luke present: “Hard Times for English Teachers”

1900-2000 in King’s A

‘Bank Robber: These are hard times. This is my morning job; I teach English in the evening.’

In effective teaching, three things play a crucial role: the teacher’s voice, body language, and presence. These factors come together powerfully in dramatic techniques in which language is activated in memorable ways. This performance will show these principles in action.

The presenters perform satirical sketches originally written and performed in collaboration with students. The sketches are about everyday topics, including language teaching, and are designed to teach and entertain.

We will also perform a short one-act play, MeandHim , about how walls go up and how walls come down.

All of the pieces provide opportunities for engaging learners, promoting second language acquisition and raising issues for discussion.

‘Aperformancewhichtackledcontemporaryproblemsinaninnovativewayandwhichwasuniversallyapplauded’ELTNews,Greece ‘Lovedit!Veryinspiring!’Teacher,TESOLArabia

David Gibson & Luke Prodromou - http://davenluke.wordpress.com

Guest appearance: Maria Sachpazian LukeProdromouissponsoredbyELIPublishing

British Council-hosted evening From 1900 in The Royal Hall

Join the British Council for an exciting evening in the elegant surroundings of The Royal Hall, a stunning Edwardian Theatre built in 1903. Restored to its original magnificence and often referred to as the ‘Palace of Glittering Gold’, it promises to make the evening memorable.

Daytime tours & evening events

Thursday 3rd April

Macmillan Come Dancing

1830-2130

in The Royal Hall

The venue is a really grand old theatre, so it fits the theme really well. There will be dancing performances from four ballroom/latin professionals throughout the evening, with an informal workshop for everyone to join in with and learn some steps. Drinks and nibbles will be provided.

£5 per ticket, which will be available to buy on Wednesday 2nd and Thursday 3rd from our stand. All proceeds will go to charity (to be split between three charities (one will be IATEFL, then one UK and one international charity tbc).

The Cambridge English Party

1830-0000 in The Crown Hotel

Unwind after a busy conference day at The Cambridge English Party on. Join us straight after the last session for drinks and entertainment at The Crown Hotel, only 5 minutes from the conference. Visit stand 19–24 to collect your invitation.

The Fair List U K

1900-2000 in Queen’s 3

Come and learn about TheFairList, the new award for excellence of gender balance in plenary and key note speakers and panelists at UK, ELT conferences and events. Find out who is on the list for the year 2013. Come and cheer them as they get their playful certificates. To find out more about The FairList , please take a look at www.thefairlist.org. There you will find loads of ideas for conference organizers, speakers and also for participants interested in gender parity in UK, ELT events. All delegates welcome!

Speaking a World of Words 1930-2100 in Harewood 1 & 2

with Wordsmith Rakesh Bhanot and Storyteller David Heathfield

Tonight let's take a spin round the wonderful world of words. We invite you to share the words that mean most to you. Come and join us performing poems, telling stories and reading aloud short passages of prose from all cultures and languages!

Individual or joint performers welcome - contributions can be anywhere between 1-7 minutes in length. Please let us know in advance if you wish to contribute or just turn up and 'do your thing'.

Rakesh has been involved in many aspects of ELT for over 40 years and has helped to organise Open Mic events in several countries. More recently, he has started sharing some of his own scribblings at such gatherings. David is a storyteller, teacher and teacher trainer and is the author of the brand new teacher development book StorytellingWithOurStudents: Techniquesfortellingtalesfromaroundtheworld(DELTA).

International Quiz

2000-2200 in King’s A

Back for yet another year ... the now somewhat infamous IATEFL International Quiz. If you've been before you know what to expect, if you haven't come along and see what everyone is talking about. Last time in Harrogate it was mayhem - over 150 people, questions to get you scratching your head and friends new and old. So, join your host - Adrian Tennant - for an evening of fun, entertainment and intellectual stimulus.

Daytime tours & evening events

Friday 4th April

Pecha Kucha (sponsored by telc - language tests) 1900-2000 in Auditorium

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

The IATEFL Open Mic Night 2030-2200 in Harewood 1 & 2

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 and Chaz Pugliese as the hosts to help the evening flow, come and see why IATEFL's got talent! This evening event will take place right after the Pecha Kucha.

EXHIBITION

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

Page 31 lists the exhibitors numerically by stand number to make sure you find them easily.

Page 32 shows the times that representatives from the SIGs and the Associate Members will be at the IATEFL stand.

Pages 33-40 contain details of the exhibitors - entries are listed alphabetically by exhibitor name.

EXHIBITION HALL (Hall H, Level 4)

Toilets

List of ELT resources exhibitors

Our exhibitors were given the opportunity to post materials on the Harrogate Online website. Check out our virtual conference site at http://iatefl.britishcouncil.org/2014.

The exhibition is open 0830-1730 Wednesday to Friday and 0830-1215 on Saturday. For safety and security, you are not allowed to enter the exhibition outside these times.

IATEFL SIG & Associate representatives

A Associate Representatives will be at the IATEFL Associate Stand (part of the IATEFL stand) at the following times:

Wednesday 2 April

0830-1035

1030–1205

1200–1345

1340–1550

1545–1730

Friday 4 April

0830–1015

1010–1140

T Thursday 3 April

ETAS (Switzerland) 0830–1020

JALT (Japan) 1015–1220

ANELTA (Angola) 1215–1330

ELTA Albania 1325–1550

ELTA (Serbia) 1545–1730

S Saturday 5 April

LATE (Latvia)

0830–1020

AAELTA (Ethiopia) 1015–1130

1135–1340 IATEFL Peru

1335–1545 ATEI (Iceland)

1540–1730 INGED (Turkey)

TESOL France

CI-ATEFL (Cote D'ivoire)

KSAALT (Saudi Arabia)

BELTA (Bangladesh)

SPELTA (Russia)

SNELT (Niger)

TESOL Arabia

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

Wednesday 2 April

0830-1035

1030–1205

1200–1345

1340–1550

LASIG

T Thursday 3 April

0830–1020

ESPSIG & LASIG 1015–1220

BESIG & LMCS SIG 1215–1330

PronSIG 1325–1550

GISIG & ReSIG

ESPSIG & ReSIG

GISIG & PronSIG

LAMSIG & YLTSIG 1545–1730

ES(O)LSIG & LTSIG 1545–1730

Friday 4 April

0830–1015

1010–1140

1135–1340

TDSIG & YLTSIG

LAMSIG & LMCS SIG

S Saturday 5 April

0830–1020

MaWSIG & LTSIG 1015–1130

MaWSIG & YLTSIG

1335–1545 TTEdSIG 1540–1730

ES(O)LSIG & TEASIG

MaWSIG & TEASIG

BESIG & LMCS SIG

Quiz for fun !

Q2 – How many SIGs does IATEFL have? Answer on page 203

ELT resources exhibitors’ details

BE BC - B ou r n e m ou t h E n g l is h B ook C e n t r e ( St a n d 29)

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

Tel: +44 (0)3338 001900

www.bebc.co.uk

Email: elt@bebc.co.uk

Contact: Charles Kipping, Marketing Manager

BEBC is celebrating 40 years this year as the UK’s leading ELT/ESOL specialist. Since 1974 we have built up a reputation for a fast, efficient and friendly service. We supply books, CDs, etc. from all the ELT publishers to all EFL professionals –schools, colleges/universities, both in the UK and worldwide. Please visit our Stand to view / purchase some of the latest ELT publications at discounted prices. Look out for our 40th Birthday Drinks Party!

Be l l E d u c at i on al Se r v ice s L t d ( St a n d 14)

Red Cross Lane, Cambridge, CB4 3SG, UK

Tel: +44 1223 275598

Email: enquiries@bellenglish.com

Contact: Stephanie Dimond-Bayir, Programmes Manager-Teacher Training

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 14!

Bl a c k C at P u b l is h in g ( S t a n d 5 )

Via Venezia 93, 16035 Rapallo (GE), Italy

Tel: +39 1851 874327

Email: marisol.caprile@blackcat-cideb.com www.blackcat-cideb.com

Contact: Marisol Caprile, International Marketing

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

Br it ish C ou n c il ( S t a n d 4 5)

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

The British Council provides global access to English for teachers and learners through classroom teaching, teacher training programmes and online resources. We make highly valued UK qualifications available in over 100 countries. Join us at our stand (45) where we will be showcasing our latest courses and resources for teachers and learners, and find out more about what the British Council has to offer you. Come to our networking event on Wednesday 2 April at 19:00 in the elegant surroundings of The Royal Hall Theatre, Harrogate International Centre, and to our Signature Event on English MediumInstruction:CureorCurse?12:00-13:05, Wednesday 2 April, Auditorium.

C a mb r id ge E n gl i sh ( St a n d 1 9- 2 4) 1 Hills Road, Cambridge, CB1 2EU, UK www.cambridgeenglish.or g

Email: shaw.a@cambridgeenglish.org

Contact: Amy Shaw, Marketing Administrator (Events)

Cambridge English combines the expertise of Cambridge University Press – the leading publisher of ELT learning materials – and Cambridge English Language Assessment – the global leader in English language assessment. Everything we do is underpinned by our guiding principles of expertise, experience, quality and innovation. Visit stand 19-24 for a 20% discount on Cambridge ELT materials and find out why teachers and learners worldwide choose Cambridge English exams and material.

C it y & Gu il d s In t e r n a t i on a l E N GL IS H ( S t an d 1 0 )

Tel: +36 1 4131301

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

City & Guilds International ESOL and Spoken ESOL examinations offer a comprehensive test of Listening, Reading, Writing and Speaking skills in English. The qualifications have been mapped to levels of the Common European Framework of Reference (CEFR) and are accredited on the National Qualifications Framework of England, Wales and Northern Ireland (NQF). The City & Guilds English certificates are recognised by several governments and universities and are used to gain employment in a variety of industries.

ELT resources exhibitors’ details

Col l in s (S t an d 32 & 39)

77-78 Fulham Palace Rd, Hammersmith, London, W6 8JB, UK

Tel: +44 (0)2083 074539 www.collinselt.com

Come and explore Collins’ fast-growing ELT range, powered by COBUILD. Have a look at the new Activity books and teaching material in the award-winning First English Words series for Young Learners, and browse through new nonfiction readers, and our titles for skills, vocabulary, EAP and authentic listening. You’ll get the chance to win plenty of prizes, and there will be a special appearance of some Amazing People at the Collins stand. We look forward to seeing you there!

C omp as s M e d i a ( St an d 5 0)

7212 Canary Lane, Sachse, Texas, USA 75048

Tel: +82 2 34714043

Email: info@compasspub.com

Contact : James Hall, Gio Panizzon, & Eunah Kim

Compass Media is a global leader in English language textbook publishing and media. We provide a full list of awardwinning ELT products and services including phonics, songs, course books, skill books, graded readers, ESP, test preparation, professional development and an innovative online extensive reading library. Come and see why today’s educators use Compass to find direction in English education!

Ed u ca t i on al S of t w ar e P r od u c t s (St an d 7)

13 Restharrow Mead, Bure Park, Bicester, Oxon, OX26 3AF, UK

Tel: +44 (0)1869 242011

Email: info@letslearnenglish.co.uk www.letslearnenglish.com

Contact: Sandy Savory, Senior Sales Manager

Let’s Learn English is a Virtual Learning Environment which offers more features than you might find in other comparable systems: we individually mark student compositions and spoken recordings; our 1500 units of English cover general English and ESOL examinations including IELTS and TOEIC; our VLE can be rebranded for school or organisation’s exact requirements; our units are cross-referenced to units and activities within major ESOL course books from all publishers; and much, much more!

ELI Pu b l ish in g Lt d ( S t an d 1 8 )

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 & Sales Manager

A leading international publisher offering a wide range of ELT publications: course books 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 classroom magazines. The main novelties at this year’s conference are: SuperMagic , an American English 6level primary course; Think Global, a multimedia culture and civilization course book; 12 news titles in the popular ELI Readersseries; 3 new language games.

En g l is h 36 0 (S t a n d 51)

We are delighted to be at IATEFL again. Come and see us at our stand.

En g l is h La n gu a g e B ook s h op ( St an d 1)

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.

ELT resources exhibitors’ details

E n g l i s h U K ( S t a n d 6 )

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

Tel: +44 20 76087960

www.englishuk.com

Email: info@englishuk.com

Contact: Tom Weatherley, Professional Services Manager

English UK is the national association of accredited English Language centres, and the world’s leading language teaching association with over 470 members. We offer training, conferences and qualifications covering all aspects of working in a language centre, including teaching. Visit our stand to find out more.

E T p an d M E T - P a v i l i on P u b l i sh in g an d M e d i a ( S t an d 3 1 )

Rayford House, School Road, Hove, East Sussex, BW3 5HX, UK

Tel: +44 (0)1273 434943

www.pavpub.com &

Email: info@pavpub.com

Contact: Fiona Richmond, Publisher www.etprofessional.com & www.modernenglishteacher.com

English Teaching professional magazine and website bring you practical tools to use in your classroom. Modern English Teacher magazine launches its new look at IATEFL. Meet the editor and find out how MET’s in-depth articles can support your professional development. Visit stand 31 for your free copy of English Teaching professional and Modern English Teacher, and to take advantage of our special conference discount on both magazines and our range of practical books.

E T S T O E F L ® & T O E IC ® ( S t an d 4 8 )

North London Business Park, Building 3, Office 126, Oakleigh Road South, London, W11 1GN, UK

Tel: +44 (0) 203 6407699

www.ets.org

Contact: Sandy Bhangal, Associate Director

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.

E x p r e s s P u b l is h in g ( S t an d 5 4 )

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

Gar n e t Ed u c at ion ( S t an d 4 6 - 4 7 )

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

Tel: +44 (0)118 9597847

Email: enquiries@garneteducation.com www.garneteducation.com

Contact: Jessie Candy, Marketing Executive

Garnet Education, an independent UK publisher specialising in EAP and ESP, has established a global reputation for quality and innovation in the field of higher education. 2013’s highlights include adding to our popular ProgressiveSkillsinEnglish series, the publication on our new Business English course, Career Express and our first e-books. 2014 sees us launching our lower-level ESP series MovingInto , plus a new edition of the Passport to Academic Presentations course.

Gl ob a l ELT ( S t an d 4 2 )

60 Pankhurst Avenue, Brighton, BN2 9YN, UK

Tel: +44 (0)1273 251907, +44(0)1273 688232 Email: orders@globalelt.co.uk www.globalelt.co.uk

Contact: Lawrence Mamas, Marketing Manager

Global ELT is an independent ELT publishing company based in England that focuses on producing Exam Preparation materials. In addition to exam preparation materials, we also publish a wide variety of ELT books such as Grammar books, Skills books, ELT Dictionaries, Vocabulary books, Idioms and Phrasal Verbs, General English course books and Graded ELT readers. Big Special Offer for IATEFL: All Self-study editions (book with CD) only £10 – All Books without CD only £5.

ELT resources exhibitors’ details

H ar r og at e L a n gu ag e A c ad e my ( S t an d 1 3 )

8a Royal Parade, Harrogate, HG1 2SZ, UK

Tel: +44 (0)1423 531969

Email: kirsten@hla.co.uk www.hla.co.uk

Contact: Kirsten Henry, Director

Harrogate Language Academy is an accredited English Language School in central Harrogate. We provide a professional, personal service and offer Intensive English, IELTS Preparation, Business English and Special Group courses. We are an IELTS Test Centre with test venues in Leeds and Harrogate. We run 4 tests per month as well as Away days. We are offering discounted fees for 2014 courses booked during the conference. Please visit our stand to learn more about these.

He l b l i n g L an gu age s ( S t a n d 5 5)

Kaplanstrasse 9, 6063 Rum/Innsbruck, Austria & 100 Clements Road, London, SE16 4DG, UK Tel: +358451 318936 Email: r.dacosta@helblinglanguages.com www.helblinglanguages.com

Contact: Riitta da Costa, International Business Development

Helbling Languages creates high-quality innovative publications. Launches include SURE, a brand new course for today’s teens and young adults; SomethingtoSayinThePhotocopiableResourceSeries; HelblingYoungReadersClassics, a series of best-loved fairytales, myths and legends from all over the world retold with all the magic of the original; new titles in th e HelblingReadersseries. Special offers and samples available!

I A T E F L & S p e c ia l I n t e r e s t G r ou p s ( C e n t r e s t an d )

2-3 The Foundry, Seager Road, Faversham, Kent, ME13 7FD, UK Tel: +44 1795 591414 Email: generalenquiries@iatefl.org www.iatefl.org

The International Association of Teachers of English as a Foreign Language is a vibrant membership organisation with over 4,000 members across the globe. It is one of the most thriving communities of ELT teachers and professionals in the world. Becoming a member of IATEFL can help you develop your career, add a new dimension to your teaching and allow you to network with other ELT professionals at the highest level. With 15 Special Interest Groups (SIGs), opportunities to get published and present at our conferences and scholarships available to help fund conference attendance, we believe IATEFL to be an essential part of your professional development. Come and visit us on the stand to discuss our upcoming events and how to become a member.

Not a member yet? Join IATEFL now and get a year’s free membership! If you paid the full four-day conference fee at the non-member rate (£197 or £238), you can receive a free one-year individual membership worth £53. All those eligible will receive an email invitation to join following our return to head office.

Representatives from our Special Interest Groups (SIGs) will be on the stand throughout the conference. See page 32 to find out when a representative from a SIG in your area of interest will be there.

Visit us on Twitter (@iatefl), Facebook or download our conference app.

IA T E F L A s s oc i at e s ( C e n t r e s t a n d ) www.iatefl.org

IATEFL works with around 120 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 32.

ELT resources exhibitors’ details

IA T E F L S ch ol ar s h i p s ( C e n t re s t a n d )

www.iatefl.org

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. Someone from the SWP will be at the scholarship stand 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.

IA T E F L M ob i l e P h on e C h ar g i n g S t a t i on ( S t a n d 4 9)

New for this year, we offer the opportunity for delegates to charge their phones whilst on the go, whether they are iPhones, Blackberrys or Smartphones. The station can facilitate up to eight delegates at one time. Please note that there is a maximum of 20 minutes charge-time for each delegate.

I E L T S ( S t a n d 2 5- 2 6)

C/O Cambridge English Language Assessment, 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 1223 558945 Email: chalmers.h@cambridgeenglish.org www.ielts.org

Contact: Hollie Chalmers, Marketing Administrator (Events)

Celebrating 25 years – IELTS is the world’s leading English language test for higher education and global migration. IELTS is available in over 130 countries and recognised by over 8000 organisations globally. More than 2 million IELTS tests were taken in the last year by people seeking 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.

In t e rn at i on a l H ou s e L on d on ( S t a n d 5 2) www.ihlondon.com

IH London is the accepted driving force behind career development qualifications relating to teacher training and education management. Many of our courses are now delivered online. Come along and talk with us at our stand.

K e y w or d s E n g l i sh ( S t an d 1 1 )

27 Old Bedford Road, Luton, LU2 7NX, UK

Tel: +44 (0)7863 397082

Email: joanna@keywordsenglish.com www.keywordsenglish.com

Contact: Joanna Norton, Founder

Keywords English develops mobile apps to support language, literacy and CLIL. Come along to download some free mobile apps or take away some mobile learning activities you can incorporate into your lesson plans. See how mobile technology can help move learning from lower to higher order thinking skills. If you are planning to incorporate mobile technology into your school, college or university, then come along to learn more about the pedagogy of mobile learning.

M a c m i l l an E d u c a t i on ( S t a n d 3 3- 3 8) www.macmillanenglish.com

Macmillan Education is excited to be back in Harrogate for the 48th IATEFL conference! Come and visit us on stand 33-38. As always there’ll be discounts, competitions and giveaways, as well as our fantastic range of courses, products, digital advances and demonstrations. Our friendly and informative team is always on hand to help you out; come to chat, browse and get involved (and don’t forget to ask about our party!).

M M P u b l i c at i o n s ( S t an d 1 7 )

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 (China, Cyprus, France, Greece, Korea, Poland, Turkey, USA) 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

M O ND IA L E - T e s t i n g G mb H ( St a n d 8)

Obermatta 41, CH - 3984, Fiesch, Switzerland

Tel: +49 6151 47030

Email: info@mondiale-testing.com 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 organisation 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.

N at i on al Ge ogr ap h ic L e arn in g (S t an d 15- 16)

Cheriton House, North Way, Andover, SP10 5BE, UK Tel: +44 1264 332424

Email: elt.info@cengage.com ngl.cengage.com

Contact: Charlotte Ellis, 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.

N IL E ( St a n d 3 0)

82 Upper St Giles Street, Norwich, NR2 1LT, UK www.nile-elt.com

Come to NILE’s stand and try NILE Online courses for yourself! We have taster courses ready for you to explore our new online teacher development programme, so come and meet our course designers and members of the NILE team, and find out why we are one of the world’s leading providers of professional development courses and qualifications for ELT professionals, both face-to-face and online.

O IS E L an gu a ge C oa ch in g ( S t an d 3)

OISE House, 38 Binsey Lane, Oxford, OX2 0EY, UK Tel: +44 (0) 1865 258321 Email: admissions@oise.com www.oise.com

Contact: Angela Radford, Head of Admissions

OISE Intensive Language Coaching offers year-round English language tuition for Young Learners, as well as specific IELTS and Cambridge exam preparation for university students and English for specific purposes for international professionals. Schools are located in the UK, USA, Canada and Australia and teach in one-to-one lessons or small group classes of 4 or 8 participants maximum.

O x f or d U n iv e rs it y P r e s s ( St a n d 4 3- 4 4) Great Clarendon Street, Oxford, OX2 6DP, UK www.oup.com

Oxford University Press is proud to sponsor the Internet Centre. OUP works closely with teachers, institutions, and leaders in education and technology to shape learning together. A new generation of resources and services now complements our expanding range of new titles: online assessment and homework tools, classroom presentation tools, professional development webinars and online courses for teachers are some of the ways we are making the best use of technology to enhance learning.

P e a r s on ( St a n d 4 1) www.pearsonelt.com

Pearson is a global leader in English Language Testing. We work closely with institutions and leaders in education and technology to produce innovative and reliable resources that build learner success and improve outcomes, as well as assessment tools and professional development services … our teacher resources are renowned. We will be showcasing Progress, discussing the Global Scale of English and Efficacy. Find out more at www.pearsonELT.com/IATEFL14 or follow us on @PearsonELT.

ELT resources exhibitors’ details

P i l g ri m s ( S t an d 2)

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 & Adult Programmes

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!

P l a y me a n d l e a r n c o m ( S t a n d 5 7)

Ul. Mokrzanska 1, 54-016 Wroclaw, Poland

Tel: +48 517 950391

www.playmeandlearn.com

Email: contact@playmeandlearn.com

Contact: Beata Budzynska, CEO

Play me and Learn Ltd specialises in educational games for ESL purposes. Our teaching aids are used at schools and kindergartens. For children aged 2 to 9 we offer PlaymeKiddo, a system of rubber flashcards with over a hundred games covering vocabulary and the alphabet. Let your students jump from time to time! For teenagers we offer PlaymeTown, a unique course book in the form of a board game. Come to visit us! 20% discount during the entire exhibition for all our products!

R ich mon d ( St a n d 5 3)

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

Tel: +44 (0)1865 792297

Email: info@richmondelt.com www.richmondelt.com

Contact: Laura Orchard, Marketing Executive

We’re delighted to be in Harrogate for IATEFL. Come and see us at stand 53 for your first look at our innovative new materials for grammar, Business English, IELTS and reading skills. Try out our new apps, meet our friendly team, enter our competitions and find out more about our author talks. We look forward to welcoming you to our stand!

R ou t l e d g e ( S t an d 4)

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

Tel: + 44 20 70176000

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

Contact: Laura Maisey, Associate Marketing Manager

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 cutting-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 Gr ad u at e In s t it u t e (St an d 12)

1 Kipling Road, Brattleboro, VT 05302, USA

Tel: +1 802 2577751

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

Contact: Mary Kay Sigda

SIT has been a leader in the field of TESOL education for more than 40 years. SIT’s graduate TESOL program stresses the practical applications of learning and effective teaching. Students develop a practice of reflection, learn through experience, and are able to situate their work in a global context. Graduates are prepared to work with children and adults in universities, non-profits and NGOs, government agencies, and the private sector, in the US or internationally.

T a r ge t E n g l i sh (St an d 58)

First Floor, Elizabeth House, 39 York Road, London, SE1 7NQ, UK

Tel: +44 (0)207 4019993/07947 232249

Email: fiona@target-english.co.uk www.exam-ready.com

Contact: Fiona Aish, Academic Director www.target-english.co.uk

Exam Ready is an IELTS diagnostic test which identifies strengths and weaknesses and gives students a future study path. Visit us for information on the test, offers and discounts. Exam Ready is produced by Target English, a company specialising in exam preparation, academic English support and testing. Visit the stand to find out more.

ELT resources exhibitors’ details

t e l c - l an gu a ge t e s t s (St an d 27- 28)

Bleichstrasse 1, 60313 Frankfurt/Main, Germany

Tel: +49 6995 6246-10

www.telc.net

Email: info@telc.net

Contact: Barbara Weber, Key Account Manager telc stands for The European Language Certificates and offers more than 70 examinations in 11 languages. The new groundbreaking dual-level exams reliably assess language competence at two CEFR levels. telc – language tests are developed according to the Council of Europe’s Common European Framework of Reference for Languages and enjoy international recognition and acceptance at universities, companies and governmental institutions. For more information and free mock examinations visit our stand 27-28 and www.telc.net.

T O L E S ( S t an d 4 0 )

The Pine Tree Centre, Durham Road, Birtley, Co. Durham, DH3 2TD, UK

Tel: +44 (0)191 4920404

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

Contact : Melissa Gray, 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 IATEFL Conference.

Un iv e r s it y of Cu mb r i a ( St a n d 5 6)

Bowerham Road, Lancaster, LA1 3JD, UK

Tel: +44 (0)845 6061144

Email: enquirycentre@cumbria.ac.uk

Contact: Krista Court, Senior Lecturer in TESOL www.cumbria.ac.uk/InformationFor/International/CELLT/TESOL.aspx

The University of Cumbria offers a unique opportunity within the UK to study a Master’s in TESOL with Dyslexia (SpLD). This pathway offers experienced teachers an opportunity to explore the nature of dyslexia, its impact on language learning and how to cater for learners with SpLDs. The course has been designed by one of the leading authorities in the field, Dr Anne Margaret Smith. For more information and an informal chat come to stand 56.

Un iv e r s it y of D e r b y O n l in e Le ar n in g ( S t an d 5 6 a)

Kedleston Road, Derby, DE22 1GB, UK

Tel: 44 (0)1332 594275

Email: amber.onlineadmissions@derby.ac.uk www.derby.ac.uk/IATEFL

Contact: Amber Hunt, Admissions Advisor

Come over and talk to our advisors about our online MA and PG Cert in Education (English for Speakers of Other Languages). It’s for ESOL, EFL, EAL and EAP teachers across all sectors within the UK and globally. As one of the UK’s leading universities for online distance learning, we are dedicated to providing structured and supported degree courses to people who require more flexible study options. Find us on stand 56a or visit www.derby.ac.uk/IATEFL to find out more.

Un iv e r s it y of E x e t e r ( St a n d 9)

Graduate School of Education, St Luke’s Campus, Heavitree Road, Exeter, EX1 2LU, UK

Tel: +44 (0)1392 723192

Email: ssis-admissions@exeter.ac.uk www.exeter.ac.uk/education

Contact: Rebecca Stewart, Student Recruitment Administrator

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

Quiz for fun!

Q3 – How many poster presentations are there?

Answer on page 203

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

SIG Days 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 is an opportunity for you to hear about the SIG’s activities and to talk to other members of the SIG. Quiz for fun! Q4 – What is IATEFL Online? Answer on page 203

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 webinars, 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 Learner Autonomy Research

English for Specific Purposes Learning Technologies Teacher Development

ES(O)L Literature, Media & Cultural Studies Teacher Training & Education

Global Issues

Materials Writing Testing, Evaluation & Assessment

Leadership & Management Pronunciation 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:

Business English – besig@iatefl.org

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

English for Specific Purposes - espsig@iatefl.org

Global Issues - gisig@iatefl.org

Leadership and Management - lamsig@iatefl.org

Learner Autonomy - lasig@iatefl.org

Learning Technologies - ltsig@iatefl.org

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

What is a SIG Day?

Materials Writing – mawsig@iatefl.org

Pronunciation - pronsig@iatefl.org

Research – resig@iatefl.org

Teacher Development - tdsig@iatefl.org

Teacher Training and Education - ttedsig@iatefl.org

Testing, Evaluation and Assessment - teasig@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.

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 32 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

Thursday 3 April – Harewood 2

2.1 1025-1055 The ingredients of effective international human resources communication

Steve Flinders

2.2 1130-1200 Authentic business skills techniques adapted to business English classes

Dana Poklepovic

2.3 1215-1245 From academic corpus to business classroom: teaching appropriate vocabulary effectively

Andrew Preshous

2.4 1405-1450 Language for building business relationships

Gabrielle Jones

2.5 1505-1535 English as a lingua franca: how can we teach it?

Rudi Camerer

2.6 1550-1635 Tech-enhanced traditional storytelling in business English

Justine Arena

2.7 1710-1740 Teaching business English - are we doing it right?

Evan Frendo

1745-1815 IATEFL Business English Special Interest Group Open Forum

English for Specific Purposes

Friday 4 April – Ripley

3.1 1025-1055 How do engineers say that? Encouraging academic independence in EAP

Julie Moore

3.2 1130-1215 Teaching English for Academic Purposes: insights from experience

Penny Ur

1215-1235 IATEFL English for Specific Purposes Special Interest Group Open Forum

3.3 1335-1420 EAP teacher practice: making it visible

Steve Kirk

3.4 1435-1520 Teaching and learning EAP: developing roles, defining competences, sharing practices

Edward de Chazal

3.5 1535-1605 Practice makes perfect: designing repetition into the speaking activity

Tilly Harrison

3.6 1640-1710 Revisiting EAP to meet language needs of Omani engineering students

Holi Ali

3.7 1725-1810 The VocabularyOrganizer: a new way to record lexis

Pete Sharma

Special Interest Group Days

ES(O)L

Thursday 3 April – Charter & Ripley

2.1 1025-1055 Charter

Teaching writing for social media: no laptop required Genevieve White

2.2 1130-1200 Charter What drives the learner? Or, how to keep students motivated Lesley Speer

2.3 1215-1245 Charter Motivating young ESOL learners Oya Karabetca

2.4 1405-1450 Ripley

2.5 1505-1535 Charter

2.6 1550-1620 Charter

1620-1635 Charter

Global Issues

Language teaching techniques which work Philida Schellekens

Becoming British: ESOL citizenship material and classroom pedagogy

Sundus Ameer

College and community partnerships – pointers for success Emily Bryson & Helen Jackson

IATEFL ES(O)L Special Interest Group Open Forum

Friday 4 April – Queen’s 7 & Auditorium

3.1 1025-1055 Auditorium

3.2 1130-1235 Queen’s 7

3.3 1335-1420 Queen's 7

3.4 1435-1520 Queen's 7

Can global issues provide authenticity and context in English teaching? Ken Wilson

IATEFL Global Issues Special Interest Group Open Forum

Widening horizons with YouTube - ways of going deeper Margit Szesztay

Beyond story - the pedagogical and social potential of stories Rick Sampedro

3.5 1535-1605 Queen's 7 Global education meets visual literacy: reading global images critically Thorsten Merse

3.6 1640-1710 Queen's 7

Eco-conscious ESL: reducing our carbon footprint with alternative methodologies Barbara Enid James

Special Interest Group Days

Leadership & Management

Wednesday 2 April – Charter

1.1 1040-1125 How to recruit the best English language teachers for your business

Janet Tufnell

1.2. 1200-1230 Cultivating a community of practice

Geoff Hardy-Gould

1235-1305 IATEFL Leadership & Management Special Interest Group Open Forum

1.3 1405-1450 Be the DoS you want to be

Josh Round

1.4 1505-1535 Informal learning is the new black in management development?

Liam Brown

1.5 1550-1635 Evidence-based observation - tips and tools

Silvana Richardson

1.6 1710-1740 From INSETT to CPD - an ELT autobiography

Jane Cohen

1.7 1755-1825 Leading not managing: assertive, aggressive or just plain awkward?

Oliver Beaumont

Learner Autonomy

Friday 4 April – Queen’s 5

3.1 1025-1055 Linguistic landscapes: learning from the language all around us

Stephen Greene

3.2 1130-1200 Improving classroom practice through the effective use of student journals

Michelle Tamala

1205-1235 Developing a learning diary - getting teachers involved

Andrew Daventry & Sarah Hayhurst

3.3 1335-1420 Dogme in the classroom: doing drama devised by students

Natalia Belousova

3.4 1435-1520 Facilitating student progress and assessment for learning: the teacher’s perspective

Vic Richardson

3.5 1535-1605 Portfolios in the EFL classroom - the route to progress?

Anna Wright

3.6 1640-1710 The interdependence of language teacher and language learner motivation

Anna Uhl Chamot

3.7 1725-1810 IATEFL Learner Autonomy Special Interest Group Open Forum

Special Interest Group Days

Learning Technologies

Friday 4 April – Harewood 1

3.1 1025-1055 Strategies for effective live online teaching and learning

Cecilia Cicolini

3.2 1130-1200 Lesson learned from a ‘language MOOC’ pilot

Nick Turner

1205-1235 Creating and distributing mobile learning materials in resource-poor environments

Amy Lightfoot

3.3 1335-1420 Making the most of e-book readers

Victoria Boobyer

3.4 1435-1520 Flippin' IELTS

Nicola Crowley

3.5 1535-1605 Digital storytelling: the power of personal narrative in ITT

Angie Quintanilla

3.6 1640-1710 Online tools for analysing lexis, grammar and discourse in texts

Stephen Bax

3.7 1725-1810 IATEFL Learning Technologies Special Interest Group Open Forum

Literature, Media & Cultural Studies

Friday 4 April – Charter

3.1 1025-1055 Literature and learning technologies: an experience in pre-service teacher education

Mariel Roxana Amez

3.2 1130-1200 Graphic narratives: ideal choice for both reluctant and ambitious readers

Janice Bland

1205-1235 IATEFL Literature, Media & Cultural Studies Special Interest Group Open Forum

3.3 1335-1420 Versatile beginnings

Elsbeth Mader

3.4 1435-1520 Remembrance and memorials: constructing cultural memory

Alan Pulverness

3.5 1535-1605 Building up amazing projects through creative learning

Biljana Dedic

3.6 1640-1710 Reading for pleasure: a path to learner autonomy?

Amy Brown

Special Interest Group Days

Materials Writing

Wednesday 2 April – Harewood 2 & Ripley

1.1 1040-1125

Harewood 2

1.2 1200-1230

Harewood 2

1235-1305

Harewood 2

1.3 1405-1450

Harewood 2

1.4 1505-1535

Harewood 2

1.5 1550-1635 Ripley

1.6 1710-1740

Harewood 2

1.7 1755-1825

Harewood 2

Writing for digital: challenges and solutions

Fiona MacKenzie & Russell Whitehead

Kickstarter and ELT publishing

Marcos Benevides

How (or possibly how not) to self-publish high-quality apps

Jonathan Bygrave

More than just a worksheet: writing effective classroom materials

Rachael Roberts

Do materials writers have principles?

Jill Hadfield

Lexical sets, texts and vocabulary choice

Andrew Walkley

So what does that involve? Incorporating general vocabulary into topics

Katherine Woodford & Elizabeth Walter

IATEFL Materials Writing Special Interest Group Open Forum

Pronunciation

Thursday 3 April – Queen’s 5

2.1 1025-1055

Pronunciation and listening require different models of speech

Richard Cauldwell

2.2 1130-1200 Pronunciation and e-portfolios: developing self-regulatory skills and self-esteem

Marina Noelia Cantarutti

2.3 1215-1245 Inconspicuous yet powerful: neutral vowel schwa and its didactic potential

Kristyna Poesova

2.4 1405-1450 Pronouncing meaning: rhythm and stress games

2.5 1505-1535

Mark Hancock

Practical pronunciation ideas for teaching in an ELF context

Katy Davies & Laura Patsko

2.6 1550-1620 PEPFT - a pronunciation course for teachers

Catarina Kruppa

2.7 1710-1740 Stress AND reduction: both are essential for English pronunciation

Piers Messum

1745-1815 IATEFL Pronunciation Special Interest Group Open Forum

Special Interest Group Days

Research

Wednesday 2 April – Harewood 1

1.1 1040-1125 Insights into language learning psychology: bringing in teachers' perspectives

Christina Gkonou & Mark Daubney

1.2 1200-1305 ForumonSupportingteacher-research:challengesandopportunities

Managing teacher-research: a project with Chilean secondary school teachers

Richard Smith & Paula Rebolledo

Action research for teacher learning: opportunities and challenges

Fauzia Shamim

Helping teachers become action researchers through (despite?) teacher education

Mark Wyatt

1.3 1405-1450 Watching our words – researching and developing language counselling

Felicity Kjisik & Leena Karlsson

1.4 1505-1535 Children and teachers becoming researchers – a project in India

Annamaria Pinter & Rama Mathew

1.5 1550-1635 IATEFL Research Special Interest Group Open Forum

1.6 1710-1740 First experience of exploratory/action research: improving oral presentations

Katie Moran

1.7 1755-1825 The contribution of exploratory practice to professional development: research findings

Susan Dawson

Teacher Development

Thursday 3 April – Queen’s 7

2.1 1025-1055 Implementing teacher portfolios for professional development

Daniel Xerri & Caroline Campbell

2.2 1130-1200 Challenges of maintaining CPD with experienced staff

Huseyin Demirel

2.3 1215-1245 The hole in the classroom wall

Sinead Laffan

2.4 1405-1450 Try before you buy. A framework for conversation-based learning

Nicola Meldrum

2.5 1505-1535 The accommodating teacher: are you intelligible to your students?

Chris Ozog

2.6 1550-1635 Improvisation: where teachers fear to tread

Mojca Belak

2.7 1710-1740 EFL teachers’ need for recognition

Barbara Gonzalez

1745-1815 IATEFL Teacher Development Special Interest Group Open Forum

Special Interest Group Days

Teacher Training & Education

Thursday 3 April – Harewood 1 & Auditorium

2.1 1025-1055 Harewood 1

2.2 1130-1200 Harewood 1

2.3 1215-1245 Harewood 1

2.4 1405-1450 Harewood 1

The flipped classroom: scaffolding community online

Susan Barduhn, Jaime Durham & Katrina Baran

Training EFL teachers to work with pupils’ parents

Sylwia Wisniewska

The bare necessities of ELT life

Barbara Buxton

Developing teacher educators, developing teacher education

Briony Beaven

2.5 1505-1535 Harewood 1 IATEFL Teacher Training & Education Special Interest Group Open Forum

2.6 1550-1635 Auditorium

2.7 1710-1815 Auditorium

Upgrade! Demand high to bring a grammar lesson alive

Jim Scrivener

ForumonInvestigatingnewknowledgeconstructsinteachereducation Investigating sources of familiarity in developing professional knowledge

Anne Burns

Investigating professional confidence in developing teacher classroom language

Anne Katz

Investigating professional confidence in teacher learning and development

Donald Freeman

Testing, Evaluation & Assessment

Wednesday 2 April – Queen’s 7 & Auditorium

1.1 1040-1125 Queen’s 7 IATEFL Testing, Evaluation & Assessment Special Interest Group Open Forum

1.2 1200-1230 Queen's 7

Project-based learning in the ESL classroom

Aysen Gilroy 1235-1305 Queen's 7

Teaching for learning - not teaching to the test

Susan Sheehan

1.3 1405-1450 Queen's 7 The joys of IELTS marking Ruth Carr & Sally Lloyds

1.4 1505-1535 Queen's 7

1.5 1550-1635 Queen's 7

1.6-1.7 1710-1815 Auditorium

Micro- and macroskills of speaking: creating situations for their development

Aida Rodomanchenko

How to write a good task for a test

Felicity O'Dell

Assessment literacy: bridging the gap between needs and resources

Vivien Berry, Barry O'Sullivan, Lynda Taylor & Diane Schmitt

Special Interest Group Days

Young Learners & Teenagers

Wednesday 2 April – Queen’s 5

1.1 1040-1125 Taking storybook lessons further through art, drama, sport and yoga

Nicky Francis

1.2 1200-1230 Thoughts on inclusive education: and that includes you!

Luciana Fiuza

1235-1305 First English words: what can pre-schoolers do?

Hans Mol & Niki Joseph

1.3 1405-1450 Dyslexia for Teachers and Trainers

Svetlana

Hanusova & Nada Vojtkova

1.4 1505-1535 Learner autonomy through free play in pre-primary English

Sandie Mourao

1.5 1550-1635 How does grammar fit into a primary-sized head?

Dave Tucker

1.6 1710-1740 Teaching young learners: re-thinking curricula for the 21st Century

Matthew Stubbs

1.7 1755-1825 IATEFL Young Learners & Teenagers Special Interest Group Open Forum

We hope you are enjoying the IATEFL Harrogate conference!

Interested in attending IATEFL Manchester 2015? Did you know you can apply for a scholarship to attend the IATEFL Manchester Annual Conference?

To see which ones you are eligible for please visit the IATEFL Scholarship stand in the Exhibition Hall.

Alternatively visit our website http://www.iatefl.org/information/scholarships

PRESENTATIONS

The following pages contain the details of the conference presentations –

Pages 51-57Poster presentations

On display in Hall D

Look on pages 51-57 to see when the presenters will be at their poster presentation.

Pages 59-91Wednesday sessions

Pages 93-127Thursday sessions

Including the IATEFL Annual General Meeting 1255-1400 in Auditorium

Pages 129-164Friday sessions

Pages 165-177Saturday sessions

Quiz for fun !

Q5 – How many scholarships were awarded this year? Answer on page 203

“More

• Over 2 million IELTS tests were taken last year in over 130 countries around the world

Poster presentations

During the conference there is a Poster Forum displayed in Hall D.

NEW THIS YEAR:

Presenters will be present at their poster to discuss it with delegates and to answer any questions on Wednesday from 1840 to 1910 and on Thursday from 1830 to 1900.

Please see below for the day each presenter will be present.

Poster 1 Wednesday BE, ESP

Poster 2 Thursday LT, TEA

Nowadays, English is the accepted international language of technology and commerce; new learners know specifically why they need English. EL Teachers in Egyptian Technical Colleges have had to develop courses to fulfil those learners’ needs. Here I investigate the role of EBP teachers in Technical Colleges in Upper Egypt after finishing the TOT course in the British Council.

Technology has changed the way we assess learners. Besides many tools, mobile devices have been playing an important role in assessment for a while. In this presentation, I will show you how you can assess your 21st Century learners through mobile learning. I will also add spice by sharing my own experiences.

Poster 3

Wednesday AL, RES

Poster 4

Thursday TTEd, TEA

With the aim of ensuring quality research in mind, this presentation shows some issues relating to research conduct. These are research questions and hypotheses, data collection methods, research designs, statistical tests and research ethics. Linking the presentation to EFL/ESL contexts, the presenter includes a number of points for practitioners to consider whilst conducting a research project.

The presentation focuses on how to train teachers to apply CEFR principles to assessment instead of allotting holistic impression marks, and how to use CEFR descriptors as a benchmark. I will also look at different moderation techniques, which help us put standardization training into practice and remove extremes.

Poster 5

Wednesday

What if we teach exclamatory sentences as communicative units? I will show how I could do so by training university students of English to examine the illocutionary force of these sentences in selected excerpts from literature, and how doing so could make them proficient users of these sentences in written discourse.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Poster presentations

Poster 6

Thursday AL, EAP

Poster 7 Wednesday TTEd

The poster aims to explore researchers’ perceptions of problems in writing for scholarly publication in English in higher education in Taiwan. The findings show that there are a number of problems which confront Taiwanese scholars in writing for publication in English. The influence of A&HCI/SCI/SSCI for scholarly publication in English in Taiwan will be discussed as well.

Assuming that the goal ‘to induce the learning’ has to be achieved even in a descriptive course of Spoken and Written Grammar of English, memorisation is at issue. Repetition of the most typical illustrative examples by the lecturer in instruction, written lecture notes, in exercises and even in standardised tests has rendered good results, judging by the students’ oral responses.

Poster 8

Thursday PRON

Poster 9 Wednesday GI

Learners of English often ask teachers to include pronunciation in their lessons, but this does not always happen. When teachers were asked to comment, they said that teaching pronunciation was a problem. Teachers were given a questionnaire concerning the importance of teaching pronunciation. It is hoped that the findings will lead to a situation where teaching pronunciation becomes routine.

The poster will show a scalable process that can be used to include contacts outside the classroom more often. Experience shows that motivation to produce language is higher when communicating with third parties in authentic contexts, whether national or global. The poster will follow the example of a DanishUS joint project to demonstrate the stages.

Poster 10

Thursday AL, YLT T h e b e ne f i t s of c l a s sr o

This presentation focuses on the benefits of effective classroom management and organisation. It includes findings of a study conducted in Greece, where children are exposed to teacher-centred layouts. A presentation of data from a two-phase study will take place: the exploratory research, where the reality of the situation was recorded; and the action research, where challenges were met due to a newlyintroduced student-centred environment.

Poster 11

Wednesday TD, TTEd

Poster 12 Thursday RES, TD

The presentation aims to define theoretically the problem of national stereotypes in intercultural FLT and suggest teaching strategies to overcome it. The stereotypes under analysis are those about the Russians, the English and self-stereotypes of the audience, who is encouraged to help demonstrate the practical ways to solve the problem. Everybody interested in intercultural FLT is welcome.

A presentation based on a study that investigated the thinking and practices of English teachers working at Japanese universities. The relationship between social context and the teachers’ work is analysed. The ways teachers responded to contextual factors in order to maximize learning are outlined. Similarities identified between the two groups could be used as the basis for collaboration, providing better learning opportunities for students.

Poster 13

Wednesday LT, MD

Poster 14

Thursday TD, TTEd

Poster 15 Wednesday AL, ESAP

Poster 16 Thursday TD, TTEd

Poster 17 Wednesday EAP

Poster presentations

I designed an online learning course based on Fink’s taxonomy to teach reading, writing and 21st Century skills to grade 9 students. I will describe Fink’s taxonomy, explain the three phases of the design methodology and show a course unit. Together, we can discuss the implementation of the course for your classrooms.

Recently in Japan, some university students don't study English. In particular, they've already lost their goals from the beginning because they didn't study English hard at junior and senior high schools. And they don't like English. But they're interested in their majors so I aroused their interest in English by using their majors as motivation.

B o os t

The presentation is focused on developing discussion skills. The question is how to move from learning clichés by heart and pre-cooked dialogues to free, real-life discussion based on critical thinking and argumentation skills. The reasons for boosting and thwarting this process in the classroom are analysed. Some possible solutions and considerations are offered for reflection and discussion.

Taking an interpretive epistemology, the study takes the theoretical framework of Community of Practice and adopts ethnography as the methodology. Three questions are answered: how do university EFL teachers understand teacher learning in a community of practice? How do teachers undertake teacher learning in the community? How to construct and improve operating mechanisms of teacher learning in the community of practice?

The majority of learners in ESL/EFL contexts fail to acquire grammar despite its centrality in curricula at all levels. An alternative paradigm experimented at Anna University, India, is to be reported: immersing learners with a variety of texts of the grammatical item to be taught, conducting tasks starting from discourse to sentence to word level and discovering rules by themselves.

Poster 18

Thursday LAM, TD Us i n g e m o

The purpose of this poster presentation is to raise awareness of what constitutes Emotional Intelligence and the benefits of working with it. In particular: self and other awareness; emotional management; reflexive monitoring; emotion regulation (of self and others); and relating emotional intelligence to intercultural communication, with Arabic and Japanese learners.

Poster 19 Wednesday EAP, TD

I present a Research on Faculty Development in Higher Education by the presenter (Woodrow Wilson / BNU Funded Project). Research reveals that graduates required English for doing white-collar jobs in countries having English as a Second medium of Language. However, due to mass failures in English, professional development is critical for quality higher education.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

POSTERS

Poster presentations

Poster 20 Thursday GEN

Poster 21 Wednesday EAP

In Bangladesh many children do not receive education because they have to work for survival. Often, the potential of the poor is forgotten. In Sylhet, a night high-school provides them with the opportunity to learn English. The model can be used anywhere in the world as a ray of hope. The presentation focuses on why and how schooling is successful against the odds.

Poster 22 Thursday MD

Today, like has become popular in spoken English expressions. This reveals linguistic features that are different from conventionally known types. This study, investigates the use of like as a replacement for prepositions. It also highlights the attitude of academics to this usage and the implications this speech mannerism may hold for English language teaching and learning.

Pupils from diverse cultural and linguistic backgrounds present English teachers with unique challenges in Germany. Useful activities to teach English in multilingual classes will be explored, which were applied in a teacher training program. We can discuss adapting these practical implications for different teaching contexts.

Poster 23 Wednesday TD, YLT M u l t ip l e in t e l l

This presentation explores the Multiple Intelligences Theory being used in two learning contexts: a private language school and a regular public school. In the former, the challenge is to make students learn English and present the required results. In the latter, besides learning English, the importance of learning it is stressed.

Poster 24 Wednesday ESP E n gl is h

H a n s P l at ze r &

The poster presentation discusses the results of a longitudinal study (1999-2011) on the use of English in the Austrian workplace. The study is based on a sample of 582 in-service students at the Fachhochschule Wiener Neustadt and focuses on: (a) factors affecting learners' motivation to attend language training; and (b) their actual use of English in the workplace.

Poster 25 Thursday ESAP, LA

Poster 26 Wednesday TD, TTEd

Teaching English for Specific Academic Purposes (ESAP) at university level includes students' independent work. According to new standards of education in Russia, it can be effectively used for learning linguistics, English and American literature. Independent work creates a new form of collaboration between a teacher and a student and integrates critical thinking in the classroom.

Teachers of English are playing an important role to society. Every child is different from each other according to their needs. Some have an upper level of understanding and some have lower. They do not all have an equal level of capacity. My poster shows that education should be based on pedagogy and participatory method.

Poster 27 Thursday GEN

How much English literature is needed for ensuring English language proficiency of EFL learners in undergraduate English programs? Do the learners, to some extent, waste their efforts in studying details of English literature while they could have reached much closer to their target of achieving English language skills by attaining and utilizing more chances for nurturing the four language skills?

Poster presentations

Poster 28 Wednesday TD, TTEd

The presentation will focus on the teachers’ knowledge on the assessment of the learners’ linguistic and interactional skills and the improvement of teacher cognition. A completed phase of a research on professional development of teachers based on systematic assessment of EFL learners helps to find out new ways of effective teacher development.

Poster 29 Thursday YLT C

I will present the sometimes unexpected outcomes of a project where thought-provoking proposals, made by Smith (2007), were used to incorporate principles of process writing in an EFL learning environment, with the aim of encouraging language learners to freely express their ideas and develop their creative writing skills in a meaningful way through the use of personal journals.

Poster 30 Wednesday EAP

Poster 31 Thursday TD, YLT

My EAP classes got unprecedented motivation after I decided to start them with an awareness-raising video produced locally. Local famous comedy actors have contributed to convey the message about the English role in a humorous way within 11 minutes. My presentation explains how the sketch illustrates the attitude of unprepared students and the consequences of their negative attitudes toward the English language.

This presentation argues that successful language teaching needs to allow for organic and sustainable learning. There is an overwhelming amount of research and literature available on language teaching, which makes it hard to see the wood for the trees, even for experts. This presentation tries to provide a map by proposing 11 essential principles.

Poster 32

Wednesday LA, LT U s in g p r ob l e m- b a se d le ar n in g wi t h t h e u se of s i

This poster will address the following questions: What is problem-based learning and what are its goals? How and why can we implement sign language in an EFL primary classroom? Which student benefits the most out of sign language? How can we use sign language with special needs learners?

Poster 33 Thursday TD, TTEd

Poster 34

Wednesday EAP, ESP

I mp l e me n t i n g a me

I describe a teacher development programme involving 20 teacher-mentors and approximately 200 EFL teachers. This study is relevant to teachers as it highlights the role of mentoring in encouraging reflection and improving classroom practices. The main goal is to investigate the challenges and changes faced by the participants, with a focus on investigating their teaching beliefs and classroom practices.

Traditional coursebooks often favour social sciences over natural sciences. Seeking to redress the balance, this presentation offers a set of ‘guiding principles’ to those wishing to implement an ESP program. Specifically, the process of identifying course needs, choosing materials, formulating objectives, and giving consideration to the roles of classroom teachers, assessment and feedback will be explored in this presentation.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

POSTERS

Poster presentations

Poster 35 Thursday ES(O)L, ESAP

Poster 36 Wednesday LA

I explore the similarities and the differences between L1 and L2 acquisition processes in order to provide EFL teachers with background knowledge to help them in their noble profession. This knowledge can help EFL teachers in designing effective classroom activities, designing a suitable syllabus, choosing an appropriate method and facilitating the learning process in their EFL classroom.

This poster is based on a study exploring the importance of writing centres in promoting learner autonomy in language learning. The study also investigates the relationship between learner autonomy and metacognition. It seeks to foster learners' autonomy and writing skills in an out-of-classroom setting, to demonstrate that learning does not end in the classroom but it rather starts there.

Poster 37 Thursday TD L oc al as

This presentation considers the ways how professional association can be a powerful tool enabling teachers’ CPD in Russia. National qualification scheme suggests a framework for teacher appraisal with specified targets, thus delegating content and procedures development to the regions. In Krasnoyarsk it works as a partnership between LEA and professional association KELTA ensuring legitimacy, quality standards and peer teacher support.

Poster 38 Wednesday LA

We describe the concept behind three different EFL courses at a Swiss school of teacher education. Considering students' needs and language abilities, the courses focus either on language improvement, gaining the required C1 qualification or classroom language for primary teachers. To maximise the limited time available, learner autonomy and peer assessment are central to the course design.

Poster 39 Thursday LAM, TEA Ol d n a me , n e w ga me : “ I w an t t o s t u d y h e

The establishment process of a school is full of challenges which can be aggravated by the clash between having high expectations and the realities about teacher and student profiles and different backgrounds. However, the products of such a melting pot and experiences can be rewarding and invaluable opportunities that can contribute to better learning outcomes and a positive work environment.

Poster 40 Wednesday TTEd M a t e r ia l s

Student teachers use a lot of materials in their EFL classes to support their teaching. This poster will display the materials prepared by a small group of EFL student teachers and will discuss their applications in class. Student teachers need to be guided on how to make use of the materials in their classes.

Poster 41 Thursday TEA A q u al it at ive

This presentation is based on the results of a research paper carried out in an EFL context and exploring learners’ beliefs about the discrete tests of language. It aims to share the findings of the study, which seem to be contrary to the conventional belief that accuracy in language will result in immediate competency in skills.

Poster 42 Wednesday EAP

This project looked at the challenges and successes of extensive reading for advance learners. Students were presented an ER component in a course and asked to reflect on what they found challenging and rewarding. Based on this qualitative data, this study explores students’ ER experiences. Findings are context-dependent and suggest that ER is affected by internal and external motivational factors.

Poster 43

Thursday TTEd

Poster 44

Wednesday ESAP, ESP

Poster 45

Thursday ES(O)L, RES

Poster presentations

This poster focuses on the impact of training programmes on the wider community through MP3 technology, language clubs and community partnership agreements. Teacher training programmes in Sudan and Ethiopia aim to train teachers who do not have an appropriate command of English. Responding to this need, the British Council recently introduced the English for Teaching (EFT) programme for teachers at pre-service and in-service level.

At the University of Copenhagen, English has equal status with Danish as a workplace language. This raises a number of challenges for university administrative staff, including HR personnel. One solution is to offer tailor-made language courses. This presentation documents the design process (needs analysis, implementation and evaluation) for courses aimed at HR personnel working in a parallel language use context.

The poster focuses on a study to examine the symbiotic relationship between science content learning and language arts skills acquisition among primary pupils in Nigeria. The quasi-experimental design was adopted and 160 pupils from four classes used. Four research questions and hypotheses were analysed with descriptive statistic and ANCOVA. Vocabulary Acquisition Test was used for data collection.

0800-1730: Registration Desks Open

0815-0845: How To ... Sessions

0800-1730 Registration desks open

0815-0845 IATEFL How to... track

Wednesday 2 April

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

King’s A How to get the most out of this conference w it 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.

Queen’s 3 How to give a presentation at an international conference w it h B ob D i g n e n 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.

Queen’s 5 How to reflect on research talks at the conference w i t h D i vy a Br och ie r

This session will shape how you listen to and engage with 'research-speak' and in doing so open a philosophical and reflective dimension to your teaching away from academic jargon, beyond complex representations of data and with an eye for details that truly inform your practice.

0830-1730 Exhibition open

0900-1025 Opening Announcements and Plenary Session

Auditorium (1970 audience)

David Graddol is Director of The English Company (UK) Ltd which provides consultancy and publishing services in applied linguistics, with a special focus on English language and education policy David worked for many years in the Faculty of Education and Language Studies at the UK Open University and during 2010-2011 was Visiting Associate Professor at City University of Hong Kong. He has been involved in ELT projects in China, India and Latin America since the early 1990s. In TheFutureofEnglish? (1997) David set out a new agenda for understanding the growing importance of English as an international language. EnglishNext (2006) EnglishNextIndia(2010),and EnglishNextBrazil (2014), provide overviews of English in global education – all published by the British Council. ProfilingEnglishinChina:ThePearlRiverDelta (2013), for Cambridge English Language Assessment, examines public discourses and language landscapes in south China. (All these titles can be freely downloaded from the internet).

E n g l i sh an d e c on o m i c d e v e l op me n t

The extraordinary growth in the learning of English around the world has largely been premised on the economic rationale that English will help make its speakers and those countries which invest in it richer. In this plenary I will critically explore the idea that English brings economic benefits. Is the economic rationale just disguising a new kind of linguistic imperialism? Or does it genuinely bring benefits to those investing in English? In this presentation I will explore critically the role English now plays in different sectors of the economy, especially the growing services economy, and the implications of this for educational policy. For example, is the current trend towards teaching English in primary schools a necessary consequence of economic globalisation? What target level of proficiency should be set at key stages in education? Is it necessary for everyone to learn English? Or to learn it to the same level? Using the Common European Framework of Reference (CEFR) to identify functional proficiency levels, I will discuss some recent global educational and employment trends. Drawing on my recent work in India, China and Brazil I will explore some of the shared issues that have arisen with regard to English language education in these emergent economies, as well as some of the key differences. Finally, I will address what I think is a key issue: does the economic rationalist argument for the massive push for English teaching around the world really make sense? Is it delivering the supposed economic benefits? And what are the potential social, cultural and other costs?

Wednesday

2 April

Session 1.1 : 1040-1125

1040-1125 Session 1.1

Bramham 90 audience Workshop LT L e s s on

hn ol ogy S

)

This workshop will present some ideas from the website I created where I am blending teaching teenagers with modern songs and informing about educational technology. It is aimed at secondary school students in traditional state school settings. It will also show how a wiki site can be useful in this context.

Charter

75 audience

Workshop

L A M S I G D ay

Harewood 1

125 audience

Workshop

AL, R R E S IG

D ay

Harewood 2

125 audience

Workshop

MD, M M a W S IG

The focus of this workshop will be for those who are involved in teacher recruitment and who would like to share and discuss the best, safest and most effective methods and ways of doing this, to ensure they get the best 'fit' for their business and how to avoid potential pitfalls.

C h r is t in a G k on ou ( Un i ve r sit y of E s se x)

M ar k D a u b n e y ( P ol y t e ch n ic I n s t it u t e of L e ir i a, P or t u ga l )

This workshop centres on ongoing research, with teachers in Austria, Greece and Portugal, on the importance of language learning psychology (LLP). Workshop participants will discuss and explore which aspects of LLP they - and the teachers of our study - consider to be priorities in their settings. Further discussion will focus on 'participant benefits' built into the research design.

D ay Wr it in g f or d ig it al : c h al l e n ges an d s ol

Many writers and aspiring writers express concerns about ‘writing for digital’, as if it is a strange world in which their existing expertise won’t help them. This workshop will use our knowledge gained from more than a decade of developing materials for digital delivery and, by means of practical activities, will explore the challenges and their solutions.

Newby

20 audience Workshop TTEd

Ripley 160 audience Workshop LT

Learners benefit from explicit vocabulary teaching, but an extensive Dutch research project found very little evidence of vocabulary instruction in classroom practice, especially in the perception of learners. A newly-developed checklist will give teachers a fresh perspective on their teaching of vocabulary. This will lead to the exploration of a range of research-based possibilities of optimizing vocabulary teaching.

A practical talk presenting hands-on toolkits (from MindtheApp , Helbling Languages) for practitioners who would like to explore the basics of internet-based language teaching. Simple but effective tools and tricks for the digital EFL lesson (podcasting tools, visual prompts, quiz generators, URL shrinkers, etc. ) will be presented in order to make the internet as tech-free and pedagogic as possible.

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

Studley 20 audience Workshop GI, LA

Auditorium 570 audience Workshop BE, TD

King’s A 240 audience Workshop GEN

King’s B 100 audience Workshop ESAP

Hall Qa

100 audience Workshop GEN

Hall Qb

Wednesday 2 April

Session 1.1 : 1040-1125

Session 1.1 : 1040-1125

Read, play, love changing perceptions of L2 reading

Andreea Pulpea (British Council Jordan)

This workshop shares activities that encourage reluctant readers to engage with texts, develop autonomy and gradually change reading behaviours. A survey of Middle Eastern learners revealed negative perceptions of reading (solitary, boring, forced). These are being challenged through interactive, fun, exploratory activities that help build life-long skills, involve minimal resources and are suitable for all levels.

What do you say after “Hello”? Successful networking techniques

Barry Tomalin (http://www.culture-training.com)

Most of the world builds business through relationships. How can we teach our students to do this successfully in English? Good listening techniques, effective interviewing techniques, and the ability to show empathy in a foreign language are all part of the strategy. So is knowing the 'do' and 'taboo' topics of conversation. This workshop practises to get networking right.

Student storytellers: retelling a tale using mental imagery

David Heathfield (DELTA Publishing & INTO University of Exeter)

Building up rich mental images and storymapping are techniques which enable students to enter a vividly imagined story space, remember, and retell folk tales in their own words. In this workshop, you will learn and retell two very short tales using techniques from my new teacher development book Storytelling With Our Students: Techniques for tellingtalesfromaroundtheworld

EAP writing: getting down and dirty

Richard Hillman (Bell)

R i c h a rd Hi l l man ( Be l l )

A workshop to share ideas on how EAP writing can be personalised and made engaging for students. And an examination of one man’s attempt to get under the bonnet and into the engine of students’ academic writing, meeting each individual at their level, personalising learning, and encouraging collaboration between the students. e, ie, a

Brain power: are we using it to the full?

Br a in p ow e r : ar e w e u s i n g i t t o t h e f ul l ?

Rita Anne Baker (Lydbury English Centre)

R i t a A n n e Ba k e r ( L y d b u r y E ng l i sh C e n t re )

Since my initial TEFL training in 1969, I have seen a massive leap forward in our understanding of the brain; but has methodology kept up? Whether you are a novice or a veteran, dwell a pause with me to consider whether our teaching, and materials, are fully fit for purpose. (I shall be drawing on my self-published e-book, BrainPower.) e, ie, p, s, t, a

100 audience Workshop MD P r i m i n g f or l i s t e n in g : w h a t c an

Priming for listening: what can we do?

A

Anne McDonald (Freelance)

Pre-listening tasks provide essential scaffolding for learners confronted with authentic audio texts. These texts are a rich resource, and lend themselves to tasks which focus on more than just topic and vocabulary. In this practical session, we’ll examine the classroom listening context in greater depth, and I’ll present a number of task-types which participants can adapt for their own classes.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

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

Wednesday 2 April

Session 1.1 : 1040-1125

Hall Qc

100 audience Workshop TTEd

Hall Qd

100 audience Workshop LA, TTEd

Hall Qe

100 audience

Workshop BE, TD

A d r ia

Is it possible that our methods do not push students to their learning limit? How would we know? How would they know? This workshop invites you to test the proposal that vital learning gets lost in teaching, to explore the idea of ‘seeing’ learning, and to try some ways of going where the learning is.

In this practical workshop, participants will learn how to use selected drama strategies such as hot-seating, freeze frame, thought–tracking and conscience alley for stimulating creative writing. Drama can help writing by the presence of tension, the degree of engagement, time for incubation and a strong sense of purpose.

Formal and informal learner feedback can impact teacher motivation, so the handling of this classroom dynamic is key to mindful teaching. We will explore current assumptions, based on an international survey we conducted among ELT professionals, as well as review practical cases on handling feedback, with a view to developing a toolkit for effective teacher response to learner feedback. a

Hall Qf 200 audience Workshop TD

Modern adult learners characteristically stop and start learning, each time with renewed enthusiasm, yet have busy lives! How can we help them make visible progress? I have three golden rules to support their motivation, which I’ll be demonstrating through activities from OUP's new International Express. All are based around global lifestyle topics, and address English for social and work purposes.

Queen's 1 60 audience Workshop GEN P u n C T U a t i on ? W h o n e e d s IT ! N i ch

Punctuation is an area of language that both coursebooks and language courses seem to ignore. However, to communicate effectively, most forms of writing (from academic dissertations to comments on blogs) require good punctuation. In this workshop, I want to suggest and then share ideas for incorporating punctuation into our lessons.

Queen's 2 68 audience Workshop LT, TTEd

Queen's 3

180 audience

Workshop LA

l , C ol omb o, S r i L an k a)

The Council for Business with Britain (CBB) Project, a nationwide paper-based distance teacher training project, started in Sri Lanka in 2006. 1,000 government school English teachers have been trained through 28 Regional English Support Centres (RESCs). These centres are moving into the digital age. This workshop explores the change in delivery method and suggests practical steps to ensure a smooth transition.

This workshop looks at key skills we all need to be effective in our academic, professional and social lives, with particular focus on those skills that are transferable across the three domains. We will look together at the kind of scaffolding we can provide to make the acquisition of those skills in English more effective.

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

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

Queen's 5 110 audience

Workshop Y L T S I G D a y

Queen's 7 75 audience

Open Forum

More and more teachers all over the world recognise the value of using authentic storybooks to teach English to children. In Paris we decided to go one step further and tap into our early years and young learners’ natural curiosity, imagination, creativity and energy to create a learning programme which reflected and developed the whole child.

The TEASIG Open Forum is an opportunity for members and prospective members to meet the TEASIG committee. Judith Mader, TEASIG Coordinator, and committee members will talk about TEASIG’s activities in 2013 and discuss future plans with delegates. You don't need to be a TEASIG member to come along, find out more, make suggestions and meet others over coffee and pastries.

Queen's 9 20 audience Workshop LT, MD

Room R

60 audience

Workshop LMCS, TTEd

It is essential to encourage learners to take the lead role in their own learning journeys. Giving effective feedback is one way of doing this. The problem is how do we reach the 21st Century learners in the most efficient and time-saving way? This workshop will present ways technology can be used to give constructive feedback to student work.

Participants will experience Told Poems, a poetry interview activity that represents the first step of an interview process, used with graduate students to practise essential intercultural and peace-building skills. Student learning experiences will be shared, connections between teaching, intercultural communications and peace-building will be made, and recommendations for teacher education programs will be offered.

Coffee break

Session 1.2

Tracking the (re)development of English Language Support in Academic Contexts (ELSAC) at the University of Winchester, this talk describes the support services offered to students who do not speak English as a native or academic language. We'll explore the development of these services, their uptake through academic literature, personal reflection and feedback from service users, and subject tutors.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.2 : 1200-1305

Bramham

1235-1305

90 audience

Talk EAP, LT

Charter 1200-1230

60 audience

Talk

TD, L L A M S IG

D ay

Charter 1235-1305

60 audience Open Forum

L A M S I G D

Harewood 1 1200-1305

125 audience Forum

E S IG D

How do we best provide international students with the support needed to overcome the challenges of academic and linguistic differences? This presentation describes and encourages reflection and comment on an innovative university Academic English Support Program, which utilizes a flexible, blended approach incorporating face-to-face language coaching to facilitate student-driven success.

Ge

A community of practice (E. Wenger) is a group with a shared passion who learn together by interacting regularly. In this talk I’ll describe the journey one large multi-school organisation has undertaken to build a community of practice among its teachers and academic managers. I’ll explore Wenger’s concept and outline what we did and what we learnt from the process. e, ie, a

The LAMSIG Open Forum is a chance to network with committee members and other ELT managers. This year is the 25th anniversary of the SIG, so along with celebrating this, with a glass of wine, we will discuss the mission of the SIG, look at SIG activities in the past year and discuss plans for the future.

Teacher engagement in research can be a particularly empowering form of continuing professional development, but how to support it effectively is a major issue. In this talk, we share lessons learned from an innovative project, co-sponsored by the British Council Chile and the Chilean Ministry of Education, which placed teacher-research at centre stage within an in-service CPD intervention.

What opportunities and challenges does action research present for teachers’ individuated learning in their everyday life and work contexts? This session addresses this question with illustrative examples from educational settings in Pakistan and Saudi Arabia. An important question is raised for follow-up discussion: Can action research be institutionalized as a teacher development strategy in teachers' everyday life and work contexts?

Although some teachers focus on instrumental goals during teacher education, others are highly intrinsically motivated, conscious of practical benefits, including growing capacity to support and research learning. Drawing on examples from Oman, this talk highlights how transformative growth can occur in intrinsically motivated teachers: if teacher education is situated in local contexts, incorporates mentoring, and promotes reflection and action research.

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

Harewood 2

1200-1230

125 audience

Talk M a W S IG D a y

Harewood 2

1235-1305

125 audience

Talk

LT, M M a W S I G D ay

Newby 1200-1230

35 audience

Talk

TD, TTEd

Newby 1235-1305

35 audience

Talk TTEd

Ripley 1200-1230

160 audience

Talk

LMCS

Ripley 1235-1305

160 audience

Talk

LMCS

Wednesday 2 April

Session 1.2 : 1200-1305

The speaker will describe and evaluate his recent experience using the crowd-funding platform Kickstarter to fund a new independent series of easy English ebooks. At the time of this writing, the Kickstarter campaign is still ongoing, however, successful or not, this talk will serve to educate participants about the hows and the whys of using Kickstarter.

On 19th September 2013 I had an idea for an app. My aim was to self-publish it in six months. As an experienced coursebook author (Upbeat, TotalEnglish, CuttingEdge, etc.), I know about traditional publishing but I have no idea how to create media-rich apps. Is 'agile' self-publishing viable? Come and find out. I promise honesty!

I will report on a study that investigated ESL teachers’ perceptions of reflective teaching as a tool for teacher development, and its challenges in higher education in Saudi Arabia. Quantitative methodology was used through a structured questionnaire to collect and analyze data. Recommendations of change in practice using methods of reflective teaching were proposed at the end of the study.

As trainers we constantly encourage reflection. This may be as part of the assessed element of a course we are delivering, or as part of a more holistic move towards development. However, many times teacher reflections miss the important points or are inaccurate and so unhelpful. Here we examine what 'helpful' reflection is and ways to encourage it.

This talk presents the application of task-based learning to the study of literature in the EFL classroom. In continental Europe, literature is a central component of state school syllabuses, but without the appropriate methodology students are often overtaxed. A task cycle modelled on Rod Ellis’ work enables students to read Kid, a poem by the contemporary British poet Simon Armitage.

The talk focuses on practical aspects, of compiling commentaries and developing exercises to modern poems, that allow effective inclusion of poetry in language study. After outlining the requirements for notes to poetic texts that facilitate the learner's understanding and deeper appreciation of contemporary poetry, the presentation concentrates on such types of activities that can help in it.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.2 : 1200-1305

Studley 1200-1230

30 audience

Talk AL, TD

Studley 1235-1305

30 audience Talk AL

Auditorium 1200-1305

570 audience Signature event

This talk aims to draw English teachers’ attention to the link between teacher motivation and learner motivation in ELT classrooms. Drawing on data from a qualitative interview study, which aimed at exploring the motivational factors in EFL classrooms in Turkey, this talk presents EFL learners’ views about ‘who is a motivated English teacher’. ie,

This session investigates the motivation of EFL learners from the perspective of various concepts, such as Gardner's integrativeness/instrumentality and Dornyei's L2 motivational self system, and the notion of English as an international language. The term 'integrativeness/integrative orientation', which has been rooted in L2 motivation research for decades, is re-examined, especially with the current important status of English.

While English Medium Instruction (EMI) in education systems has been the norm in former British colonies for many years, recent years have seen large growth in EMI in many other countries around the world. Universities from Italy to Indonesia, from Rwanda to Kazakhstan, rush to teach more and more courses in English medium, driven by the desire to recruit international students and to prepare home students for an international future. At school level EMI is popular not only in the traditional private sector, but is finding its way into public educational systems. What are the driving forces behind this? Is this trend inevitable in the long-term, and a good thing? When is EMI appropriate and how can it be made successful? Who are the winners and the losers, in terms of people and languages? This session will surface some political and educational issues and controversies, drawing on the views of an expert panel, with ample time for contributions from the floor.

Panellists: J Je n n i f e r Je n k i n s ( U n i v e r s i t y of S ou t h a mp t on , U K ) , N az R a s s o ol ( U n i v e r s

Facilitator: John Knagg OBE (British Council)

King’s A 1200-1230

240 audience Talk LT, MD

King’s A 1235-1305

240 audience

Talk LA, LT

c oat e d p e as ?

K a r e n n e S y

In educational circles, the term gamification refers to the changing of what may seem a dull learning exercise into something which seems fun instead because it can be played. This illusion of game play is generally accomplished by adding game elements, dynamics and mechanics to the learning activity. However, the central objective always remains a pedagogical one.

S h e v c h e n k o Un i ve r s i t y )

The aim of this presentation is to share my personal three-year experience in teaching English via computer games to various groups of students (i.e. students of different ages, prior knowledge and social strata) as well as to explain in detail its didactic elements.This is a systematization of my work on the subject following my Liverpool 2013 presentation.

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

King’s B

1200-1230

100 audience

Talk

TD, TTEd

King’s B

1235-1305

100 audience

Talk

LT, TTEd

Hall Qa

1200-1230

100 audience

Wednesday 2 April

Session 1.2 : 1200-1305

This session presents the results of analyzing the performance-based assessments of pre-service ESL/EFL teachers in order to measure their ability to put theory into practice. Analysis compares theoretical learning to classroom application, examines areas of difficulty in implementing course objectives, and presents differences across demographic subgroups. It also includes recommendations for advancing online teacher education for performance-based results.

How can one trainer support personalised learning on an online teacher development course if there are potentially hundreds of participants? I will share my experiences of encouraging teachers to take as much responsibility as possible for what they learn, and how they learn, on courses where the trainer has very limited opportunity or time to interact with participants. e, a

Talk GEN R e ad

When their classmates are speaking, learners need to be ready listeners – prepared, respectful, focused, and interested in what they hear. This talk explores some simple, effective techniques for encouraging good classroom listening. And it suggests that a group of ready listeners can create an optimal environment for language development.

Hall Qa

1235-1305

100 audience

Talk

EAP, MD

Hall Qb

1200-1230

100 audience

Talk ESP

Hall Qb

1235-1305

100 audience

Talk

ESAP

n v ir on

Weaker proficiency in listening and research presentation skills has a negative impact on student performance and motivation in postgraduate classes conducted in English at a Japanese university. This talk will describe the development of a theme-based lecture course with a focus on skill development as academic support for such students.

I will aim to outline the rationale, strengths and weaknesses when sharing ESP lessons with regular on-the-job training sessions for healthcare professionals in their workplace. I will also describe the way in which this ESP teaching is developed in the healthcare working scenario. Sample feedback sheets will also be shown.

This presentation describes how first-year Arabic-speaking medical students deal with the initial challenge of academic reading in English when thinking aloud while reading from a required biology textbook. An analysis of nine recorded verbal protocols is related to students’ vocabulary knowledge, background information and general English proficiency. Retrospective interview data complement the quantitative findings.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.2 : 1200-1305

Hall Qc

1200-1230

100 audience

Talk EAP, LA

Hall Qc

1235-1305

100 audience

Talk MD

One of the vital aspects of teaching a new language is encouraging learners to become autonomous, reflect on and plan their own learning. At Ozyegin University, Turkey, we enable our students to keep a learning portfolio to ensure that they document the progress they have made in the language, think critically and assess their own learning to plan further learning.

Hall Qd

1200-1230

100 audience

Talk AL

Hall Qd

1235-1305

100 audience

Talk EAP, ESAP

Hall Qe

1200-1230

100 audience

Talk EAP, LA

Hall Qe

1235-1305

100 audience

Talk

EAP

The presentation is dedicated to the process of developing and implementing the Uzbek Model of European Language Portfolio and the results achieved in using the model. I will discuss the stages of developing the model and introducing it to the system of foreign language teaching in Uzbekistan and suggestions for further improvement of the model.

This talk discusses the significance of lexical analyses in the EFL classroom, with special attention focused on how the lexicon of a language, in this case English, can be used as a tool to provide learners with information about the cognitive status and cultural institutions of different speech communities where the English language is used.

Bu il d in g a st u d e n t - ge n e r at ed g l oss a ry in t h e E A P cl

This talk will describe how I built a student-generated glossary of subject-specific vocabulary, by collecting the vocabulary that students had picked out of newspaper articles and presented in class. I will also discuss a number of other benefits that were derived from using 'newspaper article talks' in the EAP classroom. e, ie, t, a

C a n t h

First-year college students have a lot to learn, more so if it happens in a second or foreign language. In one year or one semester, they are expected to develop appropriate academic skills, language skills and life skills. This presentation will demonstrate how to scaffold these overwhelming requirements into manageable and integrated pieces of learning.

The presentation is a demonstration on how to develop students’ analytical and critical thinking skills when running a research on controversial and problematic issues, such as economic, discrimination, harassment, etc. in a simmering political environment. The presentation demonstrates the steps followed (Anderson 1990s) in analyzing data, evaluating solutions, coming up with a creative resolution then presenting findings orally and in writing.

e = experienced audience p = primary teaching

audience

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 Qf 1200-1230

200 audience

Talk TD

Hall Qf

1235-1305

200 audience

Talk EAP

Queen's 1 1200-1230

60 audience

Talk TD

Queen's 1 1235-1305

60 audience Talk TD, TTEd

Queen's 2 1200-1230

68 audience Talk TD

Session 1.2 : 1200-1305

The reading lesson is typically represented in three stages - pre-reading, while-reading and post-reading. This framework is recommended in teacher training handbooks, incorporated in textbooks and applied in real classrooms. This presentation draws on classroom research data to examine the validity of the framework and make recommendations on how teachers can enrich this basic structure.

This talk will report on the use of post-test interviews with Arabic-speaking students to investigate reading in English, using a verbal reporting technique where students talked (retrospectively) about doing test tasks. Interviews afforded useful information about the reading skills and strategies employed (or not) by students, enabling a more informed focus on teaching reading and also test improvement.

Coaching is a process of development via which an individual is supported to achieve a goal. In this talk, the process of coaching and its main pillars will be presented, highlighting the benefits of empowering individuals to develop their own courses of actions to reach their (or institutional) goals. Some practical techniques to promote teacher development will also be demonstrated.

This talk provides an overview of a coaching project that aims to help teachers reflect upon their professional practices in order to adapt to a new professional environment. The project fosters teachers' critical thinking during the coaching experience. The presenter will share knowledge on how to implement such a project in EFL environments.

Queen's 2 1235-1305

68 audience

Talk

EAP, LA

Our presentation traces the development of the Forum on Curricular Issues (FOCI), established in Istanbul in 2010. Developed for curriculum team members of any tertiary institution, FOCI holds biannual two-day sessions at various Turkish/North Cyprus universities. Our presentation describes FOCI's creation and development, the challenges encountered, and individual and institutional benefits provided.

EAP students frequently have trouble mastering academic writing conventions; many prefer to learn through models. Problems arise when instructors model the process/product, and students simply copy instructors’ work. This session presents strategies for student creation of personal writing models for subsequent revision and elaboration. Students see they are capable of academic writing, confidence increases and significant progress is made.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.2 : 1200-1305

Queen's 3 1200-1230

180 audience

Talk TD, TTEd

Queen's 3 1235-1305

180 audience

Talk MD

Queen's 5 1200-1230

110 audience

Talk

TTEd, Y Y L T S IG

D ay

Queen's 5 1235-1305

110 audience

Talk

This interactive talk shows how, with the support of the British Council, I have set up ongoing teacher training in an area of rural Egypt where it is much needed. I will discuss how to design, implement and measure the success of low-budget training workshops, which inspire teachers to become responsible for their own development and improve learner performance.

How do teachers view global coursebooks? What do they value in them? How do they exploit them? What would they like to change? This talk will present the results of a small-scale research project on this topic and offer some practical tips on how to bring your coursebook to life.

Let’s talk about inclusive education. I will describe learning specifities and also share activities and tips on how to teach a second language in diverse classrooms. The main focus will be on autism, ADHD, dyslexia and Down syndrome but everyone is welcome to share their own experiences on the topic – including you! e, ie, p, a

Y L T S I G D a y F

H a n s M ol & Ni k i J os e p h ( ef lw r i t e r s . c o m)

The FirstEnglishWordsActivityPack is a pre-school vocabulary acquisition programme, based on the award-winning picture dictionary from Collins. Come and see how a picture dictionary is a must-have in the pre-school classroom and experience an active teacher resource designed to engage and inspire children who are learning their first English words. e, ie, p prod prom

Queen's 7 1200-1230

75 audience

Talk

T E A S IG D ay

Queen's 7 1235-1305

75 audience

Talk

T E A S IG D ay

P r o j e c t - b a se d l e a rn in g

Zayed University’s Academic Bridge Program (ABP) has recently launched Integrated Skills Projects (ISPs), aiming to develop and assess students’ language skills together with their 21st Century skills. The project-based learning approach is the basic principle ISPs are based on. The talk will describe the overall framework of the projects, their objectives, the assessment tools used and showcase sample student work. e,

Teachers the world over feel under pressure to teach to the test and feel constrained to focus on the language areas which are to be tested. Drawing on the Assessment Reform Group’s 10 Principles for Assessment for Learning, this talk will provide practical ideas on how to make the testing and assessment process more engaging for both teachers and learners.

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

Queen's 9 1200-1230

20 audience

Talk

PRON

Queen's 9 1235-1305

25 audience

Talk

PRON

Room R 1200-1230

60 audience Talk AL, TTEd

Wednesday 2 April

Session 1.2 : 1200-1305

Session 1.3 : 1405-1450

This session reports on the findings of an ongoing study, which intends to determine the correspondence between the teaching pronunciation practices, more commonly used by EFL teachers of a public Venezuelan university, with the principles of a methodology model for the Systematization of Pronunciation Teaching, designed to integrate the instruction of pronunciation in oral communicative course programs. Handouts will be available.

Some students complain of their ‘terrible accent’ but are unable to identify their problems. This talk presents practical activities to enable students to take more control of improving their pronunciation. Guided self-evaluation, in addition to feedback from the teacher, allows students to pinpoint their specific phonological difficulties and then work on them. Simple technology facilitates these activities.

Room R 1235-1305

60 audience Talk TD

Research within the field of education and pedagogy often ranks ‘teacher enthusiasm’ as critical to effective teaching and better learning outcomes. Now that teacher enthusiasm has been systematically conceptualized and operationalized into an elaborate framework, how can teachers benefit from training interventions for enhanced enthusiasm and effectiveness? The session focus will be both on conceptual grounding and praxis.

Constant stress, feeling of disillusionment, helplessness and feeling worn out could all mean burnout. The majority of English teachers in Egyptian technical colleges share these symptoms. The overall purpose of this talk is to gain a better understanding of the causes, symptoms and signs of burnout among EL teachers. I also explore the recovery of 20 teachers after a PD course.

1305-1405 Lunch break

1405-1450 Session 1.3

Bramham

90 audience Workshop MD, TTEd

Starting from nothing and progressing to a specialised designed course has been achieved through using different methodologies. Teaching English to deaf people by using a native sign language enables them to achieve reading and writing skills in English. Engendering peer support is essential to stimulate group support throughout the course and aftersomething novel for deaf learners.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.3 : 1405-1450

Charter

75 audience Workshop

L A M S I G D ay

Harewood 1

125 audience Workshop

TD, R R E S I G

D ay

Harewood 2

125 audience Workshop

MD, M M a W S IG

D ay

Newby 30 audience Workshop GEN

Be t h e D oS y ou w an t t o b e

J os h R ou n d ( S t Ge or ge In t e r n at i on al )

As Director of Studies, you have the power and influence to improve the team and the school. But going from teacher to DoS can be tough! It can feel like you're on your own. How, on that steep and long learning curve, can you manage yourself, your teachers, keep developing - and be the DoS you want to be?

In this workshop we will describe the research and development of language counselling, as practised in autonomous learning modules (ALMs) at Helsinki University Language Centre. Showing video extracts of counselling sessions, we invite workshop participants to experience for themselves the process of exploratory practice and the development of counselling skills.

R a c h ae l R ob e r t s ( F r ee l an ce )

Many teachers produce materials, but are rarely given much training in this challenging task. In this workshop, we will look at a simple recipe for producing effective and engaging materials, with plenty of practical tips and examples, taken from my experience as a professional materials writer. Participants should go away more confident in their ability to create their own materials.

D o it t h e ot h e r w a y - D IT O W

R a k e sh Bh an ot ( E L G az e t t e )

Each profession has its norms and conventions. Occasionally, however, it is useful to question the validity of what we simply take for granted. With this in mind, I will present a variety of activities which demonstrate that by doing 'the opposite' of what we normally do, or by 'doing it the other way', we can create greater interest in class and enhance learner motivation. e, a

Ripley 160 audience Workshop LT, TTEd

Studley 30 audience Workshop

T ak in g t a b l e t s in t h e cl as sr o om , a r e me d y f or

As tablet use becomes more widespread in ELT, teachers are facing a new classroom dynamic. Changes in classroom tools bring new challenges and worries. In this workshop, we’ll explore common myths about using tablets, from balancing different media to students being distracted. Working together and featuring digital content from OUP, we’ll discuss the validity of these myths, suggesting some solutions.

This session offers a list of selection criteria and practical guidance, based on sociocultural views to teachers of teenagers and adults, on integrating the most appropriate technology in their writing classes. Participants will find the opportunity of increasing motivation and interaction among students. They will be able to adapt the suggested practices in their teaching contexts.

experienced audience

ie, p, s, t, a pub

Auditorium

570 audience Workshop LT, TD

King’s A

240 audience Workshop GEN

Ga

King’s B

100 audience Workshop GEN

Hall Qa

100 audience Workshop

ES(O)L, LA

Hall Qb

Wednesday 2 April

Session 1.3 : 1405-1450

The technology landscape is in a constant and rapid state of flux, so what does the decade to come have in store for us in education? In this interactive workshop, we will work together to consider the areas affected by technological development: from materials development to publishing; training to teaching; and consider how best to prepare for these changes.

Examinations such as FCE or IELTS include tasks which require students to talk and write about a wide range of topics. Even for students with a good level of English, this can present a cognitive challenge, especially for younger candidates. This practical workshop offers classroom activities that develop critical thinking and creative thinking skills aimed at improving student exam performance.

to Learn:

In PlaytoLearn we explore the resource of games and drama activities for the language teaching classroom. We will look at how they contribute to the development of pupils' thinking skills, personal capabilities and personal development in line with national strategies and curriculum. Many of these ideas will also lighten your workload and help you come up with your own.

This workshop is aimed at teachers working in EAL, ESOL and summer schools. The activities and project ideas that will be presented are aimed at older teens and adults. I hope to present structured and engaging project work that will develop autonomy and promote authentic practice through interaction with host communities.

100 audience Workshop EAP C on s t r u c t i n g cl a s s r o om c u l tu r e

The workshop introduces a practical way of opening and supporting authentic classroom activity and conversation based on George Kelly’s ‘Repertory Grid Technique’. This is done in the spirit of constructing an engaging classroom culture in which students are invited to develop an intrinsic and motivating stake. It can be adapted to many language learning contexts.

ie, t,

Hall Qc

100 audience Workshop GEN

In this practical session we will look at a range of classroom activities, showing how short films, film clips and videos can help students understand, learn and remember vocabulary. These activities have all been tried and tested. Participants will get a number of ideas for teaching vocabulary through moving images to take away and use with their own students.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.3 : 1405-1450

Hall Qd

100 audience Workshop LMCS

Hall Qe

100 audience Workshop TD, TTEd

For years we needed our mind’s eyes to see Lewis Carroll's Wonderland . Now students can visit it without moving out of their classroom and their memories will stay vivid for years. Come and find out how to employ a laptop, a projector and an iPad to get your students interested in reading classics. ie, t

)

English language teachers have been conditioned to believe that good practice entails writing detailed lesson plans in advance, and then following them closely in lesson delivery. But in practice, teachers don’t have time to write detailed plans. This workshop offers an alternative approach, encouraging teachers to worry less about planning and focus more on what happens inside the classroom.

Hall Qf

200 audience Workshop TD

Queen's 1 60 audience Workshop TD

Queen's 2 68 audience Panel discussion TD, TTEd

( Hil d e rs t on e C ol l e g e)

Participants will use materials designed to encourage post-childhood learners to speak English in pairs at length - even in monolingual classes. The materials, from Somethingto Say (Helbling Languages), are well-suited to developing learners' ‘automatic fluency’ (or fluency with accuracy), a key element of the speaking skill which is neglected in Communicative Language Teaching, while engaging them in meaningful, interesting conversation.

We will define critical incidents and discuss why they are key moments in a teacher's career. Often the events we remember are routine things we feel good or unhappy about. Participants are asked to draw a line that represents significant experiences in their career. Next we will identify the challenges we face and the meanings we take from them. ie, s, a

Research over several decades into test washback and impact agrees that the content and format of English language assessment may influence classroom English teaching and learning in complex ways. This talk will investigate how English language learning is assessed in schools in countries in Africa, Asia and Latin America. It will discuss the influence of assessment on classroom teaching and learning, examine common factors and differences between the countries, and propose how assessment practices might be best used to promote learning in these contexts.

The scholars are:

S im on R u iz He r n an d e z (Venezuela), S S a r as w a t i D or a d i (Nepal), T T om a s A n d u ja r (Cuba), R e zv a n R a sh id ip or f ar d (Iran), Z Z a i n a b C e n g iz U m a r u (Nigeria), S S an t i Bu d i L e s t ar i (Indonesia), D De e p a E l l ep ol a (Sri Lanka), D D a me D i op (Senegal), A A b a y n e h Hai l e M e n ge s ha (Ethiopia), P P at r ic k M u s a f ir i (Rwanda) Facilitated by Martin Wedell (Leeds University).

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 PL

Queen's 3 180 audience Workshop BE, ESP

Queen's 5 110 audience

Workshop

TTEd, Y Y L T S IG

D ay

Queen's 7 95 audience

Workshop

ESAP, T E A S I G

D ay

Queen's 9 25 audience Workshop

GEN

Room R 60 audience Workshop GEN

Wednesday 2 April

‘What do you think about that?’ may be a routine question in many meetings but it can terrify English learners who are struggling to understand the conversation. Using examples from In Company 3.0 , this workshop will explore activities you can use to help learners listen more effectively and express themselves more confidently when it’s their turn to speak.

Can you understand the difficulties of your dyslexic learners? In our workshop we will first let you walk in a dyslexic person’s shoes and then we will share some accommodation techniques that help dyslexic learners achieve the best possible results in learning English. We will also show you where you can gain more in-depth information and ideas for teaching. e, ie, p, s

T h e joy s of IELT S m ar k in g R u t h C a r r & S al l y L l oy d s ( I t c h e n C ol l e ge )

Does IELTS marking have to be onerous? This workshop will show how the public descriptors for Task 2 writing can be made into a feedback form to help learners improve their writing. We will show how students can peer mark and how errors and sample essays can be used to promote active learning and provide student (and teacher) entertainment. e, t

D if f e r e n t iat in g in s t r u c t i on s

A l - K an d ar i H ad il ( M i n i s t r y o f E d u ca t i on , K u w a it )

The workshop reviews the meaning of differentiating instructions and the classroom elements that can be differentiated, and how to apply it in our own classroom. Intervals of video clips related to the topic will be the main discussion points during the workshop. Bloom’s taxonomy and multiple intelligency will be discussed as well. e, s

R e as on s f or r h y min g

R o se m ar y W e s t w e l l ( El y F or L a n gu ag e )

This practical workshop uses rhyme as a novel way of improving learning. Focusing on similar sounding words enhances speaking, listening, spelling, reading and writing. The book The Spelling Game teaches an effective way of improving spelling quickly. I will explain how poetry can prepare students to write forms that require constraint and concision (e.g. journalistic articles). e, ie, p, s, t, a prod prom

1505-1535 Session 1.4

Bramham 90 audience

Blended learning can facilitate greater practice and production opportunities in the classroom and provide support for valuable peer interaction and personalisation of language in post-class consolidation work. This talk, based on four years' experience at the UNITEC Laureate English Program in Honduras with Touchstone blended learning, will describe and provide practical advice on the implementation of such an approach.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.4 : 1505-1535

Charter

75 audience

Talk

L A M S I G D ay

Harewood 1

125 audience

Talk

R E S IG D a y

L i a m Br o wn ( Br it is

Informal learning, or 'learning in the workplace', offers an alternative to formal learning and training, especially with limited budgets and resources. What does it mean for you as a manager? Are you doing all you can to develop your own and your team’s skills and capabilities? How can you influence the learning going on and the contexts where learning occurs? e

)

Harewood 2

125 audience

Talk

MD, M M a W S IG

D ay

Newby

30 audience

Talk

ESP

Ripley

160 audience

Talk

EAP, TD

Research in ELT classrooms worldwide has been completely adult-dominated and children’s potential as active contributors has been ignored. A radical change of perspective, we suggest, is that children can be involved as active research participants or even as co-researchers alongside their teachers. We report on an ongoing project conducted in Indian primary schools where children are enabled to become researchers.

Some theorists have debated whether materials writers have valid principles which guide their writing. This talk examines both theorists’ critiques and lists of principles, and materials writers’ accounts of the writing process, in my case focusing on Motivating Learning (Routledge 2013). The talk concludes that materials writers are guided by two different sets of principles: 'framing principles' and 'core energies'.

A r me d F or ce s)

The presentation explores the establishment of the Peacekeeping English Programme (PEP) in Senegal. It seeks to elucidate on the following themes: Why choose Francophone West Africa for a sustainable PEP? How does the PEP work to promote UK interests in the FWA region? Who are the recipients of the programme and can it meet both the individual and organisational needs for English?

E l s V an Ge y t e ( Un iv e r si t y of B i r m i n

Good essay writing skills are key to academic success but there is a big gap between the IELTS essay and academia. This talk explores how students can progress by focussing on academic principles, such as writer identity and reader expectation, clarity, formality, accuracy and, especially, integrity. Examples are taken from Writing:Learntowritebetter academicessays(Collins Academic Skills series).

Studley

30 audience

Talk LA

We will talk about the result of our comparison study that investigated 117 university EFL students' and eight teachers' perceptions about language learner autonomy in two different contexts (Turkey and the UK). An explanation of the obstacles to change, along with recommendations and strategies on promoting learner autonomy, will be offered in the form of discussion. e,

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

Wednesday 2 April

Session 1.4 : 1505-1535

Auditorium

570 audience

Talk

TD

King’s A

240 audience

Talk

King’s B

100 audience

Talk BE

Hall Qa

100 audience

Talk TTEd

Hall Qb

100 audience

Headway: t h e 1 0 m o st c o m mon q u e s t i on s f r o m ar ou n d t h e w or l d

S

Headway first appeared 28 years ago in 1986. Since then, millions of learners have learnt English using Headway. In this talk, we will answer the 10 most commonly asked questions about Headway and, in doing so, address the beliefs in learning and teaching that are at the heart of Headway e, ie, a prod prom

What do teachers carry with them in their bags? How do they use body language effectively? What makes a successful staffroom? We've been exploring the questions that aren't always answered by your teacher training in our Survival Guide series on onestopenglish.com. Come along to find out what we discovered and get some tips on surviving an IATEFL conference!

In-company business courses have become increasingly need-oriented and must meet the requirements of corporate communication. This workshop addresses English teachers who have mainly been trained to teach general English and would like to see practical examples on how to teach global communication skills, which material to use and how to integrate blended learning methods in their courses. ie, a

)

This talk will focus on aspects of English language teaching which have little or no scientific credibility. Practices such as neuro-linguistic programming, learning styles, multiples intelligences and brain gym will be examined. This talk will ask why, despite the evidence, these approaches/methods remain popular. It will also include a guide to spotting pseudo-science in education.

Talk EAP, LA U s i n g l

i m on S m i t h ( C ov e n t r y U n iv e r s i t y )

In this study, we used keywords from Accounting and Economics lectures. Students were asked to take notes in the subject lectures, focusing on keywords used. The terms were exemplified and explained in follow-up EAP classes. Learners then used the keywords to bootstrap and construct domain-specific corpora, which can generate both extended domain wordlists and relevant texts for further study.

Hall Qc

100 audience

Talk AL, EAP T o b e

of L on d on )

This presentation will focus on disfluency rates and patterns of learners of English from different linguistic backgrounds (compared to native speakers of English) in the light of ESOL assessment criteria and concerns for intelligibility. To what extent disfluencies may indicate lack of fluency and possible teacher intervention 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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.4 : 1505-1535

Hall Qd

100 audience

Talk

Hall Qe

100 audience

Talk

TD, TTEd

Hall Qf

200 audience

Talk

LT, TD

Queen's 1 60 audience

Talk

TD, TTEd

If you attended David Graddol’s plenary session this morning on English and economic development, 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.

B il l Ha r r is ( F r e e l an ce )

When observing teaching practice on pre-service training courses, the tutor wears two hats – the supportive ‘trainer’ and the objective 'assessor' who decides the candidate’s final course grade. In my ‘trainer’ role, I often intervene in lessons and will be giving my rationale for this, as well as feeding back results of my surveys of candidates and trainers. e, a

TeachingEnglish:

This talk looks at the British Council's global website for teachers and the many changes made on the site in the last 12 months. We will explore the rationale for several new resources aimed at teachers of primary and secondary education, as well as a range of teacher tools and professional development possibilities.

There are huge numbers of English teachers in state education around the world. This talk looks at the issues in state English education, and what support teachers and ministries need to achieve their goals. We’ll hear from people working in the field, look at the competencies teachers need in various contexts, and see how Cambridge English supports this development.

Queen's 2

68 audience

Talk PRON

Queen's 3

180 audience

Talk LA, TD

Queen's 5

110 audience

Talk

LA, Y Y L T S IG

D ay

In this talk I will argue that there is still a need for closer links between phonological research and pronunciation teaching. Also that an understanding of key issues and relevant research can help teachers prioritise pronunciation content and select relevant teaching approaches. To illustrate, I will revisit some well-established notions in pronunciation teaching, such as drilling, dictation and stress-timing.

What’s more important: teaching or learning? This is a talk for teachers who want successful students, not just successful lessons. Three coaching tools are presented that will help students focus on their goals and practise English more, enriching their 'language lives'. They are taken from the book FromEnglishTeachertoLearnerCoach e, ie,

Play is a child’s work and successful play for development and language acquisition is child-initiated. In this session I take a look at teacher-led activities that promote childinitiated play in English. I discuss learning formats and share the preliminary results of a research project, which demonstrate that young children can play in English and be autonomous language learners.

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

Queen's 7 95 audience

Talk T E A S IG D ay

Queen's 9 25 audience

Talk LT, TD

Room R

60 audience

Talk

YLT

Wednesday 2 April

Session 1.4 : 1505-1535

Session 1.5 : 1550-1635

The talk will show how developing micro- and macroskills of speaking is crucial for the development of general communicative skills. These micro- and macroskills were determined on the basis of the Common European Framework of References for Languages. Theoretical information will be given together with probable classroom situations and evaluation criteria for specific micro- and macroskills of speaking.

The presenter speaks about the advantages and drawbacks of the two modes of delivery. Based on the experience gained while running professional development courses, the speaker shares findings on how the selected mode influences the design of training materials, the way of interaction and support, as well as the assessment procedures.

This talk explores practical ideas of a pedagogical proposal based on drama activities in the classroom in a public primary school in Sao Paulo. The main aims of the proposal are to enhance young learners' motivation, improve interpersonal relationships and develop students´ ability to use the English language. Videoed scenes of a sketch performed by the students will be shown.

1550-1635 Session 1.5

Bramham

90 audience

Workshop BE, ESP

Charter

75 audience

Workshop

TTEd,L

Stop-and-go simulations zoom in on the reactions, and the consequent split-second decision-making, in cross-cultural face-to-face encounters to raise awareness and prepare trainees for performance events. This workshop will guide the participants through the steps involved in designing this new type of simulation and will give them the chance to try their hands at it.

Feedback on observation can be questioned, resisted and rejected if the data gathered during the observation is perceived as subjective. In this workshop I will show strategies and digital recording tools, which I use to ensure that the information gathered when observing lessons is objective and based on evidence. Participants will be encouraged to share their own tips and tools.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.5 : 1550-1635

Harewood 1

125 audience Open Forum

R E S IG D a y

Harewood 2

125 audience Workshop MD I

IA

This is the SIG’s main networking opportunity. Come along (even if you’re not – yet! – a member of the SIG) and take part in discussions to help inform the SIG’s activities over the coming year!

This workshop will focus on the ostensibly dry writing task 1 of IELTS (describing a graph), and show how it can be made more interesting, through readiness and noticing tasks, room for learner creativity, and cognitively-challenging activities. It will contain a range of practical ideas for use in the classroom teaching of task 1.

Newby 35 audience Workshop MD, TD

Ripley 160 audience Workshop M a W S IG D a y

In a world where second language learning is seen as part of professional development, classrooms are 'contaminated' by this oppressive plague called WORK. The fun and motivational aspects of PLAY have been left behind by what some might call 'serious teaching'. This workshop focuses on ideas for the use of 'play' and basic human desires in class.

A

This workshop will focus on issues around lexical sets as a way to choose vocabulary to teach in a lesson and over a course. I suggest we may need to adapt our idea of what lexical sets are by thinking more about words in ‘texts’, if students are to use vocabulary successfully and learn words that are more frequently used. e, ie, s, a

Studley 30 audience Workshop TD T e a ch e r d e

The personal and professional growth of teachers is not evident in institutions where this is not given priority. Individual teachers have to plot their own career growth paths to enable them to attain self-actualization. During this workshop, participants will brainstorm on career development options, using the project model, and come up with individual career growth plans. ie

C a me r o on )

Auditorium 570 audience Workshop PRON

King’s A 240 audience Workshop LT

P a u l S e l ig s on ( R i c h m on d )

Listening and pronunciation are the most difficult areas for many learners, particularly adults, but also teachers. Yet both often receive short shrift in syllabuses, poor classroom strategies, and few coursebooks teach them either systematically or well. Discover practical ways to exploit song lines, audio-scripts, contrastive pronunciation, plus Record, Compare, Share technology. Examples come from English iD, Richmond´s groundbreaking new course. e, ie, s, a prod prom

N i c k y H ock l y ( T h e C on s u l t an t s - E )

Although the term ‘mobile learning’ has become equated with ‘learning on the go’, it is more than that. This workshop examines the choices and challenges involved in teaching with mobile devices in the classroom. We include practical examples across a range of contexts, and suggest how to start implementing mobile-based activities in your own classroom or institution.

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

King’s B

100 audience Workshop

TD, TTEd

Hall Qa

100 audience Workshop

EAP, ESAP

Session 1.5 : 1550-1635

In today’s world, teachers need to embrace critical thinking: both in their own development and their learners’. This workshop is an opportunity to revisit established beliefs in ELT, and look at how we can develop our own criticality and that of our learners in practical ways. I will refer to some examples from my ebook, HowtoPassDelta

Many students in higher education are expected to present their work or research in English, within their institutions or at international conferences. In this workshop we will be looking at teaching students to give effective presentations. There will be an opportunity to try out activities related to confidence building, structuring a presentation, using signposts and giving constructive feedback. e, t

Hall Qb

100 audience Workshop TD, TTEd M ot iv at

Creating motivating language learning environments is one of the central tasks of language educators. However, in order to inspire others, teachers need to refuel their own motivational engine. In this workshop, we will ‘taste’ the power of vision in rekindling teacher motivation. Teachers will leave reenergised and teacher educators inspired with fresh ideas for working with teachers.

Hall Qc

100 audience Workshop GEN T e a ch e r as n a vi ga t or : gu id i n g s t u d e nt s t o id e n t i

R ol a n d Hu n t e r ( Re ge nt L on d on )

What is success to ELT students and how can teachers navigate them towards it? Navigation involves identifying students’ goals and perceptions of success, and guiding them to be successful. This workshop demonstrates coaching and classroom activities that illustrate to students their progress towards success while referencing John Dewey; JohnDeweyandtheArtofTeaching:TowardReflectiveandImaginativePractice.

Hall Qd

100 audience Workshop LT, MD

Hall Qe

100 audience Workshop GEN

This practical workshop looks at the pros and cons of digital resources that can be adapted for educational purposes before exploring innovative ways of using them to enhance lessons, material writing and course design. Infographics, Twitter, Google analytics, various websites and apps, such as Touchcast, can be hacked – or adapted - to suit a range of teaching needs and contexts. e, ie, a

This session is about storytelling in university prep classes. It aims to show how stories and storytelling are effective when teaching learners new words and helps them enhance their English, using and recalling these words referring to previous research. There is also collaborative storytelling with pre- and post-activities by sharing practical ideas to be used in 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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.5 : 1550-1635

Hall Qf

200 audience Workshop LT, TD

Queen's 1 60 audience Workshop TD

J o G a k on g

Screencast videos can be used for all kinds of online learning and training. Whilst no trained expert, in three years of making teacher training videos for www.elt-training.com, I have learnt a lot (often the hard way!) about how to make them engaging. Come and see what’s in my bag of tricks. BYOD to join in the fun!

Why won’t this student speak? Why won’t this student shut up? In this workshop we’ll look at how language and culture influences educational experience and, consequently, the expectations and roles students bring with them to the multilingual TEFL classroom; reflecting on what practices can be used to create a constructive, inclusive and supportive classroom environment. e, a

Queen's 2 68 audience Workshop GI, TD C r i t i c al t

The session aims to help secondary and adult English teachers become more aware of how to prepare students to be able to understand the skills that are required to become a critical thinker. From the why and because, the yes and the no, and the giving of opinions to the more complex structures of functional language.

Queen's 3 180 audience Workshop GEN

Queen's 5 110 audience

Workshop

Y L T S I G D a y

C r e at iv i t y in t h e l an gu a ge cl as s r o om C h ar l e s R ob e r t H ad f i e l d ( E x e t e

This workshop demonstrates a range of creative techniques in the foreign language classroom, using practical exercises, with some brief discussion of creativity theory, to develop 'pure' creativity, genre-based tasks, grammar and vocabulary, and explores the apparent paradox of creativity for beginners. Creativity helps learners develop their own language skills, while also fostering good interpersonal relations within the class group. ie, a

H o w d oe s g

Queen's 7 95 audience

Workshop

a , P or t u g al )

What processes go on in the brain of a young learner in the primary school phase of their language learning? What classroom approaches can help make these processes as efficient as possible? What sort of practical activities help combine these processes and approaches to make engaging, effective learning? The session will draw on materials from the Macmillan English series GrammarGoals.

Good test writers go through similar stages while preparing effective reading and listening comprehension tasks for tests. This workshop draws attention to some of the typical pitfalls of test writing and includes some practical activities, focusing on such issues as choosing relevant texts and appropriate task types, adapting texts and writing well-constructed questions.

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

Wednesday 2 April

Session 1.5 : 1550-1635

Session 1.6 : 1710-1740

Queen's 9 25 audience Workshop ESP, LT

Room R 60 audience Workshop GI, TTEd

F ac u l t y of Ec on om i c s)

In this workshop, we will present a range of tasks and activities we developed in our ESP classes (medical context), designed with free web sources and tools for generating exercises that could be used to accompany any ESP or EGP course and are easily adaptable for classrooms equipped with 20th and 21st Century technology.

Many trainee teachers on pre-service courses unconsciously accept the idea that ‘nativespeaker teachers are always best’ or that ‘non-natives should stick to teaching grammar’. This workshop will explore tasks that can build confidence, encourage cooperation, and improve teaching performance by giving trainees a better understanding of each other’s strengths (and weaknesses) as native- or non-native-speaker teachers.

1635-1710 Coffee break

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

1710-1740 Session 1.6

Bramham

90 audience

Talk

ESAP, PRON

The talk describes a classroom experience of employing pronunciation teaching methods for teaching writing skills. The four intonation variables, pace, pitch, power and pause, used to enhance oral performance skills, can give clues to identify structural and pragmatic similarities of spoken and written discourse. Discourse analysis and critical thinking pedagogy serve to ensure learner autonomy.

Charter

75 audience

Talk

TTEd, L A M S I G D ay

Harewood 1

125 audience

Talk

TD, R R E S I G D ay

In-service training, reflective practice, self-evaluation, peer observation and feedback, along with the implementation of new skills and knowledge, are benchmarks of effective continuing professional development. These benchmarks inspired the presenter to take an autobiographical approach (from Liverpool 2013 to Harrogate 2014) to creating her own reflective journal and e-portfolio, which documents her transition from being INSETToriented to CPD-focused.

E I)

This presentation, given by a newcomer to exploratory/action research, is about a project aimed at improving university students’ oral presentations. The eye-opening, motivating experience of exploring the students’ perceptions and treating them as critical, creative actors in the learning process will be shared with the aim of opening a dialogue with the audience.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.6 : 1710-1740

Harewood 2

125 audience

Talk

M a W S IG D a y

Newby

30 audience Talk GEN

Ripley

160 audience

Talk TD, TTEd

For sound pedagogical reasons, vocabulary books and coursebooks often teach vocabulary in topic groups. However, there is a danger that useful, general vocabulary may be neglected. With reference to the Richmond Vocabulary Builders , this talk considers how seemingly general or abstract words can associate quite strongly with particular topic areas, and asks whether vocabulary teaching materials can reflect this.

Drawing on experiential practice, this talk addresses the needs of a self-access centre in a language school today. Times are changing, student needs and demands are different and traditional libraries are at risk. I will talk about whether language schools need a Learning Centre. If they do, how and what can they add to the core life of a school? e, ie, a

L e a p in g b e f or e y ou l ook D a n n y N or r in gt on - D a v ie s ( In t e r n a t ion al Hou s e L on d on )

A lot of unexpected language emerges in lessons, and when trainees on CELTA courses take time to respond to it they often find themselves using skills and techniques they didn’t know they possessed. This talk explores how trainees can benefit from responding to emerging language and how they can use the experience to help them plan for future lessons. e, a

Studley

30 audience Talk BE, ESP

Auditorium

1 7 1 0 - 1 8 1 5

570 audience

Panel discussion

T E A S IG D ay

a Du d z ik (M e d ic al Un iv e r s it y of B ial ys t ok , P ol an d ) & * A gn ie sz k a D z ie ci ol -

P e d i c h ( U n i v e r s i t y of B i al ys t ok , P ol an d )

Many Polish institutions of higher education offer ESP classes or ESP/General English combination courses. Does the acquisition of subject-specific language reflect students’ needs? This talk reports on a study to investigate undergraduates’ expectations of a foreign language classroom and their use of English outside it. The talk concludes with some practical suggestions concerning foreign language teaching in tertiary education.

V iv ie n Be r r y & B a r r y O ' Su l

Be d f or d s h ir e ) & D ian e Sc h m

Four panel members will introduce specific aspects of assessment literacy and respond to questions from the audience. The focus will be essentially practical, the aim being to provide an overview of critical topics in assessment literacy, contexts in which knowledge would be useful, resources that are currently available and projects that are in the process of 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

King’s A 1 7 1 0 - 1 8 2 5

240 audience

Signature event

King’s B

100 audience

Talk

LT

Hall Qa

100 audience

Talk GEN

Hall Qb

100 audience

Talk

Wednesday 2 April

Session 1.6 : 1710-1740

Digital and online material has become an essential part of the ELT mix and publishers invest millions to introduce ever more sophisticated ways of taking learning in new directions.

There are real benefits to this, but are we in danger of ignoring a very important person in the room: the teacher?

More to the point, are we investing in the right amount of training, not only to help teachers understand new technology but, crucially, to ensure digital materials support rather than distract from the fundamental process of English language learning?

In this panel discussion with leading specialists in this area, we will address these questions and more. We’ll explore how the age of digital ELT is affecting the skills and capabilities employers need when recruiting new staff… and look to the horizon to assess how technology will continue to change teaching and learning in the future.

Moderator: N Ni k P e ac h y (Learning Technology Consultant, Writer, Trainer)

Panellists:

A i s h a W a l k e r (University of Leeds, MA in TESOL and ICT Programme Director)

P e t e S h a rma (Pete Sharma Associates)

W a y n e J on e s (Director, Academic Bridge Programme, Zayed University UAE)

J u l i a n K e n n y (Head of Teacher Development, Trinity College London)

M ar k S i mp s on (Business Development Director, Immerse Learning [formerly Language Lab])

J oa n n a No r t on ( K e yw

Managing diverse learning needs in today’s multilingual classrooms is one of the greatest pedagogic challenges facing teachers. This talk will present ongoing research underpinning Keywords English (a free mobile app), to demonstrate how the synergies between mLearning and mPedagogy have the potential to address a multitude of learning needs, whilst catering to the ongoing CPD requirements of teachers.

Information about how learners' brains work has revealed that men's and women's brains are different structurally and biochemically. This means there are significant differences in the way they focus, interact and learn. Given this situation, how far should we differentiate between male and female learners when we are teaching English, and which areas can we assume will be the same?

Teaching study skills is worth incorporating into language lessons. In this talk, I will share my tried and tested activities that challenge some common bad study habits and offer alternative solutions. My ideas draw on CLIL, teaching unplugged and coaching techniques. Attention will be given to learning language chunks, working on pronunciation and listening comprehension, and using selected online resources.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.6 : 1710-1740

Hall Qc

100 audience

Talk

TD, TTEd

Hall Qd

100 audience

Talk

TD, TTEd

This session explores our shared concern for the box-ticking culture within teacher training and development, and the impact it has on validating professional knowledge. To propose an alternative, we’ll recover ideas from different strands of education - outlining a philosophical and pedagogical standpoint from which practitioners can become the principal authors of professional knowledge.

Hall Qe

100 audience

Talk

ESP, TTEd

Hall Qf

200 audience

Talk LT, TD

Queen's 1

60 audience

The British Council has developed an effective project, with the South Africa Department of Basic Education (DBE), to implement the state policy of English teaching in primary and secondary schools. The British Council/DBE collaboration will be evaluated, with a focus on the impact of three British Council interventions on the quality of language teaching in the South African education system.

As the CEFR is basically designed for all teaching contexts, ESP teachers are faced with the task of 'translating' the general content for their own specific area. To help ESP teachers in this task, MONDIALE Training has developed a digital training programme that offers detailed support. The talk will present the ideas and show extracts.

Bl og s a n d f or u m s w it h h ig h e r l e v el s: wh at ? wh y? h ow ? D e ir d r e

This workshop will explore some activities for higher levels when working online in blogs and forums. It draws on experience with courses for higher-level learners and teachers in Spain, Russia and Malaysia. It will look at the practicalities of activity design, engagement and assessment, and attempt to identify the keys to successful online expression and collaboration for learning. e, t, a pub

Talk GEN C a mb r id g e T K T in p u

The Teaching Knowledge Test (TKT) of the English Language from Cambridge University ESOL Examinations was introduced in Nigeria in 2006. It was endorsed by Rivers State government and some private schools as a retraining programme for teachers in 2010. This presentation will discuss the process of implementation, the impact, and the challenges faced by teachers in those schools. e, ie,

Queen's 2 68 audience

Talk ESAP, GI

With the growing importance of English in India’s new economic environment, the National Council of Educational Research and Training (NCERT) has made important changes in English language curricula for secondary education emphasizing functional language proficiency(FLP). While it is a challenging task in rural schools infested with infrastructural bottlenecks, the creativity of a teacher may help a learner acquire language proficiency.

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

Queen's 3 180 audience

Talk

LT, TD

Queen's 5 110 audience

Talk

Y L T S I G D

Queen’s 7 95 audience

Talk GEN

Queen’s 9

25 audience

Talk

TD, TTEd

Room R

60 audience

Talk GEN

1755-1825

Bramham

90 audience

Talk LT, TD

Wednesday 2 April

Session 1.6 : 1710-1740

Session 1.7 : 1755-1825

This session looks at a range of approaches to language teacher education in the 21st Century, from face-to-face courses through blended learning to fully online courses. The presentation will ask how the roles of course tutor and course participant in the different models affect identity, engagement and the shape and content of the course.

Young learners have specific needs which differ from adults, yet YL curricula often do not meet these needs due to the drive towards CEFR standardisation. This talk will outline the arguments for a wider set of differentiated curriculum goals in young learner teaching and demonstrate how they can be included into curricula in a user-friendly manner.

A recent language pedagogy and linguistic theory - Hadfield & Dornyei (2013): Motivating Learning , and Dornyei & Kubanyiova (in press): MotivatingLearners,MotivatingTeachers - places vision at the centre of the learners’ motivation. This session will discuss relationships between self-vision, role-playing and identity, supported by concrete learning scenarios based on a student-teacher collaboration process.

This talk analyses the challenges of Continuous Professional Development (CPD) in Bangladesh. Socio-cultural factors that influence the teaching-learning environment are identified as crucial to the issue, and an argument is forwarded for including psychological and contextual support into the teacher education delivery system, in order to encourage a localized but sustainable form of CPD to develop.

What is the role of humor in the EFL classroom? The following guiding questions will be used as a springboard for discussion: When does humor work and not work? What are specific benefits of humor in EFL teaching? Are there any humor taboos in your teaching context?

Session 1.7

Radio and audio can be innovative media for large-scale teacher development projects. In a series of 24 specially-commissioned programmes, Indian teachers discuss making their English classes more learner-centred. Accompanying worksheets support listeners in understanding and implementing the techniques discussed. I will share best practices in design, distribution, and evaluation, which will be applicable to practitioners working in other contexts.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.7 : 1755-1825

Charter

75 audience

Talk

L A M S I G D ay

Harewood 1

125 audience

Talk

TD,

Harewood 2

125 audience

Open Forum

Most DoSes in ELT reach management level by demonstrating skill as a teacher, yet have little training in leading a team. This session will investigate techniques for giving critical feedback and praise, how to give teachers ownership over student issues as well as their own, and select effective strategies and techniques for dealing with common staffroom issues.

Newby 30 audience

Talk LMCS

Ripley

160 audience

Talk LA, LT

Studley

30 audience

How can teachers take charge of their own professional development and maintain the momentum throughout their teaching lives? This talk looks at how one form of practitioner research, Exploratory Practice, is helping teachers to do that. Using data from a narrative research project, I highlight how the principles of EP contribute to the continuing professional development of six EFL practitioners.

This is an opportunity for you to meet the MaWSIG committee. We’ll provide an account of the SIG’s activities over the past year and members will be encouraged to discuss plans for the forthcoming year. You don't need to be a MaWSIG member or know much about materials writing to come along and see what our SIG can do for you. This is your chance to have your voice heard, meet others with the same interest and network.

c l as sr o om

This session examines selected texts on the Nigerian Civil War (1967-1970) and discusses how neologisms and transliterations enhance or impede the acquisition of vocabulary for students in an English language classroom. I will suggest ways of using literary texts to help students acquire better vocabulary while they enjoy the literary text. e, t

Technology integration has been a gamechanger in school education worldwide. Is there a point where pedagogy and technology meet, or, when students log in, effective learning checks out? In this session, we will try to explore the pedagogy behind the digital education revolution through a research held in different schools around the world. ie, s pub

Talk GEN T as k b a

English classes welcome adults from all backgrounds and make the necessary accommodations for their needs. When adults with learning disabilities enter mainstream education, teachers need to learn how to better cater for their needs as well. I intend to share how task-based learning helped me and my students learn a lesson. ie, a

This 65-minute session starts at 1710 (session

See page 84 for details.

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

King’s A 1 7 1 0 - 1 8 2 5

Signature event

King’s B

100 audience

Talk

TD

Hall Qa

100 audience

Talk

TD

Hall Qb

100 audience

Talk TD, TTEd

This 75-minute session starts at 1710 (session 1.6)

See page 85 for details.

Hall Qc

100 audience

Talk

LT

Hall Qd

100 audience

Talk LT

Session 1.7 : 1755-1825

This talk discusses the results of a recent study exploring the relationship between inhouse professional development workshops and teacher motivation in a British private language school. Examining perceptions of both workshop leaders and participants through in-depth qualitative interviews, it outlines the ways in which a workshop programme can make a positive contribution to English language teacher motivation.

The ability to think critically is desirable for any educator and this talk will look at how trainees can use a framework, based on Bloom’s Taxonomy, to help trainee teachers develop such skills. Drawing on research and experience, I will present materials which provide support to help raise critical thinking skills in teacher education courses, including CELTA and Delta. e,

&

T e c h n ic al Un i ve r s it y )

Setting clear objectives is essential in lesson planning. However, what is a clear objective? This is an action research study to improve objective writing. First, literature on writing objectives is reviewed and then problematic objectives are analysed, in order to form a 'code of objective writing' to help teachers write well-defined objectives.

P a n a y iot a H a d j ic on st an t in ou (

Computer Mediated Communication (CMC) is considered to be a very important communication tool and is used widely in education, and specifically in EFL, as it is believed to be beneficial in many ways. This presentation aims to introduce CMC, its advantages and disadvantages, and will mainly concentrate on ideas on how CMC can be used in EFL.

Mobile devices and computers have helped us take written texts and put them in our hands, wherever and whenever we want. What a good thing - yet, screen-based reading isn’t natural! This talk intends to address some of the issues of reading onscreen and show how to help students take the opportunity to develop their reading skills without the headaches!

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Wednesday 2 April

Session 1.7 : 1755-1825

Hall Qe

100 audience

Talk

LT C A M E L O T a n d t he mi st s of A VA L O N

He ik e P h i l p ( l et ' s t al k on l i n e sp r l )

Learn how to create your own 3D animated video! This is the goal of the newly-granted EU-funded project called CAMELOT, which stands for 'CreAting Machinima Empowers Live Online language Teaching and learning'. Teachers and language learners record their real-time conversations in virtual worlds and virtual games to produce creative and inspiring videos. e, a

Hall Qf

200 audience

Talk

EAP

Queen's 1

60 audience

Talk

TD, TTEd

Queen's 2

68 audience

Talk

TD

Queen's 3

180 audience

Talk

LT, TD

Queen's 5

110 audience

Open Forum

l p w it

Dictionaries often mark words as ‘academic vocabulary’ but they rarely show how to use them in an academic context. With reference to the Oxford Learner’s Dictionary of Academic English, I will show how a dictionary, based on a genuinely academic corpus, can support learners who need to understand how to use core academic vocabulary accurately and appropriately in their writing.

This presentation is a report on how and why English language teachers in the Horn of Africa responded positively to the language improvement component in a modern British Council teacher training programme, known as English for Teaching (EFT). I will show how a systematic and integrated approach to language improvement results in confidence and improved performance in the classroom. ie, p

Us in g t h e p owe r of h a b it t o c h an ge t

Though we may think otherwise, a significant amount of teachers’ classroom behaviours are based on unconscious habits of long standing. In this talk, we will examine research into habit formation and explore how we can effectively improve our own teaching, and that of others, through becoming aware of these habits and making mindful changes, one step at a time. e, ie, s, t, a

L e a r n in g t

Learning technologies is a very fast-moving field and it's hard for busy teachers to keep up with the latest and greatest tools and techniques for the classroom. This workshop will give a hands-on overview of classroom techniques, which are featured in the British Council teacher development course 'Learning Technologies for the classroom'.

The Open Forum is an opportunity to meet the YLTSIG committee and to discuss issues highlighted on the YLTSIG Day, as well as get up-to-date with developments within the SIG. This year, you will be able to meet the new joint coordinators and you will be encouraged to discuss plans for the forthcoming year.

The presentation focuses on the mobile voting system implementation into language classrooms, which modifies academic interaction and collaboration, formats of activities and assessment, and ways of material presentation. The analysis of data research demonstrated that the mobile-supported collaborative environment encouraged foreign language learners to produce more output in the target language and improve their intercultural competence and language skills.

e = experienced audience

= inexperienced audience

Queen's 9

25 audience

Talk

TD, TTEd

Room R

60 audience

Talk

TTEd

Wednesday 2 April

Session 1.7 : 1755-1825

Poster presentations : 1840-1910

Evening events: From 1900

Although ‘cascade’ training can be an efficient way of disseminating new ideas and practices to teachers, all too often the message becomes diluted or lost. In this presentation, the opportunities and challenges of cascade training are explored, informed by the experience of in-service training of English teachers in Oman.

Deep reflection, intense discussions, or complete silence can be triggered among teacher trainees depending on what a teacher trainer says or asks during oral feedback. This session will share the analysis made, using samples of different tutors' oral feedback and trainees' immediate reactions, to help experienced and/or less-experienced trainers reflect upon their choice of words during this practice.

1840-1910 Poster presentations

From 1900 Evening events

Extensive Reading Foundation Reception and Awards Ceremony

1900-2000 in Ripley

The event is hosted by Jeremy Harmer, who will present the 2013 Language Learner Literature Awards, with music by Steve Bingham. Come and meet the award-winners over drinks and nibbles and enjoy their work. Sponsored by the British Council, Compass Media, ELI, Garnet Education, Helbling Languages, IATEFL, Macmillan Education, Oxford University Press, Pearson Education and Richmond. Note that the timing allows guests to move on afterwards to the British Council event in The Royal Hall Theatre. T

Dave ’n’ Luke present: “Hard Times for English Teachers”

1900-2000 in King’s A

‘Bank Robber: These are hard times. This is my morning job; I teach English in the evening.’

In effective teaching, three things play a crucial role: the teacher’s voice, body language, and presence. These factors come together powerfully in dramatic techniques in which language is activated in memorable ways. This performance will show these principles in action.

The presenters perform satirical sketches originally written and performed in collaboration with students. The sketches are about everyday topics, including language teaching, and are designed to teach and entertain.

We will also perform a short one-act play, MeandHim, about how walls go up and how walls come down.

All of the pieces provide opportunities for engaging learners, promoting second language acquisition and raising issues for discussion.

‘Aperformancewhichtackledcontemporaryproblemsinaninnovativewayandwhichwasuniversallyapplauded’ELTNews,Greece ‘Lovedit!Veryinspiring!’Teacher,TESOLArabia

David Gibson & Luke Prodromou - http://davenluke.wordpress.com

Guest appearance: Maria Sachpazian LukeProdromouissponsoredbyELIPublishing

British Council-hosted evening

From 1900 in The Royal Hall

Join the British Council for an exciting evening in the elegant surroundings of The Royal Hall, a stunning Edwardian Theatre built in 1903. Restored to its original magnificence and often referred to as the ‘Palace of Glittering Gold’, it promises to make the evening memorable.

Thursday 3 April 11.30-12.45

King’s Suite A

Chair

Michael Carrier – Director, Strategic Partnerships, Cambridge English Language Assessment

Panel

Dr Nick Saville – Director, Research and Validation, Cambridge English Language Assessment

Dr Miranda Hamilton – Consultant, Cambridge English Language Assessment

Stephanie Dimond-Bayir – Teacher Training Programmes Manager, Bell International Barkan Tekdogan – Head of English Department, Terakki Foundation Middle School, Turkey

Learning Oriented Assessment seeks to maximise the value of the formative and summative feedback which classroom learning and testing tasks can generate. It helps teachers to target instruction and monitor progress, and learners to set goals and manage their progress towards achieving them. It is a framework for achieving measurably better learning.

But how will LOA work in practice in the ELT classroom? In this session our panel will discuss the issues which might be encountered when introducing a learning oriented approach to assessment and the positive effect it can have on students’ progress if implemented effectively.

0800-1730: Registration Open

0815-0845: How To ... Track

0800-1730 Registration desks open

0815-0845 IATEFL How to ... track

Queen’s 3

Thursday 3 April

0830-1730: Exhibition Open 0900-1010: Plenary Session

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.

Queen’s 5 How to write for I A T E F 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.

King’s A How to getpublished in a refereedjournal w i t h Gr a h a m H al 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.

0830-1730 Exhibition open

0900-1010

Auditorium (1970 audience)

Plenary Session

Kathleen Graves is Associate Professor of Education Practice at the University of Michigan. She started her career as an English teacher in Taiwan and later taught in the US, Japan and Brazil. She has worked on curriculum renewal and language teacher education in the US, Algeria, Bahrain, Brazil, Japan and Korea. Her research focuses on the role of classroom practice in curriculum renewal and supporting teachers’ professional development as the key to successful educational reform. She is the editor/author of three books on curriculum design, series editor of the TESOLLanguageCurriculumDevelopmentseries and co-editor of the forthcoming book International Perspectives on Materials in ELT. She has also coauthored two coursebook series for English language learners.

Efficiency is the ability to do or produce something without wasting materials, time or energy. In a curriculum driven by efficiency, the aim is to get learners to learn as much as possible in as little time as possible with the fewest resources necessary. In ELT, the global role of English has made efficient delivery of English instruction a major concern of ministries of education, educational institutions and schools. This demand creates tremendous pressures on teachers and students to produce results quickly in the classroom. Unfortunately however, many educational efforts aimed at efficiency in classrooms often do not lead to the intended outcomes. So teachers are caught between needing to use time and resources efficiently and acknowledging that learning a language is a process that takes time.

In contrast, an ecological perspective on curriculum focuses on growth and development. These processes evolve through the interplay among learners, teacher, subject matter and the learning environment. Learning must take root and be nurtured; and teachers must focus on who the learners are, not only what they must learn. All of which takes time, and seems to be at odds with efficiency. Or is it? In the end, an approach to learning that seems inefficient may actually be efficient in terms of meeting educational goals in lasting ways.

In this talk, we will look at the ecology of one specific classroom and how a seemingly inefficient approach to teaching of language leads to learning outcomes that appear to be deeply embedded in students’ lives and experience. We will explore the implications of these ideas for teachers, teacher educators, and curriculum designers.

Thursday

Session 2.1 : 1025-1055

1025-1055

Bramham

90 audience

Talk

LT, LMCS

3 April

Session 2.1

In this session, I hope to show how bestsellers can be extensively used for increasing learners' motivation to read digitized versions of authentic reading matter (both fiction and professionally-oriented literature). An attempt is made to improve their online reading skills and increase their knowledge of English literature, culture and technology. Samples of reading activities will be shared.

Charter

75 audience

Talk LT,

Harewood 1

125 audience

Talk

LT,

D ay

This talk focuses on teaching social media writing skills to advanced learners. It will provide practical tips for teaching learners to write effectively and engagingly. The talk will also highlight important language points that can be focused on in social media writing lessons. The emphasis of this talk will be on language rather than technology.

Harewood 2

125 audience

Talk LAM, B BE S IG

D ay

Newby 30 audience

Talk RES, YLT

The challenge for designing our new blended cohort-based MA TESOL program lay in its needing to start online first, including peer mentoring. It was vital, therefore, to design the interaction such that genuine trust, connection and community developed before the students met face-to-face. We did it! This talk outlines the planning and execution that achieved this goal.

In this talk I shall propose a model for looking at international HR communication which covers language, professional communication, intercultural, interpersonal and leadership skills. I shall also present my work with one international HR team which involved both the diagnosis of the skills of each individual member and an analysis of the skills set of the whole team.

The main aim of this both theoretical and practical talk is to draw attention to the significance of personalisation in ELT, as well as its connection to motivation, which thus becomes more prominent. Through a technique of gathering and processing data, one comes to several conclusions, which show the necessity for the right choice and safe application of personalised activities.

This practical presentation focuses on a project that encourages university students to reflect on cultural values found in film. In this project, students learn about cultural values, analyze clips from the sample film Mr. Baseball to determine the cultural values at play, and finally prepare a presentation which highlights cultural values they discover in a film of their choice.

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

Studley 20 audience

Talk

RES, YLT

Session 2.1 : 1025-1055

Why and how frequently do teachers give positive feedback? Does this differ across age groups? These focus questions informed this classroom-based research using stimulated recall. As well as discussing the unusual research methodology and findings, participants will be engaged in mini-research activities and pair-discussions, which will lead to reflection and key guidelines for giving more effective positive feedback.

Auditorium 570 audience

Talk LT S

Speech recognition has come of age. It is accurate and part of everyday life, and powering automatic translation and testing systems. What impact will this have on ELT and how should we develop an appropriate pedagogical model, and prepare teachers for the application of speech recognition to our classrooms? I will give a critical appraisal of its pedagogical uses and dangers.

King’s A

240 audience

Talk

LT

King’s B 100 audience

Talk

LA, RES

Hall Qa

100 audience

Talk

LT, YLT

Hall Qb

100 audience

Talk LT, MD

Too slow. Too difficult. Too heavy. These are the most common reasons we hear for students not wanting to use dictionaries. Dictionary apps are the perfect way to overcome all these objections, and to engage students into the bargain. This talk will suggest practical ways to capitalize on these advantages, with reference to dictionary apps published by OUP. prod prom

l op in

A n d re w O r r ( R e g e n t S cot l an d )

Is there such a thing as a natural-born linguist? How do our beliefs in the role of ability influence successful goal achievement? This talk will present research into these questions and outline steps taken to influence foreign language learners towards a positive frame of mind conducive to progress and success. e, ie, p, s, t, a

IW B s i n E L T : a r e al re v ol u t i on or ju st a m ak e ove r ?

B i l

IWBs became the main teaching tool in many EFL settings. They are used by teachers to assist and make the students’ learning process easier. This talk will be based on a research that was conducted to test the teachers’ beliefs; whether IWBs help to create a student-centred classroom environment or just quicken the flow of the lesson. e, ie, p

)

Lots of people are put off Moodle because they think they’ll have to start from scratch. This talk aims to show you how you can bring your existing lesson materials into Moodle. Once they’re there, you can improve them by taking advantage of multimedia and collaboration! What’s more, you can save time and energy.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.1 : 1025-1055

Hall Qc

100 audience

Talk

LMCS

Hall Qd

100 audience

Talk ESAP, LT

For teachers who are looking for a change from conventional ELT themes, historical events offer an interesting and engaging alternative. However, transposing events from the past to the present can present a challenge. Using British Council Anniversaries resources as a template, this talk offers techniques to overcome these obstacles and add diversity and depth to any ELT classroom environment.

Hall Qe

100 audience

Talk

GI, LT

Hall Qf

200 audience

Talk

EAP, LA

EFL research often fails to filter down to learners, resulting in materials with little theoretical grounding. The 'Writing for a Purpose' EAP materials, free online, are based on an analysis of a new classification of the student assignments which make up the BAWE corpus. This talk will take you from the creation of the corpus to the finished materials.

In February 2013, British Council Chile launched a closed Facebook group as a complement to a 100% online, self-study English course for 60,000 low-income workers in Chile. By August, 5,000 learners were participating in the group. This talk presents a critical review of Facebook as a teaching/learning platform, based on this experience and extensive research carried out. e, ie, a

Language learning is challenging and, inevitably, students seek magic bullets to propel them forward. One such bullet is arguably academic skills. Looking for tools to become skilled researchers, exam takers and critical thinkers, there is a wealth of material available to develop these skills. Using examples from Skillful, we’ll consider how effective these materials are at helping students to progress. e, ie, t prod prom

Queen's 1

60 audience

Talk

EAP, RES

Queen's 2

68 audience

Talk

ESP, TEA

What are the challenges and opportunities for teachers and learners wishing to research their own practice? Taking a critical look at Exploratory Practice (EP) in an EAP context, I probe the EP principles for practitioner research: why promote puzzlement over problemsolving? Why integrate research and pedagogy? And what are the issues involved in ‘fully inclusive practitioner research’? ie, a

Only 15 years ago it would have been unthinkable to implement a bottom-up approach in language testing. How could it have been done? In times of an irreversible trend towards online language testing, it is necessary to reexamine this approach. The talk describes the possibilities and discusses the pros and cons. ie, a 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 2.1 : 1025-1055

Queen's 3 180 audience

Talk

YLT

Queen's 5 110 audience

Talk

P R O NS IG D ay

J u d y W

This talk will present what I regard as essential elements for introducing English to the very young. The important features of routines, songs, practical activities, as well as phonemic awareness, will be discussed. The nursery book Say Hello (Delta Publishing) will be used to illustrate how these elements have been combined to help teachers introduce English. ie, p prod prom

The model of speech which dominates language teaching is one that is designed for clear intelligible pronunciation – the careful speech model (CSM). However, to help the learnerlistener, we need another model based on the evidence of spontaneous speech - the Spontaneous Speech Model (SSM). I will describe the SSM, and show how it can be operationalised for teaching listening.

Queen's 7 95 audience

Talk T D S I G D ay

Queen's 9 25 audience

Talk LA, RES

This talk discusses the implementation of teacher portfolios at an EFL school in Malta. Teacher portfolios are instrumental for professional development because they enable teachers to reflect on their practices and renew their ELT knowledge and skills. This talk considers the benefits of teacher portfolios, as well as the strategies that might be adopted for effective implementation.

I report on a study to identify the place of learner autonomy in learning portfolio written tasks from the perspective of upper-intermediate students at BUSEL. It focused on three dimensions of autonomy: monitoring progress, self-study skills, and reflection on learning by employing a mixed research method. The findings are discussed in relation to the recent literature, institutional beliefs and practices.

Room R

60 audience

Talk

LA

In the process of developing a program for promoting science-major students’ autonomy and improving their English proficiency, students’ essays were examined to explore their views and needs about English learning. I will show some examples taken from their essays and discuss what they inform us regarding promoting autonomy of science-major students in Japan as learners and users of English.

1055-1130 Coffee break

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

THURSDAY

Thursday 3 April

Session 2.2 : 1130-1200

1130-1200 Session 2.2

Bramham

90 audience

Talk

EAP, TEA

Charter

75 audience

Talk

LA, E

D ay

Harewood 1

125 audience

Talk

IELTS and TOEFL are widely used as equivalent determinants of English language ability by higher education institutions. This talk reviews equivalency research, and draws on a contrastive analysis of the two exams, to suggest that the disparities between them mean we should avoid viewing them through the same lens, and questions using them for the same purpose.

Based on an ongoing Action Research project at the Macquarie University English Language Centre in Sydney, this session will explore the challenges facing adult English language learners and will provide practical suggestions for keeping students engaged in learning. Our activities for improving motivation include training the students to set appropriate goals and individualising lessons as much as possible.

Faced with the legal obligation to infuse home-school partnership issues within the existing EFL teacher preparation course, in early 2013 the author conducted a survey examining student-teachers’ knowledge and competencies in the area. The talk will discuss the development and implementation of a new 'Working With Parents' module that was guided by the survey results.

Harewood 2

125 audience

Talk

MaW, B BE S IG

SI G D a y

Newby

35 audience

Today, learners expect a more comprehensive development of business skills in Business English courses. However, traditional activities are designed to teach the language of business rather than address the performance of these abilities. This interactive talk aims to provide insight into the use of business skills and to describe innovative activities based on well-known management techniques.

Newspapers as a source of language teaching have been widely used in the ELT profession. Based on personal experience, I will demonstrate the use of different sections of English newspapers with EFL/ESL students of diverse language levels. Attendees will receive handouts and practical tips for using English newspapers to improve reading skills and develop the various language skill areas.

Whereas few teachers would argue that a language can be learned without practice, there is much intellectual confusion in the teaching community about what the role of practice in language learning may be. This talk unpacks the notion conceptually and shares some research findings about what experienced teachers do to shape their students’ beliefs and behaviors about language practice.

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

Studley

30 audience Talk AL

Auditorium

1 1 3 0 - 1 2 4 5

audience

Signature event

J on g g ab C h oi ( U n i v e r s it y of O x f or d )

Thursday 3 April

Session 2.2 : 1130-1200

This talk aims to explore learners’ attention to linguistic features during the L2 writing process. Based on the findings of a protocol-based study, the language problems Korean university learners notice while they are writing in L2 English, and the particular variables that are related to and affect learners’ noticing, will be discussed in the session. e, ie, t

To propose the motion: F F i on a C op

d (Aston University, UK)

To oppose: J J an e t E n e v e r (Umea University, Sweden)

Chair: G Gr ah a m H al l (ELTJournal)

The ongoing expansion of English language teaching into the primary sector has been a notable feature of ELT in recent years. Is it now time to call a halt to this trend and prevent any further damage to our children? Our two speakers will debate the issues surrounding primary level ELT. Please come along, have your say, ask questions - and join in the vote! King’s

1 1 3 0 - 1 2 4 5 240 audience Signature event

Learning Oriented Assessment seeks to maximise the value of the formative and summative feedback which classroom learning and testing tasks can generate. It helps teachers to target instruction and monitor progress, and learners to set goals and manage their progress towards achieving them. It is a framework for achieving measurably better learning. But how will LOA work in practice in the ELT classroom? In this session our panel will discuss the issues which might be encountered when introducing a learning oriented approach to assessment and the positive effect it can have on students’ progress if implemented effectively.

Speakers:

N i c k S av i l l e (Director, Research & Validation, Cambridge English Language Assessment)

M ir a n d a H a m i l t on (Consultant, Cambridge English Language Assessment)

S t

King’s B

100 audience

Talk

LT, YLT

Hall Qa

100 audience

Talk

GEN

(Teacher Training Programmes Manager, Bell International)

B a r k a n T e k d og an (Head of English Department, Terakki Foundation Middle School, Turkey)

W o od

)

The British Council's 'Ceibal en Ingles' project is a highly-innovative initiative using videoconferencing technology. It currently delivers 1,000 English lessons each week to primary schools in Uruguay, using remote teachers based in Uruguay itself and other countries including The Philippines. I will describe the main elements of the project, key issues, and report on recent test results.

In this session the author of the Real Lives, Real Listening series will examine the authentic listening needs of advanced learners, including decoding fast, unscripted spoken English, coping with NES and NNES accents, dealing with overlapping speech and listening effectively despite background noise. I will also demonstrate some exciting new listening training activities which really challenge learners at this level.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.2 : 1130-1200

Hall Qb

100 audience

Talk

AL, GI

Hall Qc

100 audience

Talk GEN

Hall Qd

100 audience

Talk EAP

Hall Qe

100 audience

Talk GEN

Hall Qf

200 audience

Talk LT

S p ok e n g r a m m a r of E n g l is h an d id e n t it y

A d e m Sor u c ( F at ih Un ive r s it y )

I report on a quasi-experimental research that investigated what EFL learners feel about using native-speaker spoken grammar of English features (ellipsis, vague language, placeholders, etc.) in communicative tasks. The results revealed that those non-native speakers of English do not prefer to use spoken grammar features with other non-native speakers of English, but prefer to use them with native speakers of English. e, a

T h e l on g sh ad ow of L a t in

J on at h an M ar k s ( F r e e l an ce )

Do you introduce the term 'subjunctive' to your learners? Well, if I were you, I wouldn't bother. ELT reference materials continue to perpetuate terms, concepts and descriptions which are inherited from grammars of Latin but which no longer serve any useful purpose for learners of English. I will present some examples and suggest some improvements. e, ie, a

L e ar n e r en gage me n t in t h e EA P c l as s r oo m

C h r is He a d y ( IN T O Ne w c as t l e Un ive r s it y )

The EAP context has grown exponentially over the past 20 years. Many professional fora and some of the academic literature have witnessed a vigorous debate over the role of EFL methodology in these EAP classrooms. In the talk, I will share my view and experiences to support the principled use of EFL approaches to enhance EAP learner engagement. e, ie, t, a

I sp e a k me me ! N in a Je r on c ic ( S l ove n i a)

One does not simply understand the reference in this abstract without following the internet culture. Do you want to speak the English of your students like a boss? Do you want your students to stop trolling you, facepalming at you? Are you doubting the existance of these words? Your argument for not attending this talk is invalid: YOLO!

With the pace of change in education and educational publishing greater than it’s ever been, how do we separate the fads from the game-changers? In this talk, the team behind eltjam.com draws together some of the themes they’ve explored over the last 12 months, and offers their view on the EdTech and publishing trends that might really matter.

The CEFR descriptors are somewhat indefinite, which may lead to differences in level interpretations among raters, especially across languages. Cross-language benchmarking provides an approach to calibrate candidates' performances of different languages onto a single ordinal scale. In the course of a cross-language benchmarking study, target levels were discussed and cut-scores of telc English and German examinations examined.

Queen's 2

68 audience

Talk

RES, TEA

Queen's 3

180 audience

Talk

ESP

Queen's 5

110 audience

Thursday 3 April

Session 2.2 : 1130-1200

In some instructional contexts, students are expected to eventually communicate orally in English without exposure to purposeful skill development activities. This session explores the beliefs and experiences of English language students before and after skills preparation for standardized speaking exams. Do they believe these skills-development activities enhance their spoken language proficiency?

Do you need the students to prepare before your ESP classes? Do they overuse 'copy and paste' or do they produce a piece of something which does not correspond to the instructions? In my presentation, I will share several tips for activities that enhance students' efforts and thus their language practice. e, ie, t

Talk P R O NS IG D ay I NT E R NA T IO

Pronunciation training is a complex process, with students learning motor habits and gaining awareness of foreign sounds and intonation to get a new 'voice'. The adoption of an e-portfolio as a tool for registering student achievement in pronunciation enables each learner to become familiar with their 'voice', and assess and self-regulate their own process, and thus improve their self-esteem.

Queen's 7 95 audience

Talk LAM, T TD S IG D ay

Queen's 9 20 audience

Talk

ESP

Room R

60 audience

Talk

)

It is, relatively, a bigger challenge to set up and maintain teacher training and teacher development programmes in a language teaching context with experienced staff than with much less experienced staff. This talk focuses on the challenges and opportunities for maintaining CPD in a language school with highly-experienced staff.

In this talk, based on a project carried out at Moscow State Institute of International Relations (MGIMO), I give handy tips for using appropriate fiction in ESP classroom. The talk includes short videos in which Public Administration and Law students speak about further research of professional issues they embarked on, inspired by Thank You for Smokingby Ch. Buckley.

The purpose of this talk is to consider the potential use in EFL programs of computerautomated essay-scoring systems. After examining how computers actually go about rating students’ essays, key issues of reliability, validity, administration, ethics and backwash will be critically examined, and sufficient time will be allocated for a Q&A session.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.3 : 1215-1245

1215-1245

Bramham

90 audience

Talk

YLT

Charter

75 audience

Talk

YLT, E S ( O ) L S IG

D ay

Harewood 1

125 audience

Talk

Session 2.3

Do you find it difficult to engage your whole class in productive independent activities during small-group teaching? Task boards can help you! In this talk, the presenter will share her experience of using a task board with primary school classes, in Qatar, to manage the time and class effectively.

Teens are energetic and most activities are welcomed with enthusiasm. However, it's not that simple with teenagers. Most are intelligent and perceptive kids, but this may not be the most talkative age group. Have you ever faced a class full of blank stares and been frustrated by their lack of interest? I will present tips and activities to keep them motivated.

This talk aims to outline some practical activities and tasks that pre-service teachers can implement immediately on starting to take the first teaching steps in the real world. All the activities are tried and tested over a variety of different teaching situations and will provide a package that will fit easily into a new teacher’s life and a suitcase. e, ie, a

Harewood 2

125 audience

Talk

ESAP, B B E S IG

D ay

Newby

35 audience

RES

F ro m a c a d e m ic c or p u s t o b u s i n e s s c l a s

)

Identifying the vocabulary needs of business students, and selecting suitable lexical items to teach, continues to be an important issue in EAP. This talk will report on a project aimed at improving the appropriate productive use of vocabulary of 3rd year international students doing a top-up degree in International Business.

This session will explore the practical ways to integrate moral and emotional education into EFL classrooms in order to develop positive social attitudes, democratic qualities, respect for moral and ethical values and culture, together with EFL education. The audience will be provided with sample activities and lesson plans based on the suggested approach. e, ie, t

Ripley

160 audience Talk GEN H o w d oe s t h e

When Caleb Gattegno invented the Silent Way, he introduced some innovative ideas about language teaching, and techniques for putting them into practice. The teacher's silence is certainly the best known of these but there are many others. This talk and demonstration will give participants an excellent opportunity to think about their teaching practice from a different perspective.

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

Studley

30 audience Talk

LA, LT

Auditorium

1 1 3 0 - 1 2 4 5

King’s A 1 1 3 0 - 1 2 4 5

King’s B

100 audience

Talk

Thursday 3 April

Session 2.3 : 1215-1245

This talk examines how effective an e-language learning software programme is in fostering autonomy in learners of English and to show its possible effects on autonomous learning. It is based on the research that the presenter has carried out at the University of Sunderland, UK, and the presenter reports on this completed study.

This session starts at 1130 (in session 2.2). See page 99 for details.

This session starts at 1130 (in session 2.2). See page 99 for details.

LT, YLT S u c ce ss f u l t e am- t e ac h in g in a b l e nd ed - le ar n i

Hall Qa

100 audience

Talk GEN

Hall Qb

100 audience Plenary follow-up session

Hall Qc

100 audience Talk AL

Hall Qd

100 audience

Talk

MD, YLT

'Ceibal en Ingles' is an initiative that is being implemented in Uruguay to teach English to state school kids. In this project, lessons are delivered by an English teacher via videoconferencing together with the school teacher who is physically present in the classroom. In this talk I will share some conclusions based on my experience coordinating a team of teachers.

Do you believe a sound grasp of grammar is vital in learning English? I believe attention to grammar impedes progress, based as it is on a fundamental misunderstanding of how to most effectively master a foreign language. Armed with telling accounts of alternative approaches and quotes from experts, I’d like to try to get you to change your mind. e, ie, p,

If you attended Kathleen Graves’ plenary session this morning on “The efficiency of inefficiency: an ecological perspective on curriculum”, 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 Kathleen’s plenary talk.

Forensic Linguistics is about more than profiling murderers and identifying hostile tweeters. I have found many opportunities to bring my MSc Forensic Linguistics (FL) training into the ESL classroom. This talk presents simple and practical activities I've used with learners that incorporate FL techniques and reflects on how doing this can stimulate a pedagogic rethink.

This talk relates our experience in presenting TV lessons for Palestinian refugee students in countries where The United Nations Relief and Development Agency provides education for them. It describes and illustrates practical content we incorporate in the programmes, including games, songs, animation and videos. Difficulties encountered and improvements made, based on feedback from students, teachers and parents, 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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2. 3 : 1215-1245

Hall Qe

100 audience

Talk

EAP, ESAP

Hall Qf

200 audience

Talk

AL, GI

Despite the popularity of English for Specific Academic Purposes courses, many EAP teaching contexts are English for General Academic Purposes (EGAP). This talk will help instructors bridge this gap through practical ideas for resources and activities for the EGAP classroom that allow students to delve into the genres, vocabulary and literacies of their specific domains of study.

The spread of English as a global language means that Englishes are now present in local ‘multimodal landscapes’, in co-existence with other languages, for example, in advertisements, on street signs and on shop signs. With examples from several countries, we will discuss reasons for the use of different languages and how such ‘landscapes’ can raise learners’ cultural awareness.

Queen's 1

60 audience

Talk

EAP, LMCS

Queen's 2

68 audience

Talk

RES, TEA

Ideal for both experienced and inexperienced EFL teachers, this presentation examines the effects of adapting film adaptations of literary works in the EFL classroom on firing up students’ motivation levels and on increasing their interaction with their peers and teachers. The talk focuses on research that mingles qualitative and quantitative research methods. The results proved very promising.

I report on a study that aims to develop learner awareness in academic writing by using diagnostic assessment, diagnostic workshops and providing face-to-face consultative feedback. In other words, the research focuses on encouraging learners to improve their metacognitive awareness and promoting self-reflection by creating constructive dialogues and autonomy to initiate the actions that will improve their academic writing.

Queen's 3 180 audience

Talk

EAP, MD

Queen's 5

110 audience

Talk P

Scholarship and plagiarism are positive and negative aspects of academic practice. Often the teaching focus is on plagiarism, assuming that weak skills and language deficit give rise to inappropriate use of sources. Access EAP: Frameworks focuses instead on demonstrating scholarship, viewing students as novice members of a community of practice, learning its norms of behaviour.

The talk explores the specific character of the sound schwa and its essential role in creating natural rhythmical patterns on word and sentence level. Both theoretical underpinnings and practical examples of a “schwa-centred” approach to pronunciation teaching will be presented, particularly easy-to-use ideas for enhancing students’ awareness of the target phenomenon and developing their perceptual sensitivity towards the reduced vowel.

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

Queen's 7 95 audience

Talk

T D S I G D ay

Queen's 9 25 audience

Talk GEN

Thursday 3 April

Session 2. 3 : 1215-1245

What would happen if you sent a group of CertTESOL trainees (the week prior to their course) to teach a class with no tutor guidance or observation? How would the trainees react? How would the students react? What impact would it have on their experience of the course? Well, that’s exactly what we did. Come and find out what happened.

This talk will explore the different aspects of group dynamics, including how and why dynamics change, ideas based on theories of group psychology, and the psychology of learning a foreign language. Participants will also be provided with practical ideas about implementing theories of group dynamics in their classroom. This will ultimately help to improve the learning process.

The presentation focuses on peer language learning and assessment through the mobile testing system PeLe by HiST. It allows giving students immediate feedback on tests. The presenter undertakes a few models of post-test activities aimed at language practice and communicative skills development within formative assessment. The conclusions are based on the results of an ongoing Norwegian-Russian research project MobiLL.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

IATEFL AGM : 1255-1400

1245-1405 Lunch break

1255-1400 Annual General Meeting

1. 2.

Minutes of the AGM held in April 2013 at the ACC, Liverpool Matters arising

Treasurer’s report

Presentation and receipt of accounts for 2012-2013

Re-appointment of MHA MacIntyre Hudson as auditors

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

Recommendation and appointment of new Trustees

Thanks to out-going Trustees and welcome to new post holders and other new volunteers

Date of next meeting 12th April 2015 in Manchester, time and venue to be confirmed

By order of the Board

Zeynep Urkun

Company Secretary

IATEFL

2-3 The Foundry

Faversham, Kent

ME13 7FD, UK

Date: 20/2/14

A p p oin t me n t of p r oxie s

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.

A proxy form and details of how to appoint a proxy is available in the members’ area of the IATEFL website at https://secure.iatefl.org/.You can only appoint a proxy using the procedures set out in the notes to the proxy form.

Thursday 3 April

Session 2.4 : 1405-1450

1405-1450 Session 2.4

Bramham

90 audience

Workshop LA, LT

Charter

1 4 0 5 - 1 4 3 5

75 audience

Talk

AL, RES

Harewood 1

125 audience Workshop

T T E d S I G D ay

u n i s i a )

A recent blended-learning course in southern Tunisia has resulted in spectacular English language level improvement and more confident and communicative learners. If you'd like to know how this was done and how you might achieve something similar, then join this workshop focusing on the ingredients of the blended British Council Learn English Pathwaysonline resources and face-to-face teaching.

This presentation focuses on code-switching practices of native-speaking and Japanese teachers of English at secondary and tertiary levels. Analysis includes frequency of the teachers’ use of both Japanese and English, and reported motivation related to language choice. Findings indicate the arguments for 'English only' and use of students’ L1 are complex and affected by a number of variables.

B r i on y B e av e n ( NI L E )

The roles of experience, practice and reflection in teacher educators’ development will be explored. The workshop arises from a survey of, and interviews with, experienced teacher educators from various geographical and educational contexts. Audience members will be invited to review their professional biographies to reveal the possible effects of their onthe-job learning on their teacher education work and vice versa.

Harewood 2

125 audience Workshop

B E S I G D a y L an g u a g e f or b u il d i n g b u s in e s s r e l a t i on s h i p

This session will raise awareness of the language strategies learners of business English should use in order to build better relationships in their daily communication. We will look at a variety of techniques for building rapport through language use and will demonstrate how effective active listening greatly improves professional communication. e, a

Newby 20 audience Workshop MD, YLT

2

As teachers, we are trying to encourage our students to develop 21st Century skills. What about ourselves? How can we, as teachers, achieve to think critically and communicate and collaborate more effectively? This session will provide you with some tips to be more efficient 21st Century teachers. It will also demonstrate some student-centred activities which will incorporate fun into your 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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

THURSDAY

Thursday 3 April

Session 2. 4 : 1405-1450

Ripley

160 audience Workshop

E S ( O ) L S I G

D ay L

Studley

30 audience Workshop TEA

P

Research studies provide interesting insight into teaching methodology. In this workshop we review techniques that promote language learning. For example, listening to text with subtitles improves the understanding of English (Charles & Trenkic). Reading the same text multiple times promotes fluency (Day). We will explore why these techniques work and how we might use them in the classroom.

We will talk about the CEFR levels, especially the difference between C1 and C2, and try to agree on our expectations for level C2. Using video examples, and applying telc marking criteria, we will discuss how realistic it is for a non-native speaker to reach C2 level and what relevance this test has for non-native English language teachers.

Developed in the 90s and employed both in management and academic spheres, Open Space is a new format to the IATEFL conference this year. A mini-conference in itself, Open Space gives you the chance not only to flag up and explore the topics that matter to you, but also to discover a new conference tool for use elsewhere in your professional life.

Facilitated by Adrian Underhill, participants will be invited to convene a session on whatever is professionally significant or important to them at that moment. The whole point is to come without notes or preparation and work with what fires you up at that time. After a brief introduction to the Open Space format, those who wish to will write their proposed topic(s) on post-it notes and read them out. Then by a show of hands a number of parallel sessions are immediately formed, allocated a meeting space, and participants go to the one of their choice. Afterwards in plenary the convenors feed back to the rest of the group, and then a second round of new sessions begins, either growing out of a previous session or starting afresh. Again people go to their preference, and a plenary sharing follows. The convener can lead a session if they wish, or simply host a session, which might be an exchange of views, a collecting of ideas, a new idea, a sounding off… Whatever it is, the other participants will know and have chosen to attend.

This Open Space lasts for 2½ hours which includes an overview of the methodology; setting up the first round of sessions; conducting them; feedback to all; setting up and conducting the second round of sessions, feedback and close. It is set to be thetalk of Harrogate 2014. Because of the nature of the event, it is important to join the session from the beginning and stay until the end in order to appreciate how it develops and contribute to it. In order to preserve the integrity of this complete 'conference within a conference' it won't be possible to enter after it has begun.

So, come prepared to talk about the latest (or the oldest) burning issues for you in ELT – be that the future of mobile learning, the flipped classroom or teaching the phonetics of ELF, etc. – and leave having acquired new contacts, new perspectives and a new ELT conference methodology!

Storytelling is an art that people around the world share. When a story is told well, language and learning become intuitive while inhibitions fall by the wayside. An engaging example of such presentation is Kamishibai, or “paper theatre”, a Japanese form of storytelling with pictures. In this session, we will learn how to use this fascinating way of telling stories.

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 Qa

100 audience Workshop LT, YLT

Hall Qb

100 audience Workshop LT

Hall Qc

100 audience Workshop GEN

Hall Qd

100 audience Workshop LT

Hall Qe

100 audience Workshop LA, LT

Hall Qf

200 audience Workshop LT, MaW

Session 2. 4 : 1405-1450

With dozens of items on their daily checklists, teachers often feel that there is no room in their syllabus for the development of 21st Century skills/competences. On closer look though, some of them can be easily developed without extra time or effort. A practical workshop on integrating presentation and critical thinking skills in primary and secondary education through PBL.

This workshop will show how the iPad can be used as a complete teaching aid for primary schoolchildren, with the aim of developing interaction and stimulating the language learning process. Teachers will be introduced to ways in which it can be incorporated into lessons and enhance both teaching and learning for young learners.

A n

As L2 learners store and retrieve language as prefabricated chunks, revision and practice activities should reflect this. This workshop will explore how teachers can adapt the tried and tested technique of using cut-up vocabulary cards to enable students to learn, store and retrieve lexical items as chunks. Participants will also have the opportunity to share and take home ideas.

T h e p ow e r of P ow e r P

Using the medium of PowerPoint, I will look at how a teacher can adapt it to their class. We will demonstrate how one can recreate some of these ideas. Over the course of the workshop I will present how to exploit PowerPoint in the class, covering 6 topics: efficiency, appearance, making lessons more engaging, grammar explanations, teaching vocabulary, and games. e, ie, p, s, t, a

E f f e ct

How many times have your students gone onto Facebook during a lesson or taken a photo of your whiteboard notes? For better or worse, mobile technology is changing the way our students manage their studies. In this workshop, we will explore the impact of these changes on learning and consider how and when mobile devices are most effectively used.

From the BBC’s crash course Follow Me in the 70s, through to the 90s' concept of 'Active Viewing' and today’s YouTube generation, how has the role of video changed in the last 50 years? This workshop traces how the moving image has moved on and analyses the part it may play in the decentralized classrooms of the future.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

THURSDAY

Thursday 3 April

Session 2.4 : 1405-1450

Queen's 1

60 audience Workshop LA, TEA

Queen's 2

68 audience Workshop EAP, YLT

In this workshop, you will experience different activities which help your learners practise their speaking skills in small groups and gain trust in their own abilities through peerassessment based on valid criteria. Thus they feel prepared and self-assured for an exam, be it a 'language village' or a final exam, as the examples from Lower Saxony in Germany can prove.

CLIL science can challenge teachers and learners. Success in some topics may be linked to the selection of input. This workshop focuses on one topic, energy, and explores how it can be made more understandable and relevant to primary school learners. Workshop participants explore the potential of ICT and 'hands on' input and share insights for science success.

Queen's 3 180 audience

Workshop MD, YLT

Queen's 5 110 audience

Workshop P R O NS IG D ay

Queen's 7 95 audience

Workshop

T D S I G D ay

This practical collaborative workshop gives you a 'flow-diagram recipe' to quickly create original language learning activities that are motivating, suit specific learning needs, and support a balanced language learning programme. Bring (or share) a wifi-enabled device (phone, tablet or laptop) so you can select an appropriate song and create the first of many classroom-ready lessons.

Rhythm and sentence stress are vital in creating meaning, yet they can be daunting and confusing for both teachers and students. In this workshop, I will suggest a simple pedagogical model of these aspects of pronunciation and we will try out and discuss a number of game-like tasks for focusing on them. ie, s, a

Preparing teachers for the Trinity Diploma in TESOL, I have observed that many take language aims as their starting point for lesson planning and can struggle to create effective communicative tasks around them. In this workshop, we will make conversations the starting point and explore a framework I have developed to help teachers create a conversation-based series of lessons.

Queen's 9 25 audience

Workshop

EAP, TEA

When asked, many students say that they find T/F/NG (Y/N/NG) and Matching Headings the most difficult of IELTS reading tasks. Unfortunately, for our students, these are also the most common question types. In this workshop, participants will work through a series of practical classroom activities, designed to help test-takers improve their ability to successfully deal with these tasks.

e = experienced audience p = primary teaching

inexperienced audience

secondary teaching

prod prom = promoting a particular book or product

adult teaching

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

Room R

1505-1535

Bramham 90 audience

Charter

Harewood 1

125 audience Open Forum

T T E d S I G D ay

Harewood 2

125 audience

Talk

Thursday 3 April

Session 2.4 : 1405-1450

Session 2.5 : 1505-1535

This session will explore the current issues regarding creativity in education, especially for teaching and learning a language. What is creativity? Who can be considered creative? What are the barriers to creativity? We will debate this and I will share my experience of different tips and strategies for promoting creativity in the classroom with the help of web tools.

Session 2.5

The British Council, in partnership with the Premier League, has developed a course (Goal!) that uses football to motivate young people to learn English and develop study skills and skills for life. In this talk participants will hear about the course aims and the materials, and learn how it is being implemented on a project in Rio de Janeiro.

I will discuss the effects of ESOL policy in the UK on Pakistani and Indian immigrants for British nationality. My study looks at effects of ESOL citizenship material on immigrants’ identity and social integration. I will present my pilot study results and discuss the data collected from semi-structured interviews in three longitudinal case studies in North West England. e, a

The TTEdSIG supports English language teachers, teacher trainers and teacher educators on the aspects of pre- and in-service teacher education. Our Open Forum will provide the grounds for TTEd members and non-members to voice their expectations, criticisms and evaluations and to hear about the SIG’s conducted and future activities. We will also have a raffle at the end. Come and join us!

Most experts agree that over 80% of international encounters in which English is spoken take place in the absence of native speakers of English. What does this mean for the teaching of English? This workshop will address this issue in the light of current research and suggest practical ways to prepare learners for using English as the global lingua franca.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.5 : 1505-1535

Newby

Studley

30 audience

Talk YLT

Auditorium 570 audience

Essay writing is very relevant to learners of English as a foreign language. When taught in situations of large classes, teachers prefer to give group essay assignments meant for continuous assessment in order to cope with marking. Although the learners do not mind partaking in group essays, the practice was discovered to be less effective than individual essays.

A thought-provoking glimpse at the future of materials design and publishing for English language learning and teaching. There will be an emphasis on the role of new and emerging technologies, and the propensity for them to act as catalysts to disrupt the status quo. The relationship between authors and publishers will also be examined. We haven't seen anything yet.

Teachers complain that what they teach is not what students learn. Also, despite our collective efforts to make the outcomes of learning longer-lasting, students do not retain the linguistic knowledge or the skills they have developed when lessons are over. This session attempts to discuss the causes of this phenomenon and to suggest how it might be overcome.

Talk AL C ol l oc a t i on a n d

Learner vocabulary usually develops steadily in breadth (size), reaching thousands of words by CEFR C1 and C2 levels. While breadth typically increases, the development of depth (what’s known about the words) is more complex. I’ll use learner corpus evidence to examine three issues surrounding collocation: binomial ordering; tautological collocation; and delexical verb collocations, focusing on EnglishVocabularyinUseand Viewpoint

s

e, ie, t, a prod prom

King’s A

1 4 0 5 - 1 6 3 5

8 0 au d i e n c e

King’s B

100 audience

Talk ESP, LT

Hall Qa

100 audience

Talk

MD, MaW

O p

This session started at 1405 (in session 2.4)

Late arrival is not permitted.

The aim of this talk is to introduce teachers of engineering students to the language learning program TechnoPlus English. The talk will also show how this program is currently being extended using e&mLearning Publisher, which also allows teachers to create their own content and publish it for use on various output devices, such as PCs, tablets and smartphones. e, ie, t, a prod prom

ELT textbook/coursebook research is criticized for its lack of rigour. I present examples of three types of textbook research to be found in a new book, English Language Teaching Textbooks: Content, Consumption, Production. Content studies focus on what textbooks include and exclude; consumption studies examine how teachers and learners use textbooks; and production studies investigate how textbooks are written.

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

Hall Qb

100 audience

Talk

ESAP, TEA

Hall Qc

100 audience

Talk

RES

a n M

)

Thursday 3 April

Session 2.5 : 1505-1535

This talk discusses some key issues surrounding the testing of English for Specific Purposes (ESP), a wide-ranging field which has now been established as an integral part of English language testing, and perceived as an independent activity within the ESP process. To what extent can we differentiate between ‘general’ English and ESP, and still be fair?

In this talk, the presenter will outline the findings of a case study research which examines teachers’ use of mobile technologies in seven EFL classrooms. The participants will gain some insight into how they can use mobile technologies in teaching, and will be provided with a list of educational apps that proved to be useful for the research participants.

ie, p, s, t

THURSDAY

Hall Qd

100 audience

Talk LA, LT M ot i v at in g l a n g u ag e l

busuu is the largest online language learning community, with over 35 million signed-up users. We have developed a methodology that aims to increase motivation and activity levels in our users and therefore maximise language acquisition, both on web and mobile. This talk will outline some features of the site and some related theory behind motivation and online learning. e, a prod prom

Hall Qe

100 audience

Talk ESAP, ESP E M I f or E M U s

This talk describes the outcomes of developing a course for non-native English-speaking academics who teach their subjects through English: EMI (English Medium Instruction). We will illustrate, through videos and participants’ comments, the impact the course has had on academics in Europe. We will also discuss some of the issues surrounding EMI which have arisen during these courses.

Hall Qf

200 audience

Talk

YLT

Queen's 1

60 audience

Talk

TEA, YLT

LearnEnglish Teens:

J oa n n a

LearnEnglish Teens is the British Council’s website for teenage learners. This talk will examine how and why teenagers interact and exchange ideas on the website. We will explore the language learning opportunities this provides. We will also look at what else the teenagers are learning, apart from English, by communicating with their peers from around the world.

I will discuss a study that mainly adopted a classroom observation method to explore what kind of effects and consequences Cambridge English for Schools exams have exerted on classroom teaching processes in four teachers’ classes at two private language schools in Beijing, China. The findings are discussed and the implications for English teaching, learning and assessment in China are considered.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.5 : 1505-1535

Queen's 2

68 audience

Talk

TEA

Queen's 3

180 audience

Talk

AL, TEA

This presentation compares test scores as well as questionnaire responses (both n>=2000) of Austrian secondary grammar and vocational school students to investigate the appropriacy of using the same tasks across school types in the national school-leaving examination. The talk will end with recommendations for school policy and teacher training. e, ie, s

Two recent developments require us to rethink traditional assumptions about the testing and teaching of listening: the improved quality of computer delivery of listening material and the growing recognition that listening is a complex skill operating at several levels. The implications for testing and teaching will be discussed, supported partly by examples of innovation in the Oxford Test of English.

Queen's 5 110 audience

Talk

P R O NS IG D ay

Queen's 7 95 audience

Talk

T D S I G D ay

Do your students use English to communicate with speakers of different languages? Are you looking for practical ideas to develop pronunciation and listening skills in an ELF context (English as a lingua franca)? Teachers will come away from this talk with suggestions for adapting coursebook activities and using authentic materials in a way that acknowledges the needs of ELF speakers.

(

Most of us monitor our Teacher Talk Time (TTT), but what about our accents? To what extent can and should we modify our ways of speaking to ensure we're intelligible to our students? What if we're unable to? This talk explores the implications of Accommodation Theory for EFL teachers, and explores ways of converging towards our learners beyond accent alone. e, ie, s, a

Queen's 9 25 audience

Talk

GEN

This research-based presentation examines the key term in Albert Bandura's social cognitive theory: self-efficacy, which is our perceived ability to tackle certain tasks. Students who have a high sense of self-efficacy will often outperform peers who might be just as capable, but are lacking in self-efficacy. Through classroom interventions teachers can foster perceptions of competence among their learners.

English has a strong presence in the ‘linguistic landscape’ (LL) of Mexico, a country of 112 million people, primarily monolingual speakers of Spanish. Why is English so prominent in the LL? Who uses it? What for? This talk will report on a project conducted in Mexico City, using billboards and store names to analyse the social meanings attributed to English.

experienced audience

1550-1635 Session 2.6

Bramham

90 audience Workshop MD

Charter 1550-1620

75 audience

Talk

Charter 1620-1635

75 audience

Open Forum

E S ( O ) L S IG

D ay

Harewood 1

125 audience

Workshop MD, TEA

Thursday 3 April

Session 2.6 : 1550-1635

This session will introduce participants to the theory of coursebook selection, and selection tools, and give them an opportunity to discuss practical ways to put theory into practice. Participants will then have the opportunity to create coursebook selection checklists and criteria, which can then be applied in their area of work.

College and community partnerships are essential to the efficient and successful provision of ESOL classes. This talk will provide examples and practical suggestions for successful partnership working and collaborative provision of ESOL services, such as classes, initial assessments, training and networking events. It will discuss how to set up and manage successful partnerships and how best to promote provision.

The ES(O)LSIG Open Forum is an excellent opportunity for current and prospective members to meet the ES(O)LSIG committee. The ES(O)LSIG Coordinator will present an account of the SIG’s activities over the past year and participants will be encouraged to discuss plans for the future of the SIG.

English Profile is a ground-breaking programme that is shaping the future of language learning, teaching and assessment. This practical session will explore recent EP research findings for grammar and vocabulary at B2 and C1, in order to define the language known at these levels more closely. The workshop will also focus on suitable material for vocabulary and writing skills development. e, ie, s, t, a pub

Harewood 2

125 audience

Workshop

BES I G D a y

Newby 1550-1620

25 audience

Talk

EAP, ESP

This session will present some practical examples of how a combination of traditional storytelling and digital/web tools can be used to facilitate learning and teacher-student interaction and to enhance learners' business skills. The workshop will make use of the participants’ own stories and will reflect on the use of storytelling as a teaching tool in business English.

While it is customary for ESP courses to be based on the analysis of the students’ future needs, course design can be made even more effective by surveying the experience of recent graduates. The presentation documents some changes in a legal English syllabus and shares materials and activities developed on the basis of such a ‘transferred’ needs analysis survey.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.6 : 1550-1635

Ripley

160 audience Workshop GEN

Studley

30 audience Workshop

B o os t y ou r b ra i n w i t h Readers!

J ac k S ch ol e s ( He l bl i n g L a n g u a ge s )

There is a substantial body of research which supports the claims that extensive reading not only improves all language skills and fluency, but also leads to improvement in cognitive processes in general and enhances memory. This workshop explores ways to enliven and enrich your classroom with a variety of practical, brain-stimulating activities for readers, exemplified with the HelblingReadersseries. e, ie, s, a prod prom

D e b ora h Bu l l ock ( F r e e l an c e E L T C on su l t an t , W

TEA, YLT M ot i v at in g t e e n a ge r s b y i n v ol v in g t h e m in a s se ss me n t

e r, T r a i n e r )

Involving teenagers in assessment is a good idea in theory. However, for many practitioners it’s difficult to know where to start. During this workshop we will consider the benefits and challenges and take a look at a practical approach which addresses these. If you’re looking for ideas, resources and tips to get started, this session is for you.

Auditorium 570 audience Workshop

T T E d S I G D ay

King’s A

1 4 0 5 - 1 6 3 5

8 0 au d i e n c e

King’s B 100 audience Workshop LT, YLT

J i m S cr i v e n e r ( Be l l)

It IS ok to teach grammar. Ignore those voices that tell you that you have to communicate the whole time. It really is ok to do 'traditional' exercises and drills. Students want them, need them and learn from them. The question is: how do we make them genuinely engaging, challenging and valuable? The answer? Demand high. Aim for 'upgrade'. e, ie, s, t, a pub

O p e n S p ac e e v en t

This session started at 1405 (in session 2.4) Late arrival is not permitted.

D a v i d G a t r e l l ( Bri t is h C ou n c i l H on g K on g )

Interested in integrating tablets into your classroom? In this highly practical workshop, you’ll explore tried-and-tested classroom activities that exploit and repurpose free, easyto-use apps in ways that not only develop students’ language skills but also cultivate collaboration, communication, creativity, critical-thinking and problem-solving skills, moving us beyond the mere enhancement of existing practice to redefine what we do in the classroom.

Hall Qa

100 audience Workshop LT

Hall Qb

100 audience Workshop MaW, YLT

S t e v e n Bu kin ( S c h ool of En g l ish St u d ie s )

Could your students benefit from developing their Critical Thinking skills? Do they need to analyse and assess knowledge rather than accept it on face-value? Using practical and fun ideas, I will show how apps and online tools, such as Flipgrid and others, can be used to develop higher-order thinking skills and spontaneous speaking.

This workshop will be a chance for teachers and materials writers to get together to discuss the challenges faced by teachers of large classes. Strategies for overcoming these challenges and turning them into opportunities will be examined. Finally, with brief reference to Collins Grammar in Action, ideas for transforming proposed techniques into effective classroom materials will be put forward.

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

Hall Qc

100 audience Workshop TEA, YLT

Hall Qd

100 audience Workshop LT

V al e r ie Be c ke r ( E d u c at i on al T e s t in g Se r v i ce )

Thursday 3 April

Session 2.6 : 1550-1635

Classroom activities that develop the productive skills of young learners can be challenging to implement. This workshop provides teachers of young learners with a framework for planning, implementing and assessing manageable and engaging productive skills activities that can be adapted for various ability levels. TOEFL Junior Comprehensive test tasks and scoring guidelines are used as models throughout the workshop.

or min

S op h ia M a vr id i

Have you ever wondered how students can use digital and mobile technologies safely, responsibly and ethically as technology is integrated into the ELT classroom? In this interactive and experiential workshop, we will look into the skills your students need to be effective participants in an increasingly digital and interconnected world and explore practical ways this can be achieved.

Hall Qe

100 audience Workshop EAP, TEA

Hall Qf

200 audience Workshop LT

In this interactive and research-based workshop, participants listen to a 10-minute lecture for EAP students on preparatory courses at the University of Sussex ISC, while taking notes. After completing sample questions, they join us in analysing the type and level of skills tested. Finally, we present some of our research findings and discuss how to create effective benchmarked EAP listening.

D

Video is a multi-modal medium - a dynamic interplay of audio and images which come together to co-construct meaning. In this workshop, we are going to examine the anatomy of a video and consider ways of maximising student interaction with its constituent components. Some ideas will be taken from my new OUP title, BringingOnlineVideointo theClassroom. e, ie, p, s, t, a prod prom

Queen's 1 60 audience Workshop ESP, MD

Queen's 2 68 audience Workshop YLT

This lively, interactive workshop explores ideas regarding the development and implementation of materials aimed specifically at those involved in the music world. It provokes thought about the design of materials directly related to the communicative needs of those users, whilst offering guidance and providing prospective teachers with sample materials to take away and integrate into their courses.

Come and see the wonder of fairy tales. From the early age of two-and-a-half years onwards, students practise the topics learnt by having a role in a play. They learn English with fun, telling stories, singing songs from their coursebooks, Abba or others, playing, dancing and acting. They have a chance to be stars in a short film.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

THURSDAY

Thursday 3 April

Session 2.6 : 1550-1635

Queen's 3

180 audience

Workshop

GEN

Queen's 5

1 5 5 0 - 1 6 2 0

110 audience

Talk

TD, P P R O N S IG

D ay

Queen's 7 95 audience

Workshop

Queen's 9 20 audience

Workshop MaW, YLT

Room

Hu n g ar y )

We all speak, tell stories and give presentations. Can we speak more effectively? In this workshop, we will go through ways of using the voice and the body to tell stories and to give presentations more effectively. The ideas are based on my work in over 40 countries as a storyteller and public speaker.

The teaching of pronunciation has often been neglected in English lessons. Often, this is due to the teacher's lack of confidence to deal with pronunciation in class, or simply because they don’t know how to go about it. This session will share the rationale underlying PEPFT (Practical English Pronunciation for Teachers), as well as some of its results.

Improvisation in class is a great way to get students to speak and, if done properly, it is a source of laughter as well as learning. Come and try improvisation exercises, and face one of the most dreaded situations in our profession: standing in front of a group of people not knowing what you are going to say next.

An action song is arguably the most effective way of presenting new language to young learners. If you learn new chunks in a song you act out, you'll never forget them and you will experience PMA. I will share and experiment a series of tested techniques for creating new action songs that teachers can adapt to their own teaching situations.

Against the backdrop of local linguistics complexity, in 2006, Indonesia introduced English-medium instruction (EMI) in public schools. This policy shift attracted considerable controversy which led to EMI being discontinued in 2013. In this talk, based on my professional reflections and ongoing doctoral research, I will outline the process of English Language Policy Reform and its practical implications for Indonesian ELT.

1635-1710 Coffee break

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

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

Thursday 3 April

Session 2.7 : 1710-1815

1710-1815 Session 2.7

Bramham 1710-1740

90 audience Talk LA

Bramham 1745-1815

90 audience Talk GEN

Charter 1710-1740

75 audience

Talk GEN

An excellent choice for teachers who wish to move instruction from delivery to discovery of a text, Reciprocal Teaching is a strategy that increases comprehension, achievement and test scores. It has also been an effective strategy for students who struggle to read, especially in multicultural classrooms, as diverse viewpoints are considered and made part of the discovery of the text.

The presenter taught reading skills to Grade 6 students, helped them develop positive attitudes to learning, and foster a sense of independence, while implementing TheHandin Hand to Promote Reading volunteer project. The presenter will describe the implementation process, the basic skills taught and the activities done until students completed their community service project.

Charter 1745-1815

75 audience

Talk GI, RES

Harewood 1 1710-1740

125 audience

Talk LT

International student exchange projects require from all the participants the mastery of multilayered skills, the knowledge of opportunities and the awareness of possible standstills. We will consider those activities which implement the students’ language abilities, activate their intercultural competences and exploit the digital skills and social media, also for documentary purposes. Future improvements and new needs will be explored.

E l le n R an a ( K ob

Getting students to believe in their own ability to cope with spending time abroad is achievable in the language classroom. I will discuss a university project which adopted the ALTE Can Do statements and the Cultural Intelligence Questionnaire to allow students to assess their progress in language acquisition and intercultural competence throughout an online exchange. Motivation to go abroad increased.

Insufficient vocabulary is the major flaw of communication for EFL learners. This presentation reports on studies conducted by Aldera and Mohsen(2013) and Mohsen (under review) on the effects of help options in multimedia listening environments on L2 vocabulary acquisition. Results indicate positive effects of the help options to facilitate vocabulary learning. The presentation suggests several pedagogical implications for EFL 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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.7 : 1710-1815

Harewood 1

1745-1815

125 audience

Talk

ESP, LT

Harewood 2

1710-1740

125 audience

Talk

Harewood 2 1745-1815

125 audience

Open Forum

BES I G D a y

Newby 1710-1740

20 audience

Talk

EAP, TEA

Newby 1745-1815

30 audience

Talk

EAP, TEA

Ripley

1710-1740

160 audience

Talk

MD, MaW

Given the choice, would today’s tech-savvy students opt for blended learning, technologymediated communication or teacher-fronted f2f classes? Which media do they use independently to balance constraints of a formal learning environment? Based on an empirical survey of 175 Austrian university students, this talk aims to separate myths from reality by providing some answers to these and related questions.

Research in corpus linguistics, genre analysis and English as a lingua franca is providing fresh insights into how we approach business English. I will first look at the characteristics of business discourse, and follow up with a brief discussion about the limitations of coursebooks and testing. I will argue that we, as a profession, could do better.

The Open Forum (sponsored by Cambridge University Press) is your chance to have your voice heard and find out about SIG activities. We will introduce the 2014 BESIG Facilitator Scholarship winner and announce the winners of the writing competition, as well as inform you about upcoming events and awards. Take this opportunity to meet the committee and other SIG members while mingling over refreshments!

Learning from learning is a skill that can be manifested in reflective journals. Students’ metacognitive strategies to reflect on their learning were examined. I report on the study that explored whether students reflect better towards the end of the term, rather than at the beginning, making the timing of the task an added variable to examine for future curriculum design and assessment.

This presentation includes a brief overview of the literature on portfolio assessment of writing, its advantages, challenges and the best ways to utilize it. It will report on the results of a survey given to first-year students and teachers at an English-medium university regarding their experience with and attitudes toward portfolio assessment. This will be followed by conclusions and recommendations.

This talk explores the extent to which current ELT textbooks address recent findings from research regarding the listening pedagogy. A comparison is made between the listening tasks presented in a set of textbooks designed for the global market and the ones in textbooks produced for a Brazilian context. Implications of those findings for teachers, materials writers and researchers are discussed.

experienced audience

primary

inexperienced audience

Ripley 1745-1815

160 audience

Talk

LA, LT

Studley 1710-1740

30 audience

Talk

GI, RES

Studley

1745-1815

20 audience

Talk

LMCS, RES

Auditorium 1710-1815

570 audience

Forum

RES, T T T E d S IG

D ay

Thursday 3 April

Session 2.7 : 1710-1815

Whilst extensive reading programmes enjoy a well-established reputation among EFL practitioners, research into extensive listening has often been neglected. This presentation will focus on how to incorporate extensive listening into a language programme. It will also present results of a study into the efficacy of extensive listening in improving students’ language skills.

The sudden consecutive emergence of foreign universities in Egypt has fueled a debate about the internationalization of education and its potential threat to students' cultural identities. The Egyptian Revolution, and ensuing dispute about post-revolution Egypt's identity, have given additional value to the research that investigates the effects of these universities on their students’ national, religious and linguistic identities.

What does identity have to do with ELT? How can a teacher help students express who they are in English? The talk focuses on how exploring identity issues in English can help EFL students enhance their intercultural competence. It contains a theoretical framework for exploring identity in a language class, a creative writing course description and the course data analysis. e, a

i g at i n g s ou r c e s of f a m i l i ar i t y i n d e v e l op i n g p rof e ss i on al k n o wl e d g e

A n n e Bu r n s ( A st on

In the global enterprise of teaching English, quality is an important factor. A key aspect is the nature of professional knowledge teachers bring to the classroom. Successful professional knowledge development means building from what is known or familiar. The presenter discusses how the concept of familiarity was operationalised and tested in the development of a new online professional development programme. e, ie, p, s, t

In v e s t i g at i n

A n n e K a t z ( T h e Ne w S ch ool )

This presentation examines a new framework for describing teacher English proficiency in the classroom. ‘English-for-teaching’ is based on a language competence model that supports teachers in building confidence in using English. The presenter discusses how this framework informed the design of online learning materials, drawing on pilot survey data to illustrate its effectiveness.

The presentation introduces concepts of professional confidence, along with knowledgefor-teaching and teacher agency, as different ways to conceptualize teacher learning. It outlines the operationalization of these ideas in self-access teacher education materials and assessments, and discusses a global trial of the materials and assessments with 4,000 teachers in 10 countries.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.7 : 1710-1815

King’s A 1710-1740

240 audience

Talk ESP, LT

King’s A 1745-1815

240 audience

Talk

LT, MaW

King’s B 1710-1815

100 audience Forum EAP, TEA

This session presents a case study of a 7-college business and vocational English program in Saudi Arabia that will be of interest to ELT and ESP professionals who work with program design, curriculum development, language teaching technology, and teacherdriven platforms. Highlights include the two main program themes: content as a process; and the adaptive learning potential of teacher-driven open platforms.

This presentation will share a journey from Rabigh to Al-Karj, from Jeddah to Riyadh, a journey across deserts, cultures and content curation. It will describe a real-world example of setting up and supporting a growing community of curators as part of a vocational project in Saudi Arabia. It will provide you with ideas on setting up a similar network.

Hall Qa 1710-1815

This talk presents a study into the effectiveness and usability of an innovative approach to giving feedback on essays, which addresses learners’ preferences, includes various delivery formats, and helps students develop into independent academic writers. It highlights compelling reasons for adopting learner-directed feedback on EAP writing courses; many of which also justify implementing the approach in other ELT classrooms.

J an e M a n d a

Peer assessment and peer review are now common practices in student-centred classrooms. This session profiles peer feedback, an approach aiming to focus on dialogue and interaction between learners. But are such student-directed approaches actually what students want? This session reports on a qualitative research study exploring answers to this question.

P e e r fe ed b a ck : f r om f oe

Introducing peer feedback to students with limited experience in multiple drafting tasks can be a challenging experience for teachers and learners. This presentation will share findings from a longitudinal study with undergraduate English major students who initially resisted peer feedback, viewing it as impractical practice, but changed their perceptions over time due to continuous practice and modelling from the teacher. e, t

100 audience T r ib u t e S e s s i on

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 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 P L

Hall Qb

1710-1740

100 audience

Talk TTEd

Hall Qb

1745-1815

100 audience

Talk

GI, RES

Hall Qc

1710-1740

100 audience

Talk RES, YLT

Hall Qc

1745-1815

100 audience

Talk

RES, YLT

Hall Qd

1710-1740

100 audience

Talk ES(O)L, LT

R o s i e T an n

( A me r sf oor

Thursday 3 April

Session 2.7 : 1710-1815

Trainers and teachers in Bihar (north-east India) often work in hot rural schools with large classes and minimal resources. In the BLISS (Bihar Language Initiative in Secondary Schools) project, I am supporting a team of Indian trainer-writers in developing teacher education and train-the-trainer materials. I talk about our pilot and the delights and lessons we are learning about working BLISSfully.

Assam’s poorest parents are taking their children out of free, state education and sending them to unrecognised fee-paying English medium schools at great financial sacrifice. This research, the first of its kind in India, will throw light on a great conundrum that is undermining the world's largest state school education programme.

This talk provides insights into 4th grade children’s views about their English language lessons. The data were collected from five Chilean EFL classes from different primary schools in the form of group interviews. The relevance of this kind of data to classroom research, as well as teachers’ practice, is explored.

Do primary school children achieve better listening and reading skills when they start learning EFL in year 1 instead of year 3? In this talk the design and results of the empirical GanzIn-study, relating to the EFL achievements of more than 6,000 primary school children in Germany, will be presented to find an answer to this research question.

The Malaysian polytechnic education system acknowledges the advantages of a blended learning approach in empowering its staff with high competency and to provide students with opportunities and access to quality learning experiences. However, the acceptance by L2 lecturers in Malaysian polytechnics is not encouraging. A critical analysis of the literature indicated instructors’ own beliefs as fundamental in understanding the puzzling phenomenon.

Hall Qd 1745-1815

100 audience

Talk TTEd

The Ministry of Education Malaysia and British Council Malaysia are collaborating on ProELT, a nationwide English language teacher development project, targeting 5,000 English language school teachers. This presentation describes the multi-stakeholder project and discusses how the two partners work together to implement the project, identify and realise project quality initiatives, address challenges and conduct evaluation and assessment against objectives.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.7 : 1710-1815

Hall Qe

1710-1740

100 audience

Talk RES, TEA

Hall Qe

1745-1815

100 audience

Talk ESP

Hall Qf

1710-1740

200 audience

Talk TD, TTEd

Hall Qf

1745-1815

200 audience

Successfully presenting an oral presentation is a fundamental component for a majority of English language courses. This session will explore how ESL/EFL teachers can best equip their students for an assessed academic presentation within a restricted time frame and without heavily relying on technology. These findings are based on an action research project completed by ESL teachers in Australia.

Sometimes students and teachers question the purpose of in-class presentations, as they usually turn out to be boring and hardly entertaining. Especially, project presentations seem likely to fulfil these two characteristic features. My talk, therefore, aims to present materials and techniques especially designed for these purposes, in order to bring students’ presentations back to life. ie, t, a

This talk asks: how have teachers changed our ideas about what does and doesn't work in language classrooms? It will share case study examples, from teachers worldwide in different teaching contexts, to show that our understanding of what does/doesn't work needs to come from teachers themselves, and their experience with learners. Reference will be made to ChangingMethodologiesinTESOL

Talk LT F ro m cu r at i on t

Curation of digital assets is a first step to discovering and organizing great content, making sense of the avalanche of information on the web and getting connected. A case will be made for curation as a first important step to content creation for teachers in pursuit of their own development or learners on their path to autonomous language development.

Queen's 1 1710-1740

60 audience

Talk EAP, LT

Queen's 1 1745-1815

60 audience

Talk

GEN

Although blended learning is used in many teaching contexts worldwide, there has been little research into whether the actual tasks successfully promote student learning. This talk presents the findings of a study, conducted on the role of online tools in helping learners practise speaking, and suggests some practical ideas for teachers to use in their own context.

Increasing use of laptops, mobile devices and webtools presents a new set of realities for developing learners’ speaking skills. Technology places powerful voice recorders in learners’ hands, allowing us to extend our classrooms, set speaking for homework and hone skills on an individual level. This talk looks at apps, activities and ideas to harness this online speaking world.

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

Queen's 2

1710-1740

68 audience

Talk AL, RES

Queen's 2 1745-1815

68 audience

Talk

LMCS, RES

Queen's 3 1710-1740

180 audience

Talk LA

Queen's 3 1745-1815

180 audience

Talk MD

Queen's 5 1710-1740

110 audience

Talk

P R O NS IG D ay

Queen's 5 1745-1815

110 audience

Open Forum

P R O NS IG D ay

Session 2.7 : 1710-1815

EFL users often face potentially rude or impolite situations and consequently have to quickly formulate an appropriate response. Through examining past specific experiences of Mexican EFL users, I evaluate the pragmatic choices made (in terms of using pragmalinguistic and sociopragmatic resources) and discuss whether experienced EFL teachers can help students to respond in more appropriate, effective and practical ways.

The talk will view the results of the research of the language representation of the British ethical value 'self-control'. It will focus on the interrelations of the concept 'self-control' with the other dominant concepts making up the British ethical concept sphere. I will introduce a new approach to the cultural concept structure adding to the modern conceptions existing in linguistics.

Language teachers around the world are being urged to move away from the rote learning of 'imposed' vocabulary and encourage students instead to construct their own records. This situation raises two questions: what vocabulary should learners (at all levels) select, and how can teachers help students select and acquire vocabulary? This talk offers some practical answers to these questions.

Private language schools often send their learners out to interview people in the streets, but could these learners get more out of this activity? This talk explores how task-based learning and an intercultural approach can be combined to develop materials that enable learners to benefit more fully from a potentially rich learning opportunity and develop their intercultural communication skills.

Stress and reduction in English are like two sides of a coin, working together to make selected syllables in speech prominent. Since pronunciation is a motor skill, we should teach the articulations that create stress and also those that underlie vowel reduction. These muscular actions are not well known. I will describe them and then demonstrate how to teach them.

Our Open Forum rounds off a full day of pronunciation sessions showcasing the SIG. There will be information about what PronSIG does but the real purpose is for us to meet you, find out what you want from the SIG and discuss pronunciation issues in a relaxed and informal environment.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Thursday 3 April

Session 2.7 : 1710-1815

Poster presentations : 1830-1900

Queen's 7

1710-1740

95 audience

Talk

RES, T T D S IG

D ay

Queen's 7

1745-1815

95 audience

Open Forum

T D S I G D ay

Queen's 9 1710-1740

25 audience

Talk EAP, RES

Queen's 9 1745-1815

25 audience Talk GEN

Room R 1710-1740

60 audience

This session reports on the findings of a qualitative inquiry that shed light on EFL teachers’ need for recognition. Whether or not this need is fulfilled, may not only influence how non-native EFL teachers construe their professional identities, but also their teaching practice. Thus, this need should be taken into consideration in both their micro and macro educational contexts.

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!

Teaching at many German universities includes German-English translation courses, although translation is often seen as inappropriate for the ‘modern’ classroom. This talk focusses on research data that provides insight into the question of whether a monolingual group of learners can improve their grammar and interference mistakes via translation, and answer the question of whether translation classes are worthwhile.

The presenter will argue that prohibiting translation software in the language classroom is counter-productive. Focusing specifically on problems arising from Japanese to English translations in English classes at a Japanese university, the presenter will examine the most common errors produced by the technology and suggest ways teachers might coach students through effective self-editing exercises.

Talk LT, TEA E -p or t f ol i os : E- n g @g in g

This talk gives an overview of my experience implementing an e-portfolio assessment instrument with young leaners at Cultura Inglesa Rio, Brasilia, Goiania, Espirito Santo and Rio Grande do Sul. I will share with participants information about different phases of the project, ranging from the choice of tools and design of components to issues regarding assessment, fostering autonomy and developing authoring skills.

Room R 1745-1815

60 audience

Talk MD, RES

This talk will share the preliminary findings of an ongoing piece of research aiming to shed light on the use of coursebooks and their components by teachers and students in language classrooms. It will also focus on teachers' and learners' different attitudes towards certain materials and the influence of those attitudes on the use of materials.

1830-1900 Poster presentations

Thursday 3 April

Evening events: 1830-0000

1830-0000 Evening events

Macmillan Come Dancing

1830-2130

in The Royal Hall

The venue is a really grand old theatre, so it fits the theme really well. There will be dancing performances from four ballroom/latin professionals throughout the evening, with an informal workshop for everyone to join in with and learn some steps. Drinks and nibbles will be provided.

£5 per ticket, which will be available to buy on Wednesday 2nd and Thursday 3rd from our stand. All proceeds will go to charity (to be split between three charities (one will be IATEFL, then one UK and one international charity tbc).

The Cambridge English Party

1830-0000

in The Crown Hotel

Unwind after a busy conference day at The Cambridge English Party on. Join us straight after the last session for drinks and entertainment at The Crown Hotel, only 5 minutes from the conference. Visit stand 19–24 to collect your invitation.

The Fair List UK

1900-2000

in Queen’s 3

Come and learn about TheFairList, the new award for excellence of gender balance in plenary and key note speakers and panelists at UK, ELT conferences and events. Find out who is on the list for the year 2013. Come and cheer them as they get their playful certificates. To find out more about The Fair List , please take a look at www.thefairlist.org. There you will find loads of ideas for conference organizers, speakers and also for participants interested in gender parity in UK, ELT events. All delegates welcome!

Speaking a World of Words 1930-2100 in Harewood 1 & 2

with Wordsmith Rakesh Bhanot and Storyteller David Heathfield

Tonight let's take a spin round the wonderful world of words. We invite you to share the words that mean most to you. Come and join us performing poems, telling stories and reading aloud short passages of prose from all cultures and languages! Individual or joint performers welcome - contributions can be anywhere between 1-7 minutes in length. Please let us know in advance if you wish to contribute or just turn up and 'do your thing'.

Rakesh has been involved in many aspects of ELT for over 40 years and has helped to organise Open Mic events in several countries. More recently, he has started sharing some of his own scribblings at such gatherings. David is a storyteller, teacher and teacher trainer and is the author of the brand new teacher development book Storytelling WithOurStudents: Techniquesfortellingtalesfromaroundtheworld(DELTA).

International Quiz

2000-2200 in King’s A

Back for yet another year ... the now somewhat infamous IATEFL International Quiz. If you've been before you know what to expect, if you haven't come along and see what everyone is talking about. Last time in Harrogate it was mayhem - over 150 people, questions to get you scratching your head and friends new and old. So, join your host - Adrian Tennant - for an evening of fun, entertainment and intellectual stimulus.

0800-1730: Registration Open

0815-0845: How To... Track

0800-1730 Registration open

0815-0845 IATEFL How to ... Track

King’s A H

M

Friday 4 April

0830-1730: Exhibition Open 0900-1010: Plenary Session

In this session, we will review the criteria that are used to decide if a conference proposal is accepted for the IATEFL Annual Conference programme. We will discuss what makes a successful proposal, both in terms of the abstract and the summary, and how to ensure that your proposal is accepted.

Queen’s 3 Ho w

Are you a teacher interested in expanding your teacher network locally? Join us for tips on how to get your own teacher association started. IATEFL’s Associates’ Committee will give you practical tips gleaned from experience gathered from its over 100 associate members from all over the world.

Queen’s 5 Ho w

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.

0830-1730 Exhibition open

0900-1010 Plenary Session

Auditorium (1970 audience)

Michael Hoey is Baines Professor of English Language at the University of Liverpool, where he is currently also a Pro-Vice-Chancellor. He was responsible for the University’s English language provision for overseas students between 1993 and 2003. He is Director of the Liverpool Confucius Institute. He is an academician of the Academy of Social Sciences and was for many years a member of the AQA’s Education and Training Committee and Chair of their English Advisory Committee. As a linguist he has published in the fields of discourse analysis, applied linguistics, language teaching and corpus linguistics. One of his books won the Duke of Edinburgh English Speaking Union Award for best book in applied linguistics (1991) and another was shortlisted for the BAAL best book in applied linguistics (2005). He was chief consultant to Macmillan's Dictionaries, one of which also won a Duke of Edinburgh English Speaking Union Award. He has lectured in over 40 countries. Ol

Two major figures in English Language Teaching are Michael Lewis and Stephen Krashen, but both have come under heavy criticism. I shall briefly describe the major claims of both as well as outlining some of the criticisms that have been levelled against them. I shall then seek to demonstrate that their claims are compatible with current corpus-linguistic research, which is itself supported by long-standing and robust psychological research. What corpus-linguistic and psychological studies in fact suggest is that we need a very different model of the way language is organised; Lexical Priming theory is an attempt to provide such a model of language. I shall describe the main claims of the theory and provide evidence for these claims. Finally, the talk will offer provisional evidence to support the view that Chinese has the same lexical properties as English. This is important because it suggests that my own work and that of Lewis and Krashen are as likely to be relevant to the learning and teaching of Chinese as they are to English. Perhaps more importantly, it also suggests that two apparently very different languages like Chinese and English are more alike in major ways than is usually assumed; this has important implications for the teaching of English, some of which will be discussed.

Friday 4 April

Session 3.1 : 1025-1055

1025-1055 Session 3.1

Bramham

90 audience

Talk

LAM

Charter

75 audience

Talk

LT,

D ay

Last year I became an academic manager of a summer school for the first time in the UK. In this talk I will outline the effective resources I used to learn quickly, including induction, a handbook, mentoring, deliberate practice, checklists and self-reflection. Participants will learn how to pick up new skills quickly using the latest learning theories.

This talk showcases tasks and activities, based on digital technologies, implemented in literature classes in pre-service teacher education in Rosario, Argentina, and the selfassessment of online performance through criterion-referenced instruments. It also invites reflection on the contextualised development of e-competencies in new learning environments as a means to contribute to learner autonomy.

Harewood 1

125 audience

Talk

Harewood 2

125 audience

Talk TTEd

Newby

30 audience

Talk

LT

Ripley

160 audience

Talk EAP,

D ay

Live online classes pose unique challenges to teachers who are not used to this new environment. Therefore, a new set of skills and techniques need to be developed. We will examine these challenges and the strategies which we can use in order to succeed in the live online learning environment.

We look at how we integrate the Cambridge English CELTA qualification into an undergraduate module in TEFL at UCL. Our focus is on how we handle the different modes of assessment that the two schemes require: teaching practice, written assignments and university examinations. Participants will have opportunities to discuss how our assessment procedures can be adapted to their own contexts.

I will discuss whether use of mobile devices and applications in the language classroom causes distraction or creates opportunities for collaborative and interactive learning. I will present ways teachers and teacher trainers may use them to engage learners and reduce in-class distractions. Finally, I will discuss how they can reflect on their instructional approach to bring changes in pedagogical strategies.

The reality of many EAP classes is a mix of students from different disciplines, which can make it feel difficult to please everyone. In this talk, I look at some practical tasks, from Oxford EAP Advanced, to help students, especially at higher levels, transfer academic and language skills learnt in class to their own academic discipline.

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

Studley 30 audience

Talk

RES, TTEd

Talk

King’s A

240 audience

Talk YLT

King’s B

100 audience

Talk

TEA

Session 3.1 : 1025-1055

The result of the previous 20 years of Communicative Approach(es) has led us to a time of ambiguity. In this session we will look at some initial research I recently conducted in my own classes and look at how this might feed into a redefined, contemporary view of communicative language teaching (CLT) for the 21st Century.

The use of English by non-native speakers to highlight global issues is increasing, often involving the clever use of social media. Should English teachers focus more on this wider use of English and pay less attention to native speaker socio-cultural aspects of the language? This talk will look at the arguments for and against and provide some practical classroom suggestions.

In today’s changing world, secondary materials need to reflect the students’ lives and prepare them for life beyond the classroom. Beyond is a new 6-level international secondary course that develops both linguistic and life skills. In this talk we’ll present the course, its unique subskills syllabus, and the videos that bring its pages to life.

Many teachers will soon start preparing learners for the revised Cambridge English: Advanced exam, which is being introduced in 2015. Are you ready? This talk outlines the changes to the exam specifications and explores how best to prepare for them, providing some practical exercises and ideas for the classroom. Examples and activities will be shared from ObjectiveAdvanced4th ed.

Hall Qa

100 audience

Talk

TEA T e a ch in g s t

This talk introduces a series of teaching strategies for teachers working with IELTS students, and a coursebook, Mission IELTS 2 , to help them apply these strategies. The strategies centre round responding to learners’ needs, rather than exam needs, suggesting how developing language proficiency can be customised to the exam and the learner, and provide an essential IELTS course component.

e, ie, s, t prod prom

Hall Qb

100 audience

Talk

TD, TTEd

This talk will focus on the development of Cambridge English’s new Teaching Framework and demonstrate how the framework will: a) help teachers, employers and ministries of education describe teacher competency profiles and b) enable employers to guide teachers in thinking about their professional development needs. This session will be of particular interest to those responsible for the training and professional development of 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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.1 : 1025-1055

Hall Qc

100 audience

Talk

RES, TTEd

Hall Qd

100 audience

Talk

AL, MaW

Hall Qe

100 audience

Talk TD

Hall Qf

200 audience

Talk RES

Queen's 1

60 audience

Talk

TD, YLT

, Be

g

ad

, S e r b ia )

Educational action research in a small international school in Belgrade, Serbia, was conducted with an aim to bring about change in teachers’ perceptions of their pedagogical practice in the classroom. The teachers were introduced into reciprocal coaching schemata in order to support each other in their professional growth, which positively affected their self-assessment.

J i m Ur e e l ( U n ive r sit y of A n t w e r p , Be l giu m)

As language users, we constantly have to make choices about the varieties of languages that we use in various contexts. An important form of such language variation is related to the degree of formality of the communicative setting. This presentation sheds light on how contemporary ESL/EFL grammars address formality and on how challenging addressing and describing grammatical formality can be.

n gl is h A

E l le n D ar l in g ( Br it is h C ou n c il )

In order to stay fresh in our profession, we need to be aware of recent developments and try out new ideas. In this talk, I present materials from the British Council’s EnglishAgenda website (http://englishagenda.britishcouncil.org), which aims to share best practice in ELT. Participants will take away practical strategies for initiating their own professional development and action research.

A n d th e p r a gm a t i cs of and P e t e r Gr u n d y ( D u rh am Un iv e r s it y)

Pragmatics, and especially neo-Gricean pragmatics, focuses principally on optimality (the best correspondence of form and meaning). One aspect of form that we need to teach carefully is phonetic realization because of its effect on pragmatic meaning. After illustrating how the different realizations of and , you, was and were affect meaning, I’ll discuss ways of achieving more pragmatically sensitive classroom practice. e, ie, s, t, a

Ga il E l l is ( Br it is h

Queen's 2

68 audience

Talk

TEA

in in g c ou r

, Sp a in )

This talk reports on the long-term impact study of a one-week primary teacher training course, using an evaluation framework that explores five perspectives: relevance, scale, learning, action and wider benefit. We will present findings and discuss quantitative and qualitative data that shows what makes the course successful, aspects that could be improved, and conditions needed to replicate it elsewhere.

I present a research project that compares novice vs. experienced native raters and novice vs. experienced non-native raters, while grading paragraphs with different cultural rhetorical patterns in an EFL university context. This talk will be a great opportunity for you to discover the details of the project, discuss pivotal issues like world Englishes, inter-rater reliability and writing teacher training.

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

Queen's 3 180 audience

Talk

LAM W h at m a k e s t e ac h e r s t i c k ?

J e n n y J o h n s on ( E a st

Queen's 5 110 audience

Talk

L A S I G D ay

Queen's 7 95 audience

Workshop

TD, TTEd

Session 3.1 : 1025-1055

)

Why do teachers teach? What do teachers want? I asked a small sample of teachers what keeps them in ELT, and what in their view would improve their jobs and their schools. I briefly map my data to motivation theories and then propose, using Argyris and Schein's 'Psychological Contract' as a basis, for a way forward.

Linguistic landscapes is concerned with the language that we see every day of the week in signs, advertising and leaflets. This talk will show how, by encouraging students to explore and record their own linguistic landscape, we can also boost motivation, encourage them to be more independent learners and foster critical thinking skills.

There are many variables that affect whether or not students learn. As learning is a complex process, teacher, context and learner-related factors contribute to it. This highly interactive session will invite the audience to personalize relevant research and discuss what factors influence their students' learning/not learning English well and what could be done to enhance learning in their contexts.

Queen's 9 25 audience

Talk TD, TTEd

Room R

60 audience

Talk PRON

This sesson is based on my research on attitudes to CPD and lack of awareness about strategies like Personal Development Plan (PDP) in teachers at tertiary level across India. A two-pronged enquiry using a triangulation method, it investigates teacher perceptions about CPD and PDP through questionnaire, teacher narratives and analysis of websites of two leading universities.

There are educational contexts in which all traditional techniques of teaching foreign pronunciation fail: lack of time, not enough theoretical knowledge, collision of contacting languages. An appeal to sensory perception and cross-linguistic phonosemantic features may help. The method is favorable for teaching young learners, speakers of ideographic languages, and people with audial sensory preferences. Tips for doing it will be presented.

1055-1130 Coffee break

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.2 : 1130-1235

1130-1235 Session 3.2

Bramham 1130-1200

90 audience

Talk

ES(O)L, MD

Bramham 1205-1235

90 audience

Talk

LAM, TTEd

Charter 1130-1200

75 audience

Talk

YLT, L L M C S S I G D a

Charter 1205-1235

75 audience

Open Forum

L M C S S IG

D ay

Harewood 1 1130-1200

125 audience

Talk

L T S I G D a

Harewood 1

1205-1235

125 audience

Talk

This talk will present the findings from a research project which examined how 75 Japanese EFL learners have benefitted from a learner-centred reflective approach by participating in a 12-week speaking class to raise self-awareness of interactional skills in L2, while deepening understanding of related cultural norms. Useful pedagogical approaches, types of activity and assessment procedure will also be presented.

Use your circle of influence to help solve persistent underperformance in English by pupils in secondary education. Leaders and teachers can be proactive, starting cooperation with all relevant stakeholders in primary and secondary teacher education. This is a Dutch story on its way to success and how we got there.

The traditional skills that can be exercised with literary texts include text analysis, literary interpretation and learning to change perspective. Brian Selznick’s TheInventionofHugo Cabret, remediated as Scorsese’s prize-winning film Hugo, offers the EFL classroom more. I will discuss the narrative and cinematic devices employed in the book, and how and why they appeal to the EFL student.

Come and join us to find out what the LMCS SIG has been doing and is planning to do. It’s your chance to meet the committee, ask questions and make suggestions about what you would like us to do. As usual, committee members will be reading a favourite poem for you to enjoy as we go along.

MOOCs (Massive Open Online Courses) have been lauded within higher education as a means of democratising education and have led to many big university players jumping on the bandwagon. This presentation looks at the pedagogical and practical considerations of applying MOOC concepts to a language learning course that was run in 2013 and some of the lessons that were learned.

Mobile technology increases accessibility to English in low-resource environments. How do ELT practitioners ensure content is pedagogically sound and relevant for learners in these contexts? In this practical talk, we examine how to create effective materials using IVR (voice) and SMS, through case studies from South Asia. We outline key learning points and content design for replication in similar settings.

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

Harewood 2

1130-1200

125 audience

Talk

LAM, TTEd

Harewood 2

1205-1235

125 audience

Talk

TD, TTEd

Newby 1130-1200

35 audience

Talk

TTEd, YLT

Newby 1205-1235

35 audience

Talk

GEN

Ripley

1130-1215

160 audience

Workshop

TD, E S PS I G

D ay

Ripley 1215-1235

160 audience

Open Forum

ESPS IG D ay

Friday 4 April Session 3.2 : 1130-1235

Projects change over time, but why and how? Using the case study of the Punjab Education and English Language Initiative (PEELI), British Council’s largest single investment, factors influencing changes to project design and components are explicated and assumptions explored. Lessons learned and recommendations for building in design flexibility will be shared.

This session reports on research into how a teacher training project blends 'dialogue journal' and 'reflective journal' to develop limited-English-proficient teachers' linguistic ability as well as the transferability of gained knowledge from training to the real classroom. Additionally, this talk will demonstrate the results of how the gap between theory and practice are met for adapting professional skill development.

This talk will describe the implementation process of two public bilingual schools in Rio de Janeiro, Brazil. Details related to the curriculum development and teachers' and students' profiles and objectives of the program will be described. Also, challenges and results achieved so far will be presented, as well as how they may affect the future of the program.

This presentation tries to revitalise pattern practice methodology with concrete examples taken from various classrooms. Bilingual pattern drills are given a new foundation of construction grammar and usage-based linguistics. They focus on both fluency and content and are seen as sense variations rather than syntactical manipulations. Although pattern drills work with disconnected sentences, they can lead right into communication.

This session presents some practical recommendations growing out of a feedback questionnaire completed by participants, as well as my own reflections on teaching an advanced academic English course. Most of the session will be devoted to open discussion, during which it is hoped that participants in the session will also contribute insights from their own EAP experiences.

The ESPSIG Open Forum provides an opportunity for members and prospective members to meet the ESPSIG committee and to get a full account of the ESPSIG's activities, events and future plans. The open forum is also a chance to meet other ESP and EAP practitioners and to take part in shaping the future of the ESPSIG.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.2 : 1130-1235

Studley

1130-1200

30 audience

Talk MD, TTEd

Studley

1205-1235

30 audience

Talk MD

Auditorium 1130-1235

570 audience

Us in g c r e a t iv it y an d h u man i s m in EL T

N a m- J oon K an g

This presentation will discuss the result of two small-scale researches that examined the effect of using creativity and humanism approaches in ELT on Korean primary and secondary school learners’ English language skills improvement and creative thinking skills development. Theoretical rationales for using creativity in TEFL and various kinds of activities will be introduced. e, p, s

at iv i t y in E

T an Be e T in ( T h e U n iv e rs it y of A u c kl a n d )

‘Creativity’, i.e. the human ability and need to make new meaning, can help learners to destabilise, explore and transform their language, a desirable goal in language teaching. I will illustrate creative tasks and will discuss how creative tasks differ from communicative tasks, which have dominated language teaching in current years. e, ie, t, a

Speakers:

S c ot t T h or n b u r y ( T h e Ne w Sc h ool )

The Communicative Approach is so well-established it’s more or less the default methodology for second language teaching. But where did it come from? How has it evolved? Where does it work? What are its strengths and its weaknesses? In this wideranging conversation (in which Scott interviews Jeremy and Jeremy interviews Scott), we address these questions from the point of view of our own experience, convictions and doubts – and we invite you to do the same!

King’s A 1130-1215

240 audience Workshop MD

What kind of pre-task activities can help learners to engage with the target task and accomplish the task goals? I will illustrate a range of priming activities for different types of task, showing how a sequence of meaning-focused mini-tasks can lead into the target task and prepare learners linguistically for it. ie, t, a e = experienced audience p = primary teaching ie = inexperienced audience

J an e W il l is ( F r e e l an ce )

King’s B 1130-1235

100 audience Forum YLT

Hall Qa

1130-1200

100 audience

Talk TD

Hall Qa

1205-1235

100 audience

Talk TD, TTEd

Hall Qb

1130-1200

100 audience

Talk

AL, TEA

Friday 4 April

Session 3.2 : 1130-1235

Recently, there has been a major trend for developing countries to introduce English at primary level. Between 2005 and 2013, the speakers provided primary curriculum design and coursebook writing and training to large and small-scale primary reform projects in Asia, the Middle East, Africa and South America. This talk argues for a joined-up approach to primary curriculum reform.

)

Early language learning (ELL) seems to be the latest trend in education. Is it a right for all children or a privilege of the few? This presentation is about how the Cyprus educational system lowered the starting age of foreign language learning to begin in preprimary education. The talk discusses the why, the how and the results of this innovation.

T e a ch e r s ' A s s oc ia t i on )

We face a dilemma if an Education Ministry requests support for introducing primary English but our judgement suggests this is inappropriate. Research in primary schools in Gabon, Central Africa, has revealed many problems requiring urgent attention but no apparent need for English that is not already being met in secondary schools. The audience will discuss how to address this dilemma.

y ou

R u b en s H

The question that composes the title is often heard by EFL teachers, but many of us are still in the dark regarding career perspectives. The aim of this talk is to shed some light on the different routes that a career in EFL may take, inside and outside the classroom, as well as the skills which may assist professional development.

What we sometimes consider as learners’ deficiencies could be a matter of their type and style. Sometimes, changing something small can make a big difference in helping them succeed. This talk will look at learners’ personality type concepts, based on the MyersBriggs Type Indicator, and provide type-specific strategies to create a motivating environment in the classroom that enhances learning.

This session attempts to examine and analyse the common problems on various subtypes of collocations encountered by Chinese EFL learners in Macao. Then, it continues to discuss and evaluate the effectiveness of consciousness-raising measures and practice adopted in a secondary English classroom. Finally, some implications are to be drawn for teaching collocations to Chinese EFL learners.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.2 : 1130-1235

Hall Qb

1205-1235

100 audience

Talk

YLT

Hall Qc

1130-1200

100 audience

Talk

RES, TD

Hall Qc

1205-1235

100 audience

Talk

LAM, TD

Hall Qd

1130-1200

100 audience

Talk

LT, TEA

Hall Qd

1205-1235

100 audience

Talk PRON

Hall Qe

1130-1200

100 audience

Talk TD, YLT

The talk is about using stories and books for children in teaching young and very young learners to build a stock of whole phrases. Activities with children's books (Goodnight Moon and others) will be demonstrated, aiming at the acquisition of chunks of language and then at building a story. These activities can be adapted to any children's book.

This story of the inner journey of an English teacher will highlight the ways she uses to challenge herself, explore new areas, and further her professional development. They include a reflective diary/blog, class recordings, peer networking, and regular sessions with a teacher educator/coach. I will share experiences from her journey which may inspire you to embark on your own venture.

How do we invite teachers to be more active players in the observation process? Quite often teachers are relatively passive participants in the feedback process. Could the teacher be invited to be an observer as well as the observed? What implications might this have? How might this affect individual, school and organisational learning? What role might technology play in facilitating this?

This session introduces The Institute for Automated Language Teaching and Assessment (ALTA), which draws together teams from across the University of Cambridge. I will give an overview of research undertaken into automated assessment. I will then demonstrate how this research illustrates that automated assessment is essentially indistinguishable from a human examiner at the B1/B2 levels of the CEFR.

This talk will discuss whether or not it is important for EFL teachers to try and achieve a near-native generally-accepted accent for their students. The focus will be on the credibility of non-native speakers of English while speaking English in a globalising world, with a heavy or mild foreign accent.

Teachers might view teaching as the ability to pass on knowledge to others. However, teaching also calls for one’s ability to establish mutual respect and become their mentor and role model. This insightful, practical talk highlights some simple procedures and techniques that help build rapport and create a harmonious learning atmosphere, even with difficult teenage classes.

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 Qe

1205-1235

100 audience Talk TTEd, YLT

Hall Qf

1130-1200

200 audience Talk AL

Hall Qf

1205-1235

200 audience Talk RES

Queen's 1 1130-1235

60 audience Forum GEN

Session 3.2 : 1130-1235

Are teenagers different today? Do they behave the same way in different social and cultural contexts? In this talk we’ll address some aspects related to the behaviour and the identity of teenagers nowadays, as they can be useful for understanding these 'typical' English students. The focus of this session is a combination of theory and practice for experienced teachers.

The talk will describe four theories of writing, represented by the product, process genre and literacy approaches, and will examine how far these theories of writing can be used as a way of diagnosing learners' needs. The talk is intended to support teachers of writing and also to address the gap between theory and practice. e

Is the teaching of writing skills being left behind in this age of innovation and technology? This talk will attempt to address this issue through the presentation of results from feedback from both teachers and students, in order to ascertain whether writing is still seen as being important when learning a language.

This talk reports on an action research study that was carried out to increase learner involvement in a large English class held under difficult circumstances in a university in Pakistan. Findings of the study show that engaging students both cognitively and affectively in a large class increase their involvement. The study has important implications for teachers working in similar circumstances.

The aim of this talk is to clearly paint a vivid picture of challenges and 'frustrations' that Ghanaian teachers encounter in secondary schools. The speaker will discuss benefits of an 'ideal' class size, suggest some effective strategies to deal with the problems, and make cross-capital comparisons for statistical purposes. e, s T e a ch in g s p e a k in g sk

This session will be mainly theoretical, about teaching speaking in large classes in Angola through communicative language teaching. But there are some challenges, like the Portuguese language, because in most cases, the pupils only have two to three hours of lessons in English. Their English talking time is therefore not enough for effective learning. e, s, t

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.2 : 1130-1235

Queen's 2 1130-1200

68 audience Talk RES

Queen's 3 1130-1200

180 audience

Talk

ES(O)L, PRON

Queen's 3 1205-1235

180 audience

Talk AL

Queen's 5 1130-1200

110 audience

Talk

L A S I G D ay

Queen's 5 1205-1235

110 audience

Talk

TD, L L A S IG D ay

Queen's 7 1130-1235

95 audience

Open Forum

G IS I G D ay

Queen's 9 1130-1200

25 audience

Talk AL, RES

In this presentation, the experience and perception of a group of adult students, who had been assigned to use fictional graded reading materials as extensive reading, will be reported. One particular area investigated was whether after this assignment the learners had been triggered to read in English for pleasure and without the need to be encouraged by the teachers.

Do your students feel uncomfortable when testing their spelling and pronunciation? Are your students confused because the spelling of a word is not enough to tell them how to pronounce it? This has caused students to misspell and mispronounce words. Come and help provide them with certain guidelines and spelling & pronunciation rules to improve. A detailed handout will be available.

In the EFL classroom, Arabic learners are a unique group of students whose needs differ from other EFL learners. This talk will focus on one of their most persistent difficultiesspelling - and highlight the principal reasons for this (such as Arabic being a consonantal language with an absence of vowels) before providing practical solutions for teachers.

This talk describes the initial results of action research that analysed the academic and emotional issues raised in the reflective learner journals of upper-intermediate EAP students. This research, which considered both student writing and teacher responses to the issues raised in these journals, suggests that use of student learner journals can be a catalyst for change in the classroom.

This talk describes and discusses a project aimed at involving teachers in the design and development of a student learning diary that helps learners gauge their own progress and develop their learning aims within the context of a UK language school with multilingual classes and a policy of continuous weekly enrolment. e, a

Is it possible to just focus on teaching the language and leave politics outside the classroom? In this 4Corners Dialogue Lindsay Clandfield (Canada), Cecilia Lemos (Brazil), Christina Rebuffet-Broadus (France) and Xiaobing Wang (China) will challenge your thinking by presenting four brief perspectives on this issue. You will then be invited to join the Dialogue facilitated by Margit Szesztay. Come and find out what our SIG is all about!

This talk discusses part of the data of a research in progress carried out in Mexico. The participants were in-service English language teachers working in Mexico. EFL teachers narrate the complex construction of their identities. Qualitative research and specifically narrative inquiry (Clandinin and Connelly, 2000; Barkhuizen, 2013) were the basis for this project.

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

Queen's 9 1205-1235

25 audience Talk TD, TTEd

Room R 1130-1235

60 audience Forum TD

Friday 4 April

Session 3.2 : 1130-1235

Session 3.3 : 1335-1420

Teaching practicum is a strategic place where pre-service teachers transform themselves from being student-teachers to become novice teachers. Data from a case study on how a group of student-teachers experience this identity transition in an Indonesian context shows that their journey is not linear - comprising a complex process, colored by conflict and tensions before they become novice teachers.

This presentation reports on original research exploring teachers’ perceptions about the effectiveness of a professional development scheme on educational quality at an English preparatory school. The research also sheds light on the link between the perceptions and actual performance of teachers after involvement in developmental activities. The findings from surveys, interviews and classroom observations will be discussed in detail.

In this talk, I will present our ongoing training programme at Cultura Inglesa Duque de Caxias - a private English school in Brazil. I will consider some of the challenges faced and how we responded to such challenges. I will also show templates created, how the data was organised and used for devising further training and paths for professional development.

There are many types of CPD, which can help teachers at every stage of their career, and suit their own interests and availability of time. One of the main goals of our Center is to guide teachers to access the right activity for their development, considering how they can use their professional development experience to affect learning in their classes.

1235-1335 Lunch break

1335-1420

Bramham 90 audience Workshop TEA

Session 3.3

Working with test tasks is an increasingly important role for many teachers, either creating them for use within a class or institution, or using them to help students prepare for high-stakes assessments. This workshop will help participants learn some of the important techniques professional item writers (should) employ to ensure test tasks “do what they say on the tin”.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.3 : 1335-1420

Charter

75 audience Workshop

L M C S S I G

D ay

Harewood 1

125 audience Workshop

MD, L L T S IG

D ay

Harewood 2

V e r s at il e b e g i n n i n g s

E l s b e t h M a d e r ( P r iv a t e S c h o ol , S w i t z e r l an d )

In this hands-on interactive workshop, you will tap into your own creative potential and find out how the beginnings of novels can help you to exploit your students' imaginations, while providing them with practice in all four skills and raising their language awareness. A handout will be provided and word documents with beginnings of novels will be available by email. e, ie, s, a

M ak i n g t h e mos t of e - b o ok r e ad e r s

V i c t or ia B oob y e r ( E L T c r e a t i v e )

As ELT publishers are creating more and more e-book reader resources, opportunities open up for their creative use by teachers and students. This workshop outlines a number of tried and tested practical activities for students inside and outside the classroom. These activities incorporate listening, speaking, writing and reading skills, alongside a focus on developing digital literacy.

125 audience Workshop BE S or r y , w h at d i d y ou s ay ? E ve l i n a M i s c i n ( C ol l e g e of B u s i n e ss & E

Are your students good listeners? Do you have to repeat your instructions several times? Do they need to listen to some listening practice several times before they get it right? This workshop, which includes easy to prepare activities, will try to help you by showing some of the ways to enhance your students' listening skills.

Newby

35 audience Workshop YLT

Ripley

160 audience

Workshop

EAP, E E S P S I G

D ay

Studley

20 audience Workshop YLT

Auditorium 570 audience Workshop YLT

A s p a ce f or s t or ie s i n t h e c l a ss r oo m

V al

This workshop will show how we can stimulate the development of learners’ linguistic abilities, the expansion of their knowledge and use of the target language by using varied storytelling activities and storybuilding techniques in the classroom. By encouraging learners of different ages and levels to work with stories, we foster a level of engagement and motivation which amplifies learning opportunities. ie, p, s

E A P t e a

What makes the experience of teaching EAP different from teaching more general ELT?

Using examples of teaching materials and illustrations from both classroom practice and teacher interviews, participants in this workshop will explore the pedagogical practices that EAP professionals use to bring materials to life, thereby shedding light on the ways in which teachers enable EAP learning to happen. ie, t, a

During this workshop, we will look at some of the potential problems within mixed-ability groups. We'll develop a maximum number of ideas to accommodate different levels and learning styles, in order to deliver a successful lesson to every student, while at the same time avoiding adding to the teacher's workload. ie, s

Memory is of course crucial in ELT. Using examples from teenage classrooms, we explore what makes memory and cognitive strategies efficient or a waste of time, and you will be able to try out their effects for yourself. Find out why self-testing is useful, what interleaved practice is, and why highlighting words in a text doesn’t work – well, unless ...

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

King’s A 1 13 35- 15 35 100 audience

Session 3.3 : 1335-1420

The area of ESP teacher education has witnessed a dramatic decline of interest under the assumption that ESP is not significantly different from General TESOL teacher training. However, ESP practitioners may have a different say. This talk presents findings of study into some Yemeni ESP teachers’ perceptions about their job’s demands and training needs. How different are they from General TESOL teachers training needs?

This talk highlights the challenges and processes involved in developing Business English teaching competences in a primarily francophone environment. Participants will explore ways of fine-tuning blended teacher training for trainees with little prior teaching experience. Reference will be made to a British Council/Algerian Chamber of Commerce and Industry project which culminated in setting up quality language centres in Algeria.

Teaching writing can be an arduous task for English language teachers. This discussion will present a teaching method that gives the students an opportunity to tell their own immigration experience, while conferencing with the teacher about errors in syntax or spelling. This result is a powerful connection for the students with their writing and a personal connection with the teacher. ie, a

AL T e a ch in g s e n t e n c e -l e v e l s yn t a x t h r ou g h r e f or

Teaching writing as a process has been the dominant approach used in Libya. Investigating the impact of feedback on students’ sentence-level grammar in their composition has been the focus of a research. Results show that teachers’ feedback is an important way to address the needs of L2 writers to increase vocabulary and learn the syntax of the language they learn. e, t

GEN A d ar in g

E

u c at ion , Q at ar Un i ve r sit y )

This presentation focuses on the concept of active reading strategies. It introduces participants to various ways to train students on going beyond passively retrieving information from a reading passage, and moving towards interacting with the text, using more advanced reading skills such as summarizing, interpreting, comparing and analysing. Needless to say, becoming an active reader requires a daring effort.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Session 3.3 : 1335-1420

The evaluation of implementing this ESP course is a complex task with many academic and administrative factors to consider. This presentation will describe the process carried out in order to obtain data that could guide the improvement of both the quality of the teaching and the contents of such a program currently being developed in the University of Sonora.

This presentation will address the psycholinguistic topic of anxiety that some experienced ESL teachers face within that classroom environment. Participants will be given the opportunity to learn about the two main causes of classroom anxiety that ESL teachers experience, uncovered through qualitative research. Additionally, ways in which to overcome this anxiety will be discussed.

RES, YLT Id e n t it y in E n g l is h cl a s s r o o ms : c h il d r e

)

Many children live and study in bi/multilingual environments, which have a lasting impact on their sense of self as they construct their identities across different languages, cultures and literate experiences. A study, based on interviews with children and parents at an after-school English literacy programme, suggests that children mediate their identity construction by associating language with person, place or experience.

t

A presentation on how teachers in a Singapore secondary school promote learner autonomy in English lessons and help learners co-construct their understanding of English language usage by infusing self-directed and collaborative learning in the curriculum through a combination of online social networking, a specially-curated webbased reference tool, and online scaffolding techniques. e, ie, s

LT T h e u se of t e c hn ol ogy f or E n

This presentation has two main aims. Firstly, to present a report on how the Ivorian teachers of the English language and students use technology in learning and teaching contexts. Secondly, to discuss practical and cost-effective ways to use technology to enhance English teaching and learning in a country where French is the official language.

This presentation is based on research into teachers' and students' reflections on feedback on writing throughout an Academic Writing course. It was conducted with groups of MA students in Ukraine and Poland. Qualitative and quantitative methods were applied to analyse the reasons for students’ preferences of certain types of feedback, direct and indirect, to identify measures of their effectiveness.

TD, TTEd

TTEd

Session 3.3 : 1335-1420

This presentation explores the cognitions of non-native English-speaking teachers. A research study mainly involved a qualitative exploration of the cognitions of 10 Japanese teachers. The study was set against the background of complexity theory that allowed each teacher’s cognitions to be understood as forming part of a complex adaptive system.

A research-based presentation investigating the relationship between novice and experienced EFL teachers’ self-efficacy and self-reflection. Also the difference between their reflective practices and self-efficacy beliefs. Both theoretical and practical issues were focused on. 1,400 teachers (700 novice; 700 experienced) were evaluated on their reflection and efficacy and the results were correlated. This can have implications for teachers and teacher trainers.

LAM, TTEd

A framework for implementing tiered university CLIL programs will be presented. Based on results from an ongoing interdepartmental mixed-methods study, carried out at Universidad Europea de Madrid, strategies at institutional, departmental and individual level will be proposed, including a university-wide language policy, curricular design, teacher training, and student performance and objectives.

A greeting card writing activity is an effective way of teaching phatic communication as an important social function, facilitating the management of interpersonal relationships in everyday interactions. Apart from being entertaining and stimulating, this activity provides an excellent opportunity to raise socio-cultural awareness in EFL learners and develop their pragmatic competence.

An empirical study investigating literary reading has identified a set of dominant reading processes in language learners. These focus on their creative abilities while engaging with texts in a specific literary-focussed classroom context. I will refer to the findings of this empirical study and the design of a pedagogical framework which addresses creativity in ELT.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.3 : 1335-1420

The purpose of this presentation is to share experience of teaching ESP at tertiary level. We will focus on the analysis of traditional methods of teaching English at an economic university in Russia, needs analysis and the analysis of a mix of activities and techniques to enhance students' professional communication skills, which they continue to develop after the ESP course.

If you’re a teacher and have a Twitter account, why not make use of this popular social media platform and help your students learn English on their own? But what are the tips & tricks of using Twitter with English learners? That’s what this presentation will uncover, based on the experience of managing the British Council’s regional (MENA) Twitter account.

I will present the findings from a case study undertaken to ascertain how Japanese university students perceive and use PEDs in Japanese monolingual classrooms, as well as teachers' perceptions of PEDs. I will highlight the need for ELT practitioners to become more effective researchers of their own classrooms, based on the research findings, and discuss areas for further research.

Cambridge: English 2015 Global ELT

● CAMBRIDGE First (FCE) Exam Guide

● Writing Supplement with model Compositions ● JUSTIFICATION of the Answers

Session 3.3 : 1335-1420

King’s B

100 audience Workshop TD

Hall Qa

100 audience Workshop TEA

( T a r ge t T r ain in g )

Part of professional development involves experimenting with our teaching. In this interactive workshop, you’ll first discover how experimental you really are. Then you’ll try out various experimental practice options taken from ExperimentalPracticeinELT:Walk on the Wild Side , published by the round. Finally, you’ll get tips on how to successfully traverse the experimental practice jungle.

Through watching videoed samples of the Subtest Speaking of telc English B2-C1 Dual Level, you will learn about the validity of the test construct of this examination. You'll analyse the role of the examiner and then try out for yourself, in real time, the assessing of candidates' performances following telc's CEFR-referenced marking criteria. We'll end by discussing any differing results.

Hall Qb

100 audience Workshop MD, PRON

Hall Qc

100 audience

Workshop GEN

The presenters apply theoretical concepts to speaking/writing activities for advanced learners. Participants will use lists of already grammatically accurate and orally linked skeletal phrases and verbal stratagems. They role-play students to experience how memorization can be a positive strategy in pronunciation (controlling articulation, speech rate, linking and stress placement) and writing (controlling word form, word choice and word order).

We expect our conversations to be clear, relevant, truthful and informative. But what happens when others upset that expectation? This workshop looks at how, when and why the tacit rules of intercommunication are broken and shares original activities, for both experienced and novice teachers, to help adult learners understand the implications in social and business contexts. e, ie, a

Hall Qd

100 audience Workshop TD, YLT

Hall Qe

100 audience Workshop MD

Creating effective classroom communities is key to a safe and productive learning environment for primary students. This session will help primary teachers to foster positive student collaborative working patterns in English in the classroom. It will take a fresh approach to classroom management. I will share practical activities and models, using both traditional methods and new learning technologies.

In a context where EFL students’ learning experiences emphasize lower order thinking skills, how can teachers develop, modify and use teaching materials that nurture learners’ critical thinking skills? This session will engage the audience in modifying a sample of teaching material that targets developing students' language and critical thinking 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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.3 : 1335-1420

Hall Qf

1 3 3 5 - 1 6 0 5

200 audience Symposium MaW

S ymp os iu m on C r e at iv it y – f or a ch an g e

C r e at iv it y - f or a c h a n g e

A l an M al e y ( F r e el an ce )

Creativity is much proclaimed but little practised. Teachers suffer from the twin plagues of routine and institutional control. In my presentation, I shall suggest that more creative forms of learning and teaching are possible. I shall focus on constraints, heuristics, improvisation and the random principle as ways of rendering our teaching more creative. e, s, t, a

Ge t t in g ou r s t u d en t s in f l ow : t h e c re a t iv e t e ac h e r ' s u l t ima t e ch al l en ge

C h az P u g l ie s e ( F r e e l a n c e )

We're in a state of flow when we’re so immersed in what we’re doing that we become oblivious to anything and anyone around. But what can a teacher do to promote flow? In this session, we'll analyse a few useful strategies to design activities that are rich, enjoyable and may help the students pay attention and stay focused. e, ie, s, a

h y d

H a n n a K

m a g a z in e )

?

Humanism and other schools of thought considered creativity a vital component of learning and teaching. At present, creativity seems to be less prominent. Has it become obsolete? This talk focuses on reasons for and ways of promoting creativity in EFL in the 21st Century, with reference to Gardner's recent theory of education (Five Minds for the Future). ie

P u t t in g t he h u ma n ce n t re st ag e M ar k A l m on d ( C a n t e r b u r y Ch r ist C h u r c h Un iv e r s it y)

I will talk about how the focus in language classrooms around the world has moved from person-to-person interaction to person-to-screen interaction. I will argue that, though much of the new technology available to teachers is quite staggering in its innovation, more meaningful, richer and creative communication should be going on between the people in the room. e, ie, s, t, a

C r e at iv e r e ad in g in t e a c h e r d e v el op me n t

C h r is L i ma ( U n i v e r s i t y of L e i ce s t e r )

In this talk, I will discuss how integrating the reading of literary and creative material into teacher education and development programmes can give ELT professionals the opportunity to better understand the role of literature in language learning, participate in discussions of relevant issues, engage with different points of view, and develop their own language skills. e, s, t, a

C r e at iv e u se of t h e c ou rs e b ook

Br ian T oml in s on ( A n ah e i m U n iv e rs it y )

I will be demonstrating how teachers can stimulate their learners to be creative by using their coursebooks in creative ways. I will be showing how consciously articulating principles of creativity can generate a menu of creative activities which can help the teacher and the students to come up with ideas for using each coursebook unit in novel ways. e

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

Queen's 1 60 audience Workshop YLT

Queen's 2 68 audience Workshop MaW, TD

Queen's 3 180 audience Workshop TTEd

Queen's 5 110 audience

Workshop

A

Friday 4 April

Session 3.3 : 1335-1420

of

The session will focus on disabled learners who face a big problem in dealing with their teachers in school and with parents at home. It will give a clear idea about who students with learning disabilities are, their signs and the main causes for their disabilities. There will be practical ideas for teachers and parents to deal with them easily.

What competences are required for educational authors and what is it like to develop materials suitable for publication? Come have a look at the organisation and materials of this very practical course for our fourth-year student teachers and familiarise yourself with tasks in the programme by trying them out yourself. Do you have what it takes?

Many student books have audio script at the back, but teachers often make limited use of these. In this workshop, we will be working with a range of activities that use audio scripts. We will see how they can be used for a number of different purposes, and we will identify the pedagogical advantages they offer. ie, s, a

L A S IG D ay D og me i n t h e c l a

This workshop demonstrates ways of effective integration of theatrical performance elements created by teenage and adult students into a General English language course. The participants will try out a number of activities illustrating certain advantages of individual theatre techniques and of a complex syllabus centred around theatre and fully based on students' ideas.

Queen's 7 95 audience Workshop

G IS I G D ay

Queen's 9 20 audience Workshop TD, YLT

The session will focus on ways of exploiting YouTube videos in the classroom. The aim will be to show how clips which raise real world issues can be used to inspire, motivate, encourage reflection and trigger meaningful interaction. We will try out pre- and postviewing activities which involve active exploration and critical thinking. e, ie, s, t

C h al l e n g e d b y th e 21 s t C e

Many teachers feel threatened by today's digital natives, partly because of their lack of IT skills and partly trying to keep up with technology. In this workshop, we will address some challenges teachers face, suggest solutions and discover how British Council Macedonia has assisted YL teachers in overcoming obstacles through the publication Digital resourcesforteachersfromgrade1-5 e, ie, p

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.3 : 1335-1420

Session 3.4 : 1435-1520

Room R

60 audience

Workshop LAM, YLT

This session explores what is meant by transformative leadership and how it can play a role in our classrooms to address many of the key issues and challenges facing us in the world today. It also focuses on the role of citizens’ engagement programs, especially Model United Nations, and how student leaders can make a difference and address the challenges.

1435-1520 Session 3.4

Bramham

90 audience

Workshop YLT

Charter

75 audience

Workshop

L

D ay

Harewood 1

125 audience Workshop

TEA, L L T S I G

D ay

Harewood 2

125 audience Workshop

TD, TTEd

Practical tasks will guide participants through the process of identifying and recreating authentic use of English in lessons, which they can then use in their own lesson planning. Participants will think about activities that engage primary and secondary students before looking at real-life use of English and classroom activities replicating this.

Warhorse or Regeneration? Birdsong or Blackadder? How have novels and films contributed to the construction – or reconstruction – of national memory? Focusing on the gap between the experience of war and its memorialisation, this workshop will exemplify ways in which the classroom can develop critical reading skills and awareness of key cultural concepts.

The flipped classroom is the latest approach that everyone is talking about it – but how can it be used to maximise learning and output for IELTS preparation students? This interactive workshop will explore resources, tools and lessons learned for getting the most out of both classroom time and homework. e, a

This presentation focuses on the critical role that directed reflective practice has in teacher development and how it must provide teachers with practical solutions to classroom issues for it to be meaningful and productive. The presentation will look at how filmed lessons and teacher journals support reflective practice and foster evidence-based reflections.

Newby

30 audience Workshop LAM, TD

Two recent government decrees have addressed enhancing foreign language teaching, learning and assessment in Uzbekistan. The presenters describe the pre-decree situation and the actions taken to achieve the aims of the decrees. Together, we will examine the problems encountered and their causes. Participants will discuss examples of progress in similar situations and possible best practice in such situations.

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

Friday 4 April

Session 3.4 :

1435-1520

Ripley 160 audience Workshop

EAP, E E S P S I G D ay

Studley 30 audience Workshop GEN

There are many roles and competences for EAP teachers and students. For example, as critical thinkers they need to reflect on and challenge how spoken and written information is presented. This workshop considers EAP as a research-informed practice and offers frameworks for teaching and learning EAP, drawn from the new teacher’s methodology book EnglishforAcademicPurposes(OUP).

Do your students find reading activities too easy, difficult or boring in class? This interactive workshop will look at how you can exploit reading passages in your course book in order to introduce and/or practise a number of reading strategies. These strategies will help make reading more engaging for your students while catering to different learning styles.

Auditorium 570 audience Workshop GEN T h e p ic t u r e an d t h e st or y P a u l D

ie, a

)

The narrative and the image are powerful tools in learning, both for engaging students’ interest and for making learning memorable. Partly inspired by my work on LIFE(National Geographic Learning 2013), this workshop presents practical ideas for combining stories and images to create motivating, effective activities that develop fluency and accuracy, teach vocabulary and recycle language.

King’s A 1 3 3 5 - 1 5 3 5 I NT E R

King’s B

100 audience Workshop GEN

Hall Qa

100 audience Workshop TEA

Hall Qb

100 audience Workshop AL

This session starts at 1335 (in session 3.3). See pages 143-146 for details.

This is a practical workshop. Taking a picture as a starting point, I’ll look at various classroom activities for which it can be used, beyond the obvious ones of description and oral fluency. I’ll focus particularly on using it for work on intonation and stress, but will also look at areas such as spoken discourse.

ie, p, s, a

Have you ever written a test question that didn't perform the way you expected? This presentation will cover the key factors to consider when developing test items: what to test; how to test it; and how to assess the result. We’ll review common mistakes in item writing and discuss how test results can inform learning. ie, s, a

In this workshop, I draw on my own empirical research and classroom experience to explore the mysterious behaviour of idioms in the context of English as a lingua franca. Idiomaticity’ is important because it is central to mother-tongue fluency and because it is tested! But is there a role for idioms in ELF and, if so, what is it?

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.4 : 1435-1520

Hall Qc

100 audience Workshop YLT

Hall Qd

100 audience Workshop LAM, TD

Bu il d in g t r u s t , c on f id e n c e a n d be l on g in g in t h e c l as sr o om U n p l u gg e d

D a v i d G i b s on ( R e t i re d )

In this workshop, we consider the ways in which students might fail in the classroom, through not having a real sense of belonging and being reluctant to participate in activities. Solutions are explored in the form of simple steps teachers can take with a little thought, the minimum of effort - and no gadgets. e, p, s, a

C h an ge : t e a c h e r s h a t e it ; ma n a ge r s f e ar it T r u e or f a l s e ?

L or a in e K e n n ed y ( P e r ip a t e t ic )

We know the adage 'change is constant'. Managers complain about resistant teachers; teachers say 'We've seen it all before' or 'What's the point?' Are viewpoints on change really so polarised? This workshop aims to appeal to both teachers and managers, to review perspectives and crucial factors that underpin successful change, for individual and organisational development.

Hall Qe

100 audience Workshop LT, YLT

Hall Qf

1 3 3 5 - 1 6 0 5

Queen's 1 60 audience Workshop GEN

E xp l oit in g v i d e o in t h e l a n g u a ge c l

D a v i d

It should be a motivating experience, a prize or an end of term treat, but all too often the use of video in the classroom has the opposite effect. In this workshop we look at some different ways to incorporate video in the classroom, in a fun and motivating way.

S ymp os iu m on C r e at i v i t y – f or a ch an g e

This session starts at 1335 (in session 3.3). See page 148 for details.

This workshop focuses on different ways of exploiting two often neglected teaching strategies - shadowing and paraphasing - which, isolated or combined, can foster better quality oral expression in EFL. The activities proposed will not only raise students’ awareness of prosodic features of discourse and different possibilities of re-expressing sense, but also help them refine their oral communication skills. e, a

Queen's 2 68 audience

Workshop

TD, TTEd

Queen's 3 180 audience

Workshop

BE, MaW

As teachers, we often know what kind of teacher we want to be and what kind we don’t want to be. Most teachers receive regular observations with feedback from supervisors, peers or others with ways to improve. This workshop will help participants see for themselves what kind of teacher they are, thus learning to develop strengths and improve weaknesses. e, ie

Teachers are often expected to create supplementary activities to offer additional practice, reinforce vocabulary or provide impetus for discussion. For those who are uncertain as to how to start, this can be a daunting task. This interactive workshop will take you through the steps of putting together tailor-made and engaging activities for your lessons, using examples from ProfessionalEnglishOnline

experienced audience p

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

Queen's 5 110 audience

Workshop L A S IG D ay

Queen's 7 95 audience

Workshop

G IS IG D ay

Do you involve your students in assessing their own progress or is that your job? What might result if you did actively involve them? Might they be more engaged in their learning and measurably improve their rate of progress? This practical workshop offers starting points and explores assessment for learning bottom up.

Through a series of hands-on activities based on Helbling Young Readers series, we'll explore some of the underlying values and how to expand their scope turning them into something meaningful for primary school children. Variations of traditional games, like bingo, noughts and crosses and role plays will also help teachers realise the full potential of readers when working with values.

Queen's 9 25 audience Workshop AL, TD

Room R

60 audience Workshop GEN

The significance of this session lies in helping to plan and design a more appropriate and effective programme and evaluate the teaching knowledge of pre-service teachers. It aims to find out the challenges in training pre-service teachers of English. It's clear from student-teachers' answers in the needs analysis how Yemeni teachers of English suffer and face many challenges in ELT.

“I’ve studied English for years, but I can’t understand anyone!” This was a common complaint from my students on arrival in the UK. This workshop introduces you to practical activities and materials you can use to help students transition from understanding scripted listening materials to feeling comfortable with real-world English.

1535-1605

Bramham

90 audience Talk

TTEd

Session 3.5

ELT resources are freely available on the internet. This practical talk showcases how British Council staff across the Middle East/North Africa region have exploited some key resources, available in support of both language teaching and teacher training. ELT teachers and managers alike are invited to benefit from our innovative classroom (and staffroom) practice. e, ie, p,

Charter

I have done six films and numerous school plays with my students. It sounds complicated and time-consuming, but it really does not have to be. The one thing that you must have is creativity of your students - so encourage it. Once you boost their confidence to perform, they will be ready to accomplish amazing projects.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.5 : 1535-1605

Harewood 1

125 audience

Talk

TTEd, L L T S I G

D ay

Harewood 2

125 audience

Plenary follow-up session

Newby

30 audience

Talk

TD, TTEd

This talk will show a classroom experience based on personal narrative and digital storytelling in an initial teacher training program. The purpose of this experience is to enhance technological literacy and digital competence in student teachers, as well as to reflect on the role of personal narratives as a student-oriented pedagogical tool.

If you attended Michael Hoey’s plenary session this morning on “Old approaches, new perspectives: the implications of a corpus linguistic theory for learning the English language”, 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 Michael’s plenary talk.

After numerous weaknesses were found in the daily teaching of English in a number of Dutch secondary schools, a research project was initiated to expose these flaws and finds means for improvement. Then pilots within these schools were started to see how recommendations can find their way into the classrooms. In this talk I will share my experiences. e, s, t

Ripley

160 audience

Talk

EAP, E E S P S I G

D ay

Studley

30 audience

Talk

TD, YLT

This talk will report on the benefits of using online self presentation tools Present.Me , myBrainshark, etc.) for gains in fluency and for assessment of EAP. We will also reflect on how to include speaking exercises that are natural and communicative, which at the same time ensure non-boring repetition.

They come to you after school hot, tired ... anything but inspired. Teaching teenagers is a complex, challenging but rewarding process. This session introduces an approach which combines psychological and pedagogical factors designed to engage and build skills, selfconfidence, identity, ownership and innovation. The presentation will outline the flexible role teachers must adopt in order to guide the students to reach their potential. e, s

Auditorium

570 audience

Talk

LAM, TD F in d i n g ou t a b ou t t e ac h i

'Accreditation UK' is a quality assurance scheme for ELT providers in the UK. One of the areas evaluated is 'Teaching and Learning' and inspectors visit classrooms to see if the teaching meets the requirements of the scheme. But can an inspector judge teaching on a 20-minute visit? Can you 'see' good (or not so good) teaching?

King’s B

100 audience

Talk

TD, TTEd

This talk will focus on issues raised by trainees and trainers about the challenges of giving feedback on teacher training courses. Where trainees are expected to comment on their own and their peers' teaching, there are often difficulties around the trainees' ability and willingness to take part effectively. Strategies will be suggested that could enhance trainee contributions.

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 Qa

100 audience

Talk BE

Hall Qb

100 audience

Talk BE, TEA

Friday 4 April

Session 3.5 : 1535-1605

W or k i n g v ir t u al l y : s k i l l s a n d c on f i d e n ce - bu i l d i n g f or m od e r n in t e r n at i on al

c ommu n i c a t i on

J ac k ie Bl a c k ( Y or k A s s o ci at e s )

How can we help our learners to communicate better in an international business environment? Working Virtually, part of the International Management English series published by Delta/York Associates, addresses this question in a practical and taskfocused way. In this talk, the authors will give an overview of the book's content and how to get the most out of it. e, a prod prom

T op t ip s f or su cc e ss on t h e T O E IC t e s t

M il e s C r av e n ( C a mb r id ge )

This presentation explores ways to maximize scores for students taking the TOEIC test. I will highlight the language skills and test-taking strategies required for students to succeed. I will demonstrate what exactly the TOEIC test is 'testing' and how teachers can best help their students to perform to their full potential. Examples will be taken from PasstheTOEICTest e, ie, s, t, a prod prom

Hall Qc

100 audience

Talk RES, TTEd W h at i s t h e n at u re of r ap p or

Ga r y H i ck s ( U n i ve r sit y of Br i gh t on )

A common requirement in the EFL industry is for teacher trainers to assess ‘rapport’ during teaching practice. There is no agreed understanding of what constitutes rapport or of how it is recognised and articulated. A study investigated how a group of experienced UK-based EFL/ESOL teacher trainers articulate their assessment of rapport in the context of assessing English language teachers undergoing diploma-level ‘training’.

Hall Qd

100 audience

Talk TEA, YLT

Hall Qe

100 audience

Talk TD, TTEd

Qf

A n g e l a W r i g h t ( C a m b

Giving children a positive experience of testing is a critical way in which to have a motivating impact on their future learning. This talk will address the changing needs of young learners of English and will focus on how Cambridge English: Young Learners exams continue to be developed to meet these needs, whilst still ensuring they have positive educational benefits.

ie, p prod prom

There's a general consensus on the many benefits of observation. It is well known and discussed in training sessions, books and forums. So why are many teachers still resistant or threatened by it? In this session, I will share a program and forms developed after research, trial and error, trying to overcome resistance and make observation truly effective for teacher development. e,

This session starts at 1335 (in session 3.3). See page 148 for details.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.5 : 1535-1605

Queen's 1

60 audience

Talk

AL, PRON

Queen's 2

68 audience

Workshop

EAP, MD

This presentation will discuss the aims of a action research project with novice English teachers in Australia, in which voice coaching and kinaesthetic techniques are used as an alternative to ‘listen and repeat’ approaches. This research-informed talk will interest teachers wishing to learn about how theory and practice can inform each other and to improve their teaching of spoken English.

In this workshop, the presenter will lead the participants towards an understanding of the components of critical thinking, and how they relate to teachers' questions, classroom management and class activities. Participants will complete a variety of individual, pair and group activities to recognize and practise the application of critical thinking processes across all language skills. ie,

Queen's 3

180 audience

Talk YLT

Increasing numbers of primary and secondary school teachers teach a second or foreign language while also teaching curriculum content. This may be CLIL, immersion, or other approaches to content-based language teaching. In this presentation, I will consider how teachers can ensure that students learn language and content, using examples from the new OUP title FocusonContent-BasedLanguageTeaching . e, ie, p, s prod prom

Queen's 5 110 audience

Talk

L A S IG D ay P or t f ol i o s i n t h e E F L c l a s sr o om - t h e r ou t e

In today’s economic climate, maintaining student motivation carries increasing importance. Students are frequently frustrated if they cannot see their progress in English. This talk outlines a British Council project where simplified portfolios were piloted. It focuses on the problem of content, time and student/teacher commitment. It presents a fresh approach to charting learning, easily adaptable to any EFL environment. e, a

Queen's 7 95 audience

Talk

G IS IG D ay

Queen's 9

25 audience

Talk

LAM, TD

Room R

h ors t e n M

In an increasingly hypervisualized world, where images circulate around the globe with ease, learners must be able to critically decode the globally relevant meanings that lie beneath the visual surface of images. In my talk, I will demonstrate how this new challenge for global education can be met when teachers apply a visual literacy framework infused by a global lens.

a z il )

This practical session reports on a unique teacher training blended programme designed and carried out for secondary and tertiary level teachers of 29 technical colleges in 23 Brazilian states. Participants will have the opportunity to consider the various stages and components of the project, discuss its strengths and weakness and reflect on the lessons learned in the process.

This talk presents results of a study into the changes in writing assessment and teaching practices after the introduction of a national standardized school-leaving exam. By means of teacher and student questionnaire data and task analyses, the washback effect of this exam reform on the language classrooms will be illustrated.

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 : 1640-1710

1605-1640

Coffee break

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

1640-1710 Session 3.6

Bramham

90 audience

Talk

GEN

Charter

75 audience

Talk

L M C S S I G

D ay

Harewood 1

125 audience

Talk

RES, L L T S I G

D ay

Harewood 2

125 audience

Talk

This presentation will discuss ELT in Libya’s higher vocational and university level sectors and look at how they are likely to develop during the next five years. It will also comment on the British Council’s work with each sector and highlight potential future opportunities for other organisations to support ELT at tertiary level in Libya.

Through the experience of establishing an extensive reading (ER) library within the Personal Study Programme (PSP) at International House Newcastle, this talk will reflect on how we can use ER to promote and support learner autonomy as a whole. It will discuss the practicalities and pitfalls of such an approach and review experimentation with a reading-aloud group.

On l i n e t ool s f or a n al y sin g l e x i s, gr a m m ar an d d i sc ou r s e in t e

ie, a

New online tools now offer powerful means for teachers, learners, researchers, editors and exam boards to analyse the lexical, grammatical and discourse composition of texts. This talk reviews tools such as LexTutor, CohMetrix and a new tool called TextInspector, to identify and demonstrate potential benefits and pitfalls for a range of users, in research and the classroom. e, p, s, t

MaW H

L u c y P a l me r ( T

Newby 35 audience

Talk TD

on Teachit ELT

As teachers, you know best what works with your students. That’s why all the resources on Teachit ELT are made by teachers and why the editors, myself included, are teachers too. Find out how you can share your resources on the site, what we’re looking for, how to maximise your chances of getting published, and what you receive in return.

This presentation will focus on the use of pictures and sketches for improved classroom interaction. I will show ways of using pictures for building an objective, reproducible methodology for measurement of content, ideas and flow of thoughts. I will share details of a case study which was implemented in our prep program at Istanbul Sehir University.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.6 : 1640-1710

Ripley

160 audience

Talk

EAP, E ES P S IG

D ay

Studley

30 audience

Talk

TTEd, YLT

This is a preliminary investigation for an ongoing study which attempts to investigate Omani engineering students' EAP workplace needs. This presentation offers some important theoretical and practical aspects in needs analysis. The presenter will review needs analysis approaches and report preliminary findings. The audience will be involved in discussing the offered findings, recommendations and the proposed multidimensional needs analysis framework.

Diffidence has proven to be a strong hindrance to spoken communication for young adults in Kerala. Linguistic knowledge remains subdued due to the lack of confidence in applying it for practical purposes. Experience with the ASAP project of Kerala Government, and the ACCESS programme of the US Embassy, sheds insights into developing a model of ELT that attempts to contain this hurdle.

What tools do teachers currently have at their fingertips to be able to objectively and accurately measure a student’s level of English? How can teachers identify what they need to focus on in order to help students make progress? How can they test their students again using the same standard assessment to see the impact of their teaching on students’ progression?

Currently, teachers often use self-prepared tests that they need to create and grade themselves, which is very time intensive and difficult to replicate. The alternative is to use practice tests from internationally recognised tests which are not self-scoring, or for students to take high-stakes tests, which is not a cost-effective solution to use solely as a progress measure, or informative about remediation.

In this session, D D av id H il l , item writer for Progress, Pearson’s new and innovative all skills test, and A A n t on i a C l ar e , author of Speakout , will discuss the merits of using an automated testing tool like Progress to objectively and accurately assess students’ competence and progress across a given course. They will look at how teachers can use the results from this test and apply them in a classroom setting with a coursebook to inform teaching and learning and improve learning outcomes.

King’s A 240 audience

Talk

TD, TTEd

Frames are activity organizers that allow trainers to incorporate different contents. In this talk, we will explore a series of frames useful for input, processing and assessment of teacher learning, as well as for developing professional knowledge and skills. These frames have been classroom-tested and proved useful with pre-service and in-service audiences. e,

King’s B

100 audience

Talk

TTEd A r a l l yin g cr y f or C L IL J ac q u e l in e D ou gl as ( In t e r n at ion a l H ou se L on d on )

CLIL is currently a force for change, but as a trainer, I wonder about its future. I've listened to many CLIL teachers and, hearing the potent mix of confusion and fear commonly felt, I see brave pioneers lacking support. This session invites current and future CLIL teachers, and trainers like me, to explore what might help CLIL succeed.

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 Qa

100 audience

Talk GEN

Hall Qb

100 audience

Talk LAM, TD

Hall Qc

100 audience

Talk AL

Hall Qd

100 audience

Talk

TD, TTEd

Hall Qe

100 audience

Talk

TTEd, YLT

Hall Qf

200 audience

Talk TD

Session 3.6 : 1640-1710

In this presentation, we'll discuss the current situation in ELT in Burma in the context of the changes taking place in the country. We'll explain specific programmes which we've developed to meet the need for ELT education, and the impact of those programmes on teachers' performance in the classroom. We'll also describe some of our own professional learning during this process.

The European Profiling Grid enables teachers to assess, quickly and conveniently, their own competences across a range of categories. It can also be used by managers and trainers of teachers who are concerned about their professional and career development. This talk will outline the features of the Grid, including its electronic version, and the ways it can be used.

How many words are there in English? How many words do learners need to know (and how much do they need to know about any individual word)? What are the key criteria in setting priorities for learners’ vocabulary acquisition? Participants in this session will engage in a variety of activities designed to help us answer these questions.

Personalisation happens when activities allow students to use language to express their own ideas, feelings, preferences and opinions. However, what about teachers communicating real information about themselves too? One way of achieving this is with anecdotes, the focus of this workshop. The reasons for personalising your teaching in place of, or to supplement, the coursebook will also be considered. e, a

B r i n g in g c r i

V an e s s a E

s ( P or t o, P or t u ga l )

This session will look at the importance of 21st Century skills and critical thinking in the young learner/teen classroom. A number of practical activities will be presented, which will get your children thinking while they learn English. So, be sure to bring your student and teacher hats along for stories, games and of course ... critical thinking!

In early 2014, Oxford Teachers’ Academy (OUP) launched its first online courses. This session will focus on the solutions that we devised in response to three challenges: the need for a media-rich learning experience; opportunities for experimentation and reflection; and quality-driven endorsement. It will also report on how the first courses have been received by teachers, and lessons learned. e, a prod

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.6 : 1640-1710

Queen's 1

60 audience

Talk

TD, YLT

T e a ch

r

' A s s oc ia t i on [ NE L T A ] )

In this presentation, I shall discuss my own co-teaching experience for a year in a mixedability, multi-level Nepalese EFL classroom in the light of professional development (PD). As a viable methodology for PD, I shall highlight some useful techniques in general, share its impact on the Nepalese EFL PD context in particular, and discuss some challenges towards the end.

Queen's 2

68 audience

Talk

LAM

Queen's 3 180 audience

Talk

TD

Queen's 5 110 audience

Talk

TD, L LA S IG D ay

Delegating has countless benefits; it is a fantastic way to improve efficiency, enhance the loyalty of employees and reduce your own workload. The purpose of this talk is to analyze the reasons why school managers and coordinators find delegating difficult and present practical tools and techniques to support successful delegation. e, ie, a

Two Devon Unplugged courses have been run at SOL (Sharing One Language) in Barnstaple in August 2012 and 2013 and 37 teachers have taken part. In this talk, I will describe the course and look at the ways in which it has impacted on the teachers' behaviour in the classroom and their approach to teaching in general.

Both teachers and their students are intrinsically motivated by successful learning. This presentation describes a survey of teacher motivation and suggests classroom applications of the findings. Teaching students strategies for more effective learning provides teachers with the satisfaction of seeing their students become more successful language learners. Similarly, when students experience success in learning English, their self-efficacy and motivation increase.

Queen's 7 95 audience

Talk G IS IG D ay

Queen's 9 20 audience

Talk

TEA, YLT

c o- c on s c i

l e Un iv e r s it y)

Paper or no paper? Photocopier, duplicator or one dog-eared textbook? Blackboard or interactive whiteboard? Having worked in developed and developing countries, I have looked into methodologies and materials that reduce our carbon footprint. This talk touches on a number of ideas that will help us feel more comfortable teaching in any classroom with very little. Small is beautiful.

This presentation covers both theoretical and practical aspects involved in the changes that had to be made at a Brazilian school after becoming an Authorised Centre for Cambridge Examinations. Changes in textbooks, classroom practice, techniques, and effects that the new curriculum has brought to students’ attitudes towards language learning, should foster an interesting discussion among primary and secondary school teachers.

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

Room R

60 audience Talk LT, TTEd

Friday 4 April

Session 3.6 : 1640-1710

Session 3.7 : 1725-1810

This talk looks at how the British Council is using technology to bring teacher development opportunities to primary English teachers all over Thailand. We explore the challenges and successes of using technology in a blended model (including face-to-face, online courses and webinars) and how these have been used to deliver courses and resources to teachers in remote and conflict-affected areas.

1725-1810 Session 3.7

Bramham

90 audience Workshop TD, TTEd

Charter 75 audience Workshop RES, TD

ACM from CELTATrainers.com is a free, online service dedicated to helping CELTA trainers become more productive. This practical workshop will focus on introducing the features of the service and how they can decrease workload while increasing productivity and organisation in attendees' specific context. Attendees then participate in a hands-on trial of the service (laptop recommended) followed by Q&A.

Classroom observation has many functions and is a fundamental part of the TESOL environment internationally. However, it is frequently evaluative. In this workshop, participant experience will be combined with theory and research data to develop a greater understanding of the process. Attendees will be able to establish why objective observation is such a challenge.

Harewood 1 125 audience Open Forum LT SIG D a y

Harewood 2

125 audience

Workshop

PRON

Come along to our Open Forum and celebrate our SIG's 30th anniversary with wine, nibbles- and more! The LTSIG Open Forum is an opportunity for members and prospective members to meet the Learning Technologies SIG committee. The LTSIG Coordinators will provide an account of the SIG’s activities over the past year and members will be encouraged to discuss future plans.

Newby 35 audience Workshop LAM, TD

What pronunciation exercises do the most good? What’s actually in the stream of sound students must interpret? With increasing knowledge of brain networks, teachers can develop new ways for students to hear and speak fluently. Video clips reveal the power of automatic processing as students focus on the complexities of the speech stream and reap greater proficiency in fluent speech.

The talk aims to share experience, knowhow and results of the setting up of a national conference for leaders and managers in ESL, the effect on the delegates and the ‘trickle down’ effect on their staff and students. It will also look at what has grown out of it and how it has fostered the ongoing quest for 'more'.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.7 : 1725-1810

Ripley

160 audience Workshop

EAP, E ES P S IG

D ay

Studley

30 audience Workshop AL

Auditorium 16 40- 18 10

King’s A 240 audience Workshop LAM

T h e Vocabulary Organizer: a n e w w a y t o r e c or d l e xis

P e t e S h ar ma ( P e t e Sh ar m a A s s oc i at e s)

How do your students store new vocabulary? Alphabetically? Digitally? Using flashcards? This presentation launches the new Vocabulary Organizer from Collins COBUILD, which enables students to record lexis and distinguish between 'productive' and 'receptive' vocabulary. The workshop also includes practical vocabulary teaching activities, of interest to EAP and general English students. e, ie, s, t, a prod prom

t

at

Using questioning is important to improve the thinking skills of learners. The presenter will use a number of contemporary learning theories to provide a framework on how students think and learn. Participants will be introduced to a set of strategies and questioning techniques that will enhance students’ abilities to reflect and think critically. e,

This session starts at 1640 (in session 3.6). See page 158 for details.

Ge or g e P i ck e r in g

Many managers find themselves short of time, funds and opportunities to develop themselves professionally. In this practical workshop, we will discuss and practise a range of learning activities that can help managers experiment, experience and evaluate their performance from freemium options (no cost) to premium ones (higher cost). Participants will leave the session with their own professional development action plan.

King’s B

100 audience Workshop

TD, TTEd C ol l ab or a t ive l e ar n in

Un iv e rs it y of Br igh t on )

'Work in pairs.' Collaborative learning is often demanded of students by Western-trained EFL teachers, teacher trainers and coursebooks around the world. But does it help us to learn languages? Can it be justified theoretically? And can we do something more inspiring than ‘work in pairs’? This workshop explores these questions by relating theory to practice. e, a

Hall Qa

100 audience Workshop

MD, MaW

Hall Qb

100 audience

Workshop

YLT

T r a in in g

In this session, we will give you a taster of the ELTTeacher 2Writertraining modules. We will present practical tasks designed to give you advice and guidance on how to write materials for your own classes or for publication, and step-by-step instructions for developing specific writing skills. There will also be a chance for questions and discussion. e,

P a u l D a v is ( P i l g r im s )

How often do you use mime? Not drama, not miming the odd word, but 'mime as a major component of a lesson'. It's a principled technique that gets learners going. It's serious fun for any age, level or culture. Useful for accurate grammar, disguised repetition and accurate writing. Workshop for amateurs only - no professional mime artists. e,

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 Qc

100 audience Workshop TD, TTEd

Hall Qd

100 audience Workshop EAP, TTEd

Hall Qe

100 audience

Workshop AL

Hall Qf

200 audience

Workshop TTEd, YLT

Queen’s 1

1 7 2 5 - 1 7 5 5

60 audience

Talk

YLT

Queen's 2 68 audience

Friday 4 April

Session 3.7 : 1725-1810

Teachers often disengage from competency frameworks and associated professional development programmes. Understanding this process helps refine our approaches to professional development. Based on practical teacher development experience in Asian state schools, this workshop offers accounts of how disengagement occurs and possible solutions, for discussion and application to participants’ contexts. It is aimed at experienced teachers, administrators and teacher development professionals.

J an e G od w in C ou r y ( T h e F ou r )

In this practical workshop, the presenter will actively engage English teachers who teach post-graduate students and university lecturers. The audience will experience NLP activities, which they can then teach their students who often face challenging situations in the academic world. Activities include developing small talk with peers, presenting papers at conferences and following good writing models.

a r ol e R ob in s on ( N IL E )

Whether discourse analysis is a phrase which attracts you or scares you off, this session will have something for you. We will look at how we can use discourse analysis activities with learners of B2 level and above. It will include ways of broadening our students’ understanding and use of spoken English through a range of contemporary sources of input.

Primary EFL/ESL classrooms are evolving to meet the demands of an interconnected world. In addition to developing strong communication skills, young students of English need the ability to think creatively, critically and collaboratively. Working with examples from OUP’s new primary course, Oxford Discover, I will demonstrate how these 21st Century skills can be developed effectively in the classroom.

In t e r n a t i on al S t u d ie s)

The implementation of EFL education in Japanese primary schools in 2011 has claimed for appropriate teaching methods for young learners. I report on a study to investigate both quantitative and qualitative measurements in CLIL-based curriculum in fifth-grade classrooms. The results will show the effectiveness of CLIL and L2 young learners' linguistic development.

A major ELT challenge in sub-Saharan Africa is the lack of resources like textbooks. This session presents a child-led approach to developing texts that could serve as input for language learning in underprivileged contexts. Participants will engage in activities that could encourage children to generate their own materials and share the process of teaching and assessing their peers.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Friday 4 April

Session 3.7 : 1725-1810

Evening events: 1900-2200

Queen's 3 180 audience

Workshop YLT

Queen’s 5 110 audience Open Forum L A S IG D ay

Queen's 7 95 audience Workshop TD

Queen's 9 25 audience Workshop LAM, YLT

Room R 60 audience Workshop BE, TEA

)

Drama-based activities, songs and music impact significantly on memory, motivation and pronunciation. When dialogues, structures and vocabulary are contextualised, content becomes meaningful and memorable and this helps our students to learn to interpret context and speak and respond appropriately. Drama also encourages an emotional response to language. This talk will refer to the new Macmillan pre-primary course, LearningStars .

At the Open Forum we will discuss pressing issues and future steps for the development of learner autonomy. These views will provide guidelines for the work of the LASIG committee. A short business meeting with an account of the past work of the committee will follow the discussion. The day will end with a free raffle. Everybody is welcome.

This is a resource-free workshop where teachers will be challenged to claim independence from technology, to be better able to cope with unpredictable situations in the classroom – from an emergent need of the learners to a simple power failure. Practical ideas on how to work with minimal resources in different levels and still achieve lesson objectives will be experimented with.

Come along to this workshop and participate in a range of easy-to-use classroom activities, based on parent feedback and classroom research, which help young learners know what they are learning, and why, and reflect on their progress. We will explore ways in which teachers can ensure the message then consistently gets back to parents! e, ie, p, s

This workshop focuses on research undertaken to identify whether diagnostic feedback of written skills effected change in college students’ performance on final exams. After inspecting the data collected, participants evaluate students’ formative written work to their exam paper, and discuss various aspects of the de rigueur involved in formative assessment. e,

1900-2200 Evening events

Pecha Kucha (sponsored by telc - language tests) 1900-2000 in Auditorium

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

The IATEFL Open Mic Night

2030-2200 in Harewood 1 & 2

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 and Chaz Pugliese as the hosts to help the evening flow, come and see why IATEFL's got talent! This evening event will take place right after the Pecha Kucha.

0800-1300: Registration open

0815-0845: How To ... Track

0800-1300 Registration open

L as t c h a n

Saturday 5 April

0830-1215: Exhibition open 0900-1010: Plenary Session

i s a t 11 0 0 . You can print your certificate at the registration desk. At 1100 the facility will be dismantled. We do not post certificates to delegates after the conference.

0815-0845 IATEFL How to ... Track

King’s A How to write successfully for “ IA T E F L C

P at t is on

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.

Queen’s 3 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.

Queen’s 5 How to be successful in an ELT interview w i t h T im ot h y P h i l l i p s

You get invited to a job interview, so your paperwork must be fine. But why don’t you get the job? The 3 A’s: Appearance, Attitude, and Awareness of your interviewer are as important as your abilities. In this session, learn how to get yourself a AAA-rating and the job!

0830-1215 Exhibition open

Last chance to visit the ELT Resources Exhibition.

0900-1010 Plenary Session

Auditorium (1970 audience)

P l en a r y s e ss i o n b y S u g

Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK. His interests include Children’s Education, Remote Presence, Self-organising systems, Cognitive Systems, Physics and Consciousness. Professor Mitra’s work at NIIT created the first curricula and pedagogy for that organisation, followed by years of research on learning styles, learning devices, several of them now patented, multimedia and new methods of learning. Culminating and, perhaps, towering over his previous work, are his “hole in the wall” experiments with children’s learning. Since 1999, he has convincingly demonstrated that groups of children, irrespective of who or where they are, can learn to use computers and the internet on their own using public computers in open spaces such as roads and playgrounds. He brought these results to England in 2006 and invented Self Organised Learning Environments, now in use throughout the world. In 2009, he created the Granny Cloud of teachers who interact with children over the Internet. Since the 1970s, Professor Mitra’s publications and work has resulted in training and development of perhaps a million young Indians, amongst them some of the poorest children in the world. The resultant changes in the lives of people and the economy of the country can only be guessed at.

T h e f u t u r e o f l e a r n i n g

In this talk, Sugata Mitra will take us through the origins of schooling as we know it, to the dematerialisation of institutions as we know them. Thirteen years of experiments in children's education takes us through a series of startling results – children can self-organise their own learning, they can achieve educational objectives on their own, they can read by themselves. Finally, the most startling of them all: groups of children with access to the internet can learn anything by themselves. From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata's experimental results show a strange new future for learning.

Saturday 5 April

Session 4.1 : 1025-1055

1025-1055

Bramham

90 audience

Talk

YLT

Charter

75 audience

Talk

ESAP

Harewood 1

125 audience

Talk

ES(O)L

Harewood 2

125 audience

Talk

LT

Newby

30 audience

Talk

ESAP, RES

Ripley

160 audience

Talk

BE, TTEd

Session 4.1

This presentation delves into listening skills as key to language learning. The main purpose is to provide information on the role that aural skills play for enhancing understanding and speaking in the early years, with emphasis on practices that engage children in active listening through a wide variety of sounds from all kinds of sources. ie, p

Teaching academic English writing to non-native speakers is quite challenging. As an instructor, you need to consider the students’ background, their knowledge of English with their strengths and weaknesses. Teachers need to adopt research-based methods of L2 teaching and modify their classes according to their students’ various needs. I will be providing the audience with my RHU experience.

Lack of motivation for learning English is a challenge worldwide. However, in the Gulf, it is of mammoth proportion. Unlike previous research on motivation, this presentation will focus on motivational factors impacting 'L2 learning experience' of students. It will discuss research on contextual motivational strategies for TESOL classrooms related to teachers’ pedagogical practices, language course, and group dynamics.

This practical session will present how some free web-based tools have been incorporated into a wiki created for students preparing to take the IELTS exam. I will go through the problems my students experienced and show how the wiki addressed these problems. At the end of the talk the audience will see student feedback to the wiki. e, ie, a

In CorporainAppliedLinguistics , Susan Hunston develops some approaches for linguistic corpora analysis. Our talk will be based on a case study research conducted to prove the efficacy of Barlow’s (1996) corpora qualitative analysis as a pedagogical strategy to cope with the lexical aspect of authentic medical-based texts with a group of Peruvian Spanishspeaking nurses.

What does it mean to be an intercultural trainer? What knowledge and skills are needed? How can you acquire or learn them? In fact, what exactly is intercultural training? Is business English training a good starting point if you are considering intercultural training as a next career step? These and other questions will be addressed and discussed with the audience.

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

Studley

30 audience

Talk

AL, TTEd

Auditorium

570 audience

Talk

TD

King’s A

240 audience

Talk BE, LT

King’s B

100 audience

Talk

TEA, YLT

Hall Qa

100 audience

Talk

BE, ESP

Hall Qb

100 audience

Talk

Saturday 5 April

Session 4.1 : 1025-1055

I mp a ct of v oc a b u l ar y in s t r u c t i on on r e a d in g p e r f or m an ce : is s u e s a n d i mp l ic a t i on s M at i l d a W on g ( U n i ve r si t y of M ac au )

I'll report on a study that explores how vocabulary is taught in Macau and its impact on students’ performance in reading comprehension. Findings suggest that there are various reasons underlying ineffective vocabulary teaching in Macau and that this has been a factor that hinders students' reading. To conclude, I'll draw implications for ways to improve vocabulary instruction and to enhance reading performance.

To mark 20 years at the chalkface, this talk condenses the limited wisdom I have accumulated. Covering everything from why how we're taught to teach grammar is bad for us to the danger of learning styles, from the similarities between NLP and Ponzi schemes to the true purpose of teaching pronunciation, it will engage and enrage in equal measure! e, ie, s, a

E n ga g in g t

For today's 'digital natives', the internet and laptops are as much a part of daily life as running water and kettles. Sophisticated modern students are simply not engaged when online learning packages are just new versions of the printed page. This talk shares new ways of using digital media and explains why this media offers a more effective learning experience. e, ie, s, a pub

The Cambridge English for Schools range of exams has been created specifically for children and teenagers. This session will focus on the features of an effective and appropriate language test for this age group. It will also consider how well the Cambridge English for Schools range of exams meet this through age-appropriate and taskappropriate content.

This talk is for teachers considering a career in Business English and for those experienced in this area. It will describe the skills required of today's Business English teachers and will refer to the teacher-training program Communication and Language Trainer Certificate – Corporate , which provides new and experienced teachers with structured professional development. Time will be dedicated to answering questions. e, ie, a prod prom

This presentation describes blended learning techniques adopted by teachers in the Pronunciation Centre of an Intensive English Program. Online tools were introduced to complement face-to-face instruction and to increase the time students spent practising pronunciation and fluency. The tools used will be presented and the results of an attitudes survey, administered at the end of the course, will be discussed. ie, t

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Saturday 5 April

Session 4.1 : 1025-1055

Hall Qc

100 audience

Talk

MaW, RES

Hall Qd

100 audience

Talk TEA

A d am S

C ol l e ge , Br igh t on )

Corpus linguistics promises teachers a new technology to enhance traditional lesson content and materials use. A year-long classroom-based research project involved teaching ESL beginners lexically using corpus-driven content. Results included faster language acquisition and more successful interaction, allowing learners faster progress to elementary level. Even technophobic teachers can easily incorporate corpus linguistics in a traditional classroom setting to accelerate learning.

A study was conducted to explore how to best adapt long-turn speaking tasks for teenagers. Learners in Romance and non-Romance language countries (China and Chile) took part in this study. Their performance on adult tasks and subsequent tasks designed to better suit their needs, based on feedback, was compared. The results, impact and implications are discussed.

Hall Qe

100 audience

Talk LT, TTEd

Hall Qf

200 audience

Talk

GEN

Queen's 1

60 audience

Talk

The British Council and ESSPIN partnered on a solar-powered mp3 audio resource pilot project for under-resourced state primary school teachers with little or no access to electricity in Nigeria. The importance of training, as well as the planning of workable systems, will be focussed on. Suggestions for improvements in the project and project applicability to other contexts will be considered.

Good topics make for better learning, but what makes a good topic, and what's the best way to exploit it? In this workshop, we'll look at the reading and listening texts that make EnglishFile so effective. We'll see why they are motivating, and look at how we can best make use of texts in class. e, ie, a prod prom

ES(O)L, GI L ow p r of ic ie n c y in En gl ish : p ol it

Countries where English is taught as a foreign language have invested large parts of their budgets in second language education. However, English language proficiency is still very low. This presentation will go beyond the traditional EFL factors that explain low proficiency and will explore the political, socio-economic and cultural factors behind English language teaching and learning. e, s

Queen's 2 68 audience

Talk

This presentation focuses on using audio-visual techniques that integrate different language skills while teaching English. It suggests, with examples, how a teacher creates their own video that enables them to deliver a lesson influentially integrating different skills away from the traditional (boring) way. It is a call for engaging learners in the lesson and inspiring teachers' sense of creativity.

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

Queen's 3 180 audience

Talk TTEd C E L T A f or al l ?

A

D

Queen's 5 110 audience

Talk LA, TEA

Queen's 7 95 audience

Talk MD, YLT

Queen's 9 25 audience

Talk

RES, TTEd

Room R

60 audience

Talk

TD

Session 4.1 : 1025-1055

Session 4.2 : 1110-1140

on d on )

CELTA trainees are from increasingly varied backgrounds. More and more are non-native speakers, with experience of teaching in diverse contexts including universities and state schools. This research-based talk will offer practical ideas and explore such questions as: Is CELTA suitable for these types of teachers? How do these participants affect the course delivery for trainers?

With the increased attention to learner-centered curricula, self-assessment has gained a particular interest because there is a huge emphasis on developing greater autonomy of learners. This presentation discusses whether students could be involved in testing and to see whether it can affect their learning. The steps followed in training students will be presented and the results will be discussed.

Drawing on data from six state primary schools in England with a high density of nonnative English speaking learners (30-90%), this presentation discusses problems associated with the effective teaching and assessment of science to these learners, and suggests ways in which current pedagogical practices in schools can be further improved.

It transpired from my PhD research that university EFL teachers and their students can hold conflicting views about how a classroom should be run and what goes on in it. I will discuss my main findings, highlighting some which are quite surprising. With the audience, I intend to discuss similar teaching/training experiences and suggest strategies to reconcile any such differences.

A

( O man )

This talk reports on an evaluation of an online CPD programme offered to EFL teachers in Oman. While this was considered a success, several issues were identified relating to teachers’ unfamiliarity with online CPD, the role of e-tutors, and workload challenges. Ways to address these issues to enhance the delivery of online CPD in Oman and elsewhere will be considered.

1110-1140 Session 4.2

Bramham

90 audience

Talk

TTEd

man y )

From teacher to facilitator, from instructor to negotiator – omnipresent buzzwords frequently used to describe the changing role of teachers. But how can we as teacher educators awaken this new professional self-understanding in our students? To meet this paradigm, this talk suggests using the framework of cooperative learning and provides practical ideas for its usage in EFL teacher education.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Saturday 5 April

Session 4.2 : 1110-1140

Charter

75 audience

Talk

BE, ESAP C a n y ou w r it e a g ood t a l k ?

at ia

In this interactive talk, we will revisit common ways of helping students prepare for a presentation, particularly the ones that involve writing and written texts. Do texts provide a solid basis for the presentation? Do they help our students sound better? These are some of the questions we will look at in the talk. ie, a

Harewood 1

125 audience

Talk

TTEd V

I report on a qualitative case study to explore student-teachers’ attitudes towards videotaped microteaching and its impact on their professional growth. Using a variety of data sources (recordings of microteaching sessions, post-video observation, an evaluation form and a think-aloud session), findings highlight the importance of using video for promoting reflection and bringing a heightened awareness of teaching strengths and weaknesses.

Harewood 2

125 audience

Talk

LAM, YLT

Newby

35 audience Talk TEA

Experienced YL teachers are often promoted to management positions in YL Centres without the necessary training, knowledge and support systems required. This session identifies differences between general ELT management and YL Centre management. It examines the skills required for successfully managing a YL Centre and provides concrete ideas which participants can apply to their context.

Based on evidence I collected through observation, interviews and questionnaires from EFL teachers in several state schools in Egypt, I found a variety of problems which discouraged effective language learning and teaching as a result of impoverished assessment. This has motivated me to think of possible ways to improve learning and teaching through enhanced assessment. My talk addresses this topic.

Ripley

160 audience Talk RES

Studley

30 audience

Talk

TD, TTEd

To understand our students’ increasing problems with metalinguistic reflection on grammatical structures, we used verbal protocols. Students were recorded as they labeled and corrected typical grammar mistakes concerning the verb. The analysis of the recordings reveals an imperfect understanding of the relevant concepts and terminology. We will now address these issues in our teaching.

This talk presents a case study involving student-teachers of English preparing to become high school EFL teachers in Algeria. Specifically, student-teachers’ experiences after a four-week practicum are investigated. The aim of the study was twofold: for the students to share their challenges and needs; and for teacher educators to revise the practicum of the teacher education programme offered.

experienced

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

Auditorium

570 audience

Talk

LAM, LT

King’s A

240 audience

Talk

LMCS

King’s B

100 audience

Talk

LT, MD

Hall Qa

100 audience

Talk LMCS

Hall Qb

100 audience

Talk

TD, TTEd

Online teaching is expanding. Online or blended courses, flipped classrooms and moreall these approaches need to be effectively managed. However, few managers or teachers have experience in doing this. This talk, based on our book Managing Education in the Digital Age , aims to address the management challenges in launching and managing online courses, including supporting online teachers and learners.

Classic stories are often filmed, and some of the ways used by the film industry to popularise the classics really make students think and be creative. We will see how to exploit film posters as well as taglines and loglines – those short, exciting texts used to promote films. The stories referred to are all from Black Cat’s gradedreaders

In this presentation, I will discuss how findings from an earlier research project into the future of the ELT coursebook have been applied into 'The Core Curriculum for English', a major digital materials development project. I will describe how we have worked to develop learner and teacher-friendly materials for primary and secondary school learners in a wide range of contexts. e, p, s prod prom

C h an gi n g a t t i t u d e s t o u s

C h r is W al k l e t t ( In t e rn at ion a l A c ad e my , U n i v e r s i t y of E s s e x )

This talk presents some findings from interviews with those in the field and some research into coursebook usage of songs and song lyrics in EFL. The presenter hypothesized that there has been significant change recently in both attitudes to and use of this resource and sought to discover, if this was so, what sort of changes have occurred and why. ie, a

an d k n ow l e d g e t h r ou gh Globalidades r a d i o p r ogr a m me

C a r l a Ga s t e l u m K n i gh t & L u i s C a n c in o ( U n

This talk will describe the experiences of a group of student-teachers that have used Globalidades, a university-based weekly radio programme, to share their teaching experiences and other EFL/ESL issues and concerns. We will discuss how this experience has encouraged students to become more reflective about their teaching. Comments and suggestions for further action are welcome!

Hall Qc

100 audience

Talk

TD

For many years we looked at mentoring as something an older, experienced teacher does to initiate new, inexperienced colleagues. In this session, we would like to extend this definition and suggest that every teacher, at some stage, should become a mentor in order to test their beliefs about effective teaching and gain better insight into their own professional activities.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Saturday 5 April

Session 4.2 : 1110-1140

Hall Qd

100 audience

Talk

YLT T h e g r am ma r s t or y Br u n o L e y s ( V i ve s T e ac h e r T r

Hall Qe

100 audience

Talk GI, TTEd

Hall Qf

200 audience

Talk GEN

Queen's 1

60 audience

s

A ss oc i at i on )

There is a main focus in present-day foreign language teaching on oral interaction, especially dialogue. In real communication, participants in conversation often produce longer units of speech, telling a (short) story. This talk attempts to provide tools to develop such stories with students through a variety of frameworks that help them with the grammar of such texts.

S yr i an re f u gee ch il d re n in L e b an on : a mu l t i l i n g u al r e s p o n se C l ai r e R os s ( Br i t i sh C ou n c i l )

This is the story of a British Council/Institut Francais collaboration to create a training course, for teachers of English and French, working with Syrian refugee children in Lebanon. Delivered trilingually, the course aimed to present the multilingual and multicultural make-up of the children as a beneficial language teaching resource, and to create a positive classroom atmosphere in the midst of a crisis.

How well are we equipping learners of English as a second language with the necessary skills for communicating in today’s online communities? And what are the skills they need? This talk will explore a new aspect of written fluency – the ability to write speedily, relevantly and concisely – and offer practical ideas on how to develop it. e, ie, a

Talk TD, TTEd E vi d e n c e f or a s u c ce s s f u l c a s c ad e

English lessons in primary classrooms of rural Nepal involve little use of English and minimal meaningful communicative practice in English. British Council, Nepal, initiated a cascade model, with significant follow-up activities to support the cascade, to address these issues. Results, based primarily on classroom observation, and so evidence-based, indicate a significant uptake of methodology and language input.

Queen's 2

68 audience

Talk

TEA

Queen's 3

180 audience

Talk

TEA

Queen's 5 110 audience

Talk TTEd

The European Qualifications Framework (EQF) is a meta-framework – comparable to the CEFR in many ways - but far more general. Is the EQR a useful tool to measure language competence? How do the EQR and the CEFR compare? Linking both systems helps to establish language certificates alongside formal qualifications and to further lifelong learning.

J i l l Bu gge y ( C amb r id ge E n gl ish )

Cambridge English: First, First for Schools and Advanced exams have been updated for 2015. The new exams reflect the latest research into language learning and assessment, meeting the needs of teachers, learners and those who rely on the exam for higher education and employment. This presentation will describe the revision process and the format and content of the updated exams. e, ie, s, t,

T e t i D r ag as ( D u r h a m Un i ve r si t y )

This talk will examine the role of culture in teacher education programmes, in order to explore to what extent it needs to be more consciously engaged with, particularly with regard to the training of NNEST in Western contexts. The talk will take as its starting point findings from a recent corpus-based study of the reflective discourses of L2 practitioners. e

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

Queen's 7 95 audience

Talk TTEd

Queen’s 9 25 audience

Talk

RES, TTEd

Room R

60 audience

Talk

LA, TD

Saturday 5 April

In this session I will report on my own experience of using integrated written assignments, with a critical reflection on the types chosen for intensive and part-time CELTA courses. While recognizing the challenges of using such format for an assignment, I am going to show the overall benefits they have for the trainees and trainers alike.

This presentation draws on data from an action research study through a teacher development programme, set up for Taiwanese EFL secondary school teachers, to implement a context-sensitive communicative approach (CA). I will explain how a systematic observation scheme was developed and helped evaluate to what extent the teachers’ practitioner knowledge in adapting CA develops.

It's a key aim of EFL teaching to equip learners with effective strategies for listening. Many educators in bilingual higher education institutions argue that teaching listening skills is foundational to the development of other language skills. Strategies to enhance the learning process of second language listeners and pedagogical recommendations for developing awareness will be shared in the context of current research.

1140-1215 Coffee break

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

1215 The exhibition closes

1215-1300 Session 4.3

Bramham

1 2 1 5 - 1 2 4 5

90 audience

Talk

TD, TTEd

Charter 75 audience Workshop PRON

Until fairly recently, ELT in Vietnam consisted primarily of translation and grammar study. The changing global economy and the need for more EFL teacher training resulted in new initiatives and international partnerships. The presenter describes a program designed with practice-oriented approaches and face-to-face training at a university in Vietnam that is bringing about positive changes in Vietnamese EFL teacher education.

Many high-level students can understand the English spoken in a classroom setting but struggle to understand native speakers, particularly those with strong regional accents. In this workshop, I will focus on practising bottom-up processing, phonological problems relating to connected speech and suggest a TTT lesson shape to allow students to discover, and then address, the causes of their problems.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Saturday 5 April

Session 4.3 : 1215-1300

Harewood 1

125 audience Workshop GEN T al k i

What makes for effective teaching of speaking and how can we become better teachers of it? This workshop invites participants to share ideas and reflect on their techniques, with the aim of supporting a richer understanding of practice. The workshop includes a short extract of a videoed lesson to see how activities can be exploited and extended. e, ie, a

Harewood 2

125 audience Workshop YLT

This workshop will encourage participants to think about how the materials and activities we use in classes with very young learners can help to promote thinking, social and motor skills, and the importance of including these skills when teaching English. Participants will also be encouraged to join in with practical activities using material from the Hooray! Let’splay!coursebook.

Newby 1215-1245 35 audience Talk GEN

Ripley 160 audience Workshop TEA

This talk will investigate how learning from a Masters in TESOL in the UK, as part of the A.S. Hornby Trust scholarships, has been incorporated into the professional development of a teacher, trainer and materials writer in West Bengal, India. The talk will focus on a particular project I have been involved in, its impact, and my own professional learning.

P r e p a r in g f or t h e n e w Cambridge English: First s p e a

n g p ap e r Gu y Br oo k- H a rt ( F r e el an c e )

This workshop covers changes to Cambridge English: First from January 2015 and, in particular, the changes to the speaking paper. We discuss how to prepare students for the speaking paper with a range of practical classroom activities to teach strategies, interactive techniques and language to ensure success. Reference is made to Complete First 2nd edition.

Studley 30 audience Workshop TTEd P r ob l e m- b a s e d l e a

King’s A 1 2 1 5 - 1 2 4 5

240 audience

Talk TD

King’s B

100 audience

e, ie, s, a prod prom

Problem-based learning (PBL) is rare in MA TESOL teacher education, though it is wellestablished in other disciplines. This workshop explores key concepts, structures, roles and processes in PBL, with examples from an innovative MA TESOL programme. Participants will discuss PBL characteristics and the sample PBL model and will leave with resources to assist with transferability to their own contexts. e, t

If you are like me, you think of 'development' in terms of workshops and online communities. I think this focus on events and training makes us miss out on development opportunities closer to home. In this talk I want to suggest four ideas for learning from your immediate teaching context and give you time to try these ideas out.

Workshop YLT T e l l me m ore , t e l l me m or e . . . E sr a G i r g i n Gu mu s t e k i n ( T V O T e r ak k i S c h ool s )

Do you like storytelling and finding new ideas to tell the same story in different ways? In this session, we will interact with each other and explore 10 creative games for a single story. These activities will help to kick the boredom out of the class, while motivating students to internalize the target 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 Qa

100 audience Workshop EAP, TEA

Hall Qb

100 audience Workshop GEN

Hall Qc

100 audience Workshop TTEd

Hall Qd

100 audience Workshop GEN

Hall Qe

100 audience Workshop

Hall Qf

200 audience Workshop GEN

Session 4.3 : 1215-1300

By using the IELTS speaking assessment criteria to analyse test-takers’ performance in the different parts of the IELTS speaking test, this workshop will look at activities teachers can use to help their students maximise their performance in the test and develop useful skills for their future academic life, as well as identifying other relevant resources for the IELTS speaking test.

This interactive workshop will explore the role of motivation in language learning. Why are some students motivated and others not? What factors can affect motivation? Can the teacher influence any of these factors? These questions and others will be discussed and strategies and activities for encouraging and maintaining motivation in EFL learners will be suggested.

ak i n g t h i n k i n g v i s i b l

This workshop will be centered on the ability of learners to make careful observations and thoughtful interpretations when using a variety of EFL and authentic material. Participants will experience three thinking routines, which are centered around making their understanding visual so that you and your students can 'see' their understanding: Interesting Things, Read and Plan, and See-Think-Wonder.

Based on the time-tested value of doing projects, this workshop will update project work to include technology and develop 21st Century skills, such as critical thinking, collaboration and creativity. By the end of the session you will have a plan to do project work in your classes. The session will use examples from Project fourth edition by Oxford University Press. e, ie, s prod prom

This very practical workshop is for teachers who have been asked to apply information communication technology (ICT) to the classroom and are uncomfortable, inexperienced or unconvinced by learning technologies. Attendees will be given useful links, worksheets, activities and lesson plans. Attendees will also receive IT tips and activities. This workshop is for educators who are not proficient IT-users. ie, a

This interactive and creative workshop will look at ways in which we can use exciting and engaging narratives, skilled actors and appropriate sound design to transform the EFL listening experience. Ideal for teachers, publishers and aspiring writers, the workshop will use examples from onestopenglish.com to deconstruct the process of creating evocative cinematic listening materials.

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

LMCS = Literature, Media & Cultural Studies

LT = Learning Technologies

MaW = Materials Writing

MD = Materials Development

PRON = Pronunciation

RES = Research

TD = Teacher Development

TEA = Testing, Evaluation & Assessment

TTEd = Teacher Training & Education

YLT = Young Learners & Teenagers

Saturday 5 April

Session 4.3 : 1215-1300

Queen's 1 60 audience Workshop TD

Queen's 2 68 audience Workshop LAM

Ju l ie t t a S c h oe n m a n n ( F r ee la n c e )

How can picture metaphors be used with education professionals to reveal their beliefs and values about teaching? In this workshop, I intend to explore the use made of metaphors with a group of Iraqi supervisors, heads and teachers in helping them to evaluate their role in an education system undergoing profound change. e, s

Come along and plan an ELT project from start to finish in seven easy steps. Together we’ll look at what a project is, get to grips with basic project management terminology, explore the project cycle, project design and project evaluation stages. We'll learn some simple techniques to putting your project into words that will impress your project stakeholders. ie

Queen's 3 180 audience Workshop GEN

A practical look at how the exceptional lives and abilities of the most talented people the world has ever seen can make great classroom material. We’ll look at how to make the most of extensive reading and cross-curricular content using the high-interest topic of famous people and their achievements, illustrated with examples from the new Amazing Peoplereaders from Collins.

Queen's 5 110 audience Workshop LT 2 1s t C e n t u ry E n gl i s h l e ar n e

Can your learners provide evidence of their learning, creative ability and English language skills in a 21st Century format? Mine can. Do your learners assess their own language level and needs, set learning goals and objectives, create personal learning plans, monitor their own progress and visibly demonstrate it? Mine do. A practical workshop demonstrating how to create motivating e-portfolios.

Queen's 7 95 audience Workshop LA

This session will feature demonstrations of universal language and skills-based activities for which students prepare the necessary materials. Besides saving the teacher work, creating materials gives students increased opportunity to personalize and contextualize language. In addition, the chance to use their humour and creativity for material which will be incorporated into the lesson is intrinsically motivating for students.

Queen's 9 25 audience

Workshop EAP, LT

Room R 60 audience Workshop MaW, TD

In my presentation, I'll share my experience in teaching an advanced level academic writing course, taught to EFL students majoring in Linguistics. I'll focus on a selection of activities helping students to improve their writing skills, with emphasis on activities aimed at their better understanding of the essence of plagiarism and learning to write without it.

Teachers who take up CPD opportunities are often zinging with new ideas and enthusiasm at the time. But what happens when they get back to the realities of the classroom? How much gets put into practice? This workshop will explore how materials for teacher development, whether face-to-face, paper-based or online, can keep on sparking inspiration and enabling appropriate, practical change.

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

or

Saturday 5 April

Final plenary & closing : 1315-1430

IATEFL conference farewell : 1430

Book-signing : 1430

1300 The IATEFL registration desk closes

1315-1415

Auditorium (1970 audience)

Final plenary session

P l e n a r y se s s i o n b y J a c k i e Ka y

Jackie Kay was born and brought up in Scotland. The Adoption Papers (Bloodaxe) won the Forward Prize, a Saltire prize and a Scottish Arts Council Prize. Fiere, her most recent collection of poems, was shortlisted for the Costa award. Her novel Trumpet won the Guardian Fiction Award and was shortlisted for the Impac award. Red Dust Road (Picador) won the Scottish Book of the Year Award, and the London Book Award. It was shortlisted for the JR Ackerley prize. She was awarded an MBE in 2006, and made a fellow of the Royal Society of Literature in 2002. Her book of stories Wish I Was Here won the Decibel British Book Award. She also writes for children and her book Red Cherry Red (Bloomsbury) won the Clype award. She has written extensively for stage and television. Her most recent plays Manchester Lines (produced by Manchester Library Theatre) and The New Maw Broon Monologues (produced by Glasgay) were a great success. Her most recent book is a collection of stories, Reality, Reality. She is currently working on her new novel, Bystander. She is Professor of Creative Writing at Newcastle University.

T h e i m a g i n e d l a n d

V S Naipaul said ‘all landscapes exist in the imagination.’ I grew up with an imaginary homeland as well as an actual one. Both the highlands and the islands of Scotland and the imaginary red dust roads of Nigeria fed my imagination. As an adopted child, I pictured the road less travelled, as well as the roads I did travel. I will be reading from my memoir Red Dust Road, and talking about imagined lands in my work; not just the red dust road of my ancestral village, but the original countries of people who have been exiled. I will read new poems based on the voices of three different Scottish refugees, and talking about the various creative ways that people, in a new country, recreate their original one. The Imagined Land is rich and fertile; it is lost and found. The life you didn’t live often runs alongside, or even underneath the life you actually did live. Through a mixture of poetry and prose, I’ll be exploring these rich themes and reopening the free border country of the imagination.

1415-1430 Closing address

Auditorium 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 mini is kindly sponsored by Collins.

1430 Book-signing by Jackie Kay

Level 5 foyer Jackie Kay is very happy to sign copies of books purchased on the day, courtesy of her publisher, Picador.

1430 IATEFL Conference Farewell

Level 5 foyer The conference ends with a complimentary snack in Level 5 foyer as we say farewell to you. We thank Collins for their sponsorship to enable us to offer this.

We look forward to welcoming you again at our 49th Annual International Conference in Manchester, UK, 11-14 April 2015.

Harrogate UK, 2-4 April 2014

Visit the Jobs Market in Hall D

Browse the posts on our Jobs Boardsyers

Speak informally with employers about a career or location moveyers

Apply for specific jobs on site yers

Interview with prospective employers

…this gave me new insights, and it was a great opportunity to network and meet people…I now feel better prepared for the future.

Candidate, Liverpool

Plus, join the discussion:

IATEFL Jobs Market Signature Event ‘ELT Training and Recruitment in the Digital Age’

Our panel event with leading specialists in the field takes place Weds. 2 April, 17.10 - 18.25 in King’s A. Find further details in your conference programme!

QUICK REFERENCE PAGES

The pages in this section contain –

Pages 179-187-Areas of interest

(Titles of sessions listed under their area of interest and in order of presentation time. The majority of sessions are listed under two areas of interest.)

Pages 189-203-Index of presenters

(Listed alphabetically by family name.)

Pages 204-205-Abbreviations, acronyms and initialisms

Pages 206-207-IATEFL committees, volunteers & staff

Pages 209-220-Annual General Meeting agenda & reports

Pages 222-223-Day planner for your use

(A place for you to note the sessions and events that you don’t want to miss!)

Page 224-Thinking space

(A page for you to write notes.)

Areas of interest

Listed in order of presentation . For example: 1.1 = Session 1.1 (Day 1, Session 1) 2.6 = Session 2.6 (Day 2, Session 6) 1.p = Poster presentation on Day 1

APPLIED LINGUISTICS

Insights into language learning psychology: bringing in teachers' perspectives 1.1

A source of learner motivation: teacher motivation

Motivation of learners of English as a foreign language revisited

The lexicon: a linguistic window to speakers' culture and cognition

Improving teacher enthusiasm for teaching effectiveness and better learning outcomes

To be (disfluent) or not to be? Disfluencies make... umm... native 1.4

Research within the field of applied linguistics: points to consider 1.p

Using literature to teach the illocutionary force of exclamatory sentences 1.p

Boosting and thwarting discussions in the classroom 1.p

Learners’ noticing in the process of L2 writing 2.2

Spoken grammar of English and identity

Using forensic linguistics in the ESL classroom

Raising cultural awareness through the global diversity of Englishes

Examining teachers’ purposes for code-switching in the Japanese EFL context

Collocation and the learner: wading into the depths

New horizons in the testing and teaching of listening

Helping EFL learners confront and react to potential rudeness/impoliteness

Writing for scholarly purposes in higher education in Taiwan 2.p

The benefits of classroom management and organisation in YLT 2.p

What can ESL/EFL grammars teach us about formality in English? 3.1

Understanding and tackling Chinese EFL learners' common collocation problems 3.2

Writing theory as practice

Spilling or spelling? Why do Arabic EFL learners stand out? 3.2

Constructing bilingual identities through a narrative approach 3.2

Teaching sentence-level syntax through reformulation as a composition feedback 3.3

Maximise creative literary reading in ELT

Idioms in the classroom and in ELF

ELT-related challenges in training pre-service teachers

Using participatory action research to empower teachers to teach pronunciation

Words: building students’ vocabulary

Strategies for critical thinking using questioning techniques

Spoken discourse analysis: awareness-raising activities for highlevel learners

Impact of vocabulary instruction on reading performance: issues and implications 4.1

BUSINESS ENGLISH

What do you say after “Hello”? Successful networking techniques

Teacher motivation and the prickly matter of handling feedback

And what do you think? Listening management techniques

Teaching business English in a global environment

Stop-and-go simulations in intercultural training

ESP or EGP: what do learners really need?

Improving ESP learning in Egyptian technical colleges

The ingredients of effective international human resources communication

Authentic business skills techniques adapted to business English classes

From academic corpus to business classroom: teaching

Teaching business English - are we doing it right?

Sorry, what did you

Areas of interest

Building a sustainable Peacekeeping English Programme in francophone West

Improving ESP learning in Egyptian technical colleges

Motivating students in the EFL classroom

Engage and involve: bringing projects into the 21st Century

Amazing people teach English: new graded readers from Collins 4.3

GLOBAL ISSUES

Read, play, love changing perceptions of L2 reading

Critical thinking skills: what they are, how to use them

Better together: native and non-native speakers on pre-service training courses

Teaching and learning FLP through print media

Exploiting the audience to increase motivation

Massive closed online courses for language learning: do they work?

Using newspapers in the classroom: personal experience

grammar of English and identity

Raising cultural awareness through the global diversity of Englishes

Indonesian English-medium instruction: policy, controversy and practicalities

Encouraging students to go abroad - the language classroom’s role

and internationalization of education: The American University in Cairo

Parental attitudes towards English in state primary schools, Assam, India

Can global issues provide authenticity and context in English teaching?

Widening horizons with YouTube - ways of going deeper

Beyond story - the pedagogical and social potential of stories

Global education meets visual literacy: reading global images critically

Eco-conscious ESL: reducing our carbon footprint with alternative methodologies

Low proficiency in English: political, socio-economic, and cultural reasons

Syrian refugee children in Lebanon: a multilingual response

LEADERSHIP & MANAGEMENT

How to recruit the best English language teachers for your business

Cultivating a community of practice

Be the DoS you want to be

Informal learning is the new black in management development?

Evidence-based observation - tips and tools

From INSETT to CPD - an ELT autobiography

Leading not managing: assertive, aggressive or just plain awkward?

The ingredients of effective international human resources

Challenges of maintaining CPD with experienced staff

Using emotional intelligence in a multicultural learning environment

Old name, new game: “I want to study here!”

How do you become an effective academic manager overnight?

What makes teachers tick?

English outreach: use your influence to impact your wider community

PEELIng back the layers: Project management as an evolutionary process

Lesson observation using 21st Century technology

Areas of interest

Areas of interest

pedagogy behind digital education: reality or myth?

Designing a significant online learning course to enhance students' learning

from the leading edge: what EdTech means for ELT

Successful team-teaching in a blended-learning context. Key ingredients

formative assessment: models of post-test activities

blended learning model that really made a difference

moving image: a history of video in ELT

Ways of promoting creativity in the classroom

teaching of listening in global and local textbooks

Girls of Riyadh, Boys from Jeddah: a community of curators

What can ESL/EFL grammars teach us about formality in English?

Creativity - for a change

Getting our students in flow: the creative teacher's ultimate challenge

Why do we still need creativity in a language class?

to write business English activities

How to get your teaching resources published on TeachitELT

Training teachers to be writers

Teaching ESL beginners using corpus linguistics in a lexical approach

What lies beyond? CPD with lasting impact

PRONUNCIATION

Teaching practices for the systematization

Areas of interest

Areas of interest

Teachers' and Japanese students' perceptions of Pocket

DEVELOPMENT

TEACHER TRAINING & EDUCATION

CBB teacher education project in rural Sri Lanka

Poem

on inclusive education: and that includes you!

teacher enthusiasm for teaching effectiveness and better

a seed into a flower

Areas of interest

Areas of interest

TESTING, EVALUATION & ASSESSMENT

formative assessment: models of post-test activities

can CEFR Level C2 (native speaker proficiency) be tested?

Areas of interest

A b d E l W ak e e l Mohamaed mohamed_technicalcollege@yahoo.com

A b d e l h af e z Ahmed abdelhafez.edu@mu.edu.eg

A b d u al wa se Mohammed Mahyoub Ahmed almuja_2009@yahoo.com

A b d ul l ah Fadhel Mohammed Ahmed fadhlab2@gmail.com

A c ik g o z Sevim acikgoz.sevim@gmail.com @sevimackgz

A c q u a v i v a Kristen kacquaviva@gmail.com

A d e l e ke Emmanuel noteperfectnow@yahoo.com

A d i g u n Philip philip.adigun@esspin.org

A d z i g o d i e Isaiah myisaiah20@yahoo.com

A f i t s k a Oksana oksana_afitska@yahoo.com

A f r i an t o Afrianto aburaudha@gmail.com @AfriantoDaud

A h m a d B u s r a Diana dia8473@gmail.com

A h m e d K h u r r a m Bushra bushrakhurram@yahoo.com

A k b u l u t Y i l d i r m i s Meltem meltemakbulut@sehir.edu.tr

A k g u l Z az a o g l u Kismet Funda funda.akgul@ieu.edu.tr

A k y u z P e n be g ul Ciler ciler@bilkent.edu.tr

A l - Al am i Suhair supaeg@yahoo.co.uk

A l a m e d d i n e Mira alameddine.mira@gmail.com

A l e xa n d e r Olwyn o.alexander@hw.ac.uk @OlwynA

A l H a sh m i Aisha Saeed umhaneenhm3777@yahoo.com

A l i Bilgin alibilgin@yahoo.com

A l i Holi howlli2@yahoo.com

A l i Sally sally.ali@uaeu.ac.ae

A l M a s k a r i Anisa buraimi_rtta@hotmail.com @ani_grace

A l m o n d Mark mark.almond@canterbury.ac.uk

A l s h a b i Abduljabbar abduljabars@yahoo.com

A l - S in an i Salima salima.alsinani@moe.om

Index of presenters

A l t i n Oezlem oezlem.altin@fhnw.ch

A m e e r Sundus sameer@uclan.ac.uk

A m e z Mariel Roxana mamez2222@gmail.com @mamez

A n d re ws Mark maarkandrews@gmail.com

A n d u ja r Tomas

A n g e l o va Mila

A p pl eb y Rachel rachelappleby@mail.datanet.hu @rapple18

A ra m ay o P r u d e n c i o Pilar pilar.aramayo@britishcouncil.org.mx

A r e n a Justine justine@justinearena.com.br @justinearena

A r f a K a b o o d v a n d Mandana m_arfa@yahoo.com

A r n ol d Wendy arnoldworld@gmail.com

A ss e s Mohamed Tahar taharenglish@yahoo.co.uk

A vr a m e n k o Anna avram4ik@gmail.com

A vs i u k e v ic h Yulia avsiukevich@googlemail.com

A yb e r Pinar p_ozdemir@hotmail.com

B a d g e r Richard r.g.badger@education.leeds.ac.uk

B a g w e l l Michelle michellebagwell@hotmail.com

B a k e r Rita Anne rita.baker@lydbury.co.uk

B a l d wi n Chris chris.baldwin@britishcouncil.org.hk @chrisbaldwinelt

B a m on d Victoria victoria.bamond@uem.es

B a n k s Tim biroova.a@cambridgeenglish.org

B a r an Katrina

B a r b e r Daniel danieljamesbarber72@gmail.com @BarberDaniel

B a r d u h n Susan susan.barduhn@sit.edu

B a r u a h Nabanita nabanita.baruah68@gmail.com

B a s u r t o S an t o s Nora M nbasurto@hotmail.com

B a t i s t a G i m e n e s d e A r a u j o Rosemeire rosegimenes@uol.com.br @RoseGimenes

Index of presenters

B ax Stephen stephen.bax@beds.ac.uk

B e a n Scott scott_bean@yahoo.co.uk

B e a u m o n t Ben benjaminbeaumont@gmail.com

B e a u m o n t Oliver oliver.beaumont@regent.org.uk

B e a v e n Briony brionybeaven@t-online.de

B e b b Philip philip.bebb@in.britishcouncil.org @EngPartnerships

B e c k Martin beck@mondiale.de

B e c k e r Valerie vbecker@ets.org

B e d d i n g t on James james.beddington@winchester.ac.uk @ELTSUWinchester

B e l ak Mojca mojca.belak@guest.arnes.si

B e l ic M a l i n i c Svetlana svetlana.belic@gmail.com

B e l ou s o va Natalia natalie.belousova@gmail.com

B e l sh e k Jalal Ali

B e n e de t t i C a l t a b i an o Bruna bruna_caltabiano@hotmail.com

B e n e v id e s Marcos marcosb@obirin.ac.jp

B e r m a n Ketevan berman.michael@rocketmail.com

B e r r y Vivien Vivien.Berry@britishcouncil.org

B h a n ot Rakesh rakesh_bhanot@hotmail.com @rakeshbhanot1

B ic k n e l l Roy roy.bicknell@besig.org @roypamesan

B il i r Handan handanbilir@sehir.edu.tr

B il o v a Stepanka bilova@law.muni.cz

B l a ck Jackie jackie.black@york-associates.co.uk

B l a n d Janice janbla@arcor.de

B o j an i c Danijela dade@ptt.rs

B o o b y e r Victoria victoria@eltcreative.com @elt_pics

B or s at o Andrea

B oy Isil isilboy@gmail.com @isilboy

B o y ce Paula paula.boyce@britishcouncil.org.br

Br a d d oc k Paul paul.braddock@britishcouncil.es @bcnpaul1

Br a d s h a w Coralyn coralynbradshaw@hotmail.com

Br a d s h a w David david.modernlanguages@gmail.com @djb667

Br e we r Stephen stephen-scott.brewer@u-pec.fr

Br e ws t e r Simon simon.brewster@tamf.org.mx

Br i s c o e Ted biroova.a@cambridgeenglish.org

Br o ad h e a d Annie anniebroadhead@talktalk.net

Br o ok - H a r t Guy guybrookhart@gmail.com

Br o ok s Robyn robynlylebrooks@hotmail.com

Br o wn Amy amy@ihnewcastle.com

Br o wn Liam liam.brown@britishcouncil.org

Br o wn Steve stevebrown70@yahoo.co.uk @sbrowntweets

Br y s on Emily emily.bryson@cityofglasgowcollege.ac.uk @E_Bryson

Bu ch an an Heather h.buchanan@leedsmet.ac.uk

Bu ck l e y Conleth conlethb@yahoo.com

Bu d d e n Joanna jo.budden@britishcouncil.es @JoBudden

Bu g g e y Jill biroova.a@cambridgeenglish.org

Bu k i n Steven Steven.bukin@btinternet.com

Bu l l oc k Deborah bullockdeborah1@gmail.com

Bu l l on Stephen stephen.bullon@gmail.com

Bu r n s Anne anne@burns.name

Bu xt on Barbara barbara@barbarabuxton.orangehome.co.uk

By g r av e Jonathan jonathanbygrave@gmail.com @jonathanbygrave

By t h e w ay Julie julie.bytheway@home.nl @JulieBTW

C ab r e r a D u ar t e Vera veracabrera@uol.com.br

C a m e r e r Rudi

R.Camerer@elc-consult.com

C a m e r on Caroline caroline.cameron@qa.britishcouncil.org

C a m p b e l l Caroline carolinecampbell@libero.it

C a m p b e l l Robert

C an c i n o Luis eltluiscancino@gmail.com @T3acher

C an n Alex alex.cann@experienceenglish.com @alexjcann

C an t a r u t t i Marina Noelia marinacantarutti@gmail.com

C ap e l Annette annettecapel@mac.com

C ap i t a o Caetano angolaanelta@gmail.com

C ar a Ju n i or Jaime jaime@cna.com.br

C ar d os o Willy cardoso.elt@gmail.com @willycard

C ar l os Raquel raquel.carlos@culturainglesa.net @RAQUELCARLOS73

C ar r Ruth rcarr@itchen.ac.uk

C ar r i e r Michael mcarrier@btconnect.com @mcarrier3

C ar t wr i g h t Michael mickcsan@hotmail.com

C as w e l l Cynthia caswelca@aston.ac.uk

C au d w e l l Gwendydd gwendydd.caudwell@britishcouncil.org

C au l d we l l Richard richardcauldwell@me.com @richcauld

C e l e b i Celalettin celalcelebi75@gmail.com

C h a ab e n Abdelkarim maf.chaaben@qu.edu.qa

C h a ib e d d r a Samira samirachaibeddra@hotmail.fr

C h a k r a b ar t i Debanjan debanjan.chakrabarti@britishcouncil.org @dcfrombc

C h a m ot Anna Uhl auchamot@aol.com

C h a t t o p a d h y a y Kalyan profkalyan@gmail.com @profkalyan

Index of presenters

C h e n Yi-Mei yc315@ex.ac.uk

C h e r r y Megan munkibat@gmail.com

C h i e n Shih-Chieh chien.paul@gmail.com

C h o i Jonggab jonggab.choi@kellogg.ox.ac.uk

C h ov a n c o v a Barbora barbora.chovancova@law.muni.cz

C h r i st o p h e r Virginia vlchrist@ucalgary.ca

C ib or o w s k a Hannah hannah.ciborowska@britishcouncil.org.my

C ic o l i n i Cecilia cecilia.cicolini@gmail.com @CeciCeci2

C i j f f e r s Deirdre dcijffers@cambridge.org @eteacherD

C in t r a Marcela marcela.cintra@culturainglesasp.com.br

C l a n d f ie l d Lindsay

C l a re Antonia

C l a rk Rachel rachel.clark@ucl.ac.uk

C l e m e nt so n Theresa theresa.clementson@gmail.com

C oe t z e r Elna elnacoetzer@yahoo.com

C oh e n Jane jane.cohen@britishcouncil.org.il @JaneCohenEFL

C ol e m an Hywel colemanhywel@hotmail.com

C on n e l l y Thomas thomas.connelly@britishcouncil.cl

C on s t a n t in i d e s Marisa info@celt.edu.gr

C on w ay Anna annac2006@gmail.com @AnnaConway77

C op l an d Fiona

C op u r Deniz dsalli@metu.edu.tr

C o w l e Andy

C r a n d al l Marian mcrandall@ets.org

C r a v e n Miles milescraven@firstpress-elt.com

C ro w l e y Nicola nicola.crowley@britishcouncil.org.il

C u r n i c k Lesley lesley.curnick@unil.ch

Index of presenters

D a i j o Julice jdaijo2@gmail.com

D ar l in g Ellen ellen.darling@britishcouncil.it

D au b n e y Mark mark.daubney@ipleiria.pt

D av e n t r y Andrew andrew.daventry@british-study.com

D av i d s on Peter peter.davidson@zu.ac.ae

D av i e s Elizabeth e.davies@sheffield.ac.uk

D av i e s Katy katysimpsondavies@gmail.com @KatySDavies

D av i s Paul paul24davis@hotmail.com

D a w s o n Susan suejdawson@gmail.com

d e C h az a l Edward edward@emdechazalconsulting.co.uk

D e a s Patrick pdeas@interacting.info

D e d ic Biljana bilja.dedic@gmail.com

D e l an e y Jo-Ann jo-ann.delaney@canterbury.ac.uk

D e l l a r Hugh hughdellar@mac.com @hughdellar

D e m b a S e c k Georges seckgeodem@yahoo.com

D e m i an Amani amanid@aucegypt.edu

D e m i r e l Huseyin huseyin.demirel@emu.edu.tr

D i a z M ag g i ol i Gabriel diazmagg@newschool.edu

D ic k Lesley lesannms@yahoo.co.uk

D i m o n d -B a y ir Stephanie

D i o p Dame

D j a m a a Sara dgimmah@yahoo.com

D od g e Valentina valentina@english360.com @vale360

D on ag h u e Helen helen.donaghue@gmail.com

D on ag h y Kieran kieranthomasdonaghy@gmail.com @kierandonaghy

D or a d i Saraswati

D ou g l a s Alastair salguoda@hotmail.co.uk

D o u g l a s Jacqueline jacquelinetheteacher@hotmail.com

Dr a g a s Teti areti.dragas@dur.ac.uk

Dr a z d a u sk i e n e Liudvika liudvika@drazdauskiene.lt

d u P r ee z Melvin dupreezm@sun.ac.za

Du d e n e y Gavin gavin.dudeney@theconsultants-e.com

D u d z i k Agnieszka agdud@yahoo.com

D u m m e t t Paul paul_dummett@hotmail.com

Du n l e a Jamie jamie.dunlea@britishcouncil.org

Du n ne Louisa louisa.dunne@britishcouncil.fr

Du r h am Jaime jaime.durham@sit.edu

D z i e c i ol - P e d i c h Agnieszka lumriel@gmail.com

E b b e rt Carol ebbert@uni-trier.de

E l H ag Yasir Yasir.Hassan@sd.britishcouncil.org

E l i c k e r Martina martina.elicker@uni-graz.at

E l l e p o l a Deepa

E l l is Gail gail.ellis@britishcouncil.fr

E l - Z a m i l Mohamed zamil@aucegypt.edu

E l z og h b y Mohamed mr.elzoghby@yahoo.com

E n e v e r Janet

E r ay Esma Asuman erayasuman@yahoo.co.uk @esmapeter

E r d o g an Bunyamin erdoganbunyamin@yahoo.com

E st e v e s Vanessa vcreis.esteves@gmail.com

E va n s Gaynor gaynor.evans@pt.britishcouncil.org

E va n s Kate kehevans@yahoo.co.uk

E yd e l m an Natalya eydelman.natalia@gmail.com @nataneva

E yu b o g l u Gulseren gulseren.eyuboglu@ozyegin.edu.tr

F a r a g Sophie sophiemf@aucegypt.edu

F a r ah Al Khawajah teacher_farah@live.com

F e r n an de s Andreia andreia.lof@gmail.com

F e r r e ir a Corne c.vanderwind@driestar-educatief.nl

F i e l d John jcf1000@dircon.co.uk

F i e l de r Clare fielder@uni-trier.de

F i t r i y ah Siti Masrifatul masrifafitriyah@gmail.com

F i u z a Luciana luciana.fiuza@hotmail.com @luciana_fiuza

F l et a M. Teresa tfleta@perlaunion.es

F l in d e r s Steve steveflind@aol.com

F o ch o Gladys ngwifocho@yahoo.fr

F o or d Duncan

F o r e m an Ann @ann_f

F o r t ov a Nikola fortova@phil.muni.cz @NikkiFortova

F o x Anne foxdenuk@gmail.com @foxdenuk

F r a n c a Valeria vbenevolofranca@gmail.com @vbenevolofranca

F r a n c i s Nicky nicky.francis@britishcouncil.fr @nickyfrancis68

F r a n c o U r q u i d i Ileana ileana.franco@theanglo.org.mx

F r e e m an Donald

F r e n d o Evan evan.frendo@e4b.de @evanfrendo

F r o e t s c h e r Doris doris.froetscher@uibk.ac.at

F u e r st en b e r g Ulla ulla.fuerstenberg@uni-graz.at

G a k on g a Jo jo.gakonga@elt-training.com @jgakonga

G al az k a Alicja biuro@future.edu.pl

G ar b e y S av i g n e Eduardo egarbey@infomed.sld.cu

G ar c i a Yrma ygarcia@ucss.edu.pe

Index of presenters

G ar d n e r Nikue nikueh@gmail.com

G ar d n e r Sheena sheena.gardner@coventry.ac.uk

G a s t e l u m K n i g h t Carla cmgknight@lenext.uson.mx

G at r e l l David david.gatrell@britishcouncil.org.hk @legaladvert

G au g h a n Anthony anthony@teachertrainingunplugged.com @AnthonyGaughan

G e r ol d Akos gerold@eunet.rs @AkosGerold

G h al e b Musa Musaghalib76@yahoo.com

G i a n n i k a s Christina Nicole christinagian@hotmail.com @ChristinaELT

G i b s o n David dggib@hotmail.com

G i f f o r d Tim tim.gifford@selt.info @timgiffordELT

G i l r oy Aysen aysen.gilroy@zu.ac.ae

G i r g i n G u m u st e k in Esra esragirgin@hotmail.com @ekamin

G i u ra n i u c Marilis mari.g2007@yahoo.com

G k on ou Christina cgkono@essex.ac.uk

G o d w i n C ou r y Jane jgcoury@hotmail.com

G o k Seyit Omer sog2@le.ac.uk @SeyitOmerGOK

G o l d st e i n Ben ben@bengoldstein.es

G o l e c h k o v a Tatiana goletchkova@yandex.ru

G o m e s D e C a r v a l h o Teresa Cristina terecristina.carvalho52@gmail.com @teresa1999

G o m e z Ma Dolores @madogomez

G o n c h a r o v a Victoria v-goncharova@yandex.ru

G o n z a l e z Barbara scholesbarbara@yahoo.co.uk

G o n z a l e z G om e z Lilia liliagonzalez@lenext.uson.mx

G o od g e r Charles goodger.charles@gmail.com @charlesgoodger

Index of presenters

G r ad d ol David david@english.co.uk @graddol

G r an t Caroline caroline.grant@britishcouncil.org @CarolineGrantza

G a v e s Kathleen gavesk@umich.edu

G r a y Ben ben.gray@ly.britishcouncil.org

G r e e n William wrgreen@sapporo-u.ac.jp

G r e e n e Stephen stephen@tmenglish.org @HoftheH

G r e k ov a Irina irina_grekova@yahoo.com

G r u n d t v i g Andreas andralma@gmail.com @A_Grundtvig

G r u n d y Peter peteriatefl@btinternet.com

G u Xiangdong xiangdonggu@263.net

G u a r an y J u n i or Fernando fernando.guarany@britishcouncil.org.br @fguarany

G u e rr i n i Michele C michele@mguerrini.eu

G u n g or Mustafa Akin magelt06@gmail.com @MAknGngr

G u n g or Muzeyyen Nazli nazlidemirbas_06@hotmail.com @DemirbasNazli

H ad f i e l d Charles Robert crhadfield@me.com

H ad f i e l d Jill jhadfield@unitec.ac.nz

H ad il Al-Kandari hadeelha00@gmail.com

H ad j i c on s t a n t in o u Panayiota p.hadjiconstantinou@cut.ac.cy

H ai l e M e n g e s h a Abayneh

H ai n e s Philip phainesmex@hotmail.com

H al e t Katherine kate.halet@gmail.com

H am i l t on Miranda

H an c o ck Mark mark@hancockmcdonald.com

H an d s Penny penny@pennyhands.com @pennyhands

H an k s Judith j.i.hanks@education.leeds.ac.uk

H an u s o v a Svetlana hanusova@ped.muni.cz

H a r d y - G ou l d Geoff geoff.hardy-gould@oise.com

H a r m e r Jeremy

H a r r i s Bill bharrisefl@gmail.com

H a r r i s Rachael rachaelharris1@aol.com @fabenglishteach

H a r r i s on Laurie laurie@eltjam.com @laurieharrison

H a r r i s on Michael mjah84@gmail.com

H a r r i s on Tilly tilly.harrison@warwick.ac.uk @Tilly_H

H a r r ou c h i Fethia

H a r u m i Seiko

HarumiS@cardiff.ac.uk

H a r w o od Nigel nharwood@essex.ac.uk

H a s s a n Claudia claudia.m.hassan@gmail.com

H a s s a n Dima simon.shephard@lb.britishcouncil.org

H a y h u r s t Sarah sarahhayhurst75@gmail.com

He ad y Chris chris.heady@ncl.ac.uk @ollietomrosa

He at h f i e l d David david@davidheathfield.co.uk

He r d o n Tim tim.herdon@oup.com

He r e d i a Rubens rubens.heredia@culturainglesasp.com.br

He r l e s Martin martin.herles@wu.ac.at

He r m an s Frans f.hermans@fontys.nl

H i c k s Gary gh1@brighton.ac.uk

H i l l David

H i l l Robert robhill.vr@gmail.com

H i l l m an Richard richardhillman@hotmail.com

H i r a s e Yoko

H i r t h e Gabriella gabriella@hirthe.com.de

H o U Teng trevorywc@yahoo.com.hk H o ck l e y Andrew adhockley@gmail.com @adhockley

H o ck l y Nicky nickyhockly@yahoo.es @TheConsultantsE

H oe y Michael hoeymp@liverpool.ac.uk

H o w ar d Amanda amanda.howard@buid.ac.ae

H u d s on Rebecca Stephanie

H u g h e s John john@hugheselt.com @johnhugheselt

H u g h e s Timothy tbh1976.uk@gmail.com

H u m p h r y - B a k e r Ann ann.humphry-baker@unil.ch

H u n t e r Roland roland.hunter@regent.org.uk

H u n t l e y Helen helenshuntley@yahoo.com

Ib r ah im Nayr nayr_ibrahim@hotmail.com

Ig n a t ov Kirill kirillign@mtu-net.ru

Il i e v a Zhivka zhivka_ilieva@yahoo.com

I m b e r Brenda prousimb@umich.edu

In c i Fiona fiona.inci@ng.britishcouncil.org

In os t r o za Maria Jesus minostroza1@sheffield.ac.uk @mjinostroza

I o an n o u - G e o r g i ou Sophie sophiecy@yahoo.com @sophie_cy

Ir v i n e -N i ak ar i s Christine cniakaris@hau.gr

I s a Mohammed Abbas Ali drmohammedabbas@gmail.com

I s l am Mohammad Aminul dialamin323@gmail.com

Iv a n o v a Tatiana tatiana-szelinger@yandex.ru

J a c k s on Helen helen.jackson@cityofglasgowcollege.ac.uk @Elenaltj

J a m e s Barbara Enid b.james@keele.ac.uk

J a r a y - B e n n Csilla csilla.benn@bes-grenoble.com @CsillaBenn

J e n k in s Jennifer

J e r on c i c Nina J i a n g Yuhong 519285817@qq.com

J o h n s o n Andy andy.johnson@londonschool.com @andybjohnson

Index of presenters

J o h n s on Jenny jennyjohnson.btn@gmail.com @jennyjohnson10

J o h n s t o n Fiona whereisfiona@hotmail.com

J o n e s Gabrielle gabrielle@oconnortraining.de @gjteacher

J o n e s Wayne

J o se p h Niki niki.joseph@gmail.com

J o sh u a Jenny caroline.grant@britishcouncil.org

J o va n Ilic jovan.ilic@britishcouncil.org.np

Ka c z m a r e k Kaal kaal.kaczmarek@gmail.com

Ka l m i n d e r j i t Kaur kalminderjit1@gmail.com

Ka m e l Amany amanykamel2@yahoo.com

Ka n d an Elango elangoela@rediffmail.com

Ka n g Nam-Joon nohkang@hotmail.com

Ka r a a g a c Gul glkaraagac@gmail.com @gulkaraagac

Ka r ab e t c a Oya oya4uk@gmail.com

Ka r l s s on Leena leena.karlsson@helsinki.fi

Ka t z Anne ila-katz@pacbell.net

Ka w a i Hiromi kawai-h@kanda.kuis.ac.jp

Ka y Jackie

Ka y Sue suekay.oxford@virgin.net @ELT_T2W

Ke as t Lesley lesley.keast@britishcouncil.es

Ke d d ie Jamie jamiekeddie@hotmail.com @cheimi10

Ke n n e d y Chris C.J.Kennedy@bham.ac.uk

Ke n n e d y Loraine kennedyloraine@yahoo.co.uk @lorainekennedy

Ke n n y Julian

Ke r r William wdk.ist@gmail.com

Kh ab b a r Sanaa

Kh al il Ibrahim simon.shephard@lb.britishcouncil.org

Index of presenters

K h a l i l Rania rania.khalil@bue.edu.eg @Raniakhalil4

K h a n Iffaf @iffafteacher

K i d d l e Thom thomkiddle@yahoo.com

K i e l y Richard rkiely47@gmail.com

K i g h t l e y Adam

K i rk Steve s.e.kirk@durham.ac.uk @stiiiv

K i rk h a m Leslie leskirkham@gmail.com

K i z i l c i k Hale Hatice khale@metu.edu.tr

K j i s i k Felicity felicity.kjisik@helsinki.fi

K l e t z en b au er Petra

K on on o v a Inna inkon_71@mail.ru

K or u y a n Kasim kkoruyan_78_@hotmail.com @KASIMKORUYAN35

K ot b y Inas kotbyi@hotmail.com

K ou ri e os Stella skourieos@cytanet.com.cy

K oz h e v n i k ov a Tatiana tatiana.kozhevnikova@gmail.com

K r e m m e l Benjamin b.kremmel@gmail.com

K r u p p a Catarina catarina.kruppa@culturainglesasp.com.br

K r ys z e w s k a Hanna hania.kryszewska@pilgrims.co.uk

K u b a n y i o v a Maggie m.kubanyiova@bham.ac.uk

K u c h a h Harry hkuchah@yahoo.com

K u n s c h a k Claudia claudia.kunschak@azalumni.com

L a ck m an Ken kenlackman@yahoo.com

L a f f a n Sinead tesol@oxfordtefl.cz @SineadLaffanEFL

L a i Hsuan-Yau (Tony) tony823@ms17.hinet.net

L a l Christudas Amala jojilal@gmail.com

L a n e Alastair

L a n g s t o n Kiros

L a p o rn ik Barbara barbara.lapornik@gmail.com

L a u p p e Louise

L a w s o n Rachael Jane snapdragonrachael@gmail.com

L e a Diana diana.lea@oup.com

L e f e ve r Samuel samuel@hi.is

L e m o s Cecilia ceciliaelt@gmail.com @CeciELT

L e o n F o n t e s Gabriel gabriel.leonf@lenext.uson.mx

L e s n i e w s k i Sebastian lesniewskis@gmail.com

L e s t a r i Santi Budi

L e y s Bruno bruno.leys@vives.be @BrunoLeys

L i g h t b o w n Patsy M patsy.lightbown@verizon.net

L i g h t f o o t Amy amy.lightfoot@britishcouncil.org @lightfootELT

L i ma Chris chrislima90@yahoo.co.uk @chrislima90

L i n d s t r o m b e r g Seth

L l o y d Niall niall_lloyd@hotmail.com

L l o y d Thomas thomas.lloyd@britishcouncil.org

L l o y d s Sally slloyds@itchen.ac.uk

L o c k s L i m a Luciana luciana@cna.com.br

L op e z L a g o Jose Maria josemaria.lopez@uem.es

L or i n c z Tamas tamaslorincz@hotmail.com @tamaslorincz

L o w e Daniel daniel.lowe@unitec.edu

M ac D on al d Jennifer circean_@yahoo.com @JenMac_ESL

M ac k e n z i e Alan alansmackenzie@yahoo.co.uk @alansmackenzie

M ac K e n zi e Fiona fhmackenzie@btinternet.com

M ad e r Elsbeth engl.home.gos@bluewin.ch M ad h av a n Divya divya.madhavan@ecp.fr @divyabrochier

M ad h u k ar K C madhukarkc25@gmail.com

M a d y l u s Olha biroova.a@cambridgeenglish.org

M a h om e d Haroon caroline.grant@britishcouncil.org

M a jz o u b Mona mona.majzoub@mak-hhhs.edu.lb @monamajzoub

M a k h l ou f Sanaa Abdel Hady sanaaam@aucegypt.edu

M a l c ol m Diane diane@agu.edu.bh

M a l e y Alan yelamoo@yahoo.co.uk

M a n d a l i o s Jane jmandalios@acg.edu

M a n d e r s Elona elona.manders@han.nl

M a n i t s a Natassa natassa@expresspublishing.co.uk

M a n n Debbie mann_debbie@hotmail.com

M a n s o o r Sabiha drsabihamansoor@gmail.com

M a r k s Johanna jo.marks@uni-muenster.de

M a r k s Jonathan jonathanmarks@wp.pl

M a r sh Debra dmarsh@cambridge.org

M a r sh Eunice eunice.marsh@britishcouncil.org

M a r t i n e z d e T e j ad a G o n z al e z Conchi azulaza@yahoo.es @azulaza

M a r t i n s Alan eltalanmartins@yahoo.co.uk

M a t h e w Rama ramamathew@yahoo.co.in

M a vr i d i Sophia mav.sophia@gmail.com @SophiaMav

M a yn ar d Carson carsonm@umich.edu @haem85

M a yn e Russell rm190@le.ac.uk

M c C ar t h y Michael

M c D on a l d Anne anniebmcdonald@talktalk.net

M c D on a l d Sean skog@gmx.de

M c G r a w Rhoda rhoda.mcgraw@mail.enpc.fr

M c L a r e n Elizabeth elizabeth.mclaren@britishcouncil.org

M c L a u g h l i n Louise lniclochlainn@gmail.com @McLaughlinLou

Index of presenters

M cM ah o n Patrick patrick.mcmahon@plymouth.ac.uk

M cV e i g h Joe joe@joemcveigh.org @JoeMcVeigh

M e g ah e d Sawsan sawsan1181@yahoo.com

M e l d r u m Nicola diploma@oxfordtefl.com

M e r s e Thorsten thorstenmerse@gmx.de

M e s se k h e r Hayat hayet.messekher@britishcouncil.org

M e s su m Piers p.messum@gmail.com

M e t c a l f Rob

M e t z n e r Diana diametzner@gmail.com

M i a h Md. Asad mdasadmiah@yahoo.com

M ic a l l e f Ronnie ronnie.micallef@et.britishcouncil.org

M id d l et o n Georgina georgina.middleton@britishcouncil.org

M il l e r Cleve cleve@english360.com @cleve360

M il l i n Sandy sandymillin@gmail.com @sandymillin

M is c in Evelina evelinamiscin@yahoo.co.uk @andautonia

M is h r i k i Afaf afaf@aucegypt.edu

M it r a Sugata

M i t s a k i Catherine cmitsaki@gmail.com

M od y Rustom rustom.mody@britishcouncil.org

M oh se n Mohammed mmohsen1976@gmail.com

M ol Hans myconnexxions@bigpond.com

M on t e i r o d a S i l v a Sergio sergio@cna.com.br

M on t i l l a Ivelis mivelis@usb.ve

M o o r e Caroline caroline_moore@me.com @constellata

M o o r e Julie @lexicojules

M or a n Katie katiemoran75@gmail.com

M or a n d Cathy c.morand@ucl.ac.uk

Index of presenters

M o r r o w Keith keith@homertonhouse.org.uk

M o u an a m b at s i Yves Roger myre_60@hotmail.com

M o u r a o Sandie nettlehouse@mail.telepac.pt

M u g f o r d Gerrard g_mugford@yahoo.com

M u k h e rj e e Kuheli

M u r a se Fumiko fumikomurase@gmail.com

M u r r e Piet p.m.murre@driestar-educatief.nl

M u s a f i r i Patrick

M u s t a f a Blerta blerta.mustafa@gmail.com

N a o u m i Evelyn J evelynkk@meiji.ac.jp

N a z i m Akile angien@languages.unsw.edu.au

N e f t e n o v a Svetlana svetlana.neftenova@britishcouncil.org.mk

N e og i Anik anik_n@yahoo.com

N e s i Hilary h.nesi@coventry.ac.uk

N e w s o n Dennis djn@dennisnewson.de @osnacantab

N g o r a n Marcos Koffi ngoran.marcos@yahoo.com

N o g u e i r a Margarete margaretebrasilia@hotmail.com @MargareteNoguei

N o r r i n g t o n - D a v i e s Danny danny.norrington-davies@ihlondon.com

N o r t h al l Nicholas n.northall@sheffield.ac.uk

N o r t o n Joanna joanna@keywordsenglish.com @keywordsenglish

N o r t o n Julie jen7@le.ac.uk

N o s h c h e n k o Mykhailo mshnosh@gmail.com

N o w a k Ewelina bez.kapelusza@gmail.com

Nu r e l d ee n Waleed waleed.a.nureldeen@hotmail.co.uk

N w o k ol o Chinelo nwokolochinelo@gmail.com

N y e Andrew

O 'D e l l Felicity felicity@flissavlad.demon.co.uk

O f l a z Merve merveoflaz@hotmail.com @oflazmerve

O l a ye m i Oluwakemi Titilola olayemioou@gmail.com

O l i ve i r a Sandra sandra13577@yahoo.com

O n c e v sk a A g e r Elena elena.oncevska@gmail.com @oncevskager

O ' N e i l l James jim.oneill@sa.britishcouncil.org

O n j e w u Martha Ada monjewu@yahoo.com

O r l an d o Rosemary r.orlando@snhu.edu

O r r Andrew andy.orr@regent.org.uk

O sb o r n e Mark mark.osborne@L2.co.uk @markosborne

O sc h e p k o v a Tamara tamararussia2003@yahoo.com

O st e r w a l d e r Hans jhosterwalder@outlook.com

O st r o ws k a Sabina sabina.ostrowska@kustar.ac.ae

O 'S u l l iv a n Barry Barry.O'Sullivan@britishcouncil.org

O t t w ay Tom tottway@yahoo.co.uk

O zb ak D u r mu s Ozgul ozgulbak@hotmail.com

O zk u l Senem senem.oezkul@phil.uni-augsburg.de

O z o g Chris ozog.chris@gmail.com @chrisozog

P a i n t e r - F ar r e l l Lesley painterl@newschool.edu

P al m e r Lucy

lucyp@teachit.co.uk @TeachitELT

P ar k e r Maria mgparker@duke.edu

P ar k i n Diane

d.parkin@uea.ac.uk

P ar k i n s o n Kate

P as al i c Magda magda@efst.hr @pot_pec

P as c h o al e t t o P o s s an i Debora dp.possani@gmail.com

P at sk o Laura patsko.prof@gmail.com @lauraahaha

P av l ov s k ay a Irina Y pavlovskayairina2@gmail.com

P e g g Ed

P e n g e l l e y James thehairychef@gmail.com @hairychef

P e r k in s Lauren lauren.perkins@britishcouncil.or.th

P e r r e tt Jeanne

P e t r ie David demerep@gmail.com @teflgeek

P h i l l i p s Dita dita.phillips@british-study.com

P h i l l i p s Timothy timothy.phillips@skylight.de

P h i l p Heike heike.philp@letstalkonline.com @heikephilp

P h i l p ot Sarah sarah.philpot@britishcouncil.fr

P i c k e r i n g George georgeuk32@aol.com

P i l b e am Adrian adrian.pilbeam@lts-training.com

P i l l ai Sabina sabinapillai2000@yahoo.com

P i n ar d Lizzie @lizziepinard

P i n t e r Annamaria annamaria.pinter@warwick.ac.uk

P l a s s m a n n Sibylle s.plassmann@telc.net

P l a t z e r Hans hans.platzer@fhwn.ac.at

P oe s o v a Kristyna k.poesova@gmail.com

P ok l e p o vi c Dana danapoklepovic@fibertel.com.ar @danapokle

P op i a s h v il i Nona nonpopiashvili@yahoo.com

P op o o l a Essien essien.popoola@gmail.com @brotherolu

P r e s h o u s Andrew ab3258@coventry.ac.uk

P r i m a l i s Dimitrios dprimalis@gmail.com @dprimalis

Index of presenters

P r o d r o m ou Luke lukep@otenet.gr

P u c h t a Herbert hp@herbertpuchta.com @herbertpuchta

P u g l ie s e Chaz chazpugliese@gmail.com

P u l p e a Andreea andreea_pulpea@yahoo.com

P u l v e rn e s s Alan alanpulverness@msn.com

P u z an o v a Natalia natali-puzanova@yandex.ru

Q u an d t Susanne sus.quandt@gmx.net

Q u i n t a n i l l a Angie anquinta@hotmail.com

Ra h a m an Md Adur mrahaman63@gmail.com

Ra h m a n Arifa arifa73@yahoo.com

Ra i Prajjwal glenrai@gmail.com @lostantelope

Ra n a Ellen rana@hs-koblenz.de

Ra s h i d i p o r f ar d Rezvan

Ra s h i d ov a Feruza f.rashidova@gmail.com

Ra s k i n Joanna biroova.a@cambridgeenglish.org

Ra s s o ol Naz

Re ad Carol carolread@readmatthews.com @carolread

Re b o l l ed o Paula prebolledoc@gmail.com @prebolledoc

Re b u f fe t - B r o a d u s Christina christina.rebuffetbroadus@gmail.com @rebuffetbroadus

Re z ae i Bita bitarezaei82@yahoo.com

Re z wa n T a l u k d a r Md Ali hredaya04@yahoo.com

Ri c h a r d s Lewis lewrich1000@hotmail.com

Ri c h a r d s on Silvana silvana.richardson@bellenglish.com @laioli

Ri c h a r d s on Vic vrichardson@studygroup.com

Ro b b Be n n e Rebecca

Index of presenters

R ob e r t s Rachael radbod1234@aol.com @teflerinha

R ob in s o n Carole carole@nile-elt.com

R ob in s o n Nick nick@eltjam.com @nmkrobinson

R od o m a n c h e n k o Aida a.rodomanchenko@gmail.com

R o g e r s Louis

R o g e r s on - R e v e l l Pamela pmrr1@le.ac.uk

R o m e r o Gloria grome069@uottawa.ca

R on d on Maria Estela Ribeiro Jardim estelarondon@gmail.com

R o o sk e n Barbara b.roosken@fontys.nl

R o s a Rodrigo rodrigo_21usp@yahoo.com.br

R o s e n b e r g Marjorie mrosenberg@aon.at

R o s s Claire claire.ross.lb@gmail.com

R o s s n e r Richard rrossner@eaquals.org

R ou n d Josh jround@stgeorges.co.uk @joshsround

R u i z H e rn an d e z Simon

R u m i st r ze w i c z Ewa e.rumistrzewicz@gmail.com

R u t h e r f o r d Kevin kevin.rutherford@britishcouncil.org

R y l e y Peter pryley@studygroup.com

S a ch p a z i an Maria Araxi sachpazian@input.edu.gr @sachpazian

S a g i r Pinar akcisak@bilkent.edu.tr

S a l h a Mohammad mohammad.salha@britishcouncil.org.jo

S a l m o n Nicola nicola.salmon456@btinternet.com

S a l v i sb e r g JoAnn jsalvisberg@belponline.ch @jotex

S a m a d o v a Gulshan gulshansamadova@yahoo.co.uk

S a m p a i o Gloria R L gloria_sampaio@hotmail.com

S a m p e d r o Rick educhange@hotmail.com

S a n c h e z Liliana liliana.sanchez@theanglo.org.mx

S an d h u Harisimran harisss2@rediffmail.com

S an g a b au Raymond sangabau@hotmail.com

S an ot s k a Larysa sanotska@yahoo.com

S an t os Denise denise@denisesantos.com @SantosDeniseM

S a s a j i m a Shigeru sasajima@saitama-med.ac.jp

S au m e l l Maria Victoria saumell.vicky@gmail.com @vickysaumell

S av i l l e Nick

S ay e r s Jonathan jonathansayers@gmail.com @jo_sayers

S ay r a m Gamze gamze.sayram@mq.edu.au

S ch ae r Ursula

S ch e f fl e r Pawel spawel@wa.amu.edu.pl

S ch e l l e ke n s Philida philida@schellekens.co.uk

S ch m it t Diane diane.schmitt@ntu.ac.uk

S ch oe n m a n n Julietta jschoenmann@tiscali.co.uk

S ch ol e s Jack jack@jackscholes.com @Jackbly

S c o t t Adam teachAdam@me.com @teachAdam

S c o t t Paul paul.scott1@britishcouncil.org.jo @paulusscott

S cr i v e n e r Jim jimscrivener@gmail.com @jimscriv

S e l ig s o n Paul paulseligson@googlemail.com

S e r r a Roseli rfserra@gmail.com @SerraRoseli

S h a h M. Athar Hussain athar.hussain@hotmail.com

S h a m i m Fauzia fauzia.shamim@yahoo.com

S h a n g a r f f a m Nasim nshangarf@yahoo.com

S h a r m a Pete @petesharma

S h e e h a n Susan s.sheehan@hud.ac.uk

S h e r i f a Al Sayegh s_alsayegh302000@yahoo.com

S h i m a zu m i Marilisa marilisa.shimazumi@culturainglesasp.com.br

S h u k r i Nadia ndshukri@gmail.com

S i ck Christine christine.sick@htwsaar.de

S i d d ar t h a Tara papillon32@gmail.com

S i l v a Alexsandro asilva@culturainglesadc.com.br

S i m p s on Adam adams@sabanciuniv.edu @yearinthelifeof

S i m p s on Mark

S i n g h Eilidh eilidh.singh@ubc.ca @EilidhSingh

S i n o v c i c T r u m b i c Irena isinovcic@hotmail.com

S k o p i n t se v a Tatiana tatiana.skopintseva@gmail.com

S m i t h Jonathan Marcus Garland

S m i t h Kristina kristina123smith@hotmail.com @kristina_smith1

S m i t h Richard R.C.Smith@warwick.ac.uk

S m i t h Simon simon.smith@coventry.ac.uk

S o ar s Liz

S o ru c Adem adem_soruc@hotmail.com

S o t i r i o u Chryssantthe sassy_gr@hotmail.com @chryssanthe

S p e e r Lesley lesley.speer@mq.edu.au

S p i l l e r Karen karen@coloursofspain.com

S p i r o Jane jspiro@brookes.ac.uk

S p r a t t Mary mary.spratt@ntlworld.com

S t a n f or d Jeff jeffstanford@wordflair.com

S t e el e y Sherry sls229@georgetown.edu

S t i r l i n g Johanna johanna.stirling@gmail.com @johannastirling

S t o l y a r o v a Irina i.n.stolyarova@gmail.com

S t o t t Brian brian.stott@britishcouncil.or.th @BrianStott

S t r a s s e r Thomas thomas.strasser@phwien.ac.at @thomas_strasser

Index of presenters

S t r ot m an n Birgit birgit.strotmann@uem.es

S t r ou p e Richmond richmond@soka.ac.jp

S t u b b s Matthew matthew.stubbs@britishcouncil.org.ua

S t u e bn e r Viola

S t y r in g James jamesstyring@yahoo.co.uk @styring

S u l l i va n Susanne Mary Elisabeth sues@xtra.co.nz

S we e t i n g Arizio ams034@student.usc.edu.au @ariziosweeting

S yk e s Helen helen.sykes@britishcouncil.org.il

S yl v e s t e r Karenne kalinago.english@gmail.com @kalinagoenglish

S ze s zt ay Margit margit.szesztay@gmail.com

T a m a l a Michelle mtamala4@gmail.com

T an n e r Rosie info@rosietanner.com

T ay e b Bouhitem b.tayeb@lycos.com @B.TAYEB

T ay l o r Lynda lynda_and_nigel.taylor@ntlworld.com

T ay l o r e - K n o w l e s Steve

T e b ib Djalal djo_man@hotmail.com

T e k d o g an Barkan

T e z c an U n a l Burcu Burcu.Tezcan-Unal@zu.ac.ae @burcutezcanunal

T h a b e t Reda faten.husari@ps.britishcouncil.org

T h e i s e n Lisa theisen@kansaigaidai.ac.jp

T h o m a s Fiona fiona@netlanguages.com @FionaTT

T h o r n Sheila

T h o r n b u r y Scott

T i n Tan Bee tb.tin@auckland.ac.nz

T i n g Y.L. Teresa

T i t ar e n k o Irina kinset96@hotmail.com

T i t ov a Svetlana stitova3@gmail.com @ESLPrep

T o m a l i n Barry barrytomalin@aol.com

Index of presenters

T o m l i n s on Brian brianjohntomlinson@gmail.com

T o st e Verissimo verissimo.toste@oup.com

T r a n t e r Geoff tranter@mondiale.de

T r e pp Hazel

T r i n d e r Ruth rtrinder@wu.ac.at

T s a i Bonnie tsaibonnie@hotmail.com

T s u r i k o va Lubov ltsurikova@rgph.vsu.ru

T u ck e r Dave

T u f ne l l Janet Janet.Tufnell@ae.britishcouncil.org

T u rk k a n Mehvar mehvar.turkkan@tedu.edu.tr

T u r n bu l l Joanna

T u r n e r Nick nick.turner@bellenglish.com

T u rp i n Leslie leslie.turpin@sit.edu

T u t u n i s Birsen tutunisster@gmail.com

T u zo v i c Emina eminatuzovic@yahoo.co.uk

T y n a n Rolf rtynan@studygroup.com @profrolf1

U d o Margaret megmil.udo1@gmail.com

U l u g Cahit cahit@bilkent.edu.tr @cahitulug

U m ar u Zainab Cengiz

U m m e r K u t t y Shahin shahin.u@qu.edu.qa

U n d e r h i l l Adrian adrian@aunderhill.co.uk

U n l u Gokce gokce.unlu@ozyegin.edu.tr U r Penny pennyur@gmail.com

U r a z b a e v Khikmatullo hikmatullo84@gmail.com

U r e e l Jim

U y a r og l u Fatma Gokcen fgokcen@bilkent.edu.tr

V an G e y t e Els

V an W i j k Johan j.vanwijk@driestar-educatief.nl

V a s s al l o Odette odette.vassallo@um.edu.mt

V e l ik ay a Elena evelikaya@hse.ru

V e r d on k Desiree desiree.verdonk@fhwn.ac.at

V e t t e r - M ' C a w Suzanne vetter-mcaw@gmx.net

V i d a Sandra sandra.vida@iatefl.si

V i l i n a Charles V i ol a Mercedes mercedesviola@4d.edu.uy @mercedesviola V oj t k o v a Nada nada.vojtkova@gmail.com

V y n e r James

V y n e r Luke

W ag n e r Sanja sanja-wagner@web.de

W al d D h aw i Bahia bahia.dhawi@moe.om

W al e e d Noha noha.waleed@britishcouncil.org.eg

W al k e r Aisha

W al k e r Guy guy.walker@unil.ch

W al k e r Robin robin@englishglobalcom.com

W al k l e t t Chris cwalk@essex.ac.uk

W al k l e y Andrew A.Walkley@westminster.ac.uk @CELTtraining

W al l i s Julie juliewallis@rocketmail.com

W al t e r Elizabeth liz.walter@camlex.co.uk

W an g Xiaobing icysprite0411@yahoo.co.uk

W ar d Michael mward@studygroup.com

W ar w i c k Lindsay lindsay.warwick@bellenglish.com @lindsay_warwick

W at k in s Peter peter.watkins@port.ac.uk @UoPTESOL

W e i r Philip philipweir@hotmail.com

W e l de m e dh in Tesfaye ronnie.micallef@et.britishcouncil.org

W e s t Judy judywest8@gmail.com

W e s t b ro o k Pete westbrook@hum.ku.dk

W e s t w e l l Rosemary rjwestwell@hotmail.com @DrRoe

W h i t e Genevieve gorse75@hotmail.com @ShetlandEsol

W h i t e h e a d Russell russell@whitehead.com

W h i t e h ou se Emma emma.whitehouse@londonschool.com

W i l d e n Eva eva.wilden@rub.de

W i l d e n Shaun shaun.wilden@ihworld.com @shaunwilden

W i l l i a m s Damian damian@tmenglish.org @TailormadeEng

W i l l i a m s Eddie

W i l l i s Jane jane@willis-elt.co.uk

W i l s on Ken kenwrite@btinternet.com @kenwilsonlondon

W i mh u r s t Andrew a.wimhurst@chaucercollege.co.uk

W i n MayMay

W i n d g a s se n Hedi hedi.windgassen@han.nl

W i sd o m In ib e h e Jude wisppa@yahoo.com

Indexofpresenters

W i s e m a n Anne anne.wiseman@britishcouncil.org

W i s n i e w sk a Sylwia wisniewska33@yahoo.com

W o n g Matilda matildaw@umac.mo

W o od Thomas

W o od f o r d Katherine kate.woodford@camlex.co.uk

W o od s Paul rphwoods@gmail.com

W o od w a r d Tessa

W r i g h t Andrew andrew@ili.hu

W r i g h t Angela biroova.a@cambridgeenglish.org

W ri g h t Anna anna.wright@britishcouncil.es

W ri g h t Jennie @teflhelper

W ya t t Mark wyatt_mark@yahoo.com

X e r r i Daniel dx509@york.ac.uk @danielxerri

Y am a n o Yuki yyamano@cc.utsunomiya-u.ac.jp

Y ou n g Roslyn roslyn.young@orange.fr

Z am m i t Annette annette.zammit@britishcouncil.org.my

Z el en sk ay a Larisa zelenskaya@yahoo.com

Z e n g i n U n a l Ozlem zengin@bilkent.edu.tr @ZlemZn

Q1–7thFebruary2014 (QuestionontheGeneralInformationdivider)

Q2–15 (Questiononpage32)

Q3–45 (Questiononpage40)

Q4–Onlinecoverageoftheannualconference,producingavaluable archiveandalsoafacilityforthose onsiteandthoseunabletoattend. (QuestionontheSIGDaysdivider)

Q5–34 (QuestiononthePresentationsdivider)

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

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

Abbreviations, acronyms & initialisms

ICT Information and Communication Technology

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

P Patron David Crystal

Board of

Trustees

President

Vice President (outgoing)

Vice President (incoming)

Secretary

Treasurer (outgoing)

Treasurer (incoming)

Associates’ Representative

Electronic Committee Chair

Membership Committee Chair

SIG Representative

Executive Committees

Conference Committee

Electronic Committee

Finance Committee

Membership Committee

Publications Committee

Associates Committee

Newsletter Editor

Conference Selections Editor

Carol Read

Eric Baber

Peter Medgyes

Zeynep Urkun

Amos Paran

Colin Mackenzie

Les Kirkham

Caroline Moore

Gary Motteram

George Pickering

Eric Baber (outgoing Chair)

Carol Read (incoming Chair)

Burcu Akyol

Bethany Cagnol

Ros Wright

Louise Atkins (for head office)

Alison Medland (for head office)

Glenda Smart (for head office)

Alison Wallis (for head office)

Poppy White (for head office)

Caroline Moore (Chair)

Eric Baber (outgoing)

Mike Harrison

Heike Philp

Paul Sweeney

Mercedes Viola

Louise Atkins (for head office)

Amos Paran (outgoing Chair)

Colin Mackenzie (incoming Chair)

Andy Curtis (outgoing)

Glenda Smart (for head office)

+ two new members starting in April 2014

Gary Motteram (Chair)

Victoria Boobyer

Tilly Harrison

Marjorie Rosenberg

Shaun Wilden

Glenda Smart (for head office)

Natasha Cleary (for head office - maternity cover)

Peter Medgyes (Chair)

Roy Bicknell

Martin Eayrs

Les Kirkham (Chair)

Nazli Gungor

Amy Jost (outgoing)

Harry Kuchah

Alison Schwetlick

Tania Pattison

IATEFL committees, volunteers and staff

Conference Programmer

Proposals Committee

Scholarship Working Party

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

Advisory Council

WMS Advisory Committee

IATEFL Staff

Executive Officer

Deputy Executive Officer

Conference Organiser

Deputy Conference Organiser

Finance Officer

Finance & General Administrator

Business Development Officer

SIGs & General Administrator

Membership Officer (Maternity Cover)

Madeleine du Vivier

Samuel Lefever

Jenny Pugsley

Ros Wright

Eryl Griffiths (Chair)

Sophie Ioannou-Georgiou

Maureen McGarvey

Patrick McMahon

Felicity O’Dell (outgoing)

Amos Paran

Adrian Tennant

Marjorie Rosenberg

Aysen Guven & Prithvi Shrestha

Caroline Okerika

Margit Szesztay

Jenny Johnson

Leni Dam & Lienhard Legenhausen

Paul Sweeney (outgoing)

Nicky Hockly

David A Hill

Nick Robinson

Wayne Rimmer

Richard Smith

Anthony Gaughan

Birsen Tutunis

Judith Mader

Hans Mol (outgoing)

Kalyan Chattopadhyay & Dennis Newson (incoming)

Carol Read (Chair)

David Crystal - Patron

Adrian du Plessis

Graham Hall - Editor, ELTJ

Herbert Puchta

Anna Searle - British Council

Catherine Walter

Peter Grundy (Chair)

Mike Clark

John McGovern

Catherine Walter

Glenda Smart

Louise Atkins

Alison Medland

Poppy White

Kay Cox

Linda James

Alison Wallis

Eleanor Broadbridge

Natasha Cleary

English for Academic Purposes Take an EAP Pre-Sessional course at the University of Liverpool’s English Language Centre.

10 week 7 Jul - 12 Sept 2014: £2,700

6 week 4 Aug - 12 Sept 2014: £1,620

40 week 6 Oct 2014 - 11 Sept 2015: £11,200

29 week 12 Jan 2015 - 11 Sept 2015: £8,120

Activate English

This is a general English course where the start date, length and focus of study are all flexible. The course has multiple entry levels from IELTS 3.5 or equivalent (CEFR A2) and you can study on a student visitor visa. Now recruiting agents.

For further details about all of our courses please contact us on:

T: +44 (0)151 794 2722

F: +44 (0)151 794 2739

E: elc@liv.ac.uk

www.liverpool.ac.uk/ english-language-centre

IATEFL Annual General Meeting

Auditorium

1. 2.

Minutes of the AGM held in April 2013 at the ACC, Liverpool

Matters arising

Treasurer’s report

Presentation and receipt of accounts for 2012-2013

Re-appointment of MHA MacIntyre Hudson as auditors

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

Recommendation and appointment of new Trustees

Thanks to out-going Trustees and welcome to new post holders and other new volunteers

Date of next meeting 12th April 2015 in Manchester, time and venue to be confirmed

By order of the Board

Zeynep Urkun

Company Secretary

IATEFL

2-3 The Foundry Faversham, Kent

ME13 7FD, UK

Date: 20/2/14

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.

A proxy form and details of how to appoint a proxy is available in the members’ area of the IATEFL website at https://secure.iatefl.org/.You can only appoint a proxy using the procedures set out in the notes to the proxy form.

AGM Reports

Annual report from the President to members

This has been an exciting year for IATEFL. In addition to moving to our very own ‘home’, we started a highly successful IATEFL webinar series, commissioned a publication provisionally entitled ‘A History of IATEFL’ to commemorate our 50th Anniversary coming up in 2016 - 2017, created a scheme of International Ambassadors for IATEFL, and significantly expanded our conference scholarships and sponsored training awards. We also revised and strengthened our election procedures for new directors and trustees of IATEFL and commissioned a marketing consultancy report to give us expert advice on communicating and fulfilling our mission as a charity and international membership association for ELT professionals over the coming years.

One of our priorities has been to explore ways in which IATEFL can offer greater support to Teacher Associations (TAs) in the developing world. In this context, we launched IATEFL Projects, a pilot scheme designed to offer eligible TAs an opportunity to bid for a small grant that will make a sustainable difference to language learning in their local context. We also entered into an innovative partnership with International House (IH) Trust with their generous sponsorship of the IH/IATEFL Training Award. This offers an opportunity for IATEFL Associates in the developing world to apply for 20 training days to be delivered in their own country or region by one or two IH Trust teacher trainers.

The SIGs have been extremely active, offering a wealth of online events, face-to-face conferences, publications and networking opportunities via social media. We have also been delighted to welcome our newest 15th SIG, Materials Writing (MaWSIG) into the IATEFL fold. Our number of Associates also continues to grow steadily and currently stands at just over 120.

At last year’s conference in Liverpool, we had a record number of 2,633 delegates and, thanks to our ongoing partnership with the British Council, approximately 82,000 participants online. This year in Harrogate, we’re hoping that the conference will reach even more ELT professionals in many different countries around the globe. We’re also delighted to be introducing several innovative features to the conference including an opportunity to ‘Meet the Patron’, an Open Space session, an ELT Conversation and two new evening events.

The move to our new office in Faversham in August 2013 was the result of many months of planning and preparation. It was project-managed with consummate skill and efficiency by our Executive Officer, Glenda Smart, and the Head Office team was rapidly installed in brand new, spacious and light offices with business as usual.

An Office Open Day for local businesses and suppliers took place on Friday 6 December 2013. The event was an excellent opportunity to meet and personally thank local people who work with IATEFL such as printers, builders, bankers and office suppliers. In some cases, the relationships go back as far as the 1980s.

The official Office Opening took place on 7 February 2014. Guests included trustees, past presidents, IATEFL sponsors and partners, SIG Coordinators (or a delegated representative from SIGs) and others connected to IATEFL. The event was live-streamed and included a short address by our patron, Professor David Crystal (via Skype), as well as the launch of sponsorship opportunities for the Annual Conference in Manchester 2015.

None of what I have described above could have been achieved without the tireless work and dedication of colleagues on the IATEFL staff, Board of Trustees and IATEFL committees. Special thanks are due to our Executive Officer, Glenda Smart, who is a veritable fount of IATEFL knowledge, wisdom and experience and always ready to offer her expert advice in a spirit of understanding and support whenever needed. As well as leading the Head Office team in the complex day-to-day operations of IATEFL, Glenda is also to be congratulated for managing the enormous challenges presented this year by the office move. I would also like to extend warmest thanks to Vice President, Eric Baber, and IATEFL Treasurer, Amos Paran, who will both be stepping down from the Board of Trustees in April 2014. IATEFL has hugely benefited from Eric’s talents and skills, particularly in leading the Association forward in areas of technological innovation. Amos has guided IATEFL’s finances meticulously over the last six years. Both have also been excellent colleagues and advisers and brought insight, integrity and vision to the Board of Trustees – we will miss you very much.

This year we have welcomed Caroline Moore as a new trustee and Chair of our Electronic Committee. I am also looking forward to working with our new incoming Vice President and our new IATEFL Treasurer, Colin Mackenzie, as from April 2014.

CarolRead IATEFLPresident

Report from the Treasurer

Introduction

This report focuses on a number of important points about IATEFL’s finances, all of which appear in the summary accounts which will be provided at the AGM. I highlight a number of important points, and then go on to point out a number of developments that have occurred since the end of our financial year more than seven months ago.

Overview of 2012-2013

I am pleased to report that 2012-2013 was a strong year: our total funds as at 31st August 2013 were £1,144,240. This represents a growth in funds of £78,623. This is a strong testimony of the health of the organisation and of our success in achieving our mission, and is considerably higher than our surplus last year. (Members with a historical bent of mind might be interested in knowing that our assets 10 years ago, in 2001-2002, were £439,503.)

IATEFL Finances explained

The treasurer is responsible for advising the Board of Trustees on the Association’s finances. IATEFL employs a fulltime 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 Board of Trustees 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 Board of Trustees so decide. General funds are unrestricted and the Board of Trustees 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 third full year of the operation of IATEFL Trading Limited, through which we conduct our trading activities. IATEFL Trading is VAT registered, and can therefore claim VAT back charged on its expenses. 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 20122013 was £91,047.

Details of the year ended 31 August 2013

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 Liverpool, which attracted the highest number of delegates at any of our conferences.

The financial year 2012-13 stood out in terms of financial activity and accounts because of the purchase of a property and the move from Canterbury to Faversham. In our accounts, this is represented in our tangible assets, which at the account date were worth £422,534. We financed part of the purchase from our own funds, but we also took out a mortgage, which is represented in our accounts on page 14, as Creditors: Amounts falling due after one year, and part of the amount noted under Creditors: Amount falling due within one year. Notes 11 and 12 to the accounts, on page 21, provide additional detail.

Our property also appears in the accounts in our Unrestricted Funds, under the designation of Property Fund (see page 22). Within our unrestricted funds, we also have a designated capital reserve of £60,000, as well as a general fund of £97,713. Our operating costs for one year are ca. £450K, excluding the conference. This means that we now have about four months of operating costs in the general fund and the capital reserve; the rest is in our tangible assets.

AGM Reports

SIG 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.

SIG finances for 2012-2013 continue to be very healthy. SIG reserves range from £3,482 to £91,042, which is an even bigger range than last year (this does not take into account the much lower reserves of the newest SIG). 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. Many 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. A number of SIGs have had a drop in their funds. This is acceptable so long as it is a result of fulfilling the charitable mission of the organisation.

Future financial issues

Having purchased a property, a large part of IATEFL funds are invested in this property. Future challenges are to ensure that IATEFL continues to generate surpluses; to see whether we can pay off our mortgage early; and to return to a growth in our reserves.

Thanks

This is my last AGM Report as Treasurer. My greatest thanks go to our Executive Officer, Glenda Smart, whose support has always been exemplary. Last year was particularly complex in terms of arranging the move, with all its financial implications. 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 provide sound advice; and to the whole of the Board of Trustees 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 just over 120 teacher associations, an increase of about 15 since last year. The increases in Associate Membership over the past five years have been across the board geographically, but especially significant in regions outside Europe. Our attempt to seek to associate with teacher organisations in North America has again proved unsuccessful, although relationships with the TESOL International Association continue to be friendly and productive.

We have also liaised again with the British Council regarding the award of Hornby grants for specific IATEFL Associates’ projects for 2013-14, 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 includes countries where national associations already exist but geographical or other issues mean that a comprehensive service cannot be extended to the whole country.

With the increase in Associate numbers from less than 80 in 2008 to over 120 today, we have continued to try to capitalise on this greater reach by adding value for Associates. The Board has been actively pursuing this, along with IATEFL’s charitable remit, and at the time of writing schemes are being developed to put this into practice. I hope to have more information about this at the AGM. Another result of the increase in Associate membership has been the need to increase the membership of the Associates Committee and thus I welcome the addition of Nazli Gungor and Harry Kuchah to the team this year. They will help to fill the gap left when Amy Jost leaves after this conference, having done such a wonderful job, especially at Associates’ Day, over the past five years.

Now that we are in a better position to provide extra value to Associate Membership, I feel we have a very promising springboard to extend our mission further and make a deeper difference to the profession in cooperation with our colleagues around the world.

LesKirkham

Associates’Representative

AGM Reports

Report from the Special Interest Group (SIG) Representative

Since last year the number of IATEFL Special Interest Groups (SIGs) has increased to 15 with the founding of MaW (Materials Writing) SIG and the new SIG has got off to an excellent start and held a very successful event with over 90 participants in Oxford in January 2014. The other SIGs have also continued to make a SIGnificant contribution to carrying out IATEFL’s mission of linking, developing and supporting ELT professionals by providing members with a range of publications, events, discussion lists and websites in their areas of special interest. The total number of SIG members has increased for the seventh year in a row. As I reported last year, many SIGs have healthy surpluses to fund future activities for members, and none of them is in a difficult financial condition. One current topic being discussed with the Board of Trustees is the best and most equitable way for SIGs to contribute to the costs that the office incurs in supporting SIGs and their activities.

SIGcommittees

SIGs are led and managed by their coordinators and other committee members, supported administratively by the IATEFL SIGs and General Administrator, Eleanor Broadbridge, and other head office staff. The separate SIG committees usually consist of between four and ten volunteer members. SIG committee posts are open to all and committees tend to consist of a mixture of experienced members and newer committee members, who bring fresh input and ideas to the SIGs. The new coordinator 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 coordinators and committees are to be found in the SIG Coordinators’ Handbook which is updated biennially.

Over the last year there have been a number of changes among the SIG Co-ordinators. In April 2013 Aysen Guven and Prithvi Shrestha took over from Mark Krzanowski as the joint co-ordinators of ESPSIG and Anthony Gaughan took over as the new coordinator of TDSIG from Mojca Belak. At last year’s conference Nicky Hockly became the joint coordinator of LTSIG with Paul Sweeney. I would like to say a big thank you to all those stepping down from SIG committees, not just coordinators, for everything they have done for the SIGs and IATEFL in general, and I would like to extend a warm welcome to those who have joined committees to contribute to the future leadership and management of their SIGs. Sue Hackett stood down in January 2014 as the coordinator of TEASIG and was replaced by Judith Mader. Hans Mol will step down at the Harrogate Conference and his successors as joint coordinators of YLTSIG will be Kalyan Chattopadhyay and Dennis Newson.

SIGactivities:SIGevents,SIGdiscussionlists&webpresence

For the fourth year in a row all SIGs have put on Pre-Conference Events at the Annual Conference. You might well have attended one of these yourself in Harrogate this year. The IATEFL webinar platform 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 social media channels, such as Twitter and Facebook. These online activities and channels of communication help to link the members of the SIGs in communities of practice. Paul Sweeney and others have helped several SIGs to make improvements to their websites.

SIGstrategy

SIG committees are very aware of the need to ensure that their SIGs remain relevant to their members in a changing world. That is why the SIGs are reviewing:

• the training and development of new coordinators and committee members

• ways of spreading best practices among SIGs

• the finances and marketing of SIGs

• communication channels among SIGs and with members

• ways of ensuring that SIGs provide a minimum level of activity (events, communications) each year.

VolunteeringtobecomeactiveinyourSIG

SIGs are always looking for members who want to 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?

Finally, I would like to salute all of the hard work done by SIG coordinators and other committee members. I would also like to commend the professional support they receive from Eleanor Broadbridge, the IATEFL SIGs and General Administrator, Glenda Smart, IATEFL Executive Officer, and the rest of the hardworking head office team in Faversham.

GeorgePickering

SIGRepresentative

AGM Reports

ConferenceCommittee

The Conference Committee is responsible for 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 2013 the committee members were Eric Baber (chair), Bethany Cagnol, Caroline Moore until her election as Chair of the Electronic Committee and Burcu Akyol thereafter, Carol Read and Ros Wright. The committee works in close cooperation with the conference staff at the Head Office: Alison Medland, our Conference Organiser, Poppy White, our Deputy Conference Organiser, Alison Wallis, our Business Development Officer, Louise Atkins, our Deputy Executive Officer, and of course our Executive Officer, Glenda Smart.

LIVERPOOL CONFERENCE

Our annual conference in 2013 took place in Liverpool and featured over 500 talks and workshops, a number of poster presentations and forums spread over the four conference days. We were pleased to have five world-class plenary speakers in Professor David Crystal (IATEFL’s patron); Deniz Kurtoglu Eken; Past IATEFL President Susan Barduhn; Past TESOL President Jun Liu; and Liverpool’s own Roger McGough who delighted and entertained us in his closing plenary with his poetry. 30 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 IATEFL Jobs Market again met the needs of a sizeable number of job-seekers and employers and we feel adds a valuable service to our members and conference delegates.

We were very pleased to receive a substantial volume of feedback on the conference – this is vital to ensure its ongoing evolution in order to meet delegates’ needs and desires. As a result of the feedback from 2013 we will be implementing a number of new ideas in Harrogate in 2014.

HARROGATE CONFERENCE 2014

The 2014 conference sees us returning to the Harrogate International Centre. A familiar venue to many regular conference attendees we had outgrown both the venue and the city in recent years, but after expansion of the Conference Centre and the addition of new accommodation in the area we are looking forward to revisiting this popular venue.

Based on feedback from last year’s delegates we are introducing a number of new features, the first one being an Open Space event. This 2 ½ hour event allows participants to choose the topic(s) they would like to explore, divide themselves into groups of shared interest, and then discuss their topic in as much depth as they like. Facilitated by Adrian Underhill, an experienced Open Space practitioner, this event is a great way for delegates to share ideas and thoughts about a topic of great interest to them.

The second new event will be The ELT Conversation. Featuring Jeremy Harmer and Scott Thornbury, this event will see both of them speak for about 20 minutes each and then follow that up with a conversation and questions from the floor. We are looking forward to receiving feedback on the format after the event and will welcome suggestions for Conversation participants for the following year.

We are also introducing two new evening events. The Spoken Word will be an open-mic style event for anyone who would like to get up and share a piece of poetry or some writing with an audience. We are also pleased that long-time IATEFL members Luke Prodromou and David Gibson will be performing a self-penned piece of theatre entitled Hard Times for Teachers. Between these two new events and a host of established ones we are sure there will be enough to fill delegates’ days and evenings as well.

We are again making use of our mobile app which is now in its third year. Using the app, delegates can view the conference programme, put together their own conference schedule, share content and thoughts with other delegates using key social media channels and more. We have been very pleased with the usage in past years and hope that it proves as popular in 2014 as in the past two years.

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. The Conference Committee this year were Carol Read; Caroline Moore, who has now moved into the role of Chair of the Electronic Committee; Ros Wright; Bethany Cagnol; and Burcu Akyol whom we warmly welcome and who has already very ably taken over Caroline’s responsibilities. I cannot thank our Head Office staff enough for everything they do for the conference; in particular Glenda Smart, Alison Medland, Alison Wallis, Louise Atkins and Poppy White deserve a huge vote of thanks (and a good rest after the conference!) Thank you to all of you.

AGM Reports

AGM Reports

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 Working Party; neither is an easy or enviable task but both are crucial to the success of the conference.

HARROGATE ONLINE

As in the past six years we will be bringing much of this year’s conference to anyone anywhere via the internet. Thanks to the generosity of the British Council we will be live-streaming and recording a significant number of talks, workshops and plenary sessions, enabling anyone with internet access to take part live in the conference from anywhere in the world and view the recordings anytime afterwards.

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 very impressive 82,000 online delegates from more than 100 countries of the world have visited the platform since the past conference 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 Liverpool and Harrogate 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. On behalf of IATEFL I would like to extend a special thanks to the British Council.

As I will be stepping down from the role of Conference Committee Chair and IATEFL Vice President, I would like to say thank you to everyone who has made the past four years an amazing experience. I have learned a great deal; met dozens, if not hundreds of fantastic people; and hopefully have been able to make a positive difference to IATEFL and teachers around the world. Thank you for having me – it’s been great.

EricBaber Chair,ConferenceCommittee

ElectronicCommittee

ElCom aims to improve electronic services for members, Head Office, SIGs and Associates. The original Chair, Gavin Dudeney, stood down in April 2013, as did committee member Sara Hannam in August, and I’d like to thank them for their great work in establishing the work of the Electronic Committee.

The committee is currently composed of Caroline Moore (Chair) with Eric Baber (Advisor), Mike Harrison (Social Media), and new members Heike Philp (Live-streaming events), Mercedes Viola (Webinars), Paul Sweeney (SIG Liaison and Websites) and Louise Atkins (Head Office).

This year we have continued to develop our social media presence, particularly on Facebook, with over 4,400 members of the IATEFL Facebook Group and over 1,800 “likes” of our Facebook Page. These are becoming important channels for communication and interaction. Our conference apps were very successful and used by around 1,500 delegates at IATEFL 2013, and user feedback has been generally positive. We are releasing new updates, which will hopefully fix a couple of bugs for future conferences. We are working closely with the British Council on the IATEFL Online, and have started work on creating an archive of talks and interviews from previous conferences. We have been working on a series of promotional videos that will be available to promote the annual conferences, SIGs and scholarship opportunities.

We have also worked successfully with the SIGs and Membership Committee to develop a very successful Webinar series, and worked with the Publications Committee on an IATEFL e-publication strategy.

If you have any suggestions for other areas ElCom might consider, or feedback on our work so far, we would be happy to hear from you.

CarolineMoore Chair,ElectronicCommittee

AGM Reports

MembershipCommittee

The membership committee has continued to work on developing its remit over the last year and has taken on a number of roles that have been developed out of the Membership Survey that we conducted in 2011. This survey formed the basis of discussion by the Trustees about future directions for IATEFL that have either been completed or are being developed.

The survey showed us that there was a desire on the part of the membership for more what could be termed core IATEFL activity. This would be aimed at people who were unlikely to be able to attend the main conference, or other regional events offered by the SIGs. The Trustees discussed the idea of running an online conference, but decided to test the water by running a series of monthly webinars. We are conscious that the SIGs are increasingly providing very successful webinars, even one-day conferences, but these are focused on specific issues. What people said in the survey was that they wanted more generic topics. These regular events are now up and running and started back in May 2013 with a question and answer session with David Crystal. You can find out more detail on the website, where you will find a direct link to the webinars. All of the webinars are delivered via IATEFL’s Adobe Connect Room and are recorded and archived so anyone who is a member can view them. This is an addition, also, to our membership benefits. Marjorie Rosenberg has been supporting the development of the webinars.

A second initiative that has been launched this year is IATEFL Projects. These we hope will offer the opportunity for one of our Teacher Associations in the developing world to bid to run a local, funded project. This is a pilot and will be evaluated before we make this a regular feature of IATEFL’s contribution to the language teaching community. It is expected that a project will reach a broad community of English language teachers in the local context and give the opportunity for less-experienced teachers to take an active role. One of the key elements of the project is its dissemination, so that the broader IATEFL family hears about what has happened as a part of the project. This initiative is also linked to the Membership Survey where we asked a number of questions about extending IATEFL’s charitable aims and fund raising. IATEFL has two existing schemes that enable teachers in developing countries to join IATEFL: the Wider Membership Scheme (WMS) and the Wider Membership Individual Scheme (WMIS). The WMS offers Teacher Associations in the developing world the opportunity to bid for memberships for their community. This enables groups of teachers to become Basic members of IATEFL for two years. The monies that go to support this scheme were raised around the Millennium and it is the interest from the investments that pays for these memberships. The WMIS enables individual members in the developing world to become members of IATEFL. There is a smaller fund that supports this initiative and this has been supplemented by collecting donations at the conference. The aim here is to attract individual members who want to start a local Teachers’ Association where one does not currently exist. If the pilot project is successful, we will be looking at raising funds in a more systematic way so that we can support this initiative as it goes forward.

In order to continue as a healthy organization, we need to continue to recruit new members and retain them. While membership figures continue to grow, there has been a slight decrease in Full Individual membership, which is a concern. This may be as a result of our new membership offering, Early Career Teachers (ECT - which offers two years’ full membership for the price of one year) which has been successful and numbers are growing. However, the success of ECT relies on people renewing again after two years, so we will be putting some strong efforts into this in the coming year. Sue Jones who joined the committee last year, started working to develop the support network for this particular new group and approached a number of schools to encourage recruitment. Because of the success of her growing business, she unfortunately had to leave the committee, but we thank her and wish her every success for the future.

In order to continue to develop what is a growing remit, we have taken on to the Membership Committee three new members: Victoria Boobyer, Tilly Warren and Shaun Wilden who will be taking things forward in the coming year.

We would like to thank Head Office for all their support, particularly Vicky Barnett who manages the Membership portfolio in the office.

GaryMotteram Chair,MembershipCommittee

AGM Reports

PublicationsCommittee

AGM Reports

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 Electronic Committee and Head Office) and other occasional publications and publicity material.

Publications Committee members are Roy Bicknell 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

The eBulletin contains news and updates from IATEFL and the SIGs and is distributed to all members monthly (except during the month of the Annual Conference). We continue to use Mail Chimp for the eBulletin, which is compiled and edited by the Publications Committee team who liaise with contributors as necessary before sending final copy to Vicky Barnett, Membership Officer, at Head Office. Feedback from SIGs and IATEFL members suggests that the eBulletin is a useful and valued outlet of IATEFL news.

ConferenceSelections

January 2014 saw the publication of IATEFL 2013 Liverpool Conference Selections. This 240-page volume contains summaries of 4 plenary talks, 4 signature events, and 83 individual reports from all parts of the world. Conference Selections serves as a reminder of the conference for those who attended, and gives some insight into the range of presentations for those who could not be there in person.

Thanks go to Conference Selections editor, Tania Pattison, for all her work and dedication in preparing the Liverpool volume. Tania and I would also like to acknowledge the immense contributions made by Editorial Committee members Siân Morgan, Sandie Mourão and Amos Paran, who guide the selection of papers suitable for publication. This year we say goodbye to Siân and Sandie, who are stepping down after four years of service. Their support has been invaluable, and IATEFL is extremely grateful for their contribution. We welcome new Editorial Committee members, Edward de Chazal and Chris Lima, to the team. Thanks also go to copy editor, Simon Murison-Bowie, and designer/typesetter, Keith Rigley.

Work on 2014HarrogateConferenceSelectionsis already underway; the volume will be available in early 2015.

Voices

In response to members’ views in an electronic survey in January 2013, improvements were made to the design and layout of the cover and editorial pages of Voicesas from issue 233.

Recent articles have been grouped around mini themes of assessment, methodology, pronunciation, technology, and literature. Given the decision to increase the size of alternate issues, the backlog of articles has been reduced to around 8 months, as opposed to over 12 months. The editor, Alison Schwetlick, continues to follow a policy of balancing articles, for example, by scholarship winners and first-time conference goers, with more experienced writers. Alison also tries to maintain a balance of gender, country of work and teaching experience in each issue. The ‘Inside IATEFL’ section has recently been strengthened with reports on the IATEFL History, the IATEFL webinars and Macmillan’s charitable sponsorship. Alison has also initiated an association with NATE and will be reprinting some of their articles in forthcoming issues.

The quality of Voicescontinues to improve thanks to the dedication and initiative of Alison, and supporting team, copy editor, Simon Murison-Bowie, and designer/typesetter, Keith Rigley.

History of IATEFL

The History of IATEFL project was formally approved by the IATEFL Board of Trustees in June 2013 and is due to be published in time to celebrate the 50th Annual IATEFL Conference in Birmingham in 2016. Richard Smith and Shelagh Rixon have been commissioned as researchers and authors of the project. Richard and Shelagh are currently engaged in preliminary research as well as arranging and carrying out interviews with past and present members of IATEFL. As part of the project, they have also established the extent of the IATEFL archive, gained the assistance of SIG Coordinators in writing up SIG histories according to a template, and administered an online questionnaire to IATEFL members.

The publication of the History of IATEFL will be supported and guided by an Editorial Panel, including the Chair of the Publications Committee, Martin Eayrs, Adrian du Plessis and a representative from the British Council. We are very grateful to the British Council for their generous research grant in funding this exciting project.

AGM Reports

IATEFL and EnglishLanguageTeachingJournal(ELTJ)

AGM Reports

In collaboration with ELTJ editor, Graham Hall, a new series of IATEFL SIG Forum Reports is to be published biannually in ELTJ . The first Forum Report (from YLTSIG and ReSIG) was published in issue 67/4 (October 2013). The second Forum Report from LCMS SIG is due for publication in issue 68/2 (April 2014). It is envisaged that two further SIG Forum Reports will be published in autumn 2014 and spring 2015. In addition to this, we are delighted that Graham is planning a special issue of ELTJ to be edited by Amos Paran and published as part of IATEFL’s 50th Anniversary celebrations in 2016 - 2017.

As from April 2014, I will be stepping down as Chair of the Publications Committee. It’s been an enjoyable and productive two years and I would like to give warmest thanks to my committee members, and everyone else involved, for being such a great team.

CarolRead Chair,PublicationsCommittee

TheWiderMembershipScheme–suggested2014

806 of the 1205 Wider Membership Scheme (WMS) memberships offered in 2012-13 were taken up, representing 67%. 952 memberships have been offered for 2013-14 to 19 Associates.

The WMS Advisory Committee has recently initiated a review of the WMS Scheme. This has led the IATEFL Board of Trustees to develop a new funding initiative, IATEFL Projects, which provides an opportunity for eligible Associates to bid for a small grant that will make a sustainable difference to language learning in their local context. As a result of the WMS review, the Board is also continuing to discuss and explore other possible future initiatives, such as the development of leadership and management training with and for IATEFL Associates. In addition to this, there is also ongoing discussion about the future role and composition of the WMS Advisory Committee.

PeterGrundy Chair,WMSAdvisoryCommittee

TheAdvisoryCouncil

The Advisory Council consists of six or more members. In 2013/2014 these included the Patron of IATEFL (David Crystal), the Editor of ELTJ (Graham Hall), a representative from the British Council (Anna Searle), two past presidents (Catherine Walter and Herbert Puchta, replacing Susan Barduhn in April 2014), and one or more members (Adrian du Plessis) invited by the Board of Trustees following a recommendation by the Advisory Council.

The role of the Advisory Council is to advise the President on all matters relevant to the successful running of the association and on matters of policy and future developments.

This will include:

commenting on opportunities, trends and issues of strategic importance supporting IATEFL in developing initiatives by acting as a sounding board stimulating new ideas providing advice on procedural matters when needed.

The Council has no executive or policy-making function. It meets once a year at the Annual Conference. The Council or individual members may at any time be invited by the president to give advice on particular issues. The minutes of the Advisory Council will be presented to the IATEFL Board of Trustees.

I would like to thank the members of the Advisory Council for their advice and suggestions at the meeting in Liverpool in April 2013 and for their ongoing support.

CarolRead Chair,AdvisoryCouncil

ScholarshipWorkingParty

Scholarships and Winners at the Harrogate Conference

Again we are happy to announce that new scholarships were on offer this year: the Eastbourne School of English Graham Smith Scholarship, The ES(O)LSIG Conference Scholarship, the Exam English Online Teaching Scholarship, and the One Dragon Scholarship. Our thanks go to the four generous sponsors.

Some scholarships changed their names: Cambridge English Bill Shepherd Scholarship, Cambridge English Teacher Scholarship, Cambridge English Dr Peter Hargreaves Scholarship, Cambridge English John Trim Scholarship, Cambridge English Teacher Training Scholarship, Pilgrims Scholarship, Regent Scholarship and TDSIG Michael Berman Scholarship.

Winners this year come from Australia, Argentina, Bangladesh, Brazil, Bulgaria, Chile, China, India, Madagascar, Malaysia, Mali, Nepal, Nigeria, Oman, Pakistan, Poland, Romania, the Russian Federation, Senegal, Serbia, Slovenia, Spain, Turkey, and Uzbekistan. You can see their faces on the poster at the Scholarship Working Party stand in the Exhibition Hall so you can recognise them when you meet them about the conference. Several will be giving presentations and these are listed on page 21 of this Programme. Please attend and support them.

The SWP stand will be staffed in all the morning coffee breaks and at lunch time. Do drop by to meet us and rest assured that all your comments, complaints and suggestions will be warmly welcomed and vigorously discussed. You will also be able to pick up information and advice about applying for scholarships for the 2015 conference.

Changes within the SWP and in its procedures

2016 will be Eryl Griffith’s last conference as SWP chair; Maureen McGarvey will be relinquishing her responsibilities for the International House scholarships and will become SWP chair. The handover is now in progress. Eryl and Maureen have visited the new Head Office in Faversham and talked through all the scholarship procedures as they affect sponsors, applicants, reader/selectors and administrators. There was also a meeting of SWP members with the IATEFL Executive Officer in London in February.

We hope to produce an orderly year plan and a set of guideline leaflets for all concerned which will bring increased ease and efficiency to the processes of acquiring more scholarships, publicising them, clarifying their award amounts and their qualification requirements, plus speeding up the selection of winners and the announcing of results. The teams of readers will be increased and the amount of work asked of them agreed well in advance of application deadline.

The SWP thanks Geraldine Breedon for all her help in the past and welcomes Poppy White as our main contact in the office with responsibility for day-to-day SWP matters. Gary Motteram is now our liaison on the Board of Trustees but Amos Paran, although no longer IATEFL Treasurer, will remain a member of the SWP, as will Patrick McMahon and Sophie Ioannou-Georgiou. Fliss O’Dell who has been an invaluable SWP member since its inception is now standing down but will continue as a reader of scholarship applications and a team leader of selection panels. Adrian Tennant continues as committee member with special responsibility for helping winners with their visa applications. Further changes in the SWP will be announced monthly in the IATEFL eBulletins.

Your participation in the Scholarship Working Party

Do not hesitate to get in touch with any of us if you might be interested in becoming involved in our work to ensure that we have 50 scholarship winners at IATEFL’s 50th conference in 2016. We need sponsors, fund-raisers, application readers, and committee members. Join the Party.

ErylGriffiths Chair,ScholarshipWorkingParty(SWP)

AGM Reports

TheIATEFLHeadOffice

It is a pleasure for me to work closely with our Head Office staff and I would like to extend warmest thanks to them all for their ongoing hard work, dedication and commitment to IATEFL and to our members. This year has been particularly challenging with the office move and it is a credit to all the staff that this took place with only minimum disruption to normal services.

Glenda Smart, our Executive Officer, has been a pillar of strength in leading the office staff through this difficult, transitional time without ever compromising on her habitual efficiency and friendly, professional way of dealing with any and all queries and requests, however small. Glenda has also provided me with enormous support and guidance as I’ve worked my way into the role of President for which I am truly grateful.

Louise Atkins, Deputy Executive Officer, is now representing Head Office on the Electronic Committee and has also been helping with our Adobe Connect room and webinars as well as helping Glenda Smart with Executive duties.

Alison Medland, our Conference Organiser, has once again masterminded the organisation of the conference down to every last detail. This year Alison has been supported in her work by the appointment of Poppy White, Deputy Conference Organiser. Poppy has been assisting Alison and will have her first experience of an IATEFL Annual Conference in Harrogate in April 2014. In the future, it is envisaged that Poppy will be able to deputise for Alison as and when necessary.

In order to reflect an expanding role, Alison Wallis’ job title has changed from Marketing & Sponsorship Officer to Business Development Officer. Alison has worked on developing a suite of attractive sponsorship packages for the 2014 and 2015 Annual Conferences and continues to build on the mutually supportive relationships built up over several years with our advertisers and sponsors.

Vicky Barnett, Membership Officer, continues to ensure the provision of quality service for our members and also helps with aspects of running the office such as the formatting and distribution of the monthly eBulletin. Vicky is currently on maternity leave and we are very pleased to welcome Natasha Cleary, who is acting as a temporary replacement.

The SIGs and General Administrator, Eleanor Broadbridge, is responsible for looking after our 15 Special Interest Groups, dealing with the administration of their many events from publicity to registration, and also attending some to represent Head Office and to help with IATEFL queries.

Kay Cox, Finance Officer, has a crucial, complex and demanding role given that we have two legal entities, IATEFL Trading and IATEFL the charity, with different financial implications.

Linda James, Finance and General Administrator, supports all staff members with a wide variety of tasks. Linda is celebrating 10 years with IATEFL in 2014! Congratulations to Linda from us all.

CarolRead IATEFLPresident

Signature Event

Learning Oriented Assessment (LOA) into the ELT Classroom

Thursday 3 April 11.30-12.45

King’s Suite A

Chair

Michael Carrier – Director, Strategic Partnerships, Cambridge English Language Assessment

Panel

Dr Nick Saville – Director, Research and Validation, Cambridge English Language Assessment

Dr Miranda Hamilton – Consultant, Cambridge English Language Assessment

Stephanie Dimond-Bayir – Teacher Training Programmes Manager, Bell International Barkan Tekdogan – Head of English Department, Terakki Foundation Middle School, Turkey

Learning Oriented Assessment seeks to maximise the value of the formative and summative feedback which classroom learning and testing tasks can generate. It helps teachers to target instruction and monitor progress, and learners to set goals and manage their progress towards achieving them. It is a framework for achieving measurably better learning. But how will LOA work in practice in the ELT classroom? In this session our panel will discuss the issues which might be encountered when introducing a learning oriented approach to assessment and the positive effect it can have on students’ progress if implemented effectively.

FOR YOU TO FILL IN

0800-1730 Registration desk open

0815-0845 “How to ... sessions”

0830-1730 Exhibition open

0800-1730 Registration desk open

0815-0845 “How to ... sessions”

0830-1730 Exhibition open

0900-1025 Opening announcements & 0900-1010 Plenary talk by Kathleen Graves plenary session by David Graddol 1040-1125 1025-1055

S e ss i on 1 1 S e s si on 2 1

1125-1200 Coffee break

1055-1130 Coffee break

1200-1305 1130-1200

S e ss i on 1 2 S e s si on 2 2

1305-1405 Lunch break

1405-1450

S e ss i on 1 3

1215-1245 S e s si on 2 3

1245-1405 Lunch break 1255-1400 AGM

1505-1535 1405-1450

S e ss i on 1 4 S e s si on 2 4

1550-1635

1505-1535

S e ss i on 1 5 S e s si on 2 5

1635-1710 Coffee break

1550-1635 S e s si on 2 6 1710-1740

S e ss i on 1 6

1635-1710 Coffee break

1730 Registration desk & Exhibition close 1710-1815 1755-1825 S e s si on 2 7

S e ss i on 1 7

1730 Registration desk & Exhibition close 1840-1910 Poster presentations 1830-1900 Poster presentations

1900 Start of the evening programme 1830 Start of the evening programme

This Day Planner is sponsored by Pearson

FOR YOU TO FILL IN F R I D A Y 4

T H S A T U R D A Y 5 T H

0800-1730 Registration desk open

0815-0845 “How to ... sessions”

0830-1730 Exhibition open

0900-1010 Plenary talk by Michael Hoey

1025-1055

0800-1300 Registration desk open

0815-0845 “How to ... sessions”

0830-1215 Exhibition open

0900-1010 Plenary talk by Sugata Mitra

1025-1055 S e ss i on 3 . 1 S e s si on 4 . 1

1055-1130 Coffee break

1130-1235

S e ss i on 3 2

1110-1140 S e s si on 4 2

1140-1215 Coffee break

1235-1335 Lunch break 1215 Exhibition closes 1215-1300

1335-1420 S e s si on 4 3

S e ss i on 3 3

1435-1520

S e ss i on 3 . 4

1300 Registration desk closes

1315-1415 Final plenary talk by Jackie Kay

1415-1430 Closing address

1535-1605 1430 Conference farewell (sponsoredbyCollins)

S e ss i on 3 5 1430 Book-signing by Jackie Kay

1605-1640 Coffee break

1640-1710

S e ss i on 3 . 6

1725-1810

S e ss i on 3 . 7

1730 Registration desk & Exhibition close 1900 Start of the evening programme

FLOORPLANS

The following pages contain the floorplans of the HIC and the Holiday Inn Hotel.

Page 225–Overview of the HIC

Level 5

Level 4

Level 3

Page 226–

Internet Café

Route to the Auditorium

Prayer room

Linkway to the hotel first floor

Registration

Exit to the hotel

Queen’s 1-9

Hall D (Poster presentations, Jobs Market & Online interview area)

Hall H (Exhibition & catering points)

King’s A & B

Halls Qa-Qf

Queen’s 1-9 Level 4

King’s A & B Level 3

Halls Qa-Qf Level 3 (access is from Level 4 foyer)

Page 227–

Level 4 foyer

Hall D

Registration

Poster presentations, Jobs Market & Online interview area

Hall H Exhibition & catering points

Room R

Session room

Exit to the hotel Via Level 4 foyer

Page 228–

Level 5 foyer

Internet Café

Route to the Auditorium

Prayer room

Linkway to the hotel first floor

Hotel Session rooms:

Bramham, Charter, Harewood 1 & 2, Newby, Ripley & Studley

Pages 229-230

We have also provided a pull-out version of all floorplans if you prefer to carry this with you.

your learners’ potential

Come and find out more about this brand new course on stand 19-24 at IATEFL.

Comeandfind onstand19-24a outmoreaboutthisb . ATEFLatIAT

iscover h D Watc amples e s Brows

Watch Discovery EducationTM videos from the course Browse samples of the books

Enter our competition on Thursday to win an iPad mini and a £50 voucher

Enterourcomp ouch 0 v 5 d a £ an ideos M v ucationT y Ed ooks e b h f t o o y t a etitiononThursday er

Unlock is a research-based academic skills course that prepares your learners for success in their studies by developing their critical thinking and language skills.

OVERVIEW OF THE HIC

Floorplan of the venues

QUEEN’S 1 - 9

Floorplan of the venues

Level 4 foyer (Registration), Hall H (Exhibition) & Hall D (Poster presentations, Jobs Market & Online interview area)

Floorplan of the venues

Pocket Venue Map

Level 3, Queen’s, King’s & Hall Q

Official exam preparation materials

Prepare your students for exam success with our unique range

Visit stand no. 19-24

IMPROVE LEARNER OUTCOMES

Are you looking to use technology to improve your learner outcomes?

Come and talk to the Pearson team about how we support blended learning.

Don’t miss these popular sessions. Our stand is conveniently located opposite the café.

Wednesday • The Cambridge English Exams are changing

Thursday • Bridging the Gap between GE and EAP Introducing 21st Century skills

Friday • Using blended learning solutions in your teaching • Measuring and reporting students progress in English

Saturday • Simplifying Secure English Language Testing Join us for the Pearson Signature Event - Test, Teach, Test Friday 4th April in the Auditorium 16.40 - 18.10

www.pearsonelt.com/IATEFL2014 Follow us @Pearson_ELT www.facebook.com/PearsonELT #learningoutcomes VISIT US ON STAND 41