2015 IATEFL Conference Programme

GENERAL INFORMATION

2. WELCOME FROM THE IATEFL PRESIDENT

4. PRE-CONFERENCE EVENTS AND ASSOCIATES’ DAY 5-13. GENERAL INFORMATION 14-19. IATEFL SCHOLARSHIPS AND WINNERS 20. THANK YOU TO OUR SPONSORS

EVENING & DAYTIME EVENTS

EVENING EVENTS & DAYTIME TOURS

EXHIBITION

25. LIST OF ELT RESOURCES EXHIBITORS

29. TIMETABLE FOR THE ASSOCIATES’ STAND 26-34. ELT RESOURCES EXHIBITORS’ DETAILS

SIG DAYS

CONFERENCE PROGRAMME

SPECIAL INTEREST GROUP (SIG) DAYS

43-48. POSTER PRESENTATIONS

49-102. SATURDAY 11 APRIL 103-160. SUNDAY 12 APRIL 123. AGM AGENDA 163-228. MONDAY 13 APRIL 229-248. TUESDAY 14 APRIL

QUICK REFERENCE PAGES

249-270. AREAS OF INTEREST 272-289. INDEX OF PRESENTERS 290-291. ABBREVIATIONS, ACRONYMS & INITIALISMS 292-293. WHO’S WHO IN IATEFL 295-296. DAY PLANNER (FOR DELEGATES TO FILL IN)

FLOORPLAN AND OVERVIEW

297-298. MAPS OF THE CONFERENCE VENUE 299-302. CONFERENCE OVERVIEW PAGES

PRESIDENT’S WELCOME

WELCOME TO THE IATEFL CONFERENCE & EXHIBITION, 2015 MANCHESTER, UK

Dear Conference Delegate,

For the first time in 17 years, we’re delighted to be holding our Annual Conference once again in the vibrant, cosmopolitan city of Manchester.

We’re proud that our plenary speakers will go to the heart of current ELT issues, make us think about the wider world, and delight our literary taste buds. Donald Freeman will explore how we may be ‘frozen in thought’ in ELT while Joy Egbert will look at engaging learners with technology. Harry Kuchah will explore the challenges of ELT in difficult circumstances while Ann Cotton will persuade us of the justice and imperative of secondary school education for girls. Finally, Poet Laureate, Carol Ann Duffy, will treat us to a special reading of her work.

In addition to our five world-class plenaries, there will be over 500 sessions to choose from, including signature events, talks, workshops, forums, poster presentations, the Interactive Language Fair, and early morning ‘How to …’ sessions. There will be opportunities to ‘Meet the Patron’, to attend the Open Space and ‘ELT Conversation’ events, and visit the IATEFL Jobs Market. There will also be an extensive Exhibition packed with all the latest ELT books, products, services and resources.

Our evening programme aims to ensure relaxation and fun after the intensity of the conference day. Events include International Word and Music Fests, Pecha Kucha, International Quiz Night, theatrical comedy with “Mrs Hoover’s Singlish”, and the UK Fair List and Extensive Reading Foundation Awards Ceremonies.

I’d like to extend huge thanks to our Head Office staff, the Conference Committee and numerous volunteers for all their hard work in organising this conference. 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 Manchester 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 survey we’ll be emailing to you at the end of the conference so that we know your views and can continue to make the conference even better next time!

Carol Read IATEFL President & Chair of Conference Committee

IATEFL is proud of 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. You will recognise our International Ambassadors at conference from their badges. Please do introduce yourself and say ‘hello’!

Extensive Reading Foundation Reception and Awards Ceremony

Hosted by Catherine Walter

Come and join us for drinks and nibbles to celebrate the winners of the Language Learner Literature Awards for 2014, and to hear who the finalists are for 2015. The first 200 attendees will receive a free copy of one of the winning books.

Young learners

Winner

Skater Boy by Maria Cleary

Illustrated by Lorenzo Sabbatini

Published by Helbling Languages

ISBN: 978-3-85272-526-0

Judges’ comments: The book has a familiar story arc, but it invests it with energy and humour. The illustrations are engagingly off-beat.

Finalists

The Heron and the Hummingbird retold by Rachel Bladon (OUP); Time Jump: Back to the Stone Age by Paul Shipton (Scholastic)

Adolescent and Adult: Beginner

Winner

The Tomorrow Mirror by Nicola Prentis

Illustrated by Christian Bienefeld

Published by Pearson

ISBN: 978-1-44793-805-7

Judges’ comments: The story grabs the readers right from the beginning, and keeps their interest all the way through the book, culminating with a surprise ending.

Finalist

The Sorcerer’s Apprentice retold by Bill Bowler (OUP)

Adolescent and Adult: Elementary

Winner

Anne of Green Gables by Lucy Maud Montgomery, retold by Michael Lacey Freeman

Illustrated by Gaia Bordicchia

Published by ELI

ISBN: 978-88-536-1576-3

Judges’ comments: This excellent book, simply but engagingly, retells the story of Anne and her relationships with Marilla, Matthew and the community and environment around her.

Finalists

The Caribbean File by Richard MacAndrew (CUP); War Horse by Michael Morpurgo, retold by Alex Raynham (OUP)

Adolescent and Adult: Intermediate Winner Bob Marley by Vicky Shipton

Photo research by Pupak Navabpour

Published by Scholastic

ISBN: 978-1-908-35198-2

Judges’ comments: This biography reads like a story, bringing this 1970s iconic figure to life for all students who may not know reggae music. The images include a lot of personal family photos that really add to the book.

Finalists

The Cellist of Sarajevo by Steven Galloway, retold by Annette Keen (Pearson); Time Games by Victoria Heward (Black Cat)

Adolescent and Adult: Upper-intermediate and Advanced Winner A Dangerous Sky by Michael Austen

Published by Cambridge University Press

ISBN: 978-1-107-69405-7

Judges’ comments: This is a well told and written story that touches on many interesting themes including facing life abroad, following your dream, romance (both wanted and unwanted) and facing your fears.

Finalists

Dracula: The Graphic Novel by Bram Stoker, based on a script by Jason Cobley (National Geographic); Oscar’s Journey by Fiona Joseph (National Geographic)

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

The ERF also 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

PRE-CONFERENCE EVENTS (PCES)

Pre-Conference Events (PCEs) held on Friday 10th April were specifically for delegates who wish to concentrate on a particular topic. PCEs are planned as professional development days and participants receive a certificate of attendance.

Please visit www.iatefl.org for details on next year’s Pre-Conference Events (details online from June 2015) and for details on all other SIG events, held worldwide throughout the year.

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

BUSINESS ENGLISH AND TESTING, EVALUATION & ASSESSMENT JOINT PCE - Testing more than just English – What do we need to know and how can we test in the best way for our purposes?

ENGLISH FOR SPECIFIC PURPOSES AND BALEAP JOINT PCE - Employability and transferability in EAP and ESP

ES(O)L: Challenges, issues and developments in ES(O)L teaching and learning

GLOBAL ISSUES: Debate, discussion, dialogue: triggers for change

LEADERSHIP & MANAGEMENT: People management for the academic manager

LEARNER AUTONOMY: Language learner autonomy – getting started

LEARNING TECHNOLOGIES: Technology in action

LITERATURE, MEDIA & CULTURAL STUDIES: 101 ways of teaching a poem: Bringing poetry into language teaching

MATERIALS WRITING: The material writer’s essential toolkit

PRONUNCIATION: Practical pronunciation teaching

RESEARCH: Developing as a researcher

TEACHER DEVELOPMENT: Challenges and rewards - getting to the heart of the matter with exploratory practice

TEACHER TRAINING & EDUCATION: Exploring trainee and trainer beliefs and practices

YOUNG LEARNERS AND TEENAGERS: Learner first – teens

IATEFL ASSOCIATES’ DAY

IATEFL has 130 Associate members. An Associate is another Teaching Association (TA) that has entered into a mutually beneficial relationship with IATEFL. A benefit of becoming an Associate lies in linking up to a network of international TAs, and through this, a network of language educators from all over the world and from a range of diverse backgrounds and nationalities.

The Associates’ Day on 10th 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 of the Associates’ Day, Trinity College London.

GENERAL

INFORMATION, SCHOLARSHIPS & SPONSORS

The following pages contain

Pages 5-13

General pages information

Pages 14-19

Scholarships and the year’s winners

Page 20

Conference sponsors

IATEFL’S 49TH ANNUAL INTERNATIONAL CONFERENCE AND EXHIBITION

MANCHESTER CENTRAL, MANCHESTER, UK

WELCOME

Welcome to this year’s IATEFL international conference in Manchester. The annual conference brings together ELT professionals from around the world to discuss, reflect on and develop their ideas. It offers many opportunities for professional contact and development and is a fantastic networking event. You can enjoy five plenary sessions and over 500 sessions consisting of talks workshops, posters, forums, SIG open forums and more.

PLENARY SPEAKERS

At this year’s conference there will be five stimulating plenary sessions. These sessions will be presented by the following speakers:

Please refer to presentation pages for details and timings of this year’s plenary sessions.

THE ELT RESOURCES EXHIBITION

The ELT Resources Exhibition takes place throughout the conference (Saturday 11th to Tuesday 14th April) and offers delegates the chance to view the latest ELT publications, products and services available to them. The exhibition is free to all and provides a vibrant atmosphere.

With a great mix of worldwide exhibitors showcasing a variety of teaching aids from course providers, publishers, digital innovators and much more, it is not to be missed. Look out for competitions, discounts and, maybe, freebies! See our exhibitors’ details on pages 25-34. Do take time to visit and re-visit the exhibition stands during the conference.

REGISTRATION OPENING TIMES

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

Registration

Friday 1130-1800

Saturday 0800-1730

Sunday 0800-1730

Monday 0800-1730

Tuesday 0800-1300

Exhibition (and the Jobs Market Fair*)

Friday Exhibition closed

Saturday* 0830-1730

Sunday* 0830-1730

Monday* 0830-1730

Tuesday 0830-1215

Ann Cotton Harry Kuchah

Donald Freeman

Joy Egbert

Carol Ann Duffy

GENERAL INFORMATION

CATERING

Manchester is historically known as the world’s first industrialised city & the sixth largest city in the UK.

The city of Manchester is a metropolitan borough in North West England, famous for its architecture, culture & music scene as well as its scientific and engineering output.

It offers a range of fascinating museums & galleries which celebrate its Roman history and rich industrial heritage and is home to the renowned Lowry gallery.

For more information on this exciting city, do visit Reservation Highway’s stand located near the registration desk on the groundfloor.

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 and in the Gallery. 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 venue staff at Manchester Central and can be located next to the IATEFL registration desk. Copies will be charged at 10p per A4 page (single-sided) in black and white and 50p per A4 colour page (single-sided). We regret that no responsibility can be taken by IATEFL or Manchester Central in the event of machine failure.

CONFERENCE IN THE SPOTLIGHT

The conference photographer and camera man will be taking photographs and footage for use in the post-conference supplement for Voices, the cover of Conference Selections, our website and in other advertising materials. If you do not wish your photograph to be taken, please inform the photographers. The winners of the 2015 IATEFL Conference Reporters competition, sponsored this year by Pearson, are Csilla Jaray-Benn and David Dodgson, who will provide their personal perspective on IATEFL Manchester. Reports on sessions from a wide range of fields, as well as the major debates and events and will be published via ‘Manchester Online’ during the conference and subsequently in IATEFL Voices. Their coverage will enable ELT professionals worldwide to share in the buzz of the 2015 conference.

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 at the entrance of Manchester Central.

PROJECTS AND AWARDS

We are very pleased to have recently launched three funding initiatives: IATEFL Projects, IH Trust/ IATEFL Training Award and St. Giles Educational Trust/IATEFL Training Award, which are open to our Associates. More details can be found on our Associates’ page of our website at www.iatefl.org.

MEET THE PATRON

Visit IATEFL Patron, David Crystal, at the IATEFL exhibition stand on Saturday 11th and Monday 13th during the lunch break, for a chat or just to say hello. David Crystal will also be holding a signature event on Tuesday 14th April on ‘A Question of Language with David Crystal’. See pages 70 & 186 for more details.

ANNUAL GENERAL MEETING

The IATEFL Annual General Meeting sponsored by telc will be held in Exchange 9 on Sunday 12th April from 1310-1410. All members are invited to attend. The AGM Agenda is located on page 123 and the AGM reports will be available at the AGM and in the members area of the IATEFL website.

INTERNET CENTRE

The Internet Centre (sponsored by Password English Language Testing) can be found at stand 16 in the exhibition hall and will be open Saturday to Monday 0830-1730 and Tuesday 0830-1215. As well as checking emails and the web, the Internet Centre is a great place to play an active part in Manchester Online (http://iatefl.britishcouncil.org).

INTERNET ACCESS

Wifi is available within the conference centre 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 access with other delegates. Please do take others into consideration when using multiple devices by ensuring you log out when you are finished.

CONFERENCE APP

This is the fifth year of our Conference App for iPhone/iPad and Android phone users. You can download this free app 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

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 Manchester 2015. 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.

CLOAKROOM

There are cloakroom facilities located on the ground floor of the conference centre. The cloakroom facilities are free of charge and you will be issued with a ticket, per item, by Manchester Central staff. You will need to keep this ticket safe and should you wish to redeposit an item you will be reissued another ticket.

RESERVATION HIGHWAY

Reservation Highway will be in attendance at the conference to help you with your 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 Manchester, Reservation Highway will also talk with you about your plans to book accommodation at next year’s IATEFL conference in Birmingham (13-16 April 2016). Reservation Highway will be on the ground floor (near the registration desk) of the conference centre on Friday & Saturday from 1000 to 1600.

GENERAL INFORMATION

GENERAL INFORMATION

IATEFL JOBS MARKET FAIR

Now in its sixth year, the IATEFL Jobs Market Fair is a valuable forum for connecting employers with talented ELT professionals from around the world. It demonstrates our commitment to support our members in their own professional development, as well as our aim to extend our reach and bring new members into the IATEFL community. Access to the Jobs Market Fair is free of charge. Jobseekers should visit www.iatefl.org to preview jobs online and apply for posts. Recruiters who would like to participate in the IATEFL Jobs Market Fair in Manchester can view the package information on our website at www.iatefl.org or email jobsmarket@iatefl.org. There are a range of opportunities for advertising roles online, on our Jobs Boards and interviewing candidates during the conference.

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. Please note that the certificate printer will be closed at 1100hrs on Tuesday. We advise you to print your certificate during the week instead of waiting until the last minute. Please note that we will not send certificates after the event.

THE IATEFL CONFERENCE FAREWELL

Thanks to the sponsorship from National Geographic Learning/Cengage, we are able to offer delegates a farewell snack before they leave the conference. All who attend the final plenary session and closing, from 1315 to 1430 on Tuesday, are welcome to join us as we say farewell until Birmingham 2016!

YOUR FEEDBACK

Your feedback on this conference is of great help in planning next year’s conference. We would be grateful if you could take the time to 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 24th April will be entered into a draw for a free registration for the next IATEFL conference in Birmingham in 2016 (prize not transferable to another conference).

GENERAL

Please turn your mobile phone to silent during all sessions

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.

SESSION TIMINGS

Changes made to the programme after the printing of this Conference Programme, including cancellations, will be displayed on notice boards located in Central Foyer for you to view.

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.

Charter 1, this is an event not to miss! There is a slight change to the format this year. After a brief introduction by the facilitators outlining the presentations, delegates will then explore their interests with the 14 presenters. Each presenter 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 paperbased materials. The Fair ends with feedback and questions with the audience. A feast of presentations in a single interactive format.

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 Sunday 12th April from 1710 to 1815 in Central 3-4.

GENERAL INFORMATION

GENERAL INFORMATION

OPEN SPACE EVENT

Monday 1335-1520 in Charter 4

Open Space is a mini-conference in itself. It gives you the chance not only to flag up and explore the topics that matter to you and your colleagues, but also to learn a new conference tool for use elsewhere in your professional life.

Facilitated by Adrian Underhill, Susan Barduhn and Ros Wright, you will have the opportunity to identify issues that are professionally significant or that fire you up at that moment, and through a brief selection process arrive at a spontaneous conference during which you might host a session in relation to your topic, or participate in the sessions of others. After the first round, each group gives a content resume to the other groups, and then a second round of sessions begins, either growing out of a previous session or starting afresh. The whole point is to come without notes or preparation and to work with what is collectively brought in the form of experience, inquiry and the passion of the moment.

This session lasts 1hr 45 mins. The iterative and developing nature of Open Space necessitates participants to stay throughout. So, come prepared to engage with the ELT issues that fire you and others up (mobile learning, the flipped classroom, the phonetics of ELF, the politics of language teaching….) and leave with new perspectives, new contacts and a new ELT conference methodology.

BRITISH COUNCIL/IATEFL ‘MANCHESTER ONLINE’

Online coverage of the 2015 Annual IATEFL Conference

Working together with the British Council, we are proud to be able to make the conference accessible to a large global community of teachers and educators, both members and non-members, through Manchester Online. Remote delegates will be able to watch live video sessions and recorded highlights of the conference on the Manchester Online website and access a wide range of multimedia resources including video and PowerPoint presentations of selected sessions and of course details on our exhibitors. Online delegates will also be able to take part in discussion forums linked to the main conference themes and interact with conference presenters via the website. Manchester Online will also feature video interviews with conference presenters and onsite delegates who will share their thoughts and experiences with the online community. Coming to the conference in person isn’t possible for all of our members, so we hope that Manchester Online will be a very good alternative for those unable to attend and a resource for at least a year after the event.

How you can get involved

By either accessing the web via the Internet Centre or the conference Wifi, 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 Manchester Online website or other social media channels. A number of our Associates offer the chance to attend a local event around the online conference with a teacher training focus. We look forward to offering all our remote delegates a chance to follow the conference online.

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

Join in and follow all the action as it happens at http://iatefl.britishcouncil.org

Please note that no other filming of sessions is allowed without prior permission from IATEFL.

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 far-sighted 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 Teacher cognition and communicative curricula: bridging the gaps on Saturday 11th April.

The Hornby scholars are: Wimansha Abeyawickrama (Sri Lanka), Babita Chapagain (Nepal), Abdou Dieng (Senegal), Suzuki Koda Fuentes (Chile), Natalia Gatti (Uruguay), Jingli Jiang (China), Jenny Joshua (South Africa), Shefali Kulkarni (India), Saleha Mersin (Malaysia), Bulara Monyaki (South Africa) & Seetha Venunathan (India)

Facilitated by Martin Weddell (University of Leeds, UK)

Two Hornby Alumni will also be presenting. The alumni are: Evelin Ojeda Naveda (Venezuela) presenting on Teachers helping teachers: the Venezuelan experience and Ravinarayan Chakrakodi (India) presenting on Continuous and comprehensive evaluation (CCE) – a reality check!

“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.

SATURDAY 11TH APRIL

How to get the most out of this conference with Susan Barduhn (in Cobden 3)

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.

This session will be repeated at lunchtime.

How to reflect on research talks at the conference with Sarah Mercer (in Central 5)

In this session, we will explore how to make the most of the talks and presentations we attend during the conference. In particular, we will focus on how to reflect on the research we hear about and consider its relevance for and connections to our own professional contexts.

How to give a presentation at an international conference with Jeremy Day (in Central 3-4)

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.

SUNDAY 12TH APRIL

How to become a successful freelancer with Mike Hogan (in Cobden 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.

GENERAL INFORMATION

How to be successful in an ELT interview with Timothy Phillips (in Central 3-4)

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!

How to write for IATEFL Voices and other English teaching magazines with Alison Schwetlick (in Central 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.

MONDAY 13TH APRIL

How to get the most from your teaching association with Jane Ryder & Ros Wright (in Central 3-4)

Considering joining one of IATEFL’s Teaching Associations? This session provides you with advice on getting involved at a national level. We’ll look at the roles and responsibilities of the key players of any Executive Committee as well as help you evaluate the skills you can offer the TA in your locality.

How to move into language school management with Andy Hockley (in Central 5)

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.

How to get published in a refereed journal with Graham Hall (in Cobden 3)

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

Tuesday 14th April

How to submit a speaker proposal with Madeleine du Vivier (in Cobden 3)

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.

How to move from being a teacher to becoming a trainer with Silvana Richardson (in Central 5)

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.

How to write successfully for IATEFL Conference Selections with Tania Pattison (in Central 3-4)

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.

SIGNATURE EVENTS

The signature events are hosted by major ELT institutions, publishers and IATEFL. 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:

PEARSON SIGNATURE EVENT - Saturday 11th April

Is ELT setting learners and teachers up to fail?

Educators from all over the world agree that measuring learner progress is essential for English learning teaching. Publishers and institutions make bold claims about the impact of their courses and the level that students will reach. But are these claims realistic? Are we making promises that we cannot achieve and setting learners and teachers up for failure? (See page 69)

BRITISH COUNCIL SIGNATURE EVENT - Saturday 11th April

Identifying and developing the skills and knowledge a teacher needs

Quality of teaching is important in increasing learner achievement. How can quality be improved and meet the challenges of education in the twenty-first century? An invited panel will discuss how we identify and develop the skills and knowledge a teacher needs to achieve quality teaching and learning. (See page 94)

CAMBRIDGE ENGLISH SIGNATURE EVENT - Sunday 12th April

The language debate

The Cambridge English Teaching Framework, along with most other ELT professional development frameworks, includes a focus on the teacher’s own language use. English is generally the medium of instruction, so the teacher’s own language becomes content and, as usually stated in frameworks, the teacher needs to be an accurate model. This raises a number of questions:

• Which model? And can the teacher whose own language use is developing be an acceptable model?

• Does more importance need to be given to use of the learners’ L1?

• What sort of syllabus should a language improvement course for teachers focus on?

• How different should such a syllabus be from a language improvement course for learners? These questions will be explored in a panel session, with experts in the field discussing their views and experiences. The topic will then be opened up to the audience for further debate. (See page 112)

ELTJ DEBATE - Monday 13th April

This house believes that language testing does more harm than good

A remarkable amount of time is devoted to testing and assessment in ELT – by teachers and learners, by schools and institutions, and, of course, by test designers and administrators themselves. Whilst tests are disliked by many teachers and learners, others argue that testing is a ‘necessary evil’, or even that ‘teachers need testers’. Thus, who gains and who loses from testing and assessment in ELT? Indeed, does language testing do more harm than good? Our two speakers will debate the issues surrounding language testing in ELT. Please come along, have your say, ask questions – and join in the vote. (See page 176)

IATEFL SIGNATURE EVENT - Tuesday 14th April

A question of language with David Crystal

Following the enormous success of IATEFL’s first Q&A webinar with David Crystal in 2013, this year IATEFL is proud to offer its very own Signature Event featuring our highly knowledgeable patron. During this session, you decide on the content! David will answer questions on various language issues such as language use and change as well as grammar and lexis. Questions will be collected in advance on IATEFL’s various social media sites and at the Meet the Patron events at the IATEFL Stand during the conference. David will also take questions from the floor. Come join this IATEFL Signature Event and get those questions answered! (See page 234)

GENERAL INFORMATION

IATEFL SCHOLARSHIPS

IATEFL SCHOLARSHIPS

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 33 scholarships to enable teachers, trainers and ELT professionals to attend the annual conference. This is a great opportunity to network and present to an international audience. If you are interested in applying for a scholarship to attend our 50th conference and would like further information on how to apply, please visit our website at www.iatefl.org.

MANCHESTER 2015 SCHOLARSHIP SPONSORS

We would like to say a huge thank you to all of this year’s IATEFL conference scholarship sponsors for their generous contributions and continuing support.

For descriptions on all of our fantastic scholarship awards, please visit the scholarship pages on our website at www.iatefl.org. You can find a list of this year’s sponsors and their scholarships below:

Africa Scholarship

Bill Lee Scholarship

Gill Sturtridge First-Time Speaker Scholarship

Latin America Scholarship

One Dragon Scholarship Ray Tongue Scholarship

BESIG Facilitators’ Scholarship

Cambridge English: John Trim Scholarship

Cambridge English: Dr Peter Hargreaves Scholarship

Cambridge English: English Teacher Scholarship

Eastbourne School of English - Graham Smith Scholarship

Exam English Online Teaching Scholarship

Gillian Porter Ladousse Scholarship

IELTS Morgan Terry Memorial IATEFL Scholarship

International House Brita Haycraft Better Spoken English Scholarship

International House Global Reach Scholarship

International House John Haycraft Classroom Exploration Scholarship

International House Training and Development Scholarship

Leadership & Management SIG Scholarship

Learning Technologies SIG Diana Eastment Scholarship

Learning Technologies SIG Travel Scholarship

onestopenglish Creativity in the Classroom Scholarship

Pilgrims Scholarship

Regent Scholarship

Teacher Development SIG Michael Berman Scholarship

Trinity College London Language Examinations Scholarship

Trinity College London Teacher Trainer Scholarship

For more details on each of our our conference scholarships, please visit www.iatefl.org

IATEFL 50TH ANNIVERSARY CONFERENCE, BIRMINGHAM 2016

If you are interested in sponsoring a scholarship for the next IATEFL conference in Birmingham, 13-16 April 2016, then please contact us at: generalenquiries@iatefl.org or visit the scholarship stand in the exhibition hall (stand 30).

IATEFL SCHOLARSHIPS

IATEFL SCHOLARSHIPS

IATEFL SCHOLARSHIP WINNERS 2015

Africa Scholarship

IATEFL BESIG Facilitators Scholarship

Cambridge English: English Teacher Scholarship

Africa Scholarship Africa Scholarship

IATEFL BESIG Facilitators Scholarship

Cambridge English: John Trim Scholarship

Exam English Online Teaching Scholarship

IATEFL Bill Lee Scholarship

Cambridge English: Dr Peter Hargreaves Scholarship

IATEFL

Abdourahmane Fall Senegal

Evelina Miscin Croatia

Olena Korol Ukraine Agnieszka Dudzik Poland

Tien Minh Mai Vietnam

Alison Salm Iraq

Phat Thuan Quynh Tran Vietnam

Charles Karoro Muhirwe Rwanda Mouna Jemai Tunisia

Eastbourne School of English - Graham Smith Scholarship

Gill Sturtridge FirstTime Speaker Scholarship

Pinar Yeni Palabiyik Turkey

Jaime Miller-Rapp USA

Nasy Inthisone Pfanner Austria

IATEFL Gillian Porter Ladousse Scholarship

Ushakiran Wagle Nepal

International House Global Reach Scholarship

Nepal

International House John Haycraft Classroom Exploration Scholarship

Katie Moran France

IATEFL Leadership and Management SIG Scholarship

IELTS Morgan Terry Memorial Scholarship

Canada

International House Global Reach Scholarship

International House Training and Development Scholarship

Israel

IATEFL Learning Technologies SIG Diana Eastment Scholarship

International House Brita Haycraft Better Spoken English Scholarship

Ukraine

International House John Haycraft Classroom Exploration Scholarship

IATEFL Latin America Scholarship

Uruguay

SCHOLARSHIPS

IATEFL Learning Technologies SIG Travel Scholarship

visit: www.iatefl.org/scholarships/scholarships-overview-and-faqs

Cristina Peralejo

Ruwaida Abu-Rass

Anastasiia Shamrai

Andres Cuenca

Umesh Shrestha

Anastasia Reva Russian Federation

Olja Milosevic Serbia

Liliana Simón Argentina

Cari Freer Turkey

Monica Veado Brazil

IATEFL SCHOLARSHIPS

onestopenglish Creativity in the Classroom Scholarship Pilgrims Scholarship

visit: www.iatefl.org/scholarships/scholarships-overview-and-faqs

IATEFL Ray Tongue Scholarship Regent Scholarship

IATEFL Teacher Development SIG Michael Berman Scholarship

Trinity College London Language Examinations Scholarship

Trinity College London Teacher Trainer Scholarship

One Dragon Scholarship

Aysen Deger Turkey

Alexey Korenev Russian Federation

Patricia Salguero Peru

Kirti Kapur India

Sagun Shrestha Nepal Deepthi Sashidhar India

Saeede Haghi Iran

Shu Li China

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 BESIG Facilitator Scholarship winners Evelina Miscin whose workshop on ‘Developing listening competence’ takes place on Monday in session 3.3, and Olena Korol, whose talk on ‘Yesterday... today... tomorrow...’ takes place on Monday in session 3.5.

The Bill Lee Scholarship winner, Agnieszka Dudzik, whose workshop on ‘Teaching intercultural communication competence in the ESP tertiary context’ takes place on Saturday in session 1.5.

The Cambridge English: English Teacher Scholarship winner, Tien Minh Mai, whose talk on ‘Beyond language skills: inspiring projects in secondary teaching’ takes place on Saturday in session 1.6.

The Gill Sturtridge First-Time Speaker Scholarship winner, Nasy Inthisone Pfanner, whose talk on ‘Increase student motivation with authentic learning’ takes place on Monday in session 3.5.

The Gillian Porter Ladousse Scholarship winner, Ushakiran Wagle, whose talk on ‘Are trainers really omniscient?’ takes place on Sunday in session 2.3.

The International House John Haycraft Classroom Exploration Scholarship winners Katie Moran, whose talk on ‘Developing a sustainable exploratory/action research project: improving oral presentations’ takes place on Saturday in session 1.7, and Olja Milosevic, whose talk on ‘Understanding group dynamics in the English classroom’ takes place on Monday in session 3.7.

The International House Training & Development Scholarship winner, Ruwaida Abu-Rass, whose talk on ‘Integrating human values in EFL instruction’ takes place on Sunday in session 2.2.

The Leadership & Management SIG Scholarship winner, Cari Freer, whose talk on ‘Are all the roads leading to Rome?’ takes place on Sunday in session 2.7.

The Learning Technologies SIG Diana Eastment Scholarship winner, Liliana Esther Simon, whose talk on ‘Digital corner’ takes place on Saturday in session 1.2.

The Learning Technologies SIG Travel Scholarship winner, Monica Veado, whose talk on ‘Writing and the art of collaboration – an online project’ takes place on Saturday in session 1.2.

The Pilgrims Scholarship winner, Patricia Salguero, whose talk on ‘When project-based learning met the person-centered approach’ takes place on Saturday in session 1.4.

The Ray Tongue Scholarship winner, Kirti Kapur, whose talk on ‘Hand-holding for effective formative assessment and better teaching-learning outcomes’ takes place on Saturday in session 1.6.

The Regent Scholarship winner, Sagun Shrestha, whose talk on ‘Creating intercultural ambassadors through English in Nepal: a case study’ takes place on Monday in session 3.1.

The Trinity College London Language Examinations Scholarship winner, Saeede Haghi, whose talk on ‘The role of visual stimuli in EAP listening tests’ takes place on Sunday in session 2.7.

The Trinity College London Teacher Trainer Scholarship winner, Alexey Korenev, whose talk on ‘Language teachers’ target language: ESP of language teaching’ takes place on Sunday in session 2.4.

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

IATEFL SCHOLARSHIPS

IATEFL 2015 SPONSORS

SPONSORS & SPONSORSHIP OPPORTUNITIES

The IATEFL 2015 conference is a fantastic platform to showcase your brand, products and services to educators, researchers and students in the field of ELT. These packages are designed to maximise the exposure and impact that your brand can make on our conference attendees. We offer Platinum, Gold, Silver and Bronze packages as well as sponsorship of individual items. The Harrogate conference in April 2014 was attended by delegates from 113 countries; 64% of those delegates came from outside the UK. Sponsorship of the conference therefore represents excellent value for money in terms of reaching a global audience.

IATEFL would like to thank the following key and general sponsors for their commitment and generous contribution to the success of the conference:

gold standard testing

1

1

Sponsorship opportunities are suited to every budget. For further details on sponsorship for our 50th Anniversary Conference in Birmingham 2016, please visit www.iatefl.org/ annual-conference/sponsorship or contact sponsorship@iatefl.org

DAYTIME TOURS AND EVENING EVENTS

Dont forget to take time out to relax!

The following pages contain information on daytime tours and evening events.

DAYTIME EVENTS

Tickets for all tours have been sold in advance via the IATEFL online shop. However, any unsold tickets will be available onsite from the IATEFL registration desk. The meeting point for all tours is Manchester Central main entrance hall (Central Foyer). As you enter through the main doors into the conference centre, turn right. A bus stop is situated next to the information desk and delegates are asked to congregate there where they will be met by their guide.

Please ensure that you bring a copy of your receipt with you as this will act as your ticket for the tour.

Walking Tours (Saturday 11th April)

Two “Discover Manchester” walking tours will be departing from Manchester Central at 10.45 and 13.00, The tours aim to give you an insight into the history, architecture and culture of this iconic city. Highlights include:

• Manchester Town Hall, one of the most important Grade 1 listed buildings in England and recently featured on “The Wonder of Britain” (ITV)

• John Rylands Library which opened to the public in 1900 and is the 3rd largest academic library in the UK

• Manchester Royal Exchange, once described as “the biggest room in the world”

• Manchester Cathedral

Please ensure you are at the meeting point for these times and wear sensible walking shoes.

Quarry Bank Mill (Monday 13th April)

Join IATEFL Past President, Peter Grundy, on this tour to one of Britain’s greatest industrial heritage sites. The inspiration to Channel 4’s popular drama, “The Mill”, Quarry Bank Mill in Styal was built in 1784 by Samuel Greg. Peter Grundy is a direct descendent of Samuel Greg, and grew up in Styal and has kindly agreed to provide you with a unique perspective and perhaps some personal stories during the day about this amazing National Trust site. Please be at the meeting point by 10.50 and ensure you wear sensible walking shoes.

Coronation Street Evening Tour (Monday 13th April)

If you are a fan of Coronation Street, the world’s longest-running TV soap opera in production, this is a unique tour that shouldn’t be missed. The old set is earmarked for development in 2016 so make sure you get to see it before it disappears. Please be at the meeting point by 16.45 and ensure you wear sensible walking shoes.

EVENING EVENTS

FRIDAY 10TH APRIL

Welcome Reception

1800hrs - Charter 2-3

We are delighted to hold a Welcome Reception to offer delegates a warm welcome to Manchester.

IATEFL President, Carol Read, will welcome you to the conference and the Lord Mayor of Manchester, Councillor Susan Cooley, will welcome you to the city. Entry is by conference badge only, so please register at our registration desk first. telc’s sponsored cyclist, Julian Sayarer, famous for setting round-the-world cycling records will be making an appearance, all the way from Frankfurt, in aid of IATEFL Projects, so make sure you get there early so not to miss out.

EVENING & DAYTIME EVENTS

EVENING & DAYTIME EVENTS

SATURDAY 11TH APRIL

British Council-hosted evening

1900-2130

The British Council invites all delegates to a networking reception at Manchester Town Hall. Join the British Council for an enjoyable evening in an iconic landmark in Manchester – the Town Hall. Regarded as one of the finest examples of Neo-Gothic architecture in the UK, it is one of the most important Grade 1 listed buildings in England.

Come to the event to meet with friends old and new, and relax after a busy day at the conference. The event will be an excellent opportunity to enjoy exclusive access to grand rooms, such as the Great Hall, which is decorated with murals by Ford Maddox Brown. Plenty of food and drink will be served throughout the evening.

In the heart of the city, the Town Hall is located on Albert’s Square, just a four-minute walk from the conference centre. Find out more about this exquisite venue at: www.manchester.gov.uk/ townhall/

Pecha Kucha “we care so we share” (sponsored by IELTS)

1900-2000 in Exchange Hall

Originating from the word “chitchat,” a Japanese term describing the sound of conversation, we again offer you a Pecha Kucha evening. 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, keeping presentations concise and fast-paced. Extending a warm vote of thanks to our sponsor, IELTS, the event will be facilitated by Bita Rezaei and features several new speakers. It promises to be as exciting as ever so don’t miss it!

International Music Fest

2000-2130 in Charter 2-3

See your fellow IATEFL members in a different light at the International Music Fest when we get together and speak the universal language of music! Bring world music and traditional songs from your culture and in your language. (Please no CDs or classroom songs which are better in the main conference.) Adrian Underhill, Chaz Pugliese and Bethany Cagnol will host the evening. Come and enjoy IATEFL’s hidden talent and network through music!

SUNDAY 12TH APRIL

The C Group - Creativity for change in Language Education. General Meeting. 1845-1945 - Cobden 3

The C group was formed two years ago. It aims to promote a more creative approach to teaching languages. Full details are available on thecreativitygroup.weebly.com The aims of the meeting are to review progress so far, to discuss possible future projects, and to decide how the group is to be run in the future, and in particular the allocation of specific areas of responsibility. The C Group is non-elitist and is open to all who share its vision. So this meeting is open to all IATEFL conference delegates - members and non-members alike. Do come! Creativity is an endangered species - help to save it before it is too late.

Macmillan Party

1845 at the National Football Museum

Go mad in Manchester at the Macmillan Party 2015!

Join us through the looking glass for drinks, nibbles, dancing and a mad old time to celebrate 150 years of Alice in Wonderland.

Where: National Football Museum, Urbis Building, Cathedral Gardens, Todd Street, Manchester M4 3BG

Tickets are £5 and will be on sale from the Macmillan stand (12-15) on Saturday and Sunday - all proceeds from the event will go to charity. Numbers are limited, so come early to make sure you get yours!

The Fair List UK

1900-2000 - Central 3-4

Come and learn about The Fair List, the award for excellence of gender balance in plenary and keynote speakers and panelists at UK, ELT conferences and events. In the past year, we were shortlisted for an ELTON award and held our first webinar, so come along and help us to celebrate these achievements. Come along too to find out who is on the list for the year 2014 and cheer them as they get their playful certificates. Each year we have a fun awareness-raising activity too that might surprise (in a good way!) 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!

International Word Fest

1930-2100 - Charter 2-3

Hosted by Rakesh Bhanot and Chris Lima

Come share words sing a song recite a poem read aloud some prose in English or another language or, just sit and enjoy listening to others.

Individual or joint performances welcome. Contributions can be between 1 and 5 minutes.

Chris is a teacher, a teacher trainer and a researcher. Her areas of interest are in the role of literature in English language education and the use of new technologies in teaching and learning. She is the Coordinator of the IATEFL Literature, Media & Cultural Studies SIG. Rakesh started teaching English in 1972 and is now a freelance teacher trainer. In his spare time he writes haikus (sic).

EVENING & DAYTIME

EVENING & DAYTIME EVENTS

Mrs Hoover’s Singlish

2000-2100 - Charter 4

“Next to marrying a native speaker — and, let’s face it, not everyone is in a position to do that — the fastest way to improve your fluency in English is to sing it!” Britain’s number one hostmother for overseas students returns to IATEFL with a masterclass on how to gladden students’ hearts with the gift of song.

Mrs Joyce Hoover is widely acknowledged (by the Hove Hanging Basket and Loose Cover Society) to be the world-renowned expert on hospitality and ‘learning by doing’. And all that without ever venturing into a classroom. She’s made it a lifelong principle never to compromise her firm beliefs about language acquisition by actually acquiring one herself. And now, for one night only, ‘the woman who put the hospital into hospitality’, demonstrates her theory and practice of Singlish and her conviction that ‘the class that sings together, clings together!’

“My life will never be the same after this enlightening talk given by Mrs Hoover. Itwasamusingtothepointofhavingtearscomingtomyeyes–sheismagical,hilariousandabsolutely unmissable!” Elisabete Thess (reviewing Mrs Hoover’s appearance at IATEFL 2011)

“Trulythe‘BestofBritish’,andthehighlightofoursocialprogramme…muchenjoyedbyouroverseas andUKdelegatesalike.” Professor Roger Moore, INTERSPEECH

“Hilarious – a must see!” Ken Wilson

MONDAY 13TH APRIL

Extensive Reading Foundation Reception and Awards Ceremony

1930-2030 - Charter 1

The event is hosted by Catherine Walter, who will present the 2014 Language Learner Literature Awards. Come and meet the award-winning authors over drinks and nibbles, and enjoy a display of all the finalist books. The first 200 attendees will receive a free copy of one of the winning books. Sponsored by the British Council, Cambridge English, Compass Media, ELI Publishing, Helbling Languages, IATEFL, Macmillan Education, National Geographic/Cengage Learning, Oxford University Press and Pearson Education.

Sharing our Stories

2000hrs - The Britons Protection Pub, 50 Great Bridgewater Street Come and tell a story or just listen!

An evening event of storytelling hosted by storytellers David Heathfield and Andrew Wright. People from around the world attending the IATEFL Conference and from the Manchester story club, ‘Word of Mouth’, tell stories from their cultures and traditions and from their own lives and experiences. David and Andrew offer a framework and encouragement for this to happen and contribute a few stories themselves.

This is a wonderful opportunity for visitors to Manchester to meet local people and to hear their stories and for local Manchester people to hear stories from around the world.

International Quiz (sponsored by ETS TOEFL)

2030-2230 - Charter 2-3

Back for yet another year: bigger, better and this year very, very different. A multimedia extravaganza under the new management of Victoria Boobyer & Gavin Dudeney... it’s the IATEFL International Quiz. You’ll need a global team with diverse interests and knowledge, a sense of humour and a desire to meet new people, have some fun, network and work together to score more points than any other team. Music, fun... a drink or two and the chance to be crowned quiz champions of Manchester 2015.

EXHIBITION

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

Page 25 lists the exhibitors numerically by stand number to make sure you find them easily.

Pages 26-34 contain details of the exhibitors - entries are listed alphabetically by exhibitor name.

Page 29 shows the times that representatives from Associate Members will be at the IATEFL Associates’ stand.

EXHIBITION

LIST OF ELT RESOURCES EXHIBITORS

IATEFL

IATEFL Associates

IATEFL Scholarships

Cambridge English (CUP)

British Council

National Geographic Learning/Cengage

Collins

Macmillan Education

Advance Consulting for Education

The English Language Bookshop

The Internet Centre (Password/English

Language Testing)

Sonocent

IATEFL Projects

Pearson

University of Derby Online

BEBC-Bournemouth

MM

Yellow House English Ltd

SIT Graduate Institute

Pilgrims

University of Exeter

English UK

Target English

SuperMemo World Sp. Z 0.0.

ETS TOEFL®

British Study Centres Oxford

ELI Publishing

Bell Educational Services

Language World Co.Ltd

telc language tests

Knowledge Transmission

Oxford University Press

Helbling Languages Gmbh

Trinity College London

Global ELT

Garnet Education

Epigeum

Vocapp

Express Publishing

International

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

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

RESOURCES EXHIBITION

ELT RESOURCES EXHIBITOR’S DETAILS

ADVANCE CONSULTING FOR EDUCATION (STAND 16)

Tel: (+1) 416-884-2993

Email: info@aceducation.ca www.aceducation.ca/www.thepdexchange.ca

Contact: Dianne Tyers, Founder and Director

Since 2001, Advance Consulting for Education (ACE) has been a leading provider of English language teacher training programs. ACE partners with Mount Royal University to offer a suite of ONLINE advanced teacher training courses. ACE also runs the Professional Development Exchange, an online catalogue of PD videos and resources for both teachers and language program managers. Stop by the ACE exhibit and enter to win a free one-year subscription to the PD Exchange!

BELL EDUCATIONAL SERVICES (STAND 48)

Tel: 0044 1223 27 8827

Email: maria.weber@bellenglish.com www.bellenglish.com

Contact: Maria Weber, Project Manager

Bell is a high quality education business which unlocks the world for its customers through learning English and learning in English. Come and see us to find out how you could unlock your future on a teacher training or development course and help your students’ progress their education and career through a junior, academic preparation or business English programme. Come and have a chat with us on Stand 48!

BLACK CAT PUBLISHING (STAND 36)

Tel: +39 0185 1874327

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

BEBC - BOURNEMOUTH ENGLISH BOOK CENTRE (STAND 28)

Tel: +44(0)1202 715555

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

Contact: Charles Kipping, Marketing Manager

BEBC is the UK’s leading ELT/ESOL book supplier. For over 40 years we have built up a reputation for fast, efficient and friendly service. We supply books, CDs, etc. from all the ELT publishers to all EFL professionals - schools, colleges/universities, both in the UK and worldwide. Please visit our Stand to discuss how we may be able to assist you with your EFL resources and to view / purchase some of the latest ELT publications at discounted prices.

BRITISH COUNCIL (STAND 8)

Tel: +44 (0)161 957 7651

Email: Amy.Rogers@britishcouncil.org www.britishcouncil.org

Contact: Amy Rogers, UK ELT Marketing and Promotion Manager

The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. Join us at our stand (8) to find out more about the British Council’s worldwide offer and see examples of our latest resources. Our work in English aims to bring high quality language materials to every learner and teacher who wants them. Come to our networking reception in Manchester’s iconic,

BRITISH STUDY CENTRES OXFORD (STAND 45)

Tel: +44 (0) 1865 254390

Email: nicholas.phillips@british-study.com www.british-study.com

Contact: Niko Phillips, School Director

Come and visit our interactive stand where you can see for yourself how we’ve brought British Study Centres Oxford into the 21st century. Find out how we’re using mobile technologies to embed learning materials into the fabric of our school. And how we’ve redesigned our learning spaces to allow greater flexibility in accommodating current and evolving pedagogies. Have a chat with our specialist teachers and trainers, some of whom are presenting at the conference this year.

CAMBRIDGE ENGLISH (STANDS 1-7)

Email: shaw.a@cambridgeenglish.org www.cambridgeenglish.org

Contact: Amy Shaw, Events Coordinator

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 four guiding principles of expertise, experience, quality and innovation. Visit stands 1 - 7 for a 20% discount on Cambridge ELT materials and find out why teachers and learners worldwide choose Cambridge English exams and materials.

COLLINS (STAND 11)

Tel: +44 (0) 208 307 4539

Email: eva.schmidt@harpercollins.co.uk www.collinselt.com

Contact: Eva Schmidt, ELT Campaign Manager

Come along and ask the friendly Collins team about our innovative ELT range. You’ll get the chance to sign up for free sample copies, win plenty of prizes, and there will be a special COBUILD challenge. Have a look at the new COBUILD Advanced Learner’s Dictionary, the COBUILD IELTS Dictionary, our new exam preparation titles, the fantastic Amazing People Readers, and much more. We look forward to seeing you!

ELI PUBLISHING (STAND 46)

Tel: +39 071 750701

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

Contact: Mr Augusto Andreoli, Int’l Marketing & Sales Manager

A leading international publisher offering a wide range of ELT publications: course books (pre-school to university), graded readers, exams and culture books, language games, activity books sundry teacher’s resources and a 38-year popular set of classroom magazines. Main novelties at this year’s exhibition include: EXCELLENT! And HOUSE&GROUNDS, 2 ESP course books for secondary school (catering/cooking & construction); FIRST BUSTER 2015, a course book to prepare for the FCE exam -14 NEW TITLES in the popular ELI reader series.

ENGLISH360 (STAND 31) www.english360.com

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

EPIGEUM (STAND 62)

Tel: +44 (0) 20 3440 2220 www.epigeum.com

Epigeum is the leading provider of exceptional online courses designed to help universities and colleges transform their core activities – in teaching, research, studying and leadership and management. Our courses are developed through the global collaboration of experts and partner universities and shared by subscription – ensuring outstanding quality courses are affordable for all. They are produced by our in-house team of editorial and online professionals and used by over 240 leading institutions across 28 different countries.

RESOURCES EXHIBITION

RESOURCES EXHIBITION

ETS TOEFL (STAND 44 & 47)

www.ets.org/toefl

The TOEFL® tests for student success! Provide your students with more opportunities worldwide. From admissions to placement and progress monitoring, you get the accurate and comprehensive information you need to confidently guide your students in English language learning. The TOEFL tests – TOEFL iBT®, TOEFL® ITP, TOEFL Junior® and TOEFL® Primary™ www.ets.org/toefl.

EXPRESS PUBLISHING (STAND 64)

Tel: (0044) 1635817363

Email: inquiries@expresspublishing.co.uk www.expresspublishing.co.uk

Contact: Spencer Karas, International Department

Express Publishing is a dynamic and prominent publisher of English language teaching materials. We are an independent publishing house dedicated to producing quality ELT material, including digital and software solutions for teachers and students. With a current list of over 3,500 titles (2,000 books and 1,500 multimedia) and sales in over 90 countries, Express Publishing is recognized as one of Europe’s leading publishers with many nominations.

GARNET EDUCATION (STAND 60 & 61)

Tel: 0118 959 7847

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

Garnet Education, an independent publisher specialising in EAP and ESP, has established a global reputation for quality and innovation in higher education. 2014’s highlights included the launch of our lower-level ESAP series, Moving into ESAP, our first eBooks, and the publication of our Primary course, Gateway Gold. 2015 sees us launching a new edition of our popular Transferable Academic Skills Kit (TASK), expanding our range of graded readers, and adding to our award-winning ESAP series.

GLOBAL ELT (STAND 59)

Tel: +44 1273 251 907

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

Contact: Lawrence Mamas

Global ELT is an independent ELT publishing company that focuses on producing Exam Preparation materials for most of the ELT Exams such as: Cambridge English - IELTS - TOEFL - TOEIC - CAMLA Michigan - City & Guilds ESOL - EDI Jetset - ESB - Pearson Tests of English

In addition to exam preparation materials, we also publish a wide variety of ELT books such as Grammar books, Skills books, ELT Dictionaries, Vocabulary books, Idioms & Phrasal Verbs, General English course books and Graded ELT Readers.

HELBLING LANGUAGES GMBH (STAND 55)

Tel: (0039) 0717108258

Email: c.lazzeri@helblinglanguages.com www.helblinglanguages.com

Contact: Cristina Lazzeri, Marketing

Helbling Languages create high-quality innovative and award-winning publications. Launches include JETSTREAM - the new course for adult learners, SURE - a new course for today’s young adults, and two teachers’ resource books The Principled Communicative Approach and From Whiteboards to Web 2.0.

Plus lots of new classic and fiction titles in our Young Readers and Red and Blue Readers series. Browse these and other titles in our catalogue at the stand. Special offers available.

IATEFL, ASSOCIATES’ AND SCHOLARSHIPS (STAND 30)

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 from across the globe. With 15 Special Interest Groups (SIGs), opportunities to get published and present at our conferences and scholarships available to help fund conference attendance and presentation, we believe IATEFL to be an essential part of your professional development. Come and visit us on the stand for a chat if you are a current member and, if not, to find out the benefits of becoming a member.

Visit our IATEFL Associates’ stand to find out more about the IATEFL Associates. Currently with over 130 Associates IATEFL provides the link between thousands of English language teachers around the world. Our Associate Representative and many of our Associate colleagues will be available on the stand throughout the conference to show you newsletters, publications and other literature, answer queries and give advice to those wanting to start up their own TA. See below for stand times.

The IATEFL Scholarship stand is always staffed during the morning coffee breaks and at lunch times but you can find us there on-and-off for the rest of the time as well. Drop by, take a seat, have a chat. It’s the place to come if you have any questions about applying for scholarships or if you’d like to volunteer to sponsor a scholarship. Comments, criticisms, praise, and suggestions for the SWP’s work will be taken on board either in face-to-face discussion or by dropping off your ideas in our new feedback box. The stand also serves as a meeting point for this year’s winners and the Scholarship Working Party members, sponsors, and friends. We look forward to seeing you.

IATEFL ASSOCIATE REPRESENTATIVES

By visiting the IATEFL Associates’ stand, you can see the worldwide network of ELT professionals linked with IATEFL and take away literature provided. Associate Representatives will be at the IATEFL Associates’ stand (stand 30) at the following times:

Time

Member association

Country

0830-1035 KATE Korea

1030-1205 TESOLANZ New Zealand 1200-1345 ETAS Austria

1340-1550 ELT Ireland Ireland 1545-1730 CELEA China

0830-1020 ANELTA Angola

1015-1220 NILE Teso l Egypt 1215-1330 ATEI Iceland 1325-1550 NELTA Nepal 1545-1730 AALBiH Bosnia & Herzegovina

0830-1020 INGED Turkey

1015-1220 TESOL Spain Spain

1215-1330 FORTELL India

1325-1550 CI-ATEFL Cote d’Ivoire 1545-1730 IATEFL Hungary Hungary

0830-1020 IATEFL Poland Poland

1015-1130 PAET Cyprus 1125-1215 TESOL Arabia United Arab Emirates

Find out more about IATEFL Associates www.iatefl.org/associates/introduction.

RESOURCES EXHIBITION

RESOURCES EXHIBITION

IATEFL PROJECTS AND AWARDS (STAND 23)

Tel: +44 1795 591414

Email: generalenquiries@iatefl.org www.iatefl.org

Come along to our stand to find out more about how Associates can apply for funding or training through three fantastic initiatives. IATEFL Projects gives Associates the opportunity to bid for small grants that will enable them to make a difference to language learning in their local context that would not be possible without this support. In partnership with the International House Trust, IATEFL is offering a training award to an Associate of IATEFL. It will consist of 20 training days and will be delivered in their own country or region by one (or two) IH Trust teacher trainers. St Giles Educational Trust is now also partnering with IATEFL, to offer a Teacher Training Award. The Teacher Training Award will enable teachers’ associations to benefit from up to 20 days of local training, to be delivered by two St Giles teacher trainers.

IELTS (STAND 34 & 35)

Tel: 01223 558475

Email: sanders.c@cambridgeenglish.org www.ielts.org

Contact: Claire Sanders, Marketing Administrator (Events)

IELTS is the world’s leading English language test for higher education and global migration. IELTS is available in over 140 countries and recognised by over 9,000 organisations globally. More than 2.5 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,

INTERNATIONAL BOOKS (STAND 65)

Tel: 0035316799375

Email: info@internationalbooks.ie www.internationalbooks.ie

Contact: Brendan Storey, Director

International Books is celebrating 25 years in business. We are Ireland’s language bookseller, situated in the heart of Dublin’s city centre. We specialise in English as a Foreign Language, and world languages from Albanian to Zulu. DAILY PRIZE DRAW: €250 voucher for our online store to be won each day at IATEFL 2015! 20% discount on all purchases at our stand! Visit our website at www.internationalbooks.ie.

INTERNATIONAL HOUSE LONDON (STAND 33)

Tel: 020 7611 2400

Email: info@ihlondon.com www.ihlondon.com

Contact: Maureen McGarvey, Programme Manager - eLearning

International House London has been providing English language courses for over 60 years and has built up a reputation for being a leading teacher training centre in the UK. The school offers CELTA and a range of Continuing Professional Development courses, including the DELTA and short courses in face to face, blended and online capacities. The school welcomes over 8000 students per year, and regularly manages language and teaching projects around the world. Recent projects include a teacher training development course in Peru, another in Mongolia and

INTERNET CENTRE - PASSWORD/ENGLISH LANGUAGE TESTING (STANDS 18-21)

If you would like to take advantage of our internet centre, please visit stands 18-21. The Internet Centre is kindly sponsored by Password/English Language Testing Gold standard testing- Designed by Professor Cyril Weir’s team of experts and aligned to the CEFR, Password is used to recruit, support and retain students. Password Skills- reliably assesses the four skills of reading, writing, listening, and speaking. Password Skills (Receptive)- enables institutions with well-developed speaking and writing assessments to augment their own testing with reliable, reading and listening assessments. Password Knowledge- is the most widely used English language assessment for admission into pre-university programmes.

KNOWLEDGE TRANSMISSION (STAND 51)

Email: cwhitaker@knowledgetransmission.com www.knowledgetransmission.com

Contact: Catherine Whitaker, Chief Operating Officer

Knowledge Transmission is an educational technology company based in Cambridge and London. We are experts in social learning. Our Learn Social platform allows students to learn English using top quality content from publishers including Collins and OUP as well as our own Connected General English course. Learn Social is available on and off-line, on any device and supports blended learning, distance learning or flipped classroom models. Visit stand 51 to start a free trial today.

LANGUAGE WORLD CO LTD (STAND 49)

Tel: +82 2 2643 0264 (ext 401)

Email: yhong@languageworld.co.kr www.lwbooks.co.kr

Contact: Ms Yujin Hong, Export Manager

Language World is a leading ELT publisher for over 15 years presenting K-6 course books, skill books and readers. Its Super Star is a new and perfect ELT primary course book and also has the customized edition for the Middle East. Interactive Science Reading provides diverse DVD contents to help students’ understand scientific knowledge as well as English. Ready, Set, Play provides kindergarteners with well-balanced literacy accompanied by easy-to-follow cooking, science experiments, and art activities.

MACMILLAN EDUCATION (STANDS 12-15)

Tel: +44 (0) 2070144210

Email: Laura.Bennett@macmillan.com www.macmillan.com

Contact: Laura Bennett, Marketing Administrator

Macmillan Education is excited to be in Manchester for the 49th IATEFL conference! Visit us at our stand (12-15), as always there’ll be competitions, giveaways and discounts as well as a chance to see our fantastic range of courses and digital products. 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!).

MM PUBLICATIONS (STAND 29)

Tel: +30 210 9953680

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

Contact: Stelios Kalogeropoulos, 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.

NATIONAL GEOGRAPHIC LEARNING/CENGAGE (STAND 9 & 10)

Tel: +44 (0)1264 343042

Email: charlotte.ellis@cengage.com NGL.cengage.com

Contact: Charlotte Ellis, Head of Strategic Marketing

Learners of English need materials that inspire, educate and motivate. Come and visit the National Geographic Learning stand to discover a whole world of materials that can bring your classroom to life. We’ve got expert speakers, competitions, giveaways, exhibitions, materials you won’t want to put down and free inspiration!

RESOURCES EXHIBITION

RESOURCES EXHIBITION

NILE (STAND 32)

Tel: +44 1603 664473

www.nile-elt.com

Email: registrar@nile-elt.com

Contact: Sarah Mount, Business Development Director

A CPD course in the cobbled streets of Norwich or in the heart of a major European city? Come to NILE’s stand and celebrate the opening of our new summer centre, right here in Manchester! Talk to the team, sample some local delicacies, enjoy a tour of our new facilities and find out why we have become one of the world’s leading providers of professional development courses and qualifications for ELT professionals, both face-to-face and online.

OXFORD UNIVERSITY PRESS (STAND 54, 57 & 58)

Tel: 01865 354261 / 01865 354127

www.oup.com/elt

Email: professionaldevelopmentservices@oup.com

Contact: Natasha Harriott, Administrator

Oxford University Press 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.

PILGRIMS (STAND 39)

Tel: +44 1227 762111

Email: jim@pilgrims.co.uk www.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 our stand to see how we can create possibilities together to motivate and inspire your teachers and clients! We look forward to meeting you!

PEARSON (STAND 24, 25 & 27)

Tel: 02070102840

Email: michael.hicks@pearson.com www.pearsonelt.com

Contact: Michael Hicks, Market Development Executive

What really makes a difference in teaching English? What works and what doesn’t? Join the Pearson ELT Success Formula events to welcome renowned experts and meet new faces. Each session will focus on a specific component of successful teaching. Join our heated interactive discussions with authors, including Jeremy Harmer, which kick off from 11 April. Earn a Pearson ELT Success Formula certificate - attend five of our sessions and the signature event.

SIT GRADUATE INSTITUTE (STAND 38)

Tel: +1 (802) 258-3103

Email: marykay.sigda@sit.edu www.sit.edu/graduate

Contact: Mary Kay Sigda

Advance your teaching career with an online master’s degree from the global leader in TESOL. The program offers SIT’s highly regarded TESOL graduate education — grounded in reflective practice and experiential learning — through a remote format. Students complete the majority of coursework online while staying in their current jobs and communities. Please stop by our booth to learn about our lower tuition rates for 2015/2016.

SONOCENT (STAND 22)

www.sonocent.com

Fresh from scooping a Bett Award, Sonocent are demonstrating the new version of their study software Audio Notetaker, featuring integration with Dragon NaturallySpeaking. Pop along to their stand to get hands-on with an audio-capture tool for PC and Mac that supports the teaching of languages. Find out how it can help your students with note-taking, academic writing and presentation practice. Then claim your free 30-day trial to see what Audio Notetaker can do for yourself.

SUPERMEMO WORLD SP, Z 0.0. (STAND 43)

www.supermemo.com

SuperMemo World, the creators of the SuperMemo method of spaced repetition, present OliveGreenTheMovie.com. Olive Green is the first ever full feature interactive movie designed to teach English. Games, quizzes and plot forks in the film engage learners and invite them to unveil alternative story threads. Successive scenes introduce learners to the English language in order of increasing difficulty, from beginner to advanced levels. The innovative use of interactive dialogues fosters the mastering of pronunciation and communication skills.

TARGET ENGLISH (STAND 42)

Tel: 07947 232249

Email: fiona@target-english.co.uk www.target-english.co.uk

Contact: Fiona Aish, Academic Director

Target English is a consultancy run by Fiona Aish and Jo Tomlinson (authors of Listening for IELTS, Grammar for IELTS, Lectures) focusing on content creation and training for exams, exam preparation and academic English. Target English can help with any content creation needs from in-house exams to course design or content for publishers. Target English also provides training in test development and preparation for many international organisations. Come to the stand to find out more.

TELC LANGUAGE TESTS (STAND 50,52 & 53)

Tel: +49 69 95 62 46-10

Email: info@telc.net www.telc-english.net

Contact: Barbara Weber, Project Manager

telc stands for The European Language Certificates, offering over 80 examinations in 10 languages. The groundbreaking dual-level English exams reliably assess language competence at multiple CEFR levels. telc – language tests enjoy international recognition and acceptance at universities, companies and governmental institutions. Join us for our famous hangover breakfast and pick up your complimentary copies of our mock examinations and preparation material. Visit us at stand 5052-53 for a chance to win an iPad!

THE ENGLISH LANGUAGE BOOKSHOP (STAND 17)

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.

RESOURCES EXHIBITION

RESOURCES EXHIBITION

Tel: 020 7820 6100

Email: henry.tolley@trinitycollege.co.uk www.trinitycollege.com

Contact: Henry Tolley, Head of Business Development

Trinity College London is an international exam board that has been providing assessments since 1877. With a rich heritage of academic rigour and a positive, supportive approach to assessment, we provide respected qualifications in English Language. Trinity ESOL qualifications are recognised internationally as reliable evidence of proficiency in English. Available to individuals, schools and colleges in more than 60 countries, our exams assess and promote the skills needed for effective communication in real life.

Tel: + 44 (0)1332 594000

Email: onlineAdmissions@derby.ac.uk www.derby.ac.uk/online

Contact: Lucy Foster

Improve your professional expertise with a postgraduate qualification, studied part-time, online with the University of Derby Online Learning. Talk to us about our MA and PG Cert in Education with specialist pathways in ESOL, International Perspectives and Leadership and Management. As one of the UK’s leading providers of 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 26 www.derby.ac.uk/IATEFL

Tel: +44 (0) 1392 724739

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

Contact: Tom Allen, Student Recruitment Assistant

The Graduate School of Education is ranked 6th in the UK for world-leading and internationally excellent research in Education (REF 2014). We offer an extensive range of high-quality postgraduate TESOL programmes: PG Certificate/Diploma; full-time and summer intensive Masters, as well as Doctor of Education (EdD). MPhil/PhD opportunities also exist. Academic staff will be available during IATEFL to answer any questions you may have about the programmes. We look forward to meeting you.

Tel: +48 661 063 720

Email: Anna.poplawska@vocapp.com www.vocapp.com

Contact: Anna Poplawska, Programme Director

Vocapp is an innovative tool designed to enhance the process of vocabulary learning. What if your students could create their audio courses or generate flashcards by dictating words? And what if the system knew which words they don’t know? Let your students learn useful phrases faster and remember them forever. Visit our stand and get the app for free for you and your 15 students. Visit our presentation on Sunday! Help your students master vocabulary faster.

Tel: 00 44 123 555 4100

Email: artur@yhe.uk.com, claire@yhe.uk.com www.yellowhouseenglish.com

Contact: Artur Gniadek, Sales and Marketing Director

Yellow House English presents the revolutionary new Universal Preschool Course. These home and school materials are ideal for inexperienced teachers: TV quality DVD animated stories; Original songs; Full teacher’s lesson plans; Flashcards; Online support; featuring Baby Beetles and Tom and Keri characters. Author, Claire Selby has three nominations for ELTons and two Gold Awards (Russia). She wrote both CUP’s Hippo and OUP’s Playtime. Come and hear her presentation or to the stand for special offers!

IATEFL SPECIAL INTEREST GROUPS (SIGs)

This section contains information on IATEFL’s Special Interest Group Days (SIG Days).

What

is

a SIG Day?

On the following pages, the Special Interest Groups list their SIG Days. These are selections of sessions 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.

What are the SIGs?

The aim of the IATEFL Special Interest Groups is to extend the work of IATEFL into several specialist areas and 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.

Who are the SIGs?

Business English Learner Autonomy Research

English for Specific PurposesLearning Technologies Teacher Development

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

Global Issues Materials Writing Testing, Evaluation & Assessment

Leadership & Management Pronunciation Young Learners & Teenagers

For more information about the SIGs, come and meet them at the SIG Posters in the exhibition hall during the lunch break on Saturday.

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 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.

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

To find out more, 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

ES(O)L - 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

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

Special Interest Group (SIG) Days

Special Interest Group (SIG) representatives will be introducing sessions on these SIG Days and will be present at the Open Forum. 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 Business English Business Business Monday in Exchange 10 Monday in Exchange 10 Monday in Exchange 10 Monday in Exchange 10

Coordinators:

Julia Waldner & Cornelia Kreis-Meyer

3.1 1025-1055 Changing the mindset of lower-level learners through online collaborations

Ellen Rana

3.2 1130-1200 English for the workplace: changing needs and changing contexts

Jonathan Deer

1205-1235 English for employability: assessing oral skills through a job interview

Patrick McMahon

3.3 1335-1420 Developing listening competence

Evelina Miscin

3.4 1435-1520 Spice up your Business English class with Pecha Kucha!

Suzanne Vetter-M'Caw

3.5 1535-1605 Yesterday... today... tomorrow...

Olena Korol

3.6 1640-1710 How to make ELT videos

Vicki Hollett

3.7 1725-1830 IATEFL Business English SIG Open Forum (see page 227

English for Specific Purposes

English for Purposes English for Purposes Saturday in Saturday in Central 7 Central 7Central 7 7

English for Specific Purposes

Coordinators:

Aysen Guven & Prithvi Shrestha

1.1 1040-1125 EAP writing: teaching strategies for effective paraphrasing

Tina Kuzic

1.2 1200-1230 Teaching technical English – a challenge

Dominic Welsh

1.3 1405-1450 Dictogloss redux: grammar dictation in a digital age

William Kerr

2 PHOTOS

1235-1305 IATEFL English for Specific Purposes SIG Open Forum (see page 59)

1.4 1505-1535 An overview of ESP research in Brazil: developments and directions

Rosinda Ramos

1.5 1550-1635 Teaching intercultural communication competence in the ESP tertiary context

Agnieszka Dudzik & Agnieszka Dzieciol-Pedich

1.6 1710-1740 Metadiscoursal features of academic writing in the university business school

Philip Nathan

1.7 1755-1825 Structured tasks for reading authentic journal articles in EAP

Barbara Howarth

IATEFL SIG DAYS

ES(O)L ES(O)LES(O)L ES(O)L

Monday in Central 5 Monday in 5

Coordinator: Caroline Okerika

3.1 1025-1055 Make or break it! Teaching learners to write delicate emails

Genevieve White

3.2 1130-1200 Recognising and working with emergent language in the ESOL classroom

Richard Gallen

1205-1235 Talk English: from CELTA to volunteer ESOL in South Africa

Julie Douglas

3.3 1335-1420 IATEFL ES(O)L SIG Open Forum (see page 187)

3.4 1435-1520 Meeting the needs of English Creole-speaking students

Yvonne Pratt-Johnson

3.5 1535-1605 Language input through project-based learning: why and how

Steve Brown

Global Issues Global Issues

Saturday in Central 6 Saturday in Central 6 Saturday 6 Saturday 6

Coordinator: Margit Szesztay

1.1 1040-1125 Where’s the language? Spiraling teachable moments throughout a content-based curriculum

Sylvia Ozbalt & Cristina Peralejo

1.2 1200-1305 Forum on nurturing creative global leaders through cooperative learning

Nurturing resourceful students through 3Cs: cultural understanding, creativity and collaboration

Kyuyun Lim

Nurturing creative global citizens through collaborative learning

You Kyoung Jung

Practical guideline of English class toward global citizenship education

Sohyon Jo

1.3 1405-1450 International Youth Forum model - a leadership skill-building workshop

Tatiana Ishchenko

1.4 1505-1535 IATEFL Global Issues SIG Open Forum: Areyouacompassionateteacher? (see page 77)

1.5 1550-1635 Doing diversity in English language programmes for young learners

David Valente

1.6 1710-1740 Something to MULL over: mapping the urban linguistic landscape

Damian Williams

1.7 1755-1825 Migrant workers and mobile phones: an aid to learning?

Mike Solly

Leadership

Leadership & Management

Coordinator:

Jenny Johnson

Sunday in Central 5

Sunday in Central 5

Sunday in Central Sunday in Central

2.1 1025-1110 How to get your team thinking

Duncan Foord

2.2 1145-1215 The ChimpParadoxand a stress-free life

Diarmuid Fogarty

2.3 1230-1300 IATEFL Leadership & Management SIG Open Forum (see page 117)

2.4 1420-1450 The dogme and demand high of ELT management

Maureen McGarvey

2.5 1505-1535 Using performance indicators to monitor training initiatives

Vinicius Nobre

2.6 1550-1635 Integrating new teachers into an established staffroom

Fiona Dunlop

2.7 1710-1740 Are all the roads leading to Rome?

Cari Freer

1745-1815 Institutional self-assessment: a leadership tool for quality assurance

Susan Sheerin

Learner Autonomy Learner Autonomy Learner Autonomy Learner Autonomy Saturday Saturday Saturday Saturday in in in Central 8 Central 8Central

Coordinators:

Leni Dam & Lienhard Legenhausen

Marsha Appling-Nunez &Melissa Van De Wege

2 PHOTOS

1.1 1040-1125 The next generation of autonomous instruction thru VoiceThreads

1.2 1200-1230 Fostering learner autonomy online - Facebook as a social learning space

Christian Ludwig & Ward Peeters

1235-1305 Social networking: developing intercultural competence and fostering autonomous learning

Ruby Vurdien

1.3 1405-1450 Collaborative learning and the joint construction of meaning and understanding

Anja Burkert

1.4 1505-1535 Can we do it? Yes, we can

Helen Jackson

1.5 1550-1620 Teacher expectations, learner interpretations: assessing self-directed projects

Diane Malcolm

1620-1635 IATEFL Learner Autonomy SIG Open Forum (see page 84)

1.6 1710-1740 EAP learners developing as practitioners of learning

Susan Dawson

1.7 1755-1825 Teachers wanted! Spot the teacher in the classroom

Mehtap Yavuzdogan

Learning Technologies Learning Technologies

Saturday Saturday in inin Central 3 Central 3Central 3 3--4 44

1.1 1040-1125

1.2 1200-1230

Coordinators: Nicky

Hockly

& Shaun Wilden

Sounds good, looks good: using short video clips in ELT

Michael Harrison

Writing and the art of collaboration – an online project

Monica Veado 1235-1305 Digital corner

Liliana Esther Simon

1.3 1405-1450

1.4 1505-1535

Introducing tablets and leading teachers toward effective use

Ryan Parmee

Augmented reality: practical ideas for its use in the classroom

Stephen Pilton

1.5 1550-1635 Using iAnnotatefor integrated online academic writing feedback

Nancy Carter & Alex Golding

1.6 1710-1740 Through the looking Glass: creating a video-ready classroom

David Read & Will Nash

1.7 1755-1825 IATEFL Learning Technologies SIG Open Forum (see page 95)

Literature, Media Cultural Studies

Literature, Media Cultural Studies

Literature, Media & Cultural Studies

Literature, Media & Cultural Studies

Coordinator: Chris Lima

PHOTO

Central 5 Cobden 3

Central 5 Cobden 3

Central 5 & Cobden 3

Saturday Saturday Saturday Saturday in inin in Central 5 & Cobden 3

1.1 1040-1125 The house that crack built: a picturebook for teens

Sandie Mourao

1.2 1200-1230

1235-1305

Teaching language or teaching culture?

Benjamin Dobbs

Learners’ responses to using literature to enhance their intercultural competence

Jennifer Schumm Fauster

1.3 1405-1450 IATEFL Literature, Media & Cultural Studies SIG Open Forum (see page 71)

1.4 1505-1535 Shakespeare for English language learners

Lisa Peter

1.5 1550-1635 (Cobden 3) Literature in an age of distraction

Alan Maley

1.6 1710-1740 The roles of extensive reading in teacher education

Chris Lima

1.7 1755-1825 Literature, critical, creative thinking and assessment mould a creative writer

Inas Kotby

Materials Writing Materials Writing

Sunday in Central 8, Charter 2 Sunday Central 8, 2 2--3 & 3 & 3 & 3 & Charter 1 Charter 1Charter 1 Charter 1

2.1 1025-1110 Central 8

Coordinator: Nick Robinson

There’s someone missing from your project – the editor!

Fiona MacKenzie & David Baker

2.2 1145-1215 Central 8 Free and fair ELT: for writers, publishers and teachers

Katherine Bilsborough & Chuck Sandy

2.3 1230-1300 Central 8 Keep CALM and write accessible ESP materials!

Emily Bryson

2.4 1420-1450 Central 8 The why, what and how of self-publishing for teachers

Johanna Stirling

2.5 1505-1535 Charter 2-3 Can a picture tell a thousand words?

Hugh Dellar

2.6 1550-1635 Charter 2-3 Tools, tips and tasks for developing materials writing skills

John Hughes

Penny Hands

1745-1815 Charter 1

IATEFL Materials Writing SIG Open Forum (see page 147)

PHOTO

2.7 1710-1740 Charter 1 From tradition to innovation: a British–Indian collaboration in course design

IATEFL SIG DAYS

Pronunciation Pronunciation

Monday in Exchange 1 Monday in 1 & Exchange 9 & Exchange 9

3.1 1025-1055 Exchange 1

3.2 1130-1215 Exchange 9

1215-1235 Exchange 9

3.3 1335-1420 Exchange 9

3.4 1435-1520 Exchange 1

3.5 1535-1605 Exchange 1

3.6 1640-1710 Exchange 1

3.7 1725-1810 Exchange 1

Research

Sunday Sunday in inin Central 7 & 7 & Cobden 3 Cobden 3Cobden 3 3

2.1 1025-1110

2.2 1145-1215

2.3 1230-1300

2.4 1420-1450

2.5 1505-1535

2.6 1550-1635

2.7 1710-1740 Cobden 3

1745-1815 Cobden 3

Coordinator: Wayne Rimmer

Research into practice: revisiting some ‘old-fashioned’ notions in pronunciation teaching

Pamela Rogerson-Revell

People, pronunciation and play

Luke Meddings

IATEFL Pronunciation SIG Open Forum (see page 185)

Pronunciation to go: learning to learn from the dictionary

Mark Hancock

Authentic listening: stepping from bottom-up processing to understanding

Olga Sergeeva

Listening and connected speech: untruthful rules, unruly truths

Richard Cauldwell

Do we still need the phonemic chart?

Richard Benson

The ear of the beholder: helping learners understand different accents

Laura Patsko

Coordinators: Richard Smith & Sarah Mercer

2 PHOTOS

Exploring a new global framework for continuing professional development

Paul Braddock

Towards initiating YELTA

Nagm-Addin Saif

Researching professional development with the use of the narrative approach

Volha Arkhipenka

Teacher voices: does research meet practice?

Zarina Markova

Developing the Survey of ELT Research in India

Lina Mukhopadhyay

IATEFL Research SIG Open Forum (see page 137)

Evaluating an action research scheme for English language teachers

Simon Borg

The impact of action research on teachers’ continuous professional development

Emily Edwards

Teacher Development Teacher Development

Coordinator: Sinead Laffan

Monday in Central 3

Monday in Central 3

Monday Central 3

Monday Central 3--4 44 4

3.1 1025-1055 Lesson jamming: planning lessons in groups

Tom Heaven

3.2 1130-1235 Forum on thoughts on the observation process

The observer and the observee - one and the same?

Conrad Heyns

Interactive observation – an alternative training approach

Karen Waterston

The elephant in the classroom: thoughts on the observer paradox

Phil Keegan

3.3 1335-1420 Alternatives to coffee and chocolate: energy management for teachers

Margit Szesztay

3.4 1435-1520 Developing teachers’ critical skills in lesson feedback: a proposed framework

Ana Garcia-Stone

3.5 1535-1605 IATEFL Teacher Development SIG Open Forum (see page 203)

3.6 1640-1710 Parent-teacher dialogues

Divya Madhavan

3.7 1725-1810 Bridging the technophobe-technophile gap in teacher training and development

Tessa Woodward & Daniel Monaghan

Teacher Training & Education Teacher Training Education

Monday in Exchange 11 & Monday in Exchange 11 & Monday Exchange & Monday Exchange & Charter 2 Charter 2Charter 2 Charter 2--3 33 3

Coordinator: Birsen Tutunis

3.1 1025-1055 Mobile devices for teacher learning training: lessons and implications

Kalyan Chattopadhyay

3.2 1130-1200 Teaching learning strategies in a flipped instruction model

Anna Uhl Chamot 1205-1235 The 4Cs of a successful partnership in teacher training

Gulshan Huseynova

3.3 1335-1420 Mindful corrective feedback: supporting learning

Lesley Painter-Farrell

3.4 1435-1520 Charter 2-3 Quality control: towards a framework for assessing online training courses

Gavin Dudeney & Thom Kiddle

3.6 1640-1710 IATEFL Teacher Training & Education SIG Open Forum (see page 215)

3.7 1725-1810 A developmental and non-judgemental way to observe teachers

Lewis Richards

PHOTO

PHOTO

IATEFL SIG DAYS

Testing, Evaluation & Assessment

Testing, Evaluation & Assessment

Sunday in Exchange 1 Sunday Exchange

Coordinator: Judith Mader

2.1 1025-1110 Fairness as a consideration in writing test items

Marian Crandall

2.2 1145-1215 From summative to formative assessment in a traditional ELT institute

Isabela Villas Boas & Katia Falcomer

2.3 1230-1300 Technology and learning-oriented assessment: helping teachers and learners

Evelina Galaczi & Angeliki Salamoura

2.4 1420-1450 Raising scores: gamification activities for test preparation teachers

Christien Lee

2.5 1505-1535 Enhancing assessment literacy: nurturing learning-oriented outcomes in the language classroom

Vivien Berry

2.6 1550-1635 A reflective workshop on writing standardization practices: is standardization possible?

Mehvar Turkkan

2.7 1710-1740 The role of visual stimuli in EAP listening tests

Saeede Haghi

1745-1815 IATEFL Testing, Evaluation & Assessment SIG Open Forum (see page 152)

Young Learners & Teenagers

Young Learners & Teenagers

Young Learners

Young Learners

Sunday SundaySunday Sunday in inin Exchange 10 Exchange 10 Exchange Exchange

Coordinators: Dennis Newson & Kalyan Chattopadhyay

2.1 1025-1110 Making up grammar rules

Georgios Chatzis

2.2 1145-1215 L1 - how to avoid it and when to use it

Rachael Harris

2.3 1230-1300 Can remote teaching promote deep learning?

Paul Woods

2 PHOTOS

2.4 1420-1450 Using writing and drawing to release tension among traumatised students

Hasan Ramadan

2.5 1505-1535 Using authentic storybooks in an early years classroom

Nicky Francis

2.6 1550-1620 Developing readable English-medium textbooks in Rwanda

John Clegg

1620-1635 IATEFL Young Learners & Teenagers SIG Open Forum (see page 142)

2.7 1710-1740 Parental engagement: practical ideas from opening a new teaching centre

Laura Jane McWilliams

1745-1815 Out-of-school English learning: hidden resource or classroom curse?

Samuel Lefever

PRESENTATIONS

The following pages contain the details of the conference presentations

Pages 43-48Poster presentations

On display in the Gallery

Look on pages 43-48 to see when the presenters will be at their poster presentation.

Pages 49-102Saturday sessions

Pages 103-160 Sunday sessions

Including the IATEFL Annual General Meeting from 1310 to 1410 in Exchange 9.

Pages 163-228Monday sessions

Pages 229-248 Tuesday sessions

Poster presentations

Poster 1

Monday 1130-1200

TD, TTEd

TEA

Poster 2

Saturday 1710-1740

RES

Poster 3

Sunday 1145-1215

Poster 4

Monday

EAP

1130-1200

During the conference there a Poster Forum displayed in the Gallery.

During the conference there is a Poster Forum displayed in the Gallery.

During the conference there a Poster Forum displayed in the

During the conference there is a Poster Forum displayed in the Gallery.

Kindlysponsoredby Kindlysponsoredby Kindlysponsoredby KindlysponsoredbyETSTOEFL ETS ETSTOEFL TOEFL ETS TOEFL LOGO LOGOLOGO LOGO

Please see below for the day and time each presenter will be present

Please see below for the day and time each presenter will be present below the and time presenter present below the and time presenter present at their poster to at their poster to at poster at poster discuss it discuss itdiscussit with delegates and with delegates and to answer any questions to answer any questions. .. .

From professional development to professional disse mination

From professional professional disse Noha Faisal Mohamed Noha Faisal Mohamed Abdelmotagally Abdelmotagally ( (( (English Language and Literature Dept, Ain English Language and Literature Dept, Ain English Language and Literature Dept, Shams University Shams University Shams University Shams University) )) )

This presentation highlights how, with the inspiration of the British Council’s profession development strategy, I widened the horizons of my professional development plan and shifted it into a more inclusive Professional Dissemination Plan. I will share and discuss the strategies by which one can disseminate professional development and help promote, not only one’s abilities, but those of others as well.

Mini reading self Mini self-- assessment tools assessment tools assessment assessment F FF Fatma atmaatma atma Al Alalwi Al AlalwiAl Alalwi Al Alalwi & & & & Noura Al Kalbani Noura Al Kalbani Noura Al Kalbani Noura Al Kalbani ( (( (Ministry of Ministry of Education EducationEducation Education) )) )

While reading skills can be a natural process for some learners, we have others who have limited text experience. To help our struggling readers, this poster presentation will demonstrate how to promote reading self-assessments. Guidelines and tips will be discussed and we will share several reading self-assessment tools that can be used for different levels.

Recurring writing errors pre- service teachers make at lower service teachers make at lower service teachers make at lower service teachers make at lower- intermediate levels intermediate levels levels levels

Recurring writing errors pre

Recurring writing errors pre

Recurring writing errors pre

Marisol MarisolMarisol Marisol Amigo AmigoAmigo Amigo ( (( (Universidad Universidad Universidad Universidad de La Frontera de La Frontera de La Frontera de La Frontera) ))

This poster is based on a study which aims to identify recurring errors made by students, belonging to the 2013 UFRO English Teacher Education Programme, when writing tasks for lower-intermediate standardized tests. Error analysis leads to spotting content which should have been reinforced during previous English levels for students and not repeated at an intermediate level.

Peacebuilding and grammar in Region, Iraq

Peacebuilding and grammar acquisition in Kurdistan Region, Iraq

Lone LoneLone Lone Bendixen Goulani Bendixen Goulani Bendixen Goulani Bendixen Goulani ( (( (University of Kurdistan University of Kurdistan University Kurdistan University of Kurdistan- Hewler HewlerHewler Hewler) )) )

The presentation will describe how peacebuilding can be used to contextualise grammar teaching. It will explain how teaching grammar in a local context, such as peace and conflict in Iraq, can enhance not only the students’ motivation and understanding of using relevant grammar, but also make both teachers and students reflect upon their own role in peacebuilding in society.

AL AL = Applied Linguistics

BE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Poster presentations

Poster 5

Saturday 1710-1740

GI

Poster 6

Sunday 1145-1215

MD, YLT

Global perspectives, local incentives Global perspectives, local incentives

Fernanda FernandaFernanda Fernanda Benedito BeneditoBenedito ( (( (University Agostinho Neto University Agostinho Neto University Neto University Neto) )) )

Contacts between the Western and Southern civilizations resulted in changes in cultural and economic configurations worldwide. This poster presentation discusses the cultural implications of those configurations in EFL in an African context. We will analyse critically the case of the Angolan educational system, focusing on explicit and implicit curricula. Results of a survey conducted with Angolan students will be presented.

Poster 7

Monday 1130-1200

EAP

Poster 8

Saturday 1710-1740

EAP, LA

Poster 9

Sunday 1145-1215

LAM

Using English picture book storytimes to build conf idence in ELL

Using book storytimes to build conf idence in ELL in ELL in ELL

Diane Nancy Diane Nancy Brown BrownBrown Brown ( (( (Sapporo University Sapporo University Sapporo Sapporo University) )) )

This poster reports on a classroom-based research project at Sapporo University, Japan. Students used English picture books as a means to present self-prepared English language and culture teaching materials to young learners in their community. This project helped build students' confidence in ELL, while aiming to develop 21st Century skills needed for students and members of the community.

The impact of podcasts on learners' listening comprehension

The impact of podcasts on learners' listening comprehension

The impact of podcasts learners'

The impact of podcasts learners'

Saliha SalihaSaliha Saliha Chelli ChelliChelli Chelli ( (( (Biskra University Biskra University Biskra University Biskra University) )) )

Many Algerian students find difficulties in understanding spoken English because of various reasons. This poster reports on a quasi-experimental research carried out in a high school in Algeria. It aims to demonstrate the impact of adequate podcasts on developing learners’ listening comprehension. A number of pedagogical implications based on the findings will be presented.

ELT in mixed ELT in mixed ELT in mixed ELT in mixed-- ability groups in Moscow 'Tsaritsyno' School 548 groups in Moscow 'Tsaritsyno' School

Olga OlgaOlga Chinareva ChinarevaChinareva Chinareva ( (( (State Autonomous Educational Institution 548 'Tsaritsyno' State Autonomous Educational Institution 548 'Tsaritsyno' Autonomous Educational Institution 548

State Autonomous Educational Institution 548 'Tsaritsyno') )) )

Learning and teaching the L2 in mixed-ability groups is a real challenge for both a learner and a teacher. In this poster, I try to share our experience with other school teachers. I'll show how to organize an individualized approach to every student in large mixed-ability groups and assess objectively their academic performance and the development of 21st Century skills.

Apprentisys Apprentisys Apprentisys Apprentisys- managing student payment, attendance, assessment an d more managing student payment, attendance, assessment an d more student payment, attendance, assessment d more student payment, attendance, assessment d more

Carol CarolCarol Carol Cregg CreggCregg Cregg ( (( (SEDA College SEDA College College SEDA College) )) )

Juggling student data is one of the big challenges of academic administration and schools are often left with a number of databases for agents, payments, attendances and assessment. This poster presents Apprentisys , the first software system specifically designed for the unique needs of English language schools, unifying the business and academic side of your school in one user-friendly product.

Poster 10

Monday

1130-1200

GEN

Poster 11

Saturday 1710-1740

EAP

Poster 12

Sunday 1145-1215

LA

Poster 13

Monday 1130-1200

EAP

Poster presentations

Integrated assessment in foreign language teaching

Integrated assessment in foreign language teaching

Integrated assessment in foreign language teaching

Integrated assessment in foreign language teaching

Carolyn CarolynCarolyn Carolyn De Meyer De MeyerDe Meyer De Meyer & & & & Vanessa De Wilde Vanessa De Wilde Vanessa De Wilde Vanessa De Wilde ( (Artevelde University College Ghent Artevelde University College Ghent Artevelde University College Ghent Artevelde University College Ghent) ))

Our poster presents the results of practioner-research into integrated assessment. This research was conducted in the Spring of 2014 in order to develop checklists to help teacher trainees assess in accordance with the parameters of the CEFR. The checklists that have been developed will be tested in our teacher training programme this year.

Analysis of Arab students’ error logs from two essa y

Analysis of Arab students’ error logs essa y categories

Okon OkonOkon Okon Effiong, Omama Osman, Alaa Al Effiong, Omama Al Al--Housain & Reham ALHousain (Qatar Housain & Reham ALHousain (Qatar Housain & Reham ALHousain (Qatar Housain & Reham ALHousain (Qatar University) University) University) University)

Six hundred error logs of undergraduate students were analysed for frequency of different error types in two essay categories and to establish if the essay category influences the effectiveness of indirect corrective feedback strategy. This poster shows that the frequency of each error type calculated for both types of essay and findings show a pattern of recurring error among the students.

Diamonds are forever: ensuring language learners achieve lifelong learning

Diamonds forever: ensuring language learners achieve lifelong learning

Diamonds are forever: ensuring language learners achieve lifelong learning

Diamonds forever: ensuring language learners achieve lifelong learning aspirations aspirations aspirations aspirations

Carol Joy Carol JoyCarol Everhard EverhardEverhard Everhard ( (( (Freelance FreelanceFreelance Freelance) ))

As language teachers, it falls within our power to transform the rough stones we encounter in the language learning environment into sparkling diamonds. I'll show that by encouraging strategic learning and helping our learners recognise their own potential, they will invest in their learning, take on ownership of the foreign language, become more autonomous and ultimately become more successful lifelong learners.

Effective for teaching words etymology

Effective strategies for teaching English words by using etymology

Yoko YokoYoko Yoko Hirase HiraseHirase Hirase

This poster shows how using the etymology of English words allows Japanese students to apply familiar learning strategies. Many Japanese words are of Chinese origin and are written using kanji (Chinese characters). As kanji consist of smaller elements that are combined to form meaning, English words of Greek or Latin origin can be broken into smaller units that are combined to form meaning.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Poster presentations

Poster 14

Saturday 1710-1740

AL, YLT

Poster 15

Sunday 1145-1215

TD, TTEd

Poster 16

Monday 1130-1200

RES, TD

Poster 17 Saturday 1710-1740

LA, LT

Poster 18

Sunday 1145-1215

LT

Role of inhibition/extroversion in

Role of inhibition/extroversion in raising cultural awareness at the kindergarten cultural awareness at the kindergarten

Nadine Jaafarawi (Lebanese University

Nadine Jaafarawi (Lebanese University

Nadine Jaafarawi University

Nadine Jaafarawi University- Lebanese International University Lebanese International University International University International UniversityMakassed Institution) Makassed

Heusinkveld (1997) suggested that one primary benefit of foreign language study is to gain understanding and appreciation for another culture. So the important question here is how can we integrate language and culture? And how can we understand how important it is to consider the impact of personality factors on the process of achieving cultural awareness at kindergarten level?

The Ultimate Guide to CELTA The Ultimate and self and selfand- publishing publishing Emma EmmaEmma Jones & & Amanda Momeni Amanda ( (( (Munich Munich Munich Volkshochschule Volkshochschule Volkshochschule) )) )

TheUltimateGuidetoCELTAis a self-published book written for trainees about to begin a CELTA course. The authors, CELTA trainers themselves, will introduce you to the book, present you with feedback from trainees and tutors who have already used it to their advantage and provide information about how to become self-published.

Oral feedback behaviour of native and non

Oral feedback behaviour of native and non

Oral feedback behaviour of native and

Oral feedback behaviour of native and- native English teachers native English teachers native English native English

Burcin BurcinBurcin Burcin Kagitci Yildiz Kagitci Yildiz Kagitci Yildiz Kagitci Yildiz ( (( (Middle East Technical University Middle East Technical University Technical University Middle Technical University) ))

This poster is based on the design and the results of a study carried out in an EFL context, exploring the type and frequency of oral feedback provided by native and nonnative English teachers to students’ errors while speaking. The findings suggest that being a native speaker or not may actually affect the teacher’s feedback procedures.

Enhancing EFL learners' motivation and autonomy thr ough webskills and activities

Enhancing EFL learners' motivation autonomy ough webskills and and Warda WardaWarda Warda Khouni ( (( (Mohamed Khider University, Algeria Mohamed Khider University, Algeria Mohamed Khider University, Algeria Mohamed Khider University, Algeria) )) )

This poster aims to explore the effectiveness of introducing virtual learning in FLL in the Algerian context. EFL students were taught some writing techniques using a virtual class (Nicenet) and google docs with some other activities, like Padlet, blogs and webquests, to check their influence on their motivation and autonomy.

Demonstration of a personalized English reading lea rning system

Demonstration of a personalized English reading lea rning system

Demonstration a personalized reading rning system

Demonstration a personalized reading rning system

Jim JimJim Jim--Min MinMin Min Lin LinLin ( (( (Feng Chia University, Taiwan Feng Chia University, Taiwan Feng Chia University, Feng Chia University, Taiwan) )) )

I will introduce delegates to an e-learning software tool - Personalized English Reading Learning System (PERLS) - which was developed in my laboratory. I will also show delegates how to install PERLS and how to use it to build their own teaching materials. EFL teachers can use this e-learning system to help their students in after-school selflearning.

Poster 19

Monday 1130-1200

RES

Poster 20

Saturday 1710-1740

ESP

Poster 21

Sunday 1145-1215

LT

Poster 22

Monday 1130-1200

EAP, MD

Poster presentations

What makes UFRO students succeed and fail at learni ng English? What makes UFRO students succeed and fail at learni ng English? What makes UFRO succeed and fail

What makes UFRO succeed and fail

Oriana OrianaOriana Onate Onate ( (( (Universidad de La Frontera Universidad de La Frontera Universidad de La Frontera Universidad de La Frontera) )) )

I'll present findings from a two-year research project on factors that students think have determined their success and failure at learning English. The project findings are from over 100 students at Universidad de La Frontera, Temuco, South of Chile, a college where 10 per cent of new students demonstrate an intermediate level of English in placement tests.

Knowing ME Knowing ME- a non a nona non a non- profit- making project on Maritime English making project on English

Alexia AlexiaAlexia Alexia Piaggio PiaggioPiaggio Piaggio ( (( (University of Genoa, Italy University of Genoa, Italy University Genoa, Italy University Genoa, Italy) )) )

The newly-devised, non-profit-making set of multimedia pages, called Knowing Maritime English , (Knowing ME for short), is inspired by currently enforced international maritime standards and available online at www.scmncamogli.org. These pages present a series of practical on-board situations, requiring users to interact with the software by solving audio, visual or logical quizzes in English.

Exploring EFL learners’ communication strategies vi a computer

Exploring learners’ communication strategies vi- mediated oral mediated oral oral oral communication communication communication communication

Sumanee SumaneeSumanee Pinweha Pinweha ( (( (Chulalongkorn University Chulalongkorn University Chulalongkorn University) )) )

This presentation reports on EFL students’ communication strategies, while engaged in asynchronous and synchronous computer-mediated oral communication (CMOC), through the analyses of transcripts of audioblogs and voice chats. Teaching materials and excerpts of student transcripts will be presented. Benefits of CMOC, categories and patterns of communication strategy emerging from CMOC, as well as pedagogical implications, will be discussed.

English for academics English for academics English for academics English for academics

Marija MarijaMarija Popova PopovaPopova ( (( (British Council Russia British Council Russia Council British Council Russia) ))

English is the de facto global language of research. Optimising communication among members of the international academic community depends on the elimination of obstacles faced by speakers of other languages. The poster introduces the coursebook English for Academics (British Council, CUP, 2014), aimed at enabling university academics and researchers to participate in international conferences and projects and to publish internationally.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON PRONPRON = Pronunciation

RES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Poster presentations

Poster 23

Saturday 1710-1740

TD, TEA

Poster 24

Sunday 1145-1215

LT, TTEd

Poster 25

Monday 1130-1200

LT

Poster 26

Saturday 1710-1740

GEN

Poster 27

Sunday

1145-1215

AL, TEA

Need for a new assessment and role of ELT teachers

Need for a new assessment and role of ELT teachers

Need for assessment and ELT teachers

Need for assessment and ELT teachers

Betul Ayse Betul Ayse Sayin SayinSayin Sayin ( (Canik Basari University, Samsun, Turkey Canik Basari University, Samsun, Turkey Samsun, Turkey Canik Samsun, Turkey) ))

Assessment pursues its importance as the backbone in the education system, while still keeping the anxiety level high, causing a noteworthy decrease in language acquisition level, especially in Turkey. This poster reports on the belief that ELT teachers might solve or mitigate this problem with the use of a reflection tool and change the future of the language learning system in Turkey.

Developing an online master's course: experience,

Developing an master's course: challenges and evaluation and evaluation

Helen Thompson Thompson & & & Helen Donaghue Helen Donaghue ( (( (Sheffield Hallam University Sheffield Hallam University Sheffield Hallam University Sheffield Hallam University) )) )

The presenters will outline the development of an online master's course in TESOL. Using a socio-constructivist framework, a cycle of activities was implemented aimed at promoting participant reflection, dialogue and learning. The presenters will discuss the activities and share their experience of designing and teaching on the revised course, using one module as an example.

Using the Using the Using the Using the vizualisation method in teaching language skills vizualisation method in teaching language skills vizualisation method teaching language skills vizualisation method teaching language skills

Aida AidaAida Tulegenova Tulegenova Tulegenova Tulegenova ( (Eurasian National University after L.N. Gumilyev

Eurasian National University after L.N. Gumilyev

Eurasian National University after L.N. Gumilyev

Eurasian National University after L.N. Gumilyev) ))

This presentation focuses on investigating the effectiveness of using the visualization method in teaching the language skills of reading, speaking, writing and listening. Visualization can be developed through a variety of activities and lessons. A first step is to provide a model and explanation about generating mental images for the students. This poster will display the materials and discuss their applications.

Reading approach in foreign language (English) prof iciency attainment

Reading approach in foreign language (English) proficiency attainment in (English) in (English) proficiency attainment

Birsen Tutunis ( (( (Istanbul Kultur University Istanbul Kultur University Istanbul Kultur Istanbul Kultur University) )) )

Reading is a good source of input. This poster will present a study that focuses on reading as the main force of teaching in the English Preparatory Program at a private university. The teaching techniques and the materials prepared for the purpose of students’ proficiency attainment will be explained in detail.

Aligning the Vocabulary Levels Test with the CEFR with Desiree DesireeDesiree Verdonk VerdonkVerdonk Verdonk ( (( (Fachhochschule Wiener Neustadt Fachhochschule Wiener Neustadt Fachhochschule Wiener Neustadt Fachhochschule Wiener Neustadt) )) )

This study provides further/new empirical evidence of the suitability of the Vocabulary Levels Test (VLT) for diagnostic and placement purposes in classroom use. In particular, we demonstrate the VLT's reliability in this context and highlight its ability to help distinguish between users at the B1/B2 divide. Additional data confirm that VLT scores do not show any gender bias.

The Poster Forum is located in the Gallery. The Poster Forum is located in the Gallery. The Poster Forum is located in the Gallery. The Poster Forum is located in the Gallery.

Visit the posters during the conference and meet the presenters at their poster to

Visit the during the conference and meet the at their poster discuss it and ask questions. discuss it and ask questions. discuss it and questions. discuss it and questions.

Saturday 11 April

0800-1730: Registration Desk Open

0815-0845: How To ... Sessions

0830-1730: ELT Resources Exhibition Open

0800-1730 Registration desk open

0815-0845 IATEFL How to... track

Cobden 3

Howtogetthemostoutofthisconference Howtogetthemostoutofthisconference with Susan Barduhn with Susan Barduhn with Susan Barduhn with Susan Barduhn

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. This session will be repeated at lunchtime.

Central 3-4

Howtogiveapresentationataninternationalconference Howtogiveapresentationataninternationalconference with with Jeremy Day Jeremy Day Jeremy Day Jeremy Day

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.

Central 5 How to reflect on research talks at the conference to reflect on talks at the conference with with Sarah Mercer Sarah Mercer

In this session, we will explore how to make the most of the talks and presentations we attend during the conference. In particular, we will focus on how to reflect on the research we hear about and consider its relevance for and connections to our own professional contexts.

0830-1730 Exhibition open

Saturday 11 April

0900-1025: Opening & First Plenary Session

0900-1025 Opening Announcements and Plenary Session

Exchange Hall (1600 audience)

The conference will be opened by the IATEFL President, Carol Read.

The conference will be opened by the IATEFL President, Carol Read.

The conference will opened by the IATEFL Carol Read. The conference will opened by the IATEFL Carol Read.

Plenary session Plenary session

Plenary session by Plenary session by

Donald Freeman

Donald Freeman is a professor at the School of Education, University of Michigan, where his work focuses on designing and documenting new approaches to large-scale improvements in language teaching that support the work of classroom language teachers. For 25 years, he was on the graduate faculty at the School for International Training, where he chaired the Department of Language Teacher Education, and founded and directed the Center for Teacher Education, Training and Research. He is author of several books on language teacher education including Educating Second LanguageTeachers:The‘samethingsdonedifferently’ (forthcoming, OUP), as well as Teacher learning in language teaching (with Jack C. Richards), and Doing teacher‐research. He is senior consulting editor on ELTeach , an online professional development program, and editor of the professional development series, TeacherSource. Freeman has been president of TESOL, and a member the International Advisory Council for Cambridge English.

Frozen in thou Frozen in thou Frozen in Frozen in thought? How we think and what we do in E LT ght? How we think and what we do in ELT ght? How think what we in ELT ght? How think what we in ELT English language teaching is rife with prescriptions for what ‘good’ teachers oughtto know and be able to do. These prescriptions are anchored in central ideas in the field that we generally take for granted. We do not challenge them, even though they inexorably shape all aspects of the work of ELT-- from national policies and standards for teaching to administrative procedures and day-to-day work in ELT classrooms. These central ideas come from diverse sources: some are loosely derived from research, while others are inherited in the history of what we do. The ideas themselves are taken as common sense, and thus are woven into the social expectations of the work of teaching. In my title, I refer to this process as being ‘frozen in thought’, by which I mean the field of ELT has become immobilized in a critical sense by these ideas and what they mean for what we do as teachers and teacher educators.

This talk examines some of these central ideas that we live by in ELT, including ideas about how teaching and learning work, about the teacher’s role, and about the classroom goals of English instruction. I examine what the ideas mean for the work of classroom teachers given how English functions in the 21st Century, and how they shape and constrain our thinking in teacher education and research. I argue that, if they are left unscrutinized and unchallenged, the ideas can undermine teachers’ professional confidence and stunt training and research. Therefore re-examining them, thereby thawing our thinking, is a critical step in reasserting social control over the public work of English language teaching.

1040-1125

Central 3-4

140 audience

Workshop

MD, LTSIG LTSIG LTSIG LTSIG Day DayDay

Session 1.1

Saturday 11 April

Central 5

80 audience Workshop

LMCS LMCSLMCS LMCS SIG SIG Day DayDay

Central 6

50 audience

Workshop

GI GIGI

GISIG Day SIG DaySIG

Central 7

80 audience

Workshop

ESAP, ESPSIG Day ESPSIG Day

Sounds good, looks good: using short video clips in

Sounds good, looks good: using short video clips in ELT

Sounds good, looks good: using short video clips in ELT

Sounds good, looks good: using short video clips in

Michael Harrison (BBC Learning English)

Michael Harrison (BBC Learning English)

Michael Harrison (BBC Learning English)

Michael Harrison (BBC Learning English)

Mobile technology has made it easier than before to record and edit video. I aim to equip you with the basic skills to record and edit short video clips, using freely-available software like Vine, and provide ideas for using them in class. Bring your mobile devices and set up a Vine account to make the most of this session.

The house that crack built: a picturebook for teens built: a picturebook for teens

Sandie Mourao (Freelance, Portugal)

Sandie Mourao (Freelance, Portugal)

Sandie Mourao (Freelance, Portugal)

Sandie Mourao (Freelance, Portugal)

Picturebooks engage students of all ages: they provide authentic opportunities for thinking and discussion through their pictures and words and enable teachers to approach topics in an innovative way. Engaging participants in activities, reflection and debate, this workshop will share how the picturebook The House That Crack Built enabled teenagers in Portugal to discuss the implications of drug use.

Where’s the language? Spiraling teachable moments t hroughout a Where’s the language? Spiraling teachable moments t hroughout a the teachable moments t hroughout a the teachable moments t hroughout a content contentcontent content--based curriculum based curriculum based curriculum based curriculum

Sylvia Ozbalt Ozbalt & & & & Cristina Peralejo (University of British Columbia , ELI) Cristina Peralejo (University of British Columbia, ELI) Cristina Peralejo (University British Columbia, ELI) Cristina Peralejo (University British Columbia, ELI)

Sustainability, civil society, global citizenship. Such topics are current and often personally relevant to instructors and students alike. But how do we keep the EAL classroom grounded in language instruction, without letting content dominate? We will address this issue in a practical and interactive workshop, focusing on gathering and continuously recycling language that emerges during in-class discussions and project work.

e, le, t, a

EAP writing: teaching strategies for effective para phrasing

EAP writing: para Tina Kuzic Kuzic ( (( (Faculty of Humanities and Social Sciences Faculty of Humanities and Social Sciences Faculty of Humanities and Social Faculty of Humanities and Social Sciences) )) )

Paraphrasing is a very important part of academic writing, and thus EAP practitioners should consider various approaches to teaching paraphrasing strategies. In this workshop, I will share activities which are used to teach paraphrasing strategies within an in-sessional EAP course at university. These activities will enable students to explore and implement the strategies, and eventually improve their academic writing skills.

e, le, t, a

e e = experienced audience le lele le = less-experienced audience p pp = primary teaching s ss s = secondary teaching t tt = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.1 : 1040-1125

Central 8

80 audience

Workshop

LT, LASIG LASIG LASIG Day DayDay Day

Charter 1

400 audience

Workshop

MaW, TD

The next generation of The next generation of The next generation of The next generation of autonomous instruction thru autonomous instruction thru VoiceThreads VoiceThreads

Marsha MarshaMarsha Marsha Appling ApplingAppling Appling--Nunez (Qatar University Nunez (Qatar University Nunez (Qatar Nunez (Qatar- Foundation English Foundation English Foundation Foundation Program) Program)Program) Program) & & & & Melissa Van De Wege (Qatar University)

Learn to use VoiceThreads (VT) to facilitate students’ participation and encourage learner autonomy in university classrooms. We will highlight uses for intermediate to high-level students and guide participants through building a VT. Participants will receive a handout defining VoiceThreads and suggested uses in the classroom. Remaining time will allow for Q&A. Participants can bring their own device, though not necessary. e, le, t, a prodprom

Charter 2-3

500 audience

Workshop TD, YLT

Melissa Van De Wege (Qatar University)

Melissa Van De Wege (Qatar University)

Melissa Van De Wege (Qatar University)

Questions for learning and some unexpected Questions for learning and some unexpected Questions learning and some unexpected Questions learning and some unexpected answers answersanswers answers

Andrew Walkley (Lexical Lab) Andrew Walkley (Lexical Lab) Andrew Lab) Andrew Lab)

At IATEFL 2014, Sugatra Mitra suggested good questions unlock learning. In ELT, what are those questions? Who asks them? When? What answers are needed? Where from? What questions are in coursebooks, including Outcomes, and what might they reveal about principles behind them? What questions might teachers ask themselves to develop? Why don't you come to this practical thought-provoking workshop?

Only Only Only Only connect: seven strategies for ensuring teacher connect: seven strategies for ensuring teacher connect: seven for teacher connect: seven for teacher- student student student student communication communication communication communication

Ken KenKen Ken Wilson WilsonWilson Wilson ( (( (Freelance FreelanceFreelance Freelance) )) )

e, le, s, t, a pub

Some experts say that educational technology has blown away the notion of the classroom altogether. However, for the foreseeable future, learning will take place in classrooms with teachers, students and desks and teacher-student communication will be more important than ever. This workshop will show how the vital link between teacher and students can be maintained, even in a hi-tech classroom. e, le, s, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & ONS

Session 1.1 : 1040-1125

Charter 4

1040-1110

190 audience

Talk

YLT

Cobden 1

20 audience

Workshop TTEd, TEA

Cobden 2

60 audience Workshop TTEd

Memorable, not memorized learning

Memorable, not memorized learning

Memorable, not memorized learning

Memorable, not memorized learning

Lulu LuluLulu Campbell CampbellCampbell Campbell ( (( (Macmillan Education Macmillan Education Macmillan Education Macmillan Education) )) )

Most teachers have experienced the frustration of seeing their students perfectly understand new language in class, only to forget it quickly afterwards. Using examples from HappyCampers , this session explores a range of practical teaching and learning strategies and mnemonic devices teachers can use to specifically improve students' ability to retrieve, retain and anchor new learning in their long-term memories. e, le, p pub

Familiarisation activities Familiarisation activities Familiarisation activities Familiarisation activities –– awareness of the CEFR levels and awareness of the CEFR levels and of the CEFR levels and of the CEFR levels and descriptors

Jana JanaJana Beresova BeresovaBeresova ( (Trnava University in Trnava, Slovakia Trnava University in Trnava, Slovakia Trnava, Trnava Trnava, Slovakia) ))

This workshop will introduce familiarisation activities, which are an introduction to the process of linking language tests to the CEFR. Participants will be given materials to identify the salient features for each level in order to ascertain at which level they would place learners they are working with. Spoken performances will be presented and discussed.

The artsy side of teaching

a

Radmila Popovic (World Learning / SIT Graduate Inst itute)

Radmila Popovic (World Learning / SIT Graduate Inst itute) / SIT Inst / SIT Inst

What does the artistic side of teaching include? Can it be taught? How? In this workshop, participants will address these questions by looking at language teaching through the lens of art. They will explore fresh directions for educating teachers by taking part in experiential activities borrowed from formal artist education and training.

Cobden 3 185 audience Workshop GEN HOT (high HOT (highHOT (high (high- order thinking) listening tasks for learners order thinking) listening tasks for learners order thinking) for learners order thinking) for learners

le, a

Jennie Wright (Target Training)

Jennie Wright (Target Training) Training) Training)

When listening, learners need to do more than just remember and repeat facts. They also need to respond and react while processing, evaluating and analysing information. To prepare learners for this multi-tasking, this workshop contains a selection of high-order thinking tasks to make our listening sessions more stimulating, going beyond traditional comprehension tasks, whilst developing learners’ critical thinking skills.

e e = experienced audience le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

t = tertiary teaching

a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.1 : 1040-1125

Exchange Hall

500 audience

Workshop

TTEd

Exchange 1

80 audience

Workshop

BE, MaW

Jetstream JetstreamJetstream Jetstream –––

Helbling's course for adults in the 21st Century Helbling's course for adults in the 21st Century

Jane JaneJane Jane Revell RevellRevell Revell ( (Helbling Languages Helbling Languages Helbling Helbling Languages) ))

Come and find out how Jetstream , the brand new blended English course for adults, helps learners to learn effectively and fast. How it gets them involved and interested, and gives them opportunities to learn beyond the classroom in a variety of ways. And how it prepares them to meet the global challenges of the times we live in.

Your class is your resource: making use of learner styles Your class is your resource: making styles Kirsten KirstenKirsten Kirsten Waechter WaechterWaechter Waechter ( (( (Tailored Trainings Tailored Trainings Trainings Tailored Trainings) )) )

This workshop will look into how to use the different learning styles of students to develop adequate classroom exercises that will really help them to learn. This will include easy-to-use tools of helping them to detect their own preferred ways of learning, thus enhancing their motivation and class participation. Participants will be involved in preparing exercises.

e, le, a pub

le, a

Exchange 2

20 audience

Workshop

TD

Exchange 3

40 audience Workshop

TD

Read? Why read? Skip, scan or skim? Reading solutio ns

Read? Why read? Skip, scan or solutio

Read? Why read? Skip, scan or skim? Reading solutio ns

Read? Why read? Skip, scan or solutio Ermek Esenaliev (International Sebat Educational Institution) Ermek Esenaliev (International Sebat Educational Institution) Ermek Sebat Educational Ermek Sebat Educational

I am going to share some practical reading activities. This interactive workshop will look at how teachers can exploit reading passages in their coursebook in order to introduce and/or practise a number of reading strategies. These strategies will help make reading more engaging for our students while catering to different learning styles.

le, s, a prodprom

Twerking the meaning: the pragmatic implicature of song lyrics

Twerking the the pragmatic implicature

Twerking the the pragmatic implicature

Twerking the meaning: the pragmatic implicature of song lyrics

Andreas Grundtvig (Staatliche Fremdsprachenschule Hamburg / Andreas Grundtvig (Staatliche Fremdsprachenschule Hamburg / Andreas Grundtvig (Staatliche Fremdsprachenschule Hamburg / Andreas Grundtvig (Staatliche Fremdsprachenschule Hamburg / HELTA) HELTA)HELTA) HELTA)

Songs in the classroom usually appear in motivational exercises to practise structure, vocabulary and pronunciation. More than just that, we can also use lyrics to help learners recognise and understand differences between what is said and what is implied. This workshop shares activities designed to interpret meaning and develop the skills necessary for learners to become proficient communicators.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, le, t, a

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & ONS

Exchange 4

40 audience Workshop BE, TEA

Exchange 5

40 audience Workshop TEA

Exchange 6

40 audience

Workshop

TD, TTEd

Exchange 7

40 audience Workshop GEN

Communicating communicative competence

Communicating communicative competence communicative competence communicative competence

Pete PetePete Rutherford Rutherford ( (marcus evans linguarama marcus evans linguarama marcus evans linguarama marcus evans linguarama) )) )

Over the last few decades, the accepted approach for helping business people to communicate effectively in English has shifted from a narrow focus on structural accuracy to a more holistic view of the grammatical, sociolinguistic and strategic skills needed for success at work. This workshop will look at practical and simple alternatives to the measures in use today.

Potential and pitfalls of assessment: enhancing learning through Potential and pitfalls of assessment: enhancing learning through pitfalls of assessment: enhancing learning through pitfalls of assessment: enhancing learning through constructive alignment alignment

Alex Thorp (The English Language Centre)

Alex Thorp (The English Language Centre) (The English Language Centre) (The English Language Centre)

Assessment: simply some kind of test that checks progress in what has been taught - or so many students think. But is it something more central to learning success? This practical session explores the critical relationship between learning objectives, classroom activities and assessment criteria, outlining Constructive Alignment, which claims learning is optimised through careful consideration of how these elements relate. e, le, p, s, t, a

Strictly Come CELTA. An analogy and some thoughts o n feedback

Strictly Come CELTA. An analogy and some thoughts o n feedback

Strictly Come An analogy n

Strictly Come An analogy n

Jo JoJo Gakonga Gakonga ( (elt eltelt elt--training.com training.com training.com) ))

What kind of CELTA trainer are you? An ebullient, ever positive Bruno Tonioli or an abrupt and plain-speaking Craig Revel Horwood? And does a numerical assessment system (seveerrrn!) give helpful clarity, or prevent proper attention being given to feedback comments? In this interactive workshop on feedback, we will explore some analogies between Strictly ComeDancingand CELTA. Sequinned attire optional. e, a

The importance of emotions in language emotions in learning learning

Eva EvaEva Trumpesova Trumpesova Trumpesova Trumpesova--Rudolfova RudolfovaRudolfova Rudolfova ( (Masaryk University, Brno Masaryk University, Brno Masaryk University, Masaryk University, Brno) )) )

In this workshop you will get a chance to reflect on the role of emotions in language learning. You will revisit and discuss your learning strategies from the perspective of your emotions. The aim is to demonstrate how feelings affect learning and to consciously and efficiently apply it to the teaching process. e, le, t, a

e e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s ss s = secondary teaching t tt = tertiary teaching a

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

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

Saturday 11 April

Session 1.1 : 1040-1125

Exchange 9

240 audience Workshop

GEN

Exchange 10

100 audience Workshop

GEN

Exchange 11 150 audience Workshop GEN

Classroom management

Classroom management

Classroom Classroom – share the responsibility with your students! share the responsibility with your students! share the responsibility with your students! share the responsibility with your students!

Agnieszka Luczak Agnieszka Luczak Agnieszka Luczak (Kings Oxford) (Kings Oxford) Oxford) Oxford)

Participants in this hands-on workshop can try out ways to improve their classroom management and involve students in the process. I'll demonstrate how to deal with some common challenges in class (e.g., disruptive behaviour, students who do not participate) by finding out possible reasons behind them and actively engaging students in problemsolving and maintaining a positive learning environment. e, le, s, a

Silent way for intermediate and advanced Silent way for intermediate and advanced Silent way for intermediate advanced Silent way for intermediate advanced classes classesclasses classes

Roslyn Young (Freelance)

Roslyn Young (Freelance)

Many people think the silent way is only for beginners. I will ask the nonnative teachers in this workshop to be my class for 20 minutes to show how the approach is used with advanced students, to work on whatever imperfections they may still have. We will work on all aspects of spoken English, including pronunciation and grammar.

Begin anywhere Begin anywhere Begin anywhere Begin anywhere –– an an improvisational approach for ELT improvisational approach for ELT approach for ELT approach for ELT

Roy Bicknell (Interlingua, The Netherlands)

Roy Bicknell (Interlingua, The Netherlands)

Roy Bicknell (Interlingua, The Netherlands)

Roy Bicknell (Interlingua, The Netherlands)

There is a clear parallel between John Cage’s view of creativity and John Dewey’s notion of the curious learner. Cage once famously said ‘Begin anywhere’. His axiom will be our guide as we practise new improvisational activities and explore how they can foster student engagement and awareness. Curious about improvisation and its didactical implications? Then, here is your first step.

1125-1200 Coffee break (sponsored by ETS TOEFL) LOGO

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

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Saturday 11 April

1200-1305 Session 1.2

Central 3-4

1200-1230

140 audience

Talk

LT LTLT LTSIG Day SIG DaySIG Day SIG Day

Central 3-4

1235-1305

140 audience

Talk

TTEd, LTSIG LTSIG LTSIG LTSIG Day DayDay Day

Central 5 1200-1230

80 audience

Talk

BE, LMCS LMCSLMCS LMCS SIG Day SIG DaySIG Day SIG Day

IATEFL LTSIG SCHOLARSHIP WINNER

IATEFL LTSIG SCHOLARSHIP WINNER

IATEFL LTSIG TRAVEL SCHOLARSHIP WINNER

IATEFL LTSIG TRAVEL SCHOLARSHIP WINNER

Writing and the art of collaboration the art –– an online project an online Monica Veado ( (Private Teacher Private Teacher Private Teacher Private Teacher) )) )

This talk will discuss the process of student collaboration when producing written texts using different internet tools to enable and facilitate interaction. It will analyze the impact of the proposed activities on the writing process, as well as investigate how different information and communication technologies may contribute to the creation of new language learning environments. le, a

IATEFL LTSIG DIANA EASTMENT SCHOLARSHIP

IATEFL LTSIG DIANA EASTMENT SCHOLARSHIP

IATEFL LTSIG DIANA EASTMENT SCHOLARSHIP WINNER

IATEFL LTSIG DIANA EASTMENT SCHOLARSHIP WINNER

p, s

Digital corner corner corner

Digital corner

Liliana Esther Liliana Esther Liliana Esther Liliana Esther Simon SimonSimon ( (Universidad Nacional de La Plata, Argentina

Universidad Nacional de La Plata, Argentina Universidad Nacional de La Plata, Argentina) )) )

Universidad Nacional de La Plata, Argentina

This talk will deal with a project called Digital Corner, which was created for teachers of English to help them integrate LT into their lessons. The idea is to continue with this project in order to continue scaffolding teachers of languages who have little possibilities of attending courses or conferences on this topic.

Teaching language or teaching

Teaching language or teaching culture?

Benjamin BenjaminBenjamin Dobbs ( (York Associates York Associates York Associates York Associates) ))

Language may be considered an aspect of culture, or indeed it may arguably be a synonym for culture in some cases. The question exists of what we are, or should be, teaching and to what extent language and culture are either separable or teachable. I'll address this and the methodological approaches to this and implications for teacher training and learning.

e e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s ss s = secondary teaching t

= tertiary teaching a

e, le, a

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

Please note that some presenters have requested a m ax Please note that some presenters have requested a m ax

Please note that some presenters have a ax

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

Saturday 11 April

Session 1.2 : 1200-1305

Central 5

1235-1305

80 audience Talk

TTEd, LMCS LMCSLMCS SIG Day SIG DaySIG Day SIG

Learners’ responses to using literature to

Learners’ responses to using literature to responses to using literature to responses to using literature to enhance their intercultural their intercultural competence competence competence competence

Jennifer JenniferJennifer Schumm Fauster Schumm Fauster Schumm Fauster Schumm Fauster ( (( (University of Graz University of Graz University University Graz) )) )

Literature has a long history of being used in the language classroom, but how do students respond to it being employed to enhance their intercultural competence? In my talk, a study will be presented in which journals were used to investigate how tertiary-level EFL learners reacted to the use of young adult literature (YAL) to promote their intercultural understanding.

Central 6

50 audience Forum

YLT, GISIG GISIG

Day DayDay Day

FORUM ON NURTURING CREATIVE GLOBAL LEADERS THROUGH GLOBAL COOPE COOPERATIVE LEARNING RATIVE LEARNING LEARNING

Nurturing resourceful students through 3Cs: cultural understanding, students through 3Cs: understanding, creativity and collaboration creativity and collaboration creativity and collaboration creativity and collaboration

Many EFL learners have difficulties in making conversation with foreigners, even though they have basic communication skills, due to a lack of cultural understanding or background knowledge. I discuss how my classes have been designed, focusing on nurturing resourceful students who are able to understand cultural diversity around the world, create their own contents and information, and collaborate with their peers. e, le, s

Lim (Sangsin Middle School)

Kyuyun Lim (Sangsin Middle School)

Kyuyun Lim (Sangsin Middle School)

Lim (Sangsin Middle School)

Nurturing creative global citizens through collaborative learning

Nurturing creative global citizens through collaborative learning through collaborative learning through collaborative learning

You Kyoung Jung (Skocho Middle School)

You Kyoung Jung (Skocho Middle School) (Skocho Middle (Skocho Middle

This session discusses what would happen when learners create a web poster and give a public presentation as a group project on behalf of their school, community and country. They can develop not only speaking and writing abilities, but also creativity and global citizenship. Motivation and interest, needless to say, can be increased as well in authentic and meaningful contexts.

Practical guideline of English class toward global citizenship education

guideline of English class toward education

Sohyon Jo (Baekma Middle School, Kyounggi Sohyon Jo (Baekma Middle School, Kyounggi Province) Province)Province) Province)

In this presentation, I shall focus on the English curriculum I redesigned in a Korean secondary school, addressing global citizenship education. The curriculum structure, materials and activities will also be shared. How EASA cooperative learning model (Harmer, 1998) allows students to practise and demonstrate their cooperative skills and creativity in this global citizenship education will also be discussed.

Saturday 11 April

Session 1.2 : 1200-1305

Central 7

1200-1230

80 audience

Talk

ESAP, ESP ESPESP ESPSIG Day SIG DaySIGDay

Central 7

1235-1305

80 audience

ESP ESPESP ESPSIG Day SIG DaySIGDay

Teaching technical English Teaching technical English Teaching technical Teaching technical – a challenge a challenge challenge challenge

Dominic DominicDominic Welsh Welsh Welsh Welsh ( (( (FH Joanneum, University of Applied Sciences, Austr ia FH Joanneum, University of Applied Sciences, Austri a FH Joanneum, of Applied Austri a FH Joanneum, University of Applied Sciences, Austri a) ))

How good is your technical English? Is that a question you ask your students, or does it apply to you, the ESP teacher? The purpose of this talk is to build a road into uncharted territories for both language teachers and learners. I will present a teaching model to bolster ESP teachers and students in their acquisition of technical language

e, t, a

Central 8

1200-1230

80 audience

Talk

LASIG Day LASIG DayLASIGDay

Central 8

1235-1305

80 audience Talk

RES, LASIG LASIG LASIG Day DayDay Day

English for Specific Purposes Special Interest Group Open Forum

English for Specific Purposes Special Interest Group Open Forum Specific Special Interest Group Specific Special Interest Group

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.

Fostering learner autonomy online learner autonomy online - Facebook as a social Facebook as a learning learning space

Christian Christian Ludwig LudwigLudwig Ludwig ( (Germany GermanyGermany Germany) )) & & Ward Peeters Ward Peeters ( (University of Antwerp, University of Antwerp, University of Antwerp, University of Antwerp, Belgium BelgiumBelgium Belgium) )) )

Social peer-to-peer interaction encourages individuals to become more autonomous. In this talk, we will discuss how learner autonomy can be promoted through the use of social network sites (SNSs). Taking Facebook as an example, the presentation will include a case study performed at Antwerp University, which focussed on the implementation of SNSs in education to improve students’ engagement and autonomy.

Social networking: developing intercultural competence and fostering

Social networking: developing intercultural competence and fostering

Social networking: developing intercultural fostering

Social networking: developing intercultural fostering autonomous learning learning

Ruby RubyRuby Ruby Vurdien VurdienVurdien Vurdien ( (( (White Rose Language School White Rose Language School White Rose Language School White Rose Language School) ))

Engaging in online social networking can help students to develop relationships, build friendships and collaborate with others. By using a telecollaborative project, I will explain how students from two different countries (Spain and Mauritius) interacted on the social network platform Elgg to develop intercultural competence through performing assigned tasks, and how such activities can motivate them to manage learning independently.

e ee e = experienced audience

le le = less-experienced audience

tertiary teaching

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

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

Saturday 11 April

Session 1.2 : 1200-1305

Charter 1

1200-1230

400 audience

Talk

TD, TTEd

Charter 1

1235-1305

400 audience

Talk

TD, TTEd

Charter 2-3

500 audience

Panel

discussion

YLT

How social media is changing the DNA of professional development

How social media is changing the DNA of professional development media is changing the of professional development

How media is changing the of professional development

Ann AnnAnn Ann Foreman ForemanForeman Foreman ( (( (British Council, Bilbao British Council, Bilbao British Council, Bilbao British Council, Bilbao) )) )

This talk discusses how social media is changing the basic building blocks of learning, and with it, the DNA of professional development. We no longer look to educational institutions as the sole sources of information and training. Now we also want to know how our friends and colleagues are learning, faring and developing in the virtual world. le

Vietnamese teacher education's changing landscape i n a global

Vietnamese teacher education's changing landscape i n a economy economyeconomy economy

Rosemary Rosemary Rosemary Rosemary Orlando OrlandoOrlando Orlando ( (( (Southern New Hampshire University, Manchester, Southern New Hampshire University, Manchester, Southern New Hampshire University, Manchester, Southern New Hampshire University, Manchester, NH, USA NH, USANH, USA NH, USA) )) )

In response to the ever-changing landscape in ELT, brought about by globalization and technological advancement, Vietnam is addressing the quality of its ELT curricula and is struggling to raise the bar on teacher standards. I will explain how English language teacher educators working in Vietnam need to understand socioeconomic implications in relation to Vietnam’s culture and its effects on ELT. e,

Teaching English to young learners: some internatio nal perspectives

Teaching English to young learners: some internatio perspectives

Teaching to young learners: internatio

Teaching to young learners: internatio

Achilleas Kostoulas & Juup Stelma (The University of Manchester), Achilleas Kostoulas & Juup Stelma (The University of Manchester), Achilleas & Juup Stelma University of Manchester), Achilleas & Juup Stelma University of Manchester),

Vicky Loras (The Loras Network), Sofia

Vicky Loras (The Loras Network), Sofia (Universidad ORT, Uruguay), Maria Muniz (Universidad ORT, Maria Muniz (University of (University of of Leicester LeicesterLeicester Leicester) ))

Vicky Loras (The Loras Network), Sofia Magdalena De Stefani

Vicky Loras (The Loras Network), Sofia Magdalena De Stefani

This panel aims to bring together perspectives of teaching English to young learners from a variety of contexts around the world. The panel presenters will share their experiences from TEYL projects in Greece, Norway, Uruguay and Switzerland, in order to identify common themes and challenges. Input from the audience is encouraged in the discussion phase. e, p

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON PRON = Pronunciation

RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CANCELLATIONS

Charter 4

190 audience

Forum TTEd

FORUM ON REFLECTION FORUM ON REFLECTION ON REFLECTION ON REFLECTION

Investigating reflective practice in a training course for young learners

Investigating reflective practice in a training course for young learners

reflective practice in a training course for young learners

reflective practice in a training course for young learners

Oliver OliverOliver Oliver Beddall BeddallBeddall Beddall ( (( (British British British British Council, Cairo Council, Cairo Council, Cairo) ))

This presentation reports on an action research project in which a teacher training course for YL teachers was run in the British Council Doha. The course was based entirely on principles of reflective practice and yielded both qualitative and quantitative data which supports the use of reflective practice as a teacher development tool in the YL classroom. e, le, p, s

Looped reflective practice Looped reflective practice Looped reflective Looped reflective – a tool for teacher development a tool for teacher development a tool for teacher development a tool for teacher development

Martin Froggett FroggettFroggett ( (British Council British Council British Council British Council) ))

Cultivating teachers who can and will critically self-reflect is a notoriously difficult task. This session looks to combine research from a Malaysian teacher education programme with practical ideas for giving teachers not just the tools to reflect but also the deeper understanding, motivation and confidence requisite for recognising and overcoming the daily challenges and opportunities they are faced with. e, a

The role of and cultural differences in TEFL reflective thinking in TEFL reflective

David DavidDavid Gerlach GerlachGerlach Gerlach ( (Institute of School Pedagogy Institute of School Pedagogy Institute School Pedagogy Institute of School Pedagogy-- Foreign Foreign Language Language Language Language

Research Research Research Research- University of Marburg, Germany University of Marburg, Germany University of Marburg, Germany University of Marburg, Germany) )) )

The ability to reflect on one's own teaching process is considered an indicator of a successful foreign language classroom. This talk will highlight recent research on, and cultural differences in, reflective thinking on the part of TEFL, and invite you to discuss as to how far elements of reflective thinking should be integrated into TEFL education programmes.

e, le, p, s, t, a

e ee e = experienced audience

le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

= tertiary teaching

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

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

Saturday 11 April

Session 1.2 : 1200-1305

Cobden 1

1200-1230

35 audience

Talk

RES, YLT

Cobden 1

1235-1305

35 audience

Talk GEN

Cobden 2

1200-1230

60 audience

Talk

TTEd

EFL learners’ EFL learners’

EFL

EFL perceptions of activities of various degrees of perceptions of activities of various degrees of of activities of various of of activities of various of communicativeness communicativeness communicativeness communicativeness

Yi YiYi Yi--Mei MeiMei Mei Chen ChenChen ( (University of Exeter University of Exeter University of Exeter University of Exeter) ))

One reason for some EFL teachers’ refusal to employ communicative approaches is their perceptions of the students’ unwillingness to talk. This study set out to assist secondary school English teachers in Taiwan to develop context-based communicative approaches. To this end, understanding the learners’ attitudes is extremely important. The findings reveal counter-evidence for Asian students’ reputation for reticence.

e, le, s

Communicative teaching: what do PRC students think?

Communicative teaching: what do PRC students think?

Communicative teaching: what do PRC students

Communicative teaching: what do PRC students

James JamesJames James Jenkin JenkinJenkin Jenkin ( (( (i ii i--to toto to--i TEFL i TEFLi TEFL i TEFL) )) )

As EFL has boomed in the PRC, teachers have formed a range of assumptions about the learning styles and preferences of Chinese students. This talk tests those assumptions by looking at what Chinese students themselves say about foreign teachers and ‘Western’ classrooms. The session then proposes a range of practical strategies to help ensure our approach meets the expressed needs.

Exploring language teaching in pre Exploring language teaching in pre Exploring in Exploring in-- service TEFL education in Chile service TEFL education in Chile service TEFL education service TEFL education Loreto LoretoLoreto Loreto Aliaga AliagaAliaga Aliaga ( (University of Leeds University of Leeds University University Leeds) ))

In Chile, pre-service TEFL trainees start their training with very low language proficiency, despite having at least eight years of English at school. This presentation explores a new teacher trainer programme with an ‘integrated curriculum’ by looking at teacher trainers’ views and practices on the curriculum and how student-teachers learn English and transit from trainees to teachers.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Saturday

Cobden 2

1235-1305

60 audience

Talk

TTEd

Cobden 3

1200-1230

185 audience

Talk

TD, TTEd

Cobden 3 1235-1305

185 audience

Talk

TD, TTEd

Strategic English education development for schools in Algeria

Strategic English education development for schools in Algeria

Strategic education development for schools in Algeria

Strategic education development for schools in Algeria

Nora Menia & Deirdre Nicholas (British Council, Alg eria) Menia & Deirdre Nicholas (British Council, eria)

This session presents the Strategic English Educational Development for Schools, a holistic model-blended training project aimed at improving the quality of teaching and learning English in Algerian schools. This talk will give a background of how the project emerged, its initial implementation and the impact that will occur on the learners’ use of English language in every classroom.

British Council's professional ELT program: blended learning, MI, a

British professional ELT program: blended

British Council's professional ELT program: blended MI, a

British professional ELT program: blended breakthrough breakthrough

Mohammadreza Soofinajafi (British Council Malaysia) Mohammadreza Soofinajafi (British Council Malaysia) Mohammadreza (British Council Malaysia) Mohammadreza (British Council Malaysia)

This talk focuses on the British Council's project, Pro-ELT (Professional English language teaching). It is a nationwide up-skilling project for state school English language teachers in Malaysia. Both theoretical and practical notions of a successful merger of a blended learning approach and multiple intelligences for the hour-long training sessions of this course will be delineated.

le, a

The flipped model of teacher training

The flipped model of teacher training model teacher training model teacher training

Fakhra Al Fakhra AlFakhra Al Al--Mamary (Ministry of Education, Oman) Mamary (Ministry of Education, Oman) Mamary

Flipping teachers' training could have many significant effects on the quality and outcomes of professional development programs designed for teachers. Through the use of tasks, I will elicit the major pitfalls of some current teacher training programs. A flipped training model for teachers that addresses these pitfalls will be introduced. e

e e = experienced audience le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have a maximum audience size.

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

Saturday 11 April

Session 1.2 : 1200-1305

Exchange Hall FORUM ON FORUM ON APPROACHES TO DEVELOPING READING SKILLS APPROACHES TO DEVELOPING READING SKILLS

500 audience Forum GEN

Revisiting reading Revisiting reading

Peter Peter Watkins WatkinsWatkins ( (University of Portsmouth University of Portsmouth University of Portsmouth University of Portsmouth) )) )

This talk starts with the premise that the teaching of reading skills has changed little over the last few years, with a fairly predictable staging sequence to most lessons. We will consider not only what we do when we teach reading, but also why we do it. Alternatives to the presumed norm are then suggested.

Reason to read: a genre Reason to read: a genre to read: to read:- specific development approach to reading specific development approach to reading specific development to reading specific development to reading

David DavidDavid David Petrie PetriePetrie Petrie ( (( (Freelance FreelanceFreelance Freelance) )) )

This talk argues that the standard approach to reading in ELT is ineffective and that tasks which reflect a broader range of genres and more realistic reasons for reading are preferable. It demonstrates some of these tasks and reports on the results of a research project which attempted to validate such an approach.

Practical ways to Practical ways to develop fluency in L2 reading develop fluency in L2

Michael Green Green ( (( (Kansai Gaidai University Kansai Gaidai University Kansai Gaidai University Kansai Gaidai University) )) )

What do we mean by ‘fluent reading’ and how can we encourage it in the classroom? In this session, participants will sample a variety of simple exercises that develop the skills which form the foundation of fluent reading. These skills are applicable to all levels of L2 readers in many different teaching contexts.

le, s, t, a

le, t, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

EAP

EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE CHE

CHECK

& CANCELLATI ONS

& CANCELLATIONS

e, le, a

Exchange 1

80 audience

Forum TD

ON

EFL teachers and peer observation: beliefs, challenges and EFL teachers and peer observation: beliefs, challenges and teachers and peer beliefs, and teachers and peer beliefs, and implications

Gihan Ismail (King Abdulaziz

How do experienced EFL practitioners perceive peer observation of teaching? This talk explores teachers’ beliefs about peer observation and factors that contribute to the formation of those beliefs and perceptions. Using data from my qualitative study, I will outline critical issues that influence teachers’ understanding of peer observation and present practical tips for a more positive approach towards collegial collaboration. e, t

Gihan Ismail (King Abdulaziz

Ismail (King Abdulaziz University) University)

Ismail (King Abdulaziz

Peer observation: introducing a system that

Peer observation: introducing a system that introducing a that introducing a that actually works for actually works for works for works for everyone

Shirley Norton (London School of English)

Shirley Norton (London School of English) School School

Observing other teachers is an important element of CPD, yet many school programmes are either dropped by management at the first sign of difficulty or are regarded warily by teachers. This talk looks at the pitfalls of setting up and running a successful peer observation programme that works in a busy school schedule and keeps both management and teachers happy. e, le, a

Peer observation: making it work for lasting CPD making it for lasting Carole Robinson Carole Robinson Carole Robinson Carole Robinson & Maria Heron (NILE (Norwich Institute for Languag e & Maria Heron (NILE Institute for Language (Norwich Language Education))

Peer observation can be a great tool as part of continuing professional development. This talk will look at some key areas to consider when setting up and running a peer observation scheme, including managing cover for classes, innovative peer observation tasks aided by technology and how to foster lasting development.

e e = experienced audience le le = less-experienced audience

primary teaching s ss s = secondary teaching

e, a

= tertiary teaching

adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.2 : 1200-1305

Exchange 2

1200-1230

40 audience

Talk

TD

Exchange 2

1235-1305

40 audience

Talk

TD

Exchange 3

1200-1230

40 audience

Talk

TD

Exchange 3

1235-1305

40 audience

Talk

TD, TTEd

Pairing the unpaired

Pairing the unpaired

Pairing the Pairing the Laxman Gnawali (School of Education, Laxman Gnawali (School of Education, Laxman Laxman Kathmandu University) Kathmandu University) Kathmandu University) Kathmandu University)

This talk shares the departure in the modality of a secondary EFL teacher training programme in Nepal. How the trainees now collaborate with working teachers to undertake action research during their practicum will be presented. How the synergy from the working teachers’ classroom experience and the trainee teachers’ fresh knowledge works to educate both parties will also be shared.

The resilience of novice teachers The resilience teachers

Barbara Roosken Barbara Roosken Barbara Barbara Roosken (Fontys University, Tilburg, The Ne therlands) Tilburg, The Netherlands) Netherlands)

When describing how beginning teachers felt when they first started teaching, trainees talk about sinking or swimming. I will focus on research into what factors impact on ECTs' resilience. I explored the dynamic and complex interplay among personal and contextual factors that operate in these first years as a trainee part-time teacher.

s

Case studies of INSET impact on EFL teacher change

Case studies of INSET impact on EFL teacher change

Case studies of impact on EFL teacher change

Case studies of impact on EFL teacher change

Ming Li (University of Ming Li (University of Ming Li (University of Ming Li (University of Leeds) Leeds)Leeds) Leeds)

This presentation is based on the results of a study on teachers’ cognitions and practices to measure the impact of an INSET course under the national curriculum reform in China. Analysis compares theoretical learning to classroom application, examines the extent to which teachers make change in practices and presents the factors contributing to the results.

The impact of a short in The impact of a short in The impact of a short in The impact of a short in- service course for Chinese teachers service course for Chinese teachers service course for Chinese teachers service course for Chinese teachers

Ailsa AilsaAilsa Ailsa Deverick DeverickDeverick Deverick ( (Unitec Unitec Unitec Institute of Technology Institute of Technology Technology Institute of Technology) )) )

This talk reports on the experiences of 47 primary teachers of English from China who participated in a four-week professional development programme in China and in New Zealand. It then outlines the resulting changes the teachers indicated they were going to make to their classroom practice and the factors that, after three months, helped or hindered their implementation.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

t

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers PLEASE

Exchange 4 FORUM ON ACTION RESEARCH FORUM ON ACTION RESEARCH ON ON

40 audience Forum RES, TD

Action research for teacher trainers for teacher trainers

Exchange 5

1200-1230

40 audience Talk PRON

Alex Cann (Experience English)

Alex Cann (Experience English) Cann (Experience English) Cann (Experience English)

Mini research projects can be a brilliant way of developing as a teacher trainer and improving the overall quality of training courses. Have you ever questioned observation techniques, the way we deliver feedback or the possibility of going paperless? I will focus on setting up action research projects, discuss completed projects and elicit questions for you to explore.

Capacity CapacityCapacity- building of English teachers through guided action research building of English teachers through guided action research building of English teachers through research building of English teachers through research

Blerta Mustafa & Yllke Pacarizi (University of Prishtina)

Blerta Mustafa & Yllke Pacarizi (University of Prishtina) Mustafa & Yllke Pacarizi of Prishtina) Mustafa & Yllke Pacarizi of Prishtina)

The aim of this presentation is to share experiences from a year-long project that encouraged a group of English teachers to reflect and research their classroom practices through collaboration and mentorship. Participants will gain insights into the process, activities, benefits and challenges that teachers encountered with the implementation of the project.

Spreading and embedding teacher research in difficu lt circumstances

Spreading and embedding teacher research in difficu lt circumstances and embedding in difficu lt circumstances and embedding in difficu lt circumstances

Paula Rebolledo (Ministry of Education, Chile) & Tom Connelly Paula Rebolledo (Ministry Education, Chile) &

Our talk presents a critical overview of a teacher research CPD initiative, in which we propose exploratory action research (EAR) as a more appropriate approach for a group of volunteer Chilean secondary school EFL teachers working in challenging conditions in state schools. We argue the potential of EAR within CPD in difficult circumstances in the light of our project experience.

Pronunciation coaching

Wayne WayneWayne Wayne Rimmer RimmerRimmer ( (IATEFL PronSIG Coordinator IATEFL PronSIG Coordinator IATEFL PronSIG Coordinator IATEFL PronSIG Coordinator) )) )

Pronunciation is primarily a physical process as learners need to experience how to form target sounds. In an analogy with sport, swimming is used as the parallel, simply showing learners what to do is not sufficient and leads to drowning. The correct technique needs to be coached so that the mechanics become natural and fluent. This talk addresses this.

e ee e = experienced audience le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

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

p, s, t, a

Saturday 11 April

Session 1.2 : 1200-1305

Exchange 5

1235-1305

40 audience Talk

PRON

Exchange 6

1200-1230

40 audience Talk

EAP, LAM

Exchange 6 1235-1305

40 audience

Talk

RES, TD

Developing a pleasant non

Developing a pleasant non

Developing a pleasant non

Developing a pleasant non- native accent native accent native accent native accent

Sebastian Lesniewski (Cambridge)

Sebastian Lesniewski (Cambridge)

Sebastian Lesniewski

Sebastian Lesniewski

My goal is to propose how teachers can inspire learners to develop a pleasant non-native accent, and to address the issue of pronunciation not receiving sufficient attention in ELT. I will share my tried and tested classroom activities aimed at improving our students' spoken performance. These have evolved from incorporating coaching techniques into my teaching, and adopting a lexical approach. e, le, a

Exploring techniques for shifting classroom energy and sustaining Exploring techniques for shifting classroom energy and sustaining Exploring techniques for shifting classroom and sustaining Exploring techniques for shifting classroom and student motivation student motivation student student

Mohamed Mohamed Mohamed Mohamed EL ELEL EL--Zamil (Ajman University of Science & Technology) Zamil (Ajman University of Science & Technology) Zamil (Ajman University of Science & Technology) Zamil (Ajman University of Science & Technology)

Sometimes even the best teachers face a class with negative energy that they dread. This session explores ways to shift classroom energy to create a positive atmosphere that is conducive to learning and increases student motivation. Techniques for putting students into a receptive learning mode will be demonstrated and practised. e, le, t, a

A difficult vocation: A difficult vocation: A difficult vocation: A difficult vocation: including unmotivated students in EFL further unmotivated students in education educationeducation education

Foster Andrew & Runna Badwan (British Council, Occu pied Palestinian

Foster Andrew & Runna (British Council, pied Palestinian Territories) Territories) Territories) Territories)

This presentation examines issues encountered in an additional English class for students of a vocational college in Palestine, who were having difficulties using or comprehending English. The class teacher and a colleague working in teacher development and undertaking a study on inclusion describe how they sought ways to engage the students, both willing and unwilling, and what they learned from this.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES RESRES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Exchange 7

1200-1230

40 audience

Talk

TD, TTEd

Exchange 7

1235-1305

40 audience

Talk

BE, TD

Exchange 9

240 audience

Exchange 10 1200-1230

100 audience

Talk

MD, TTEd

Saturday 11 April

EFL teacher trainer: teacher trainer: could this just be the beginning? could this just be the beginning? could this the beginning? could this the beginning?

Ben Beaumont (Ealing, Hammersmith and West London C ollege) (Ealing, Hammersmith West London C ollege)

Why is EFL often looked upon as the ‘poor relation’ in terms of educational training and pedagogy? This talk will look at some underlying reasons for the perceived lack of professional recognition at higher and further educational levels and suggest practical ways teachers and teacher educators can help develop such recognition, helping both the industry’s and their own prospects.

Market smarter to sell higher as a freelance traine r

Market smarter to sell higher as a freelance traine r smarter to sell higher as a freelance smarter to sell higher as a freelance

Christina Rebuffet Christina Rebuffet Christina Rebuffet Christina Rebuffet--Broadus (Freelance, Grenoble, France) Broadus (Freelance, Grenoble, France) Broadus (Freelance, Grenoble, France) Broadus (Freelance, Grenoble, France)

In the competitive training market, it is crucial for freelance trainers to prove their added value and differentiate themselves if they want to ask for higher prices. This talk presents proven tools and techniques to do just that. We will also identify common marketing practices to avoid if you want to increase your chances for successful sales.

PEARSON SIGNATURE EVENT PEARSON SIGNATURE EVENT

Is ELT setting learners and teachers up to fail?

Is ELT setting learners and teachers up to fail?

ELT setting learners and teachers up to fail?

ELT setting learners and teachers up to fail?

Speakers: Adam Black, John de Jong, Ian Wood Adam Black, John de Jong, Ian Wood Adam Black, John de Jong, Adam Black, John de Jong,

Educators from all over the world agree that measuring learner progress is essential for English learning teaching. Publishers and institutions make bold claims about the impact of their courses and the level that students will reach. But are these claims realistic? Are we making promises that we cannot achieve and setting learners and teachers up for failure?

Video for all Video for all Video for all Video for all-- video for language learning and teaching learning and teaching

Steve Mann (University of Warwick)

Steve Mann (University of Warwick)

This talk introduces the EU-funded video resource project called Video for ALL. I will present a key aspect of this project that is bringing together current methodologies, ideas and innovative practices in the teaching and learning of languages. The project is building a comprehensive repository of a wide range of video-language practices that integrate digital video use.

= experienced audience le

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

Please note that some presenters have requested a maximum audience size.

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

Saturday 11 April

Session 1.2 : 1200-1305

Exchange 10

1235-1305

100 audience Talk

LT, YLT

Filmmaking in the classroom Filmmaking

Vanja VanjaVanja Vanja Fazinic FazinicFazinic ( (Don Lovre Katic Primary School Don Lovre Katic Primary School Don Lovre Katic School Don Lovre Katic School) )) )

How can we set up collaborative filmmaking projects in the English classroom? How can we integrate them into the curriculum? How can we use them to increase students’ motivation, creativity and autonomy? During this practical talk, I will address questions like these, share my experiences and show some examples of student-created videos.

Exchange 11

150 audience

Panel

discussion

GEN

1315-1345

Cobden 3

185 audience

Meet the Patron Meet the Patron Meet the Patron Meet the Patron

A.S. H A.S. HA.S. H A.S. H ORNBY EDUCATIONAL TRUST SCHOLARS' PRESENTATION

ORNBY EDUCATIONAL TRUST SCHOLARS' PRESENTATION

ORNBY PRESENTATION ORNBY PRESENTATION

Meet the SIGs Meet the SIGs Meet the SIGs Meet the SIGs

Teacher cognition and communicative curricula: brid ging the gaps

Teacher cognition and communicative curricula: brid ging the gaps

Teacher cognition curricula: brid ging the gaps

Teacher cognition curricula: brid ging the gaps

Wimansha Abeyawickrama (Sri Lanka), Abdou Dieng Wimansha Abeyawickrama (Sri Lanka), Abdou Dieng (Sri Lanka), Abdou (Sri Lanka), Abdou (Senegal), Natalia (Senegal), Natalia (Senegal), Natalia (Senegal), Natalia Gatti (Urugu (Urugu (Uruguay), Jingli Jiang (China), Jennifer Joy ay), Jingli (China), Joshua (South Joshua (South Joshua Joshua Africa), Africa), Africa), Africa), Suzuki Koda (Chile), Suzuki Koda (Chile), Suzuki Koda (Chile), Suzuki Koda (Chile), Shefali Kulkarni (India), Sale ha Mersin Shefali Kulkarni (India), Saleha Mersin Shefali Kulkarni (India), Saleha Shefali Kulkarni (India), Saleha Mersin (Malaysia), Bulara Monyaki (South Africa) (Malaysia), Bulara Monyaki (South Africa) Bulara Monyaki (South Africa) Bulara Monyaki (South Africa), ,, , Babita Babita Babita Sharma SharmaSharma Sharma (Nepal) (Nepal)(Nepal) (Nepal) & & Seetha SeethaSeetha Seethalakshmi lakshmi lakshmi Venunathan (India Venunathan (India (India) )) ).

For several decades, one stated goal of national English curricula worldwide has been to develop learners’ ‘communicative abilities’. In many contexts there remains a ‘gap’ between what such curricula imply for classroom teaching and teachers’ existing cognitions. This presentation reports on some challenges that English teachers face in presenters’ contexts, and explores macro- and micro- level initiatives that are trying to ‘bridge the gap’. Facilitated by Martin Weddell (University of Leeds, UK).

1305-1405 Lunch break

Howtogetthemostoutofthisconference Howtogetthemostoutofthisconference Howtogetthemostoutofthisconference Howtogetthemostoutofthisconference with Susan Barduhn with Susan Barduhn Barduhn Barduhn

This is a repeat of this morning's session, at 0815, for those who missed the first offering. Please see page 49 for details.

Following the success of this innovation in Harrogate, David Crystal will again be in attendance on the IATEFL exhibition stand. Join him there during the lunch break for a chat or just to say hello.

Representatives from IATEFL's 15 Special Interest Groups will be pleased to meet with you during the lunch break. They will be by the SIG Posters in the exhibition hall.

Saturday 11 April

Session 1.3 : 1405-1450

1405-1450 Session 1.3

Central 3-4

140 audience

Workshop

LTSIG Day LTSIG DayLTSIG Day LTSIG Day

Central 5

80 audience

LMCS SIG LMCS SIG LMCS SIG LMCS SIG Day DayDay

Central 6

50 audience Workshop

YLT, GISIG GISIG Day DayDay Day

Introducing tablets and leading teachers toward eff ective use

Introducing tablets and leading teachers toward eff ective use

Introducing tablets and leading eff use

Introducing tablets and leading eff use Ryan Parmee (British Council Qatar) (British Council Qatar)

Does your institution encourage the use of tablets to support TEFL? Or, are you thinking of introducing them? This session highlights steps taken to introduce tablets to enhance communicative teaching practices. I will outline our teacher training programme and a basic 3-point planning tool designed to support teachers to integrate tablets into their lessons with no focus on apps.

Literature, Media & Cultural Studies Special Intere st Group Open Media & Studies Special st Forum

The LMCS SIG Open Forum is an opportunity for members and prospective members to meet the SIG committee. We will talk about the LMCS SIG’s activities over the past year and discuss future plans, which include an event on CreativityinEnglish LanguageTeaching which will take place in May in Oxford, and our plans for the IATEFL 2016 PCE on Shakespeare in theEnglishClassroom. You don't need to be an LMCS SIG member to come along, find out more, make suggestions and meet others.

International Youth Forum model Youth- a leadership skill a leadership skill skill skill- building building workshop workshop

Tatiana Is Tatiana IsTatiana Is Tatiana Ish hh hchenko (Private English language school 'Edelweiss ') chenko (Private English language school 'Edelweiss' ) chenko (Private ) chenko (Private 'Edelweiss'

International Youth Forum model is a leadership skill-building event, where students present one of the world's countries, speak on 3-4 global problems and later discuss these problems in groups, make projects and find solutions. This workshop will be helpful for secondary school teachers and mentors who work with teens. le, s

e e = experienced audience le le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching

tt t = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.3 : 1405-1450

Central 7

80 audience

Workshop

MD, ESPSIG ESPSIG ESPSIG ESPSIG Day DayDay

Central 8

80 audience Workshop

LA LALA LASIG Day SIG DaySIG Day SIG Day

Charter 1

400 audience

Workshop BE, LAM

Dictogloss redux: grammar dictation in a digital

Dictogloss redux: grammar dictation in a digital ag e

Dictogloss redux: grammar dictation in a digital ag e

Dictogloss redux: grammar dictation in a digital ag

William WilliamWilliam William Kerr KerrKerr Kerr ( (( (Koc Universitesi, Istanbul, Turkey Koc Universitesi, Istanbul, Turkey Koc Universitesi, Istanbul, Turkey Koc Universitesi, Istanbul, Turkey) )) )

This workshop first briefly introduces the virtues of Wajnryb’s Grammar Dictation in the communicative language classroom, and then offers participants an opportunity to consider its four main stages in a hands-on group environment. Developed in 1990, the technique still affords unlimited scope in a technological age. Several Dictogloss variations will be demonstrated, practised and discussed by participants. Welcome to Dictogloss! e, t

Collaborative learning and the joint construction of meaning and

Collaborative learning and the joint construction of meaning and

Collaborative learning and the joint construction of meaning

Collaborative learning and the joint construction of meaning understanding understanding

Anja AnjaAnja Anja Burkert ( (English Department, University of English Department, University of English University of English Department, University of Graz GrazGraz Graz) )) )

This workshop will focus on a small-scale study conducted with university students of English. The aim of the study was to find out to what extent students in their peer-group interactions were using language efficiently as a means for thinking and learning together, according to Mercer’s (1995/2008) framework of exploratory talk.

What not to do. What not to say

What not to do. What not to say

What not to do. What not to say

What not to do. What not to say

Barry BarryBarry Barry Tomalin TomalinTomalin Tomalin ( (( (London Academy of Diplomacy London Academy of Diplomacy London London Diplomacy) ))

Understanding how to show respect, getting the dress code right, understanding hospitality conventions and, above all, knowing in advance the ‘Do and Taboo’ topics of conversation in 75 communities – these matter in intercultural communication, especially in international business and diplomacy. This session demonstrates video, critical incident methodology and problem-solving techniques to improve confidence and cultural sensitivity. e, le, t, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON PRON = Pronunciation

RES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Saturday 11 April

Session 1.3 : 1405-1450

Charter 2-3

500 audience

Workshop GEN

Charter 4 1405-1435

190 audience

Talk GEN

Cobden 1

20 audience Workshop YLT

Cobden 2

Jazz and the dark matter of teaching

Jazz and the dark matter of teaching the dark matter of the dark matter of

Adrian AdrianAdrian Underhill UnderhillUnderhill ( (( (United Kingdom United Kingdom United United Kingdom) )) )

My view is that spontaneity and playfulness are essential to learning and creativity. Although spontaneity is everywhere in our lessons, it remains, like dark matter, largely unseen. Our methodology does not value it sufficiently for it to be discussed, critiqued, practised or improved. This workshop offers a thinking frame for spontaneity, practical activities and discussion.

The playful approach: activating children's self

The playful approach: activating children's self playful approach: activating children's self playful approach: activating children's self- learning language learning language learning learning strategies strategiesstrategies strategies

Opal OpalOpal Dunn ( (Freelance FreelanceFreelance Freelance) )) )

Bruner explains the main characteristic of play is not its content, but its mode. Many adults recognise a playful approach but lack playful language in English. This presentation presents books in the Introducing English to YoungChildren series that include suggestions to develop tuning-in skills and teacher-talk. Young children absorbing language respond positively to this approach, re-using their self-learning language strategies.

Helping ESOL students navigate the complicated US u niversity

Helping ESOL students navigate the complicated US u niversity ESOL students navigate the complicated niversity ESOL students navigate the complicated niversity application process

Elizabeth ElizabethElizabeth Wentzel WentzelWentzel Wentzel ( (( (Wycliffe College Wycliffe College Wycliffe Wycliffe College) )) )

Surprised international teachers with little experience of the American university application process have to help students answer essay questions such as “How are you quirky?" We will broadly cover everything from US standardized tests to application essays to recommendation letters to scholarships. Teachers will leave with further resources to help their ESOL high school students navigate the US system.

60 audience Workshop GEN Fun listening Lindsey LindseyLindsey Lindsey Gutt GuttGutt Gutt ( (( (York University English Language Institute York University English Language Institute University English Language Institute York University English Language Institute) ))

This workshop will share a variety of activities that teachers can do to enhance their students’ listening skills. Using interactive activities based on authentic materials is a fun way to get students to focus on various sounds, words and meanings when listening to English. Participants will learn about, discuss and experience a mixture of listening tasks firsthand.

e e = experienced audience le lele le = less-experienced audience p pp = primary teaching s ss s = secondary teaching

e, le, p, s, t

t tt = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.3 : 1405-1450

Cobden 3

185 audience

Workshop

MaW

Exchange Hall

1405-1435

500 audience

Talk

TD, TTEd

Exchange 1

80 audience Workshop

LT

Exchange 2

1405-1435

40 audience

Talk

TEA

Lying is the best policy... to get learners speakin g!

Lying is the best policy... to get learners speakin g!

Lying is the to get learners speakin g!

Lying is the to get learners speakin g!

Jason Jason Jason Jason Anderson AndersonAnderson Anderson ( (Freelance FreelanceFreelance Freelance) )) )

Deception is a universally recognised form of creativity, a higher order thinking skill and also a very good way to get learners talking in class. It lends itself very nicely to game-type formats involving authentic language use. In this workshop we will try out activities from my new publication Speaking Games , and examine the features of effective deception-based speaking activities.

ETTE: tracing the impacts of a large ETTE: the impacts of a large-- scale ELT scale ELT ELT ELT project projectproject

Sue SueSue Sue Leather LeatherLeather Leather ( (( (Sue Leather Associates Sue Leather Associates Leather Associates Sue Leather Associates) )) )

le, a prodprom

What happens to participants in large-scale ELT projects once the project has ‘finished’? What is the effect of ETTE on teachers’ and trainers’ personal and professional learning in the longer term? This presentation is about a Tracer Study to research the impacts of a British Council-funded ELT project, ETTE (English for Teaching: Teaching for English). e

Creating TBL lessons from online video content

Creating TBL lessons from online video content

Steve SteveSteve Steve Bliss BlissBliss Bliss ( (( (EC London EC London EC EC London) )) )

This workshop will focus on how teachers can produce engaging taskbased lessons around online video content. You will follow a sequence of activities based on an online video; these steps will then be mapped out and explored in order to deepen understanding of how TBL video lessons are planned. This will then be put into practice using other clips.

le, a

Curriculum vs. teaching: CLT in teaching English in

Curriculum vs. teaching: CLT in teaching English in Nasreen NasreenNasreen Nasreen Sultana SultanaSultana Sultana ( (( (University of Liberal Arts Bangladesh [ULAB] University of Liberal Arts Bangladesh [ULAB] Liberal Arts Bangladesh [ULAB] University Liberal Arts Bangladesh [ULAB]) )) )

Curriculum vs. teaching: CLT in teaching English in Bangladesh

Curriculum vs. teaching: CLT in teaching English in Bangladesh

This presentation explores the ineffectiveness of a communicative language teaching (CLT) approach in teaching English in Bangladesh. According to the National Curriculum 2012, all four language skills should be taught in the class. However, in reality, listening and speaking skills are neither taught nor assessed. I will outline the reasons behind the prevailing ambiguity between the curriculum and actual teaching in Bangladesh. e, le, s

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE CHECK

Exchange 3

40 audience Workshop GEN

Exchange 4

40 audience Workshop GEN

Exchange 5

40 audience Workshop TD

Exchange 6 40 audience

Workshop

MD, TTEd

Saturday 11 April

Session 1.3 : 1405-1450

Visualising English grammar: picturing, gesturing a nd performing in

Visualising English grammar: picturing, gesturing a nd performing in picturing, gesturing nd picturing, gesturing nd the classroom the classroom the classroom the classroom

Natalia NataliaNatalia Natalia Belousova BelousovaBelousova ( (( ("CLASS" Study and Training Centre "CLASS" Study and Training Centre "CLASS" Study and Training Centre "CLASS" Study and Training Centre) )) )

This workshop demonstrates ways of effective integration of visual and kinaesthetic elements into teaching grammar, in an attempt to ensure better understanding of certain grammatical concepts. Participants will try out a number of activities illustrating certain advantages of English grammar visual representation in the form of mental pictures, gestures and theatre performance elements. e, le, s, a

Thinking in Thinking in Thinking in Thinking in English: ways to develop cognitive skills English: ways to develop cognitive skills English: ways to English: ways to Michele C Michele CMicheleC Guerrini GuerriniGuerrini ( (( (University of Alcala de Henares, Spain University of Alcala de Henares, Spain University of Alcala de Henares, Spain University of Alcala de Henares, Spain) )) )

Whether the objective be learning English for social or academic purposes, being able to think in English is essential. This session explores basic features of ´thinking training´ and suggests how they can enrich any learning experience. Participants will explore a range of activities that develop thinking skills and discover ways to apply them to their own context.

e,

The joys of being a mature entrant to EFL teaching

The joys of being a mature entrant to EFL teaching mature entrant to EFL teaching mature entrant to EFL teaching

Helen HelenHelen Dennis DennisDennis Dennis--Smith SmithSmith Smith ( (( (Wimbledon School of English Wimbledon School of English of English Wimbledon of English) )) )

Have you just started teaching English as a foreign language much later in life than most of your colleagues? This workshop will explore and facilitate discussion about some of the benefits and challenges we face, focusing on bringing our life experience into the classroom and embracing ideas which will help us engage with our younger students. le, a

Improving English Improving English English English - taught course delivery at university taught course delivery at university taught course delivery at university taught course delivery at university Victoria VictoriaVictoria Victoria Bamond BamondBamond Bamond & & & & Birgit Strotmann ( (( (Universidad Europea de Madrid, Universidad Europea de Madrid, Universidad Europea de Madrid, Spain Spain) )) )

Good practice from CLIL (content language integrated learning) can enrich university content instruction. After briefly outlining core CLIL features, strategies for planning and delivering a content lesson in English will be outlined and examples of good practice from a teacher training course presented. Participants will then adapt activities to a variety of CLIL environments and share their work with the group.

e e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s ss s = secondary teaching

le, t

t tt = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.3 : 1405-1450

Exchange 7

40 audience Workshop TD, YLT

Exchange 9

240 audience Workshop GEN

Exchange 10

100 audience

Workshop ESP, TEA

Exchange 11 150 audience

Workshop

GI

How low can you go? High

How low can you go? High

How low can you go? High

How low can you go? High-- impact low impact low impact low impact low-- resource activities for YLs resource activities for YLs resource activities for YLs resource activities for YLs

Tom TomTom Tom Ottway OttwayOttway Ottway, ,, , Barbara Gardner Barbara Gardner Gardner Barbara Gardner & & & & Rachel Johnson Rachel Johnson Rachel Rachel ( (StudyGroup StudyGroup StudyGroup StudyGroup) ))

Help! The photocopier's broken down! A fun, practical workshop/review/discussion of low-resource activities used in a voluntary teacher development event for primary teachers in rural Uganda. These activities are readily applicable to any context, combining classic low- or no-resources with modern pedagogy to get learners and teachers active and engaged. Could you too be a volunteer next year? Find out! e, le, p

Donald Freeman’s plenary follow Donald plenary follow-- up session up sessionupsession

The same things done differently: The things done differently: r rr rethinking ethinking ethinking language teacher language teacher learning learninglearning learning

In keeping with the plenary theme, this workshop examines how ideas borrowed from teacher education have frozen thinking in language teaching. Language is both the content that we teach and the medium through which we learn to teach it. This dual role reshapes a lot about general teacher education, and makes language teacher learning ‘the same things done differently’.

Language proficiency profiles Language proficiency- the demise of global language the demise of global proficiency proficiency

Geoff GeoffGeoff Tranter ( (MONDIALE MONDIALE MONDIALE MONDIALE--Testing TestingTesting Testing) ))

Stakeholder interests regarding language learning and testing are varied, which leads to the important question of the extent to which a global grading such as "I'm B1" fulfils the various needs. The session will present a model for language competence profiling, offering a forum for a discussion on ways of providing as much information as is required.

Around the world in 45 minutes: global justice in E LT Around 45 minutes: global justice in E LT the Linda LindaLinda Linda Ruas RuasRuas ( (( (Greenwich Community College, London Greenwich Community College, London Greenwich Community Greenwich Community London) ))

Using the free, non-profit website, eewiki.newint.org, we will sample quizzes and tasks from the teaching sections, and discuss global justice topics from the self-access learning sections. We will fly around the world visually, discussing why and how we can bring global justice into ELT, reviewing and extending teachers' repertoire of tasks.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, a prodprom

le, a prodprom

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Saturday 11 April

Session 1.4 : 1505-1535

1505-1535 Session 1.4

Central 3-4

140 audience

Talk

LT LTLT

LTSIG Day SIG DaySIG Day SIG Day

Central 5

80 audience

Talk

YLT, LMCS LMCS LMCS LMCS

SIG Day SIG DaySIG Day SIG Day

Central 6

50 audience

GI GIGI GISIG Day SIG DaySIG

Central 7

80 audience Talk

EAP, ESP ESPESP ESPSIG SIG SIG SIG Day DayDay

Augmented reality: practical ideas for its use in t he classroom

Augmented reality: ideas for its use in t he classroom he he Stephen Pilton (Kings Stephen Pilton (Kings Education, Oxford) Education, Oxford) Education, Oxford)

Today, augmented reality technology (superimposing computer-generated images/video onto a smartphone, tablet, etc.) is neither science fiction nor the preserve of IT specialists. Augmented reality apps are free, easy to use and offer students an exciting new way to develop their English skills, while simultaneously interacting with the environment around them. Find out how to use this technology in your classroom. le, a

Shakespeare for Shakespeare for English language learners English language learners

Lisa Peter (Shakespeare Birthplace Trust)

Lisa Peter (Shakespeare Birthplace Trust)

Peter (Shakespeare Trust)

Peter (Shakespeare Trust)

This talk presents resources for introducing Shakespeare’s timeless stories and characters to the EFL classroom. As 2016 marks a major anniversary with the quatercentenary of his death, why not join in with the worldwide celebrations? All resources discussed are developed for an EFL secondary school audience by the Shakespeare Birthplace Trust and are available online for free.

Global Global Issues Special Interest Group Open Forum Issues Special Interest Group Open Forum Issues Interest Group Issues Interest Group

Areyouacompassionateteacher?

Join us for an interactive session on the role of compassion in our work as caring, socially responsible teachers. We will explore the links between empathy and bringing real-world issues into our classrooms and training rooms. There will also be a chance for you to find out what our SIG does and how you can get involved. Members and non-members both very welcome!!!

An overview of ESP An overview of ESP An overview of ESP An overview of ESP research in Brazil: developments and directions research in Brazil: developments and directions Rosinda RosindaRosinda Ramos RamosRamos ( (Pontifical Catholic University of Sao Paulo, Brazi l Pontifical Catholic University of Sao Paulo, Brazil Pontifical Catholic University of Sao Brazil ) )) )

This talk provides the results of a survey conducted on Brazilian ESP academic research. Studies produced in the Brazilian context were analysed. It provides empirical evidence to better understand this area and indicates areas that have not been investigated yet, in the hope of signaling new directions for ESP research in Brazil. e, t

e ee e = experienced audience

le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching

t tt t = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.4 : 1505-1535

Central 8

80 audience

Talk

LASIG Day LASIG DayLASIGDay

Charter 1

400 audience

Talk

LT

Charter 2-3

500 audience

Talk

AL

Can we do it? Yes, we

Can we do it? Yes, we

Can we do it? we

Can we do it? we can cancan can

le, a

Helen Jackson (City of Glasgow College)

Helen Jackson (City of Glasgow College)

Helen Jackson Glasgow College)

Helen Jackson Glasgow College)

Project-based learning (PBL) has been shown to result in deeper learning and engaged, self-directed learners. This talk will show how projects specifically designed for sector-specific vocational English classes encouraged the students to gain deeper knowledge and understanding. The bespoke courses developed by City of Glasgow College also better prepare the students for entry into the employment market.

Dictionary Dictionary evolution: exploiting modern referencing tools to t he max evolution: exploiting modern referencing tools to t he max evolution: exploiting modern referencing he max evolution: exploiting modern referencing he max

Julie Moore (Freelance) & Lisa Sutherland (Collins)

Julie Moore (Freelance) & Sutherland (Collins)

As modern learner’s dictionaries continue to evolve, we all need to keep our referencing skills up-to-date. This session provides practical ideas for learners and teachers to fully exploit the latest COBUILD Advanced Learner’s Dictionary , online and digital dictionaries to aid vocabulary learning, and introduces the new Collins Corpus , a unique reference tool for teachers and source of authentic examples. e, le, s, t, a prodprom

Appropriate strategies for teaching grammar Appropriate strategies for teaching grammar –––– a Dave Willis retro a Dave Willis retro Dave Willis retro Dave Willis retro-spective spectivespective spective

Jane Willis (Freelance)

Jane Willis

Some grammar is straightforward and can be explained and demonstrated through rules. Some is highly complex - we need to give guidelines and provide opportunities for development. We need different teaching strategies appropriate to different aspects of grammar. We will look at some grammatical problems and explore appropriate teaching strategies. This draws on the presentation Dave planned for IATEFL 2014.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & ONS

Session 1.4 : 1505-1535

Charter 4

190 audience

Talk

MD

Cobden 1

20 audience

Talk

LA, YLT

Cobden 2

60 audience

Talk

RES, TTEd

Cobden 3

185 audience

Talk

GEN

Uncovering expertise in coursebook writing

Uncovering expertise in coursebook writing expertise in coursebook writing expertise in coursebook writing

Heather Buchanan (Leeds Beckett University [formerly Leeds Met]) &

Heather Buchanan (Leeds Beckett University [formerly Leeds Met]) & Buchanan (Leeds Beckett [formerly Leeds Met]) & Buchanan (Leeds Beckett [formerly Leeds Met]) &

Julie Norton (University of Leicester)

Julie Norton (University of Leicester) of Leicester) of Leicester)

Are you interested in finding out more about the craft of materials writing and the challenges writers face when producing a unit for a global coursebook? This talk aims to share the expertise and experience of published coursebook writers and editors, and apply these insights to evaluate and improve three coursebook activities. e, le, a

PILGRIMS SCHOLARSHIP WINNER PILGRIMS SCHOLARSHIP WINNER WINNER WINNER

When project When project When project When project--based learning met the person based learning met the person based learning the person based learning the person--centered approach centered approach centered centered

Patricia PatriciaPatricia Patricia Salguero SalgueroSalguero ( (Universidad del Pacifico, Lima, Peru Universidad del Pacifico, Lima, Peru del Pacifico, Peru Universidad del Pacifico, Peru) ))

Can indifferent and aloof high school students develop their social skills in projects involving young learners? Can the class troublemakers become creative and caring for the others? This presentation focusses on a project that achieved in bringing two different age groups closer, developed creativity, raised awareness and helped students see the world from a person-centered point of view.

Four weeks of pain: is the CELTA worth it?

Four weeks of pain: the CELTA

Elizabeth Davies ( (( (ELTC, University of Sheffield ELTC, University of Sheffield ELTC, University of ELTC, University of Sheffield) ))

Does an intensive CELTA course affect trainees’ pre-existing beliefs about teaching and learning? Does input received on a pre-service course influence classroom practices? How do beliefs and instructional practices interact and change? Come along and find out what my research revealed about the process of teacher learning and how this may aid the design and implementation of future CELTA courses.

The use of own use of own- language techniques in multilingual classes language techniques in multilingual classes language techniques multilingual classes language techniques multilingual classes

Philip PhilipPhilip Philip Kerr KerrKerr Kerr ( (( (Freelance FreelanceFreelance Freelance) )) )

This talk will present a range of classroom activities that involve the use of the students’ own language. I will focus exclusively on contexts where the students do not share a common language and / or where the teacher does not share the students’ language. The activities are drawn from my recent book TranslationandOwn-LanguageActivities(CUP, 2014).

e e = experienced audience le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching

tt t = tertiary teaching a

e, le, a

e, le, s, t, a prodprom

a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.4 : 1505-1535

Exchange Hall

500 audience

Talk

TEA

Exchange 1

80 audience

Talk

YLT

Exchange 2

40 audience

Talk

TD

Exchange 3

40 audience

Talk

TD, TTEd

An uncertain and approximate business? Why teachers should love

An uncertain and approximate business? Why teachers should love

An uncertain business? Why teachers

An uncertain and business? Why teachers testing testingtesting testing

Jeremy JeremyJeremy Jeremy Harmer HarmerHarmer Harmer ( (( (New New New School, New York School, New York New York School, New York) )) )

Many teachers have at best an equivocal attitude to testing and at worst outright hostility to the whole concept. Yet we (or rather they) do it all the time. This talk will discuss downsides and upsides of high and low stakes assessment, and will offer a testing vision for both lovers and haters.

You too can make young pupils bilingual with English! You too can make young pupils bilingual too

Claire ClaireClaire Claire Selby ( (Yellow House English Yellow House English Yellow House English Yellow House English) ))

Preschools, nurseries and even local authorities in Poland are joining a new Bilingual Future (Dwujezyczne Dzieci) programme, begun in 2013. Film clips and slides will show how this model makes bilingualism with English universally accessible. Children learn English at home and at school with Baby Beetles and Tom and Keri - multimedia materials that inexperienced teachers find easy to use.

e, s, t, a pub

Networking as a professional development resource for ELT in Yemen

Networking professional development resource for ELT in

Khaled Kaid Ahmed Abdu Khaled Kaid Ahmed Abdu Khaled Ahmed Abdu Khaled Ahmed Abdu Albaraty AlbaratyAlbaraty Albaraty ( (( (British Council, British Council, British Council, British Council, Khadeer, Taiz & Khadeer, Taiz & Khadeer, Taiz & Khadeer, Taiz & TEFL in Yemen TEFL in TEFL in Yemen) ))

This presentation looks at the value that establishing networks offers EL teachers in Yemen. Networking online provides local teachers with a basis for professional development by connecting with each other, sharing knowledge and experiences, joining professional discussions, and keeping up to date with recent opportunities and approaches to language teaching. e, le, a

Continuing the quest for developing teacher educato r skills

Continuing the quest for developing teacher educato r skills

Continuing the for developing teacher educato r skills

Continuing the developing teacher educato r skills

Rubina RubinaRubina Rubina Khan KhanKhan Khan ( (( (Department of English, University of Dhaka Department of English, University of Dhaka Department Dhaka) )) )

Expanding teacher professionalism is indispensable in order to maximise our potential in a rapidly changing world. This talk aims to examine the major challenges English language educators face. It will provide a brief overview of the current state of teacher education. Some principles, recommendations and resources will be offered for teachers to further their professional development. e, t

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP

ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK

PLEASE CHECK

BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK

Exchange 4

40 audience

Talk

GEN

Exchange 5

40 audience Talk

BE, TEA

Exchange 6

40 audience

Talk

LT

Exchange 7

40 audience Talk PRON

What does "get" mean?

What does "get" mean? does "get" mean? does "get" mean?

Kate KateKate Kate Evans EvansEvans Evans ( (Leeds Beckett University [formerly Leeds Metropoli tan Leeds Beckett University [formerly Leeds Metropolit an Leeds Beckett University [formerly an Leeds Beckett University [formerly Metropolit University] University] University]) )) )

Every teacher has been asked this question at some time during their career, and has often struggled to answer it – fetch, become, reach - the possibilities are endless. In this session I will look at how “get” is treated in current materials, and propose a simple explanation of its meaning to help to demystify it for our learners.

An impact study of BEC Vantage on test

An impact study of BEC Vantage on test

An impact of BEC on test

An impact of BEC on test- takers in China takers in China in China in China

Xiangdong Gu GuGu ( (( (Cambridge English Cambridge English Cambridge English Cambridge English) )) )

This talk presents the findings and discussion of a questionnaire survey to 239 Cambridge English: Business Vantage test-takers and a semistructured interview with 36 test-takers in pairs in Chongqing, China, in 2013. It explores the notion of test impact on test-takers in a Chinese context and considers the effects and consequences the exam exerts on Business English learning in China.

Why bother implementing an ePortfolio system in a language school? Why bother implementing an ePortfolio system in a language school? Why bother implementing an ePortfolio system in a language school? Why bother implementing an ePortfolio system in a language school?

Rolf RolfRolf Rolf Tynan TynanTynan Tynan ( (( (Embassy English Embassy English Embassy English Embassy English) )) )

t, a prodprom

A bumpy journey of cycles of piloting! This talk should provide you with enough practical information to make the decision as to whether implementing an ePortfolio procedure could resolve a misconception of progress that learners can have or just be an unnecessary complication to an already challenging system of rolling enrolment. e, le, a

Pronunciation – (m)other tongue tied? (m)other tongue tied? tied? tied?

Robin RobinRobin Robin Walker WalkerWalker Walker ( (( (EnglishGlobalCommunication EnglishGlobalCommunication EnglishGlobalCommunication) ))

Most teaching is done to monolingual groups by teachers who share the learners' first language. On the surface this would seem to be far from the ideal situation for teaching pronunciation. Or is it? I suggest that there are benefits to working with learners who share the same L1. Is their mother tongue really tying these learners up? e, le, s, t, a

e e = experienced audience

le lele le = less-experienced audience p pp = primary teaching s ss s = secondary teaching

tt = tertiary teaching

= adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.4 : 1505-1535

Exchange 9

240 audience

Talk

RES, TD

Exchange 10

100 audience

Talk

TTEd, TEA

Exchange 11

150 audience

Talk LAM

Research and teaching: bridging the gap

Research and teaching: bridging the gap

Research teaching: bridging the gap

Research teaching: bridging the gap

Patsy Patsy Patsy Patsy Lightbown LightbownLightbown Lightbown ( (Oxford University Press Oxford University Press Oxford University Press Oxford University Press) ))

Teachers interested in developing their classroom practice can gain insights from research but the perceived 'teacher-researcher gap' can be hard to overcome. With reference to studies investigating this from both teacher and researcher perspectives, we will discuss how the Oxford Key ConceptsfortheLanguageClassroomis intended to bridge the gap.

e, le, p, s prodprom

Getting it right: how to rate writing

Getting it right: how to rate writing

Getting it right: to rate

Getting it right: to rate Sibylle SibylleSibylle Plassmann Plassmann ( (telc telc telc telc –––– language tests language tests language tests) )) )

Rating learners’ writing skills is a constant challenge for English teachers. This talk explores some methods of quality control and aims to encourage teachers and coordinators to work on calibration regularly. Starting from the background of large-scale examinations, viable ways for small-scale rating within a (language) school will be examined and practical examples provided.

Rolling do teachers students Rolling what do teachers students

Rolling enrolment: what do teachers and students think?

Rolling enrolment: what do teachers and students think?

Jenny JennyJenny Jenny Johnson JohnsonJohnson Johnson ( (( (Eastbourne School of English Eastbourne School of English Eastbourne School of English Eastbourne School of English) ))

Monday in a UK language school: new students arrive, are tested and placed in already existing classes. How do teachers manage this process?

How do new and current 'old' students react? I present their views and ideas from a survey, and consider how academic managers can help ensure that rolling enrolment is as smooth and trouble free as possible.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAPEAP

EAP = English for Academic Purposes

EAP

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & ONS

1550-1635 Session 1.5

Central 3-4

140 audience

Workshop

Saturday 11 April

Session 1.5 : 1550-1635

Using Using iAnnotate iAnnotateiAnnotate iAnnotate for integrated online academic writing feedback for integrated online academic feedback

Nancy Carter CarterCarter & & & & Alex Golding Alex Golding ( (( (University of Brighton University of Brighton University of University of Brighton) )) )

e, a prodprom

LT LTLT

LTSIG Day SIG DaySIG Day SIG Day

Central 5

80 audience

Workshop

TD

Central 6

50 audience Workshop

YLT, GISIG GISIG Day DayDay

Working from the belief that an integration of bottom- up and top-down comments is necessary for effective feedback, we will demonstrate how we provide formative advice on in-sessional written assignments. The workshop provides practical hands-on experience in using the software iAnnotate in the delivery of feedback. For maximum involvement, bring your iPads for the app to be temporarily installed.

Transition from trainee to teacher: a mentoring pro gramme

Transition from trainee to teacher: a mentoring pro gramme from trainee to teacher: a mentoring gramme from trainee to teacher: a mentoring gramme

Kaithe KaitheKaithe Greene GreeneGreene ( (British Council Sri Lanka British Council Sri Lanka British British Lanka) ))

A workshop on the rationale behind mentoring, how it works in Colombo, and mentor/mentee roles and procedures in practice. Experiential learning is very effective and a mentoring program gives us the opportunity to practise what we preach within our professional context by taking new teachers on a journey of guided discovery as they learn to use their newlyacquired ELT skills.

Doing diversity in English Doing diversity in English in English in English language programmes for young learners language programmes for young learners language programmes for young language programmes for young David DavidDavid Valente ValenteValente ( (( (IATEFL YLTSIG Newsletter Editor IATEFL YLTSIG Newsletter Editor IATEFL Newsletter Editor IATEFL Newsletter Editor) )) )

le, a

This workshop will explore classroom-based approaches to the use of ageappropriate authentic materials to incorporate equality, diversity and inclusion when teaching children and teenagers. This forms part of a wider movement in young learner ELT to embrace our broader educator remit and embed intercultural learning throughout the curriculum. Attendees will experience an outcomes-based approach to diversity-focussed task and syllabus design. e, p, s

e ee e = experienced audience le le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience size.

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

Saturday 11 April

Session 1.5 : 1550-1635

Central 7

80 audience Workshop

EAP, ESPSIG ESPSIG Day DayDay

Central 8 1550-1620

80 audience

Talk

LA LALA LASIG Day SIG DaySIG Day SIG Day

IATEFL BILL LEE SCHOLARSHIP WINNER* BILL LEE SCHOLARSHIP

e, t, a

Central 8 1620-1635

80 audience

LA LALA LASIG Day SIG DaySIG Day SIG Day

Teaching intercultural communication competence in the ESP tertiary

Teaching intercultural communication competence in the ESP tertiary intercultural communication in the ESP tertiary intercultural in the ESP tertiary context contextcontext context

Agnieszka Dudzik Agnieszka Dudzik Dudzik Dudzik* ** * (Medical University of Bialystok) & Agnieszka (Medical University of Bialystok) & Agnieszka (Medical University Bialystok) & Agnieszka (Medical University Bialystok) & Agnieszka

Dzieciol DzieciolDzieciol Dzieciol--Pedich (University of Bialystok) Pedich (University of Bialystok) (University of Bialystok) Pedich (University of Bialystok)

The inevitability of intercultural communication is recognised in many professional settings. Consequently, most ESP learners nowadays require intercultural communication competence (ICC) training. But what do they actually need to be taught? In this workshop, participants will discuss and explore which aspects of ICC should be included in business and medical English courses.

Teacher expectations, learner interpretations: asse ssing self

Teacher expectations, learner interpretations: asse ssing self

Teacher expectations, learner interpretations: ssing self

Teacher expectations, learner interpretations: ssing self- directed directed directed directed projects

Diane Malcolm Malcolm ( (( (A AA Arabian Gulf University [retired] rabian Gulf University [retired] rabian University [retired] rabian University [retired]) )) )

Self-directed projects for language improvement are a required, marksbearing component of academic English courses at Arabian Gulf University, Bahrain. Based on teacher interviews and learners’ written evaluations, this presentation discusses how different teacher expectations and learner interpretations of what makes a 'good' self-directed project affect their assessment and counteract the autonomy-promoting intention of this assignment. e, t

Learner Autonomy Special Interest Group Open Forum Learner Autonomy Special Interest Group Open Forum Interest Group Open Interest Group Open

In order to make the best out of 15 minutes, LASIG members will be asked for their ideas for the future of the SIG beforethe conference. The result of this survey together with the latest news from the SIG will be presented and discussed at the Open Forum which is open to everyone interested in the running of LASIG.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

PLEASE

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON = Pronunciation

RES RES = Research

TD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

Session 1.5 : 1550-1635

Charter 1

400 audience

Workshop

LAM

Charter 2-3

500 audience

Workshop

YLT

Charter 4

190 audience

Workshop

MaW, TEA

Cobden 1

30 audience Workshop TD

The why and the how of management research

The why and the how of management research why and the how of management research why and the how of management research

George GeorgeGeorge George Pickering PickeringPickering Pickering

This practical workshop will discuss: What are the benefits of carrying it out? What research has already been conducted? What are the specific ways of carrying it out? How can we establish a community of practice and framework for conducting it in the future? What are the next steps in involving managers from throughout the world?

Getting the most from Getting the most from the most from the most from video

Robert Robert Campbell CampbellCampbell ( (( (Macmillan Education Macmillan Education Macmillan Education Macmillan Education) )) )

With video playing such an important part in teenagers’ lives and now a major feature of coursebooks, how can we help students get the most from video, both inside and outside the classroom? In this workshop, we’ll explore ways of using ELT, authentic and student-created videos. I’ll also share my experience of creating video material for Beyond

e, le, s prodprom

Vocabulary testing: why, what and how?

Vocabulary testing: why, what and how?

testing: why, what testing: why, what

Russell RussellRussell Whitehead WhiteheadWhitehead Whitehead & & & & Felicity O'Dell Felicity O'Dell ( (( (Language Testing 123 Language Testing 123 Testing Ltd LtdLtd Ltd) )) )

Should vocabulary be one of the language features that we test and, if so, why? What vocabulary – and what aspects of vocabulary - should we focus on in our tests? What methods can we use to test vocabulary? We will discuss answers to these questions, considering the strengths and weaknesses of different types of vocabulary test for different teaching.

e, le, s, t, a

Let's see! Drawing skills for teachers

Let's see! Drawing skills for teachers

Let's see! teachers

Let's see! teachers

Martyn Ford FordFord Ford ( (( (English Language Centre Hove English Language Centre Hove English Language Hove English Language Hove) )) )

Convinced that you “can’t draw for toffee”? This workshop will try to take the fear out of drawing and reveal your hidden potential as a quick-fire artist in the classroom. There are plenty of uses for spontaneous drawing in language lessons, and in this session you’ll discover how to create your own visuals, live, with your students.

e e = experienced audience le lele le = less-experienced audience

le, p, s, t, a

adult teaching

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

Please note that some presenters have requested a

Please note that some presenters have requested a

Please note that some presenters have a

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

Saturday 11 April

Session 1.5 : 1550-1635

Cobden 2

60 audience Workshop RES

Cobden 3

185 audience Workshop

TD, LMCS LMCS LMCS LMCS SIG Day SIG DaySIG Day SIG Day

Exchange Hall

500 audience Workshop GEN

Exchange 1 1550-1620

80 audience Talk

Reflecting on reflection revisited

Reflecting on reflection revisited

Reflecting on Reflecting on Nicola NicolaNicola Nicola Salmon SalmonSalmon Salmon & & & & Elna Coetzer Elna Coetzer Elna Coetzer Elna Coetzer ( (( (Freelance FreelanceFreelance Freelance) )) )

Last year we presented ideas for encouraging and supporting reflection on pre- and in-service teacher training courses. This year we would like to present what we have learnt from using the various reflective formats and approaches, from trainees’ and colleagues’ feedback and from our ongoing desire to support and encourage reflective teaching. e, a

Literature in an age of distraction Literature in an age of distraction

Alan AlanAlan Alan Maley MaleyMaley Maley

Literature has a hard time in our age of constant distraction. In this interactive workshop, we will explore issues of text selection and practical techniques for students to appropriate texts through familiarisation, extensive reading, performance, creative writing and textual manipulation. Plenty of ideas to take away and try for yourself.

Emotional engagement for adult students Emotional students

Herbert HerbertHerbert Herbert Puchta PuchtaPuchta Puchta ( (Freelance FreelanceFreelance Freelance) ))

Standard beliefs about language learning for adults suggest that the main challenges, especially concerning memory, are cognitive ones. However, recent findings in cognitive sciences indicate that the brain is ‘an organ of emotion’. In this session, we will look at the role of emotional engagement in the learning process, and discuss a number of practical implications for the classroom.

AL, TD Developing teacher language awareness Developing teacher language awareness

Daniel DanielDaniel Daniel Xerri XerriXerri Xerri & & & & Odette Vassallo Odette Vassallo Odette Vassallo Odette Vassallo ( (( (University of Malta University of Malta University of University of Malta) ))

This talk investigates the contribution that professional development can make to teachers’ language awareness. Based on research conducted in an ESL context in Malta, this talk demonstrates that professional development plays a pivotal role in maximizing teachers’ ability to capitalize on their knowledge of language systems for a more effective pedagogy.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

s, a

le, p, s

MD MD = Materials Development

PRON PRON = Pronunciation

RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Saturday 11 April

Session 1.5 : 1550-1635

Exchange 2

40 audience Workshop

TTEd, TEA

Exchange 3

40 audience Workshop YLT

Exchange 4

1550-1620

40 audience

Talk

Exchange 5

1550-1620

40 audience

Talk

RES, YLT

How to make speaking assessment more reliable

How to make speaking assessment more reliable

How to speaking How to speaking

Mila MilaMila Angelova AngelovaAngelova Angelova ( (( (EAQUALS EAQUALSEAQUALS EAQUALS) ))

This session will allow participants to participate in real-time speaking assessment, using CEFR-derived criteria, and watch some authentic locally-produced speaking samples. Different options for how to use the CEFR criteria as a benchmark will be tried out, and some standardisation tools will be applied to remove subjectivity from the assessment process.

Learning to listen: Learning to listen: to listen: to listen: teaching purposeful listening to develop language teaching purposeful listening to develop language teaching purposeful listening to develop teaching purposeful listening to develop proficiency proficiency proficiency proficiency

Pallavi PallaviPallavi Pallavi Naik NaikNaik Naik ( (( (Dr. Kalmadi Shamarao High School Dr. Kalmadi Shamarao High School Dr. Kalmadi Shamarao High Dr. Kalmadi Shamarao High School) ))

‘I hear you but I am not listening’ is typically the status of a learner who lacks the motivation to listen. How do we help our learners to be motivated listeners and become proficient language users? The workshop demonstrates the teaching of purposeful listening skills using a news report and combines pre-, while- and post-listening strategies to develop language proficiency.

TTEd Using metaphors in evaluating the work of teacher t rainers Using metaphors in evaluating the work of teacher rainers

Lola LolaLola Lola Bulut BulutBulut Bulut ( (( (Zirve University / SELT Academy Zirve University / SELT Academy Zirve University / SELT Academy Zirve University / SELT Academy) )) )

How can teacher trainers evaluate their performance? To what extent does their actual mission match with teachers’ perceptions? Is it possible to do it creatively? In this talk, I will focus on how the metaphor research technique can be used to address these questions. The metaphor study results will also be presented to exemplify the process.

le, a

le, p

e, t, a pub

Learning through English: children in India meeting the challenge

Learning through English: children in India meeting the challenge through English: children in India meeting the challenge through English: children in India meeting the challenge

Simon SimonSimon Etherton EthertonEtherton Etherton ( (( (British Council, South India British Council, South India British India) ))

This presentation explores findings from research into the challenges of introducing English as a medium of instruction into lower primary government schools in Tamil Nadu, India. The research focuses on how children manage to complete learning tasks in English, working in selfdirected groups with peer support and scaffolded by their teacher, and explores the implications for supporting schools and teachers. e, p

e e = experienced audience le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching

a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.5 : 1550-1635

Exchange 6

40 audience Workshop

LMCS

Exchange 7

40 audience Workshop

BE, TD

Exchange 9

240 audience Workshop LA

Teaching culture Teaching culture Teaching Teaching- teaching critical thinking teaching critical thinking teaching critical thinking teaching critical thinking

Ivana IvanaIvana Ivana Kirin KirinKirin Kirin & & & & Marinko Uremovic Marinko Uremovic Marinko Uremovic Marinko Uremovic ( (( (HUPE HUPE HUPE- Croatian Association of Croatian Association of Association of Association of Teachers of English Teachers of English Teachers of English Teachers of English) ))

School curricula call for students to be educated to understand the multicultural world around them. This workshop will try to give some examples of how to raise students' awareness of their own culture and how to help them appreciate diversity in the global world today. Teaching culture can offer activities that can help students develop their critical thinking skills.

The pragmatics of successful business communication The pragmatics of successful business communication The pragmatics of successful business communication The pragmatics of successful business communication

Chia Suan Chia SuanChia Suan Chia Chong ChongChong ( (( (York Associates York Associates York Associates York Associates) )) )

Many Business English teachers often worry about their knowledge (or lack thereof) of the business world. But aren't we already well-equipped as language practitioners to understand the delicate and ever-so-interesting nature of discourse in business and how it differs amongst different speech communities? This workshop explains how we can use these instincts to help our clients become more successful communicators. e, le, a

A new way to teach reading

A new way to teach reading

A new way to teach reading

A new way to teach reading

Ken KenKen Ken Lackman LackmanLackman Lackman ( (( (Freelance FreelanceFreelance Freelance) ))

An approach to teaching reading that actually provides students with strategies to become better readers rather than just test their comprehension. This session will demonstrate a simple lesson framework which gives students practice with transferable strategies to improve comprehension and acquire vocabulary. Lessons are completely studentcentred and no preparation is required beyond finding a suitable text.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, le, p, s, t, a

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Exchange 10

100 audience

Workshop

YLT

Exchange 11

150 audience

Workshop

TD, YLT

Saturday 11 April

Session 1.5 : 1550-1635

Session 1.6 : 1710-1740

Groove.me Groove.me Groove.me: Learning English through pop music in primary sch ool : Learning English through pop music in primary sch ool : Learning English through pop music in : Learning English through pop music in Elona ElonaElona Elona Manders MandersManders Manders ( (Hogeschool van Hogeschool van Hogeschool van Hogeschool van Arnhem en Nijmegen, Faculty of Arnhem en Nijmegen, Faculty of Nijmegen, of Arnhem Nijmegen, of Education EducationEducation Education) )) )

Take part in an interactive web-based lesson and see how young learners practise English. Be prepared to sing and move along! Experience lessons based on popular songs that pupils like to sing and understand. We will justify why music stimulates young learners, and increases self-confidence and efficient learning, which explains the success of Groove me in the Netherlands. e, p prodprom

Helping teachers motivate learners Helping teachers motivate learners- with a touch of drama with a touch of drama with a of drama with a of drama

Alison AlisonAlison Alison Smith SmithSmith Smith ( (British Council Young Learners Madrid British Council Young Learners Madrid

British Council Young Learners Madrid) ))

British Council Young Learners Madrid

Through working with candidates on the new Young Learner TYLEC course, this practical session was developed to meet a need to address motivation and develop group dynamics within teenage classes. This session looks at Stevick’s “meaningful action” and gives some practical activities for teachers and teacher trainers using developed adaptations of proven drama techniques.

1635-1710 Coffee break (sponsored by ETS TOEFL) LOGO

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

1710-1740 Session 1.6

Gallery Poster presentations Poster presentations Poster presentations Poster presentations (sponsoredbyETSTOEFL) LOGO LOGOLOGO LOGO

Please see pages 43-48 to see which poster presenters will be at their poster for you, from 1710 to 1740, to discuss the presentation and answer your questions.

Central 3-4

140 audience Talk TTEd, LTSIG LTSIG LTSIG Day Day

Through the looking Through the looking Through the looking Through the looking Glass GlassGlass Glass: creating a video : creating a video :- ready classroom ready classroom

David DavidDavid David Read ReadRead Read & & & & Will Nash Will NashWill Nash Will Nash ( (( (ELTC, The University of Sheffield ELTC, The University of Sheffield University of Sheffield ELTC, University of Sheffield) )) )

To help with CPD and teacher training, The English Language Centre at the University of Sheffield installed recording equipment in one classroom and purchased a pair of Google Glass to enable unique perspectives on a lesson. This talk will explain the rationale behind the project, show some practical examples of how it has been used and reflect on its usefulness. e, t, a

e ee = experienced audience le lele le = less-experienced audience p pp p = primary teaching s s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.6 : 1710-1740

Central 5

80 audience

Talk

TD, LMCS LMCS LMCS LMCS SIG Day SIG DaySIGDay

Central 6

50 audience

Talk

RES, GISIG GISIG GISIG GISIG Day DayDay

Central 7

80 audience

Talk

ESAP, ESP ESPESP ESPSIG Day SIG DaySIGDay

Central 8

80 audience

Talk

LA LALA LASIG Day SIG DaySIG Day SIG Day

The roles of extensive reading in teacher education

The roles of extensive reading in teacher education

The roles of extensive reading in teacher education

The roles of extensive reading in teacher education

Chris ChrisChris Chris Lima LimaLima ( (University of Leicester University of Leicester University of Leicester University of Leicester) ))

In this talk, I will discuss the importance of extensive reading in English language teacher education. I will also discuss how focusing on developing teachers’ familiarity and appreciation of literature, as well as participation in a reading group, can contribute to the development of language awareness, reading and writing skills, intercultural understanding and professional engagement. e, le, t, a

Something to MULL over: mapping the urban linguisti c landscape

Something to MULL over: mapping the urban linguisti c landscape

Something to MULL over: mapping the urban linguisti c landscape

Something to MULL over: mapping the urban linguisti c landscape

Damian DamianDamian Damian Williams WilliamsWilliams Williams ( (( (Freelance FreelanceFreelance Freelance) )) )

This talk will report on the Map of the Urban Linguistic Landscape (MULL), an online collaborative project, open to all, which aims to map the global urban linguistic landscape. After a brief overview of the background and findings which have emerged so far, I will share some practical ideas on how to use the map as a teaching resource.

a

Metadiscoursal features of academic writing in the university business

Metadiscoursal features of academic writing in the university business

Metadiscoursal features of writing the university business

Metadiscoursal features of writing the university business school schoolschool school

Philip PhilipPhilip Nathan NathanNathan ( (Durham University Durham University Durham University Durham University) )) )

Metadiscourse represents a key feature of student academic writing. Based on analysis of a small corpus of student-written business texts generated on a range of business programmes, this talk presents initial findings from a study of the metadiscoursal features of student writing in the Business School. Pedagogical applications of these findings are presented.

EAP learners developing as practitioners of learnin g learners developing practitioners of learnin EAP learners developing practitioners of learnin

EAP learners developing as practitioners of learnin g

Susan SusanSusan Susan Dawson ( (( (University of Manchester/INTO Manchester University of Manchester/INTO Manchester University of Manchester/INTO University of Manchester/INTO Manchester) )) ) What puzzles EAP learners about their language learning lives? What happens when they explore those puzzles as part of their everyday classroom activity? This talk looks at how myself and my learners implemented the principles of Exploratory Practice as part of a 10-week EAP course, the understandings that emerged and the implications of this sort of work for EAP practice.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON PRON = Pronunciation

RES = Research

TD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Charter 1

400 audience

Talk

RES, TD

Charter 2-3

500 audience

Talk

GEN

Charter 4

190 audience

Talk

TTEd

TESOLacademic.org TESOLacademic.org TESOLacademic.org TESOLacademic.org- the story so far! the story so far! the story the story

Huw HuwHuw Jarvis JarvisJarvis Jarvis ( (( (Salford University Salford University Salford University Salford University) ))

Session 1.6 : 1710-1740

e, le, p, s, t, a

Cobden 1

20 audience

Talk LA, YLT

Technology in general, and social media in particular, has become a significant channel for continuing professional development. Websites, webinars, Facebook and Twitter are some of the most prevalent platforms offering us opportunities to disseminate and interact with colleagues across the globe. With reference to TESOLacademic , this talk will illustrate some of the possibilities as well as the arising issues.

Forever grammar: what every teacher needs what every teacher needs to know to knowtoknow

Martin MartinMartin Parrott ParrottParrott Parrott ( (Freelance FreelanceFreelance Freelance) )) )

The subjective, complex and ever-shifting nature of the English language requires a life-long commitment from us to extend, deepen and revise our understanding. This talk will explore core skills and knowledge that teachers need. It will also challenge some of the modern approaches to teaching grammar and question assumptions made about the ‘Dark Ages’ of ELT in the 20th Century. e, le, p, s, a pub

Where are we now? Current teaching are we now? Current teaching paradigms in pre paradigms in pre-- service service service service training trainingtraining training

Bill Harris ( (( (Freelance FreelanceFreelance Freelance) )) )

At IATEFL Brighton 2001, I gave a talk entitled 'Language or task-based models for teacher training?' contrasting PPP (presentation-practiceproduction) with a TBL approach. Fourteen years later, I will be examining what lesson frameworks are being promoted post the PPP/TBL debate and reporting back on a survey of trainers and graduates from CELTA and Trinity TESOL courses. e, t, a

CAMBRIDGE ENGLISH: ENGLISH CAMBRIDGE ENGLISH: ENGLISH ENGLISH ENGLISH TEACHER SCHOLARSHIP WINNER TEACHER SCHOLARSHIP WINNER TEACHER WINNER TEACHER WINNER

Beyond language skills: inspiring projects in secondary teaching inspiring projects

Tien Minh Mai (Vietnam Australia International Scho ol)

Tien Minh Mai (Vietnam Australia International Scho ol)

This talk illuminates how project-based learning can engage teenagers by analyzing three successful class-based projects - using PowerPoint in drama performances, TED videos in public speaking and Movie Maker to promote a film festival on education. It aims to equip those who have just a limited command of digital literacy with tools to make a big difference in motivating teens. le, s

e ee e = experienced audience le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

tt t = tertiary teaching

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

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

Saturday 11 April

Session 1.6 : 1710-1740

Cobden 2

60 audience

Talk

LAM, TD

Cobden 3

185 audience

Talk GEN

Exchange Hall

500 audience

Talk

TEA

Exchange 1

80 audience

Talk

TD, TEA

Engaging

Engaging

curriculum development

Engaging teachers in curriculum development

Engaging teachers in curriculum development

curriculum development : an appreciative inquiry an appreciative inquiry approach approachapproach approach

Suzanne SuzanneSuzanne Suzanne Littlewood LittlewoodLittlewood Littlewood ( (( (Zayed University Zayed University Zayed Zayed University) )) )

Appreciative Inquiry is a business approach to development which offers benefits to the education world. In this practical talk, I will describe how a curriculum development project, within the foundation program of a tertiary institution in the United Arab Emirates, adopted an Appreciative Inquiry approach. We will then analyze the effects of this approach on participant engagement and professional development e, t

Medium and message in PowerPoint

Medium and message in PowerPoint

Medium and message in PowerPoint

Medium and message in PowerPoint

Peter PeterPeter Peter Grundy GrundyGrundy ( (( (University of Durham University of Durham Durham University Durham) )) )

When we speak or write, it’s not only what we say but how we say it that matters. Much the same goes for PowerPoint presentations. After discussing examples of MA TESOL student presentations, I’ll suggest practical ways of showing language learners how to use PowerPoint so that the presentation features they choose act as an implicit commentary on language content.

s, t, a

Identifying the academic reading skills needed for IELTS success

Identifying the academic reading skills needed for IELTS success

Identifying the academic Identifying the academic

Pauline PaulinePauline Pauline Cullen CullenCullen Cullen ( (( (Cambridge English Cambridge English English Cambridge English) )) )

IELTS preparation classes can easily become dominated by test-taking strategies and answering questions. To help your students achieve their IELTS goal, there should also be a focus on developing the language skills required by the different question types. This talk will outline those skills in relation to the academic reading paper and discuss ways of incorporating them into your course.

Self SelfSelf- assessment skills: the role of the teacher assessment the role the teacher

Richard RichardRichard Richard Kiely KielyKiely ( (( (University of University of University University of Southampton Southampton Southampton Southampton) )) )

This talk explores the links between self-assessment skills and effective language learning. The particular focus is on the role of the teacher. I'll survey the literature on these links, explore some data from teachers who are promoting self-assessment, and tentatively suggest some activities that have the potential to promote the development of self-assessment skills.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

t, a prodprom

e, a

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHE PLEASE CHE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CK CANCELLATIONS

Exchange 2

40 audience Talk

Exchange 3

40 audience Talk

Exchange 4

40 audience

Talk

TD

Exchange 5

40 audience

Talk

YLT

IATEFL RAY TONGUE SCHOLARSHIP WINNER

IATEFL RAY TONGUE SCHOLARSHIP WINNER

IATEFL RAY TONGUE SCHOLARSHIP

IATEFL RAY TONGUE SCHOLARSHIP

Hand Hand--holding for effective formative assessment and bet ter teaching holding for effective formative assessment and bett er teaching holding effective formative assessment bett er teaching holding effective formative assessment bett er teaching-learning outcomes learning outcomes learning outcomes learning outcomes

Kirti Kirti Kirti Kirti Kapur (National Council of Education Research and Training, New Kapur Council of Education Research and Training, Delhi) Delhi)

The session shares outcomes from a four-month field project on addressing ineffectual practices of formative assessment in Indian classrooms. Conducted in a government-run primary school for girls, the study focused on building capacity in teachers through participantobservation of classroom teaching practices, demonstration classes for hand-holding, and self-reflection. The outcomes were improved student engagement and teacher motivation.

Evaluation for returns Evaluation for returns returns returns- a four a foura four a- level approach level approach approach approach Naziha NazihaNaziha Ali Jafri Ali JafriAli Jafri ( (( (Emirates Airlines Emirates Airlines Emirates Airlines) )) )

Trainers and training programmes today are increasingly faced with the challenge to justify their edge over contemporary offers in the market. Evaluation is a significant tool that assists in validating the worth of teachers and teaching. This session guides participants through an overview and application of a four-level evaluation model that assists in establishing the value of their work. le, t, a

A status update for teachers A status teachers

Neil Neil McCutcheon McCutcheon ( (ESOL Strasbourg ESOL Strasbourg ESOL Strasbourg ESOL Strasbourg) )) )

Inspired by Michael Hoey’s plenary talk last year, this session will review and update the role of the English language teacher. Given the research findings about lexical priming, the largely unconscious process of acquisition and the limited role of correction in this process, what remains to be done in the language classroom?

The The right age? age?rightage?

a

Mandana Arfa Kaboodvand (Islamic Azad University, C entral Tehran

Mandana Arfa Kaboodvand (Islamic Azad University, C entral

Mandana Arfa Azad C Branch) Branch)Branch) Branch)

Mandana Arfa Azad C

A group of adolescents and young adults were interviewed and thus invited to express their views on having begun to learn EFL at a young age. In this presentation, the reasons they have given for their success or failure in learning a foreign language will be reported. A thorough analysis of the findings will then follow. e, le, p

e e = experienced audience le lele le = less-experienced audience

tertiary teaching

= adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some present

Please note that some present Please note that some present

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

Saturday 11 April

Session 1.6 : 1710-1740

Exchange 6

40 audience

Talk TD, TTEd

Exchange 7

40 audience Talk GI

Language students' perceptions of practice

Language students' perceptions of practice students' perceptions practice students' perceptions practice lessons in a pre lessons in a pre a a- service service service service course coursecourse course

e, a

Exchange 9 1710-1825

240 audience

Sally Janssen (Instill Education)

Sally Janssen (Instill Education) (Instill Education) (Instill Education)

This talk looks at teaching practice experience on a pre-service teacher training course, from the point of view of the language students who were taught in the teaching practice lessons. It discusses the positive outcomes for the students when they are the central focus for the trainee teachers during the course, using student voices to illustrate this.

Teaching English in an atmosphere of insurgency; Teaching English in an atmosphere of insurgency; English in an atmosphere of insurgency; English in an atmosphere of insurgency; the Nigerian the Nigerian the Nigerian the Nigerian example exampleexample

Agnes Ada Okpe (Department of Languages, Kaduna Pol ytechnic, Agnes Ada Okpe (Department of Languages, Kaduna Pol ytechnic, Agnes Okpe (Department Languages, Kaduna Pol ytechnic, Agnes Okpe (Department Languages, Kaduna Pol ytechnic, Kaduna)

Effective learning cannot take place in an atmosphere of chaos and fear. Hence the emergence of this presentation, which combines the result of an empirical study on the state of English language in schools in the Northeastern zone of Nigeria before the insurgency with the current state in the on-going upheavals, to offer strategies that are universally relevant.

BRITISH BRITISH COUNCIL SIGNATURE EVENT COUNCIL SIGNATURE EVENT

Identifying and developing the skills and knowledge a teacher needs

Identifying and developing the skills and knowledge a teacher needs

Identifying and developing the skills and Identifying and developing the skills and Quality of teaching is important in increasing learner achievement. How can quality be improved and meet the challenges of education in the twenty-first century? An invited panel will discuss how we identify and develop the skills and knowledge a teacher needs to achieve quality teaching and learning.

Speakers:

John Tomsett John Tomsett Tomsett John Tomsett, Huntingdon School, York, UK

Ines Kayon de Miller Ines Kayon de Miller Miller, PUC-Rio, Brazil

Anthony Gaughan Anthony Gaughan Anthony Gaughan Anthony Gaughan, Berlin School of English, Germany

Clare Woodward Woodward Clare Woodward, The Open University, UK

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON = Pronunciation

RES RES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Exchange 10

100 audience

Talk

RES, TTEd

Exchange 11

150 audience

Talk

TTEd, YLT

1755-1825

Central 3-4

140 audience

LTSIG Day LTSIG DayLTSIG Day LTSIG Day

Saturday 11 April

Session 1.6 : 1710-1740

Session 1.7 : 1755-1825

The development of cognition and beliefs on CELTA courses The development of cognition and beliefs on CELTA courses and beliefs courses and beliefs courses

Karla KarlaKarla Leal Castaneda Leal Castaneda Leal Castaneda Leal Castaneda ( (Oxford House College Oxford House College Oxford Oxford College) ))

Widely known for its intensity and heavy focus on practical skills, the CELTA course has been critiqued for hindering trainee teachers’ cognitive development. Looking at trainees' previously-held beliefs about language teaching, this talk explores how their thinking develops and readapts during the course, in relation to the input received, the demands of teaching practice and the overall assessment criteria. e, le, a

‘Bloomifying’ tasks ‘Bloomifying’ tasks tasks tasks –– how to develop thinking skills in task how to develop thinking skills in task how develop how develop- based based based based learning learning

Dina Blanco Blanco--Ioannou IoannouIoannou Ioannou ( (( (University of Applied Sciences University of Applied Sciences of Applied Sciences University of Applied Sciences Northwestern Northwestern Northwestern Switzerland (FHNW), Institute of Secondary Educatio n Switzerland (FHNW), Institute of Secondary Educatio n Institute of Secondary Educatio Institute of Secondary Educatio n) ))

Exploring the relationship between Bloom’s Taxonomy and task-based learning, this talk focuses on how you can promote the 5th skill – thinkingthrough the implementation of meaningful tasks. By the end of the session, you will understand how to design tasks for the secondary school classroom that provide a more rewarding, supportive and enriched language learning experience for your learners.

Session 1.7

Learning Technologies Special Interest Group Open Forum Technologies Special Group Open

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.

le, s

e ee e = experienced audience

le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.7 : 1755-1825

Central 5

80 audience

Talk

YLT, LMCS LMCS LMCS LMCS

SIG Day SIG DaySIG Day SIG

Central 6

50 audience

Talk

GI GIGI

GISIG Day SIG DaySIG Day SIG

Central 7

80 audience

Talk

ESAP, ESP ESPESP ESPSIG Day SIG DaySIG Day SIG Day

Literature, critical, creative thinking and assessm mould a

Literature, critical, creative thinking and assessm ent mould a creative

Literature, critical, creative thinking and ent

Literature, critical, creative thinking and writer writerwriter

Inas InasInas Inas Kotby KotbyKotby Kotby ( (( (American American American American University and Modern Education American University and Modern Education American University and Modern University and Modern School SchoolSchool School) )) )

Literature exposes students attending a creative writing class to plots, characters and dialogues. Critical and creative thinking develop logic and creativity. Teacher implements skills: persistence, patience, imagination, technical ability. Penalty free assessments are offered. Peer edits and a portfolio is maintained for self-evaluation. Writing contests are run and works are published. Students learn skills needed in publishing, journalism and advertising. e, s

Migrant workers and mobile phones: an aid to learni ng?

Migrant workers and mobile an aid to learni ng? ng? ng?

Mike MikeMike Mike Solly Solly ( (( (Open University, UK Open University, UK Open UK) ))

Over a million migrant workers from Bangladesh work in manual labour overseas. They have little or no preparation for the language and cultural demands they will face, with most coming from poor uneducated and semiliterate backgrounds. I will briefly discuss some new research into their language and other needs and demonstrate a possible learning package deliverable on their mobile phones.

Structured tasks for reading authentic journal arti cles in EAP

Structured tasks for reading authentic journal arti cles in EAP

Structured tasks for reading authentic journal arti cles in EAP

Structured tasks for reading authentic journal arti cles in EAP

Barbara BarbaraBarbara Barbara Howarth HowarthHowarth Howarth ( (( (Glasgow International College Glasgow International College Glasgow International Glasgow International College) )) )

I demonstrate how teachers can approach authentic, academic texts when teaching reading strategies on pre-sessional or pathway EAP courses. I use a journal article to illustrate structured tasks described in Englishfor Academic Purposes (de Chazal, 2014). Reflection on my own experience suggests that such techniques help students develop strategies for reading complex, academic texts. e, t prodprom

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & ONS

Session 1.7 : 1755-1825

Central 8

80 audience

Talk

LA LALA LASIG Day SIG DaySIGDay

Charter 1

400 audience

Talk GEN

Charter 2-3

500 audience

Talk

TD, YLT

Charter 4

190 audience

Talk

GEN

Teachers wanted! Spot the teacher in the classroom

Teachers wanted! Spot the teacher in the classroom wanted! Spot in the wanted! Spot in the Mehtap MehtapMehtap Mehtap Yavuzdogan Yavuzdogan Yavuzdogan Yavuzdogan ( (( (Istanbul Sehir University Istanbul Sehir University Istanbul Sehir University Istanbul Sehir University) )) )

This presentation focuses on how to boost learner autonomy in the class with the presence of the teacher, which is a challenge in traditional teaching settings. It explicates the step-by-step procedures of two practical and motivating in-class activities used in reading and speaking classes to promote critical thinking, collaboration and self-assessment, with a focus on the teacher’s role as the facilitator.

Effective questioning for effective learning

Effective questioning for effective learning

Lindsay Lindsay Warwick WarwickWarwick Warwick ( (( (Bell, Cambridge Bell, Cambridge Bell, Bell, Cambridge) )) )

Research suggests that questioning and discussion have a large effect on learning. In this talk, I’ll outline key research and offer practical ideas for effective and challenging questions that go beyond the display question. I’ll suggest a variety of ways to encourage learners to self-question and discuss alternative techniques to undirected questioning or nomination when managing discussion. e, le, a

Engaging parents in their children’s English language learning

Engaging parents in their children’s English language learning

Engaging parents in their children’s English language learning

Engaging parents in their children’s language learning

Karen KarenKaren Karen Saxby SaxbySaxby Saxby ( (( (Cambridge English Cambridge English Cambridge English) )) )

What role can parents play in supporting their children to learn English and how can they promote the learning messages from the classroom at home? I will look at parents' concerns, making suggestions about how these might be addressed, showing how the Young Learners exams and comprehensive support package provides learners with the very best start in their learning journey.

The Digitshire Project The Digitshire Project Digitshire Project Digitshire Project

Mojca Mojca Belak BelakBelak Belak ( (( (University of Ljubljana University of Ljubljana University Ljubljana University Ljubljana) )) )

le, p, s prodprom

Being a rather clumsy user of new technologies, I embarked on a knowledge-sharing project with my first-year students: they taught me the basics of Facebook, Twitter and Pinterest; I taught them English. In my talk I am going to present The Digitshire Project, which included a lot of learning on both sides, and did wonders for the teacher-student relationship. le, s, t

e ee e = experienced audience

le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.7 : 1755-1825

Cobden 1

30 audience Talk

AL, TD

Cobden 2

60 audience Talk

LAM, TTEd

What motivates an English language teacher to teach ? What motivates an English language teacher to teach ? What motivates English language teacher ? What motivates English language teacher ?

Hsuan HsuanHsuan Hsuan--Yau (Tony) Yau (Tony)Yau (Tony) Yau (Tony) Lai LaiLai Lai ( (( (National Taipei University of Business, Taiwan National Taipei University of Business, Taiwan Taipei University of Business, Taiwan National Taipei University of Business, Taiwan) )) )

Teacher motivation is a sensitive but important issue and has not been fully researched. I'll report on a study that aimed to try and establish what motivates an English language teacher to teach. For this purpose, an online questionnaire was used and the findings provide a useful aid for all teachers of English to reflect on their own motivation to teach.

e, le, t, a

Cobden 3

185 audience Talk

EAP, TEA

Exchange Hall

500 audience

Talk

LA

Creating a successful induction programme for EFL t eachers abroad

Creating a successful induction programme for eachers abroad eachers abroad eachers abroad

Ross RossRoss Thorburn Thorburn ( (( (EF Education First EF Education First Education First EF Education First) )) )

Annually, over 100,000 teachers cross borders to teach EFL in China alone. Many arrive unequipped to deal with their new environment and experience challenges inside and outside the classroom. This session will demonstrate the successful use of social media and training to facilitate successful adaptation by Education First, China. e, a

Formative assessment Formative assessment

Formative Formative

Simon SimonSimon Simon Andrewes AndrewesAndrewes Andrewes ( (( (Retired RetiredRetired Retired) ))

Formative assessment is an indispensable classroom tool. For it to be effective, it should take into account the kind of tasks 'real life' will confront learners with in the future. This talk will discuss aligning assessment with projected target language use, establishing clear assessment criteria, and giving appropriate feedback. It will focus on written communication.

a

Becoming one with language: reflections on becoming different

Becoming one with language: reflections on becoming different

Becoming with language: reflections different

Becoming with language: reflections different

Ian Michael Ian Michael Ian Ian Robinson RobinsonRobinson Robinson ( (( (University of Calabria University of Calabria University of Calabria University of Calabria) )) )

This presentation refers to the work of Dornyei and Ushioda (2009) on the L2 Motivational Self System and how an understanding of the conflict that some language learners experience, concerning their personal identity when learning a second language, may help language teachers resolve problems and help learners achieve better results, especially at a university level. le, t

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Exchange 1

80 audience

Talk

RES, TD

Exchange 2

40 audience

Talk

TTEd, YLT

Exchange 3

40 audience

Talk

YLT

Exchange 4

40 audience

Talk

RES, TTEd

Session 1.7 : 1755-1825

INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORA TION

INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORA TION HAYCRAFT TION HAYCRAFT TION

SCHOLARSHIP WINNER WINNER

Developing a sustainable exploratory/action research project: sustainable exploratory/action research project: improving oral presentations improving oral presentations

Katie Moran MoranMoran ( (Efrei EfreiEfrei Efrei) )) )

This presentation recounts how a teacher-researcher endeavoured to make a small, classroom-based exploratory/action research project sustainable. To build upon positive outcomes from two initial cycles of research aimed at improving oral presentations, the teacher and students created tools to transmit ideas and experience to future participants, including a short video made with smartphones 'by' students 'for' students.

Warmth WarmthWarmth

belonging: a framework for belonging: a framework for success successsuccess success

Karina KarinaKarina Nazzari NazzariNazzari Nazzari ( (( (Cultura Inglesa Cultura Inglesa Inglesa Cultura Inglesa) )) )

This talk aims to show how warmth, recognition and sense of belonging can be effective tools in helping teachers, coordinators and mentors raise awareness and improve their attitude towards learners. Participants will be exposed to some theoretical background as well as some practical ideas on how to implement the three concepts aforementioned.

Make up poor class time by sending an audio file

Make up poor class time by sending an audio file up poor class time an audio up poor class time an audio

Martha Ada Martha Ada Onjewu OnjewuOnjewu Onjewu ( (( (Kaduna Kaduna Kaduna Kaduna Polytechnic Polytechnic Polytechnic Polytechnic) )) )

In over 20 years' experience as an EFL teacher at tertiary level, one recurrent problem I had was poor class time of only two hours a week for approximately four months in a semester. This presentation shows how recording an audio file and sending it to my students on Facebook has proven to be a potent solution.

The difficulty of defining grammatical difficulty

The difficulty of defining grammatical difficulty defining grammatical difficulty defining grammatical difficulty

Johan JohanJohan Graus GrausGraus Graus ( (( (HAN University of Applied Sciences, Nijmegen, HAN University of Applied Sciences, Nijmegen, HAN University of Nijmegen, HAN University of Applied Sciences, Nijmegen, Netherlands Netherlands Netherlands) )) )

Why are some grammatical structures considered more difficult than others by learners? In this presentation, the easy–difficult distinction is discussed in terms of (psycho)linguistic characteristics of grammatical structures, as well as pedagogical considerations. More than 700 student teachers of English were surveyed to create a framework that offers a holistic perspective on the notion of grammatical difficulty. e, s, t

e ee e = experienced audience

le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Saturday 11 April

Session 1.7 : 1755-1825

Exchange 5

40 audience

Talk RES, TTEd

Exchange 6

40 audience Talk AL, RES

Exchange 7

40 audience Talk RES

Exchange 9 1710-1825

Designing materials: from theory to

Designing materials: from theory to materials: from theory to materials: from theory to practice? practice?practice? practice?

Sonia Sonia Munro MunroMunro Munro & & Susan Sheehan Sheehan ( (( (University of Huddersfield University of Huddersfield University University Huddersfield) )) )

At the University of Huddersfield, MA TESOL students have the option of creating course materials instead of writing a more traditional dissertation. This talk will present findings from an investigation into how students develop their materials and their perceptions of the role of theory in relation to the development of the materials. Implications for teacher education will also be addressed. e

The The The The ethics of researching English language skills in ru ral Bangladesh ethics language skills in ru ral Bangladesh

Qumrul Hasan Qumrul Hasan Chowdhury Chowdhury Chowdhury Chowdhury ( (King's College London/University of Dhaka King's College London/University of Dhaka King's College London/University of Dhaka King's College London/University of Dhaka) )) )

This talk presents the challenges of conducting language research in rural Bangladesh. Based on practical insight, it sheds light on four major methodological and ethical issues and focuses on the tension of finding a balance between meeting local expectation and maintaining research ethics. This session also proposes a set of potential guidelines to handle the ethical challenges in rural contexts.

Rethinking monolingualism in TESOL courses

Rethinking monolingualism in TESOL courses

Rethinking monolingualism TESOL courses

Rethinking monolingualism TESOL courses – a plurilingual view a plurilingual view plurilingual view plurilingual view

Danielle DanielleDanielle Freitas FreitasFreitas Freitas ( (( (University of Toronto University of Toronto University of Toronto University of Toronto) )) )

TESOL programs have been qualifying English language teachers for the ELT industry worldwide for decades. However, with the advent of plurilingualism and plurilingual pedagogies in TESOL, it is crucial to rethink the guiding principles of TESOL courses. This presentation discusses the possible application of a plurilingual view to a TESOL course.

BRITISH COUNCIL SIGNATURE EVENT BRITISH COUNCIL SIGNATURE EVENT

See page 94 for details.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, le, a

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK BOARDS & CANCELLATI

Exchange 10

100 audience

Talk

MD

Exchange 11

150 audience

Talk

LT

1900-2130

Saturday 11 April

Session 1.7 : 1755-1825

Evening events : 1900-2130

Intermediate plateau: helping our students with authentic material

Intermediate plateau: helping our students with authentic material

Intermediate helping our students with authentic

Intermediate helping our students with authentic Ila Cristina Coimbra (Brazil) Ila Cristina (Brazil)

As English teachers, we often have students who cannot move forward from the intermediate level. The aim of this talk is to discuss what the intermediate plateau is, why students are unable to move beyond it, and how teachers can include videos, podcasts, newspapers and articles in their lessons in order to help their learners to go further.

le, a

Making virtual technology in teaching intercultural communication

Making virtual technology in teaching intercultural communication

Making virtual technology in teaching intercultural communication

Making virtual technology in teaching intercultural communication personal and real personal and real personal and real personal and real

Natalia Grishina (Saint Natalia Grishina (Saint--Petersburg State Polytechnical University) Petersburg Polytechnical

This talk will focus on the pedagogical benefits of using virtual technology for teaching intercultural communication. Students completed assignments which required them to communicate across international boundaries. This resulted in a significant impact on their understanding of theory, while bringing new insights for increasing intercultural understanding. Presenting an actual case study, attendees will learn how they can incorporate similar methodologies. e, t, a

Evening events

Pecha Kucha “we care so we share” Pecha Kucha “we care so we share” Kucha “we care so we share” Kucha “we care so we share” ( (( (sponsoredbyIELTS sponsoredbyIELTS sponsoredbyIELTS) )) )

1900 19001900 1900--2000 in Exchange Hall 2000 in Exchange Hall Hall 2000 Hall

Originating from the word “chitchat,” a Japanese term describing the sound of conversation, we again offer you a Pecha Kucha evening. 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, keeping presentations concise and fast-paced. Extending a warm vote of thanks to our sponsor, IELTS, the event will be facilitated by Bita Rezaei and features several new speakers. It promises to be as exciting as ever so don’t miss it!

British Council British Council Council Council--hosted evening hosted evening hosted evening hosted evening

1900 19001900 1900--2130 21302130 2130

The British Council invites all delegates at IATEFL Manchester 2015 to a networking reception at Manchester Town Hall. Join the British Council for an enjoyable evening in an iconic landmark building in Manchester – the Town Hall. Regarded as one of the finest examples of Neo-Gothic architecture in the UK, it is one of the most important Grade 1 listed buildings in England. Come to the event to meet with friends old and new, and relax after a busy day at the conference. The event will be an excellent opportunity to enjoy exclusive access to grand rooms, such as the Great Hall, which is decorated with murals by Ford Maddox Brown. Plenty of food and drink will be served throughout the evening. In the heart of the city, the Town Hall is located on Albert’s Square, just a four minute walk from the conference centre. Find out more about this exquisite venue at www.manchester.gov.uk/townhall.

Saturday 11 April

Evening events : 1900-2130

International Music Fest International Music Fest

2000 20002000 2000--2130 in Charter 2 2130 2 2--3 33

See your fellow IATEFL members in a different light at the International Music Fest when we get together and speak the universal language of music! Bring world music and traditional songs from your culture and in your language. (Please no CDs or classroom songs which are better in the main conference.)

Adrian Underhill, Chaz Pugliese and Bethany Cagnol will host the evening. Come and enjoy IATEFL’s hidden talent and network through music!

• One-Year On-Campus Option • Two-Year Online Option

Sunday 12 April

0800-1730: Registration Desk Open

0815-0845: How To ... Sessions

0830-1730: ELT Resources Exhibition Open

0800-1730 Registration desk open

0815-0845 IATEFL How to... track

Central 3-4

Cobden 3

How to be successful in an ELT interview

How to be successful in an ELT interview

How to be in an ELT

How to be in an ELT with Timothy Phillips with Timothy Phillips with with 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!

Central 5 HowtowriteforIATEFLVoicesandotherEnglishteaching magazines HowtowriteforIATEFLVoicesandotherEnglishteaching magazinesHowtowriteforIATEFLVoicesandotherEnglishteaching magazines HowtowriteforIATEFLVoicesandotherEnglishteaching magazines with Alison with Alison with Alison with Alison Schwetlick Schwetlick

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.

How to become a successful freelancer

How to become a successful freelancer

How to become successful freelancer

How to become successful freelancer with Mike Hogan with

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.

0830-1730 Exhibition open

SUNDAY

Sunday 12 April

0900-1010: Plenary Session

Session 2.1 : 1025-1110

0900-1010 Plenary Session

Exchange Hall (1600 audience)

Plenary session by Plenary session by session by session by Joy Egbert Joy Egbert Joy Egbert Joy Egbert

Joy Egbert is professor of English as a second language and education technology at Washington State University in Pullman, Washington, in the U.S.A.'s Pacific Northwest. She has published and presented on CALL around the world. Her research and teaching interests are engagement and differentiation.

1025-1110

Engagement principles and practice in classroom lea rning, language and

Engagement principles and practice in classroom lea rning, language and

Engagement principles practice classroom lea rning, and

Engagement principles practice classroom lea rning, and technology technology

A still-common issue with technology use in language learning is an overly-strong focus on the digital tools and a relatively weak emphasis on actual learning. This technocentric approach may arise, in part, from a lack of clear theoretical grounding for classroom technology use. While it's unclear whether atheoretical uses of technology actually provide barriers to learning, it is clear from the research that principled uses can lead to student achievement. But which principles should language educators use to guide their planning? This plenary proposes that principles of task engagement, as part of an educator's overall understanding of second language learning, can serve both educators and learners well in technologyenhanced environments. Task engagement -- which includes principles of authenticity, connection, interaction, feedback and challenge/skills balance -supports current popular trends such as flipping instruction and the use of serious education games that underscore the need for students to find their studies engaging. This plenary provides an overview of task engagement and examples of why and how language educators might engage their learners with technology.

Session 2.1

Central 3-4 140 audience Workshop LT Chop, knead and slice: getting the multi Chop, knead and- function “blend” right function “blend” right function “blend” right function “blend” right Valentina ValentinaValentina Dodge DodgeDodge ( (( (English360 English360 English360 English360) )) )

Creating a whole range of courses or lesson activities is now easy with all these web tools, publisher platforms, new apps and online resources. But are we chopping and slicing things effectively? What’s in our blended mixing jug? How satisfied are students? Come along to share approaches and create joint guidelines.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAP = English for Academic Purposes

ESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GEN = General

GI GIGI = Global Issues

LA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS FOR CHANGES &

Central 5

80 audience Workshop

LAM LAMLAM LAMSIG Day SIG DaySIG

Central 6

50 audience Workshop

YLT

Central 7

80 audience Workshop

TD, RES RESRES RES SIG SIG SIG SIG Day DayDay Day

How to get your team How to get team thinking thinkingthinking

Duncan DuncanDuncan Duncan Foord FoordFoord ( (( (OxfordTEFL OxfordTEFL OxfordTEFL OxfordTEFL) )) )

Sunday 12 April

Session 2.1 : 1025-1110

p, s, t, a

Central 8

80 audience

Workshop

MaW MaWMaW MaWSIG Day SIG DaySIG Day SIG Day

Find out how to create better meetings and arrive at better decisions by encouraging people in them to think independently and creatively. You will take part in a simple experiment which will demonstrate the importance of divergent thinking (if it works!) and practise doing some yourself in a team discussion activity.

Developing fluency through video Developing fluency through video

Developing video Developing video

Nino NinoNino Nino Maisuradze Maisuradze Maisuradze Maisuradze & & & & Nino Mikeladze Nino Mikeladze Nino Mikeladze Nino Mikeladze ( (Batumi Public School N1 Batumi Public School N1 Batumi Public N1 Batumi Public N1) )) & & & & Nino NinoNino Nino

Salukvadze Salukvadze Salukvadze Salukvadze ( (Batumi State University Batumi State University Batumi University Batumi University) ))

The aim of this presentation is to share our modest experience of engaging students in the learning process through incorporating video in classes. Video usage develops a spontaneous speaking skill. The website YouTube offers a number of videos which raise students’ motivation and increase their participation. It seems reasonable to try them as a productive way to develop fluency.

Exploring a new global framework

Exploring a new global framework Exploring a framework Exploring a framework for continuing professional for continuing professional for continuing professional for continuing professional development development development development

Paul PaulPaul Paul Braddock BraddockBraddock ( (British Council British Council British British Council) )) )

My workshop aims to engage teachers in a dialogue about continuing professional development (CPD). Using the British Council's global CPD framework, we will examine 12 core competencies, their components and a number of associated resources in order to find the answers to some of the key issues relating to professional development

There’s someone missing from your There’s missing from project project –– the editor! the editor!theeditor! Fiona FionaFiona Fiona MacKenzie MacKenzie MacKenzie MacKenzie & & & & David Baker David Baker ( (( (Language Testing 123 Language Testing 123 Language Testing 123 Language Testing 123 Ltd LtdLtd Ltd) )) )

This workshop shows how publishing companies no longer offer the sole route to publication. Whether you are self-publishing, a teaching institution developing its own materials, or a digital start-up, in a highly-competitive environment it isn’t enough to write something and just put it out there. Quality still matters – you can’t afford to forget one of the key roles in successful publishing.

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s s = secondary teaching

e, le, p, s, t, a prodprom

e, le, p, s, t, a

t = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

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

Sunday 12 April

Session 2.1 : 1025-1110

Charter 1

400 audience Workshop

GEN

Charter 2-3

500 audience Workshop GEN

Mystery mini dramas Mystery mini dramas –––– something for your next class something your next

Colin ColinColin Colin Granger GrangerGranger ( (( (Freelance FreelanceFreelance Freelance) )) )

This highly practical session introduces an easy to set up, risk-free activity for all age groups and levels. Drama activities are excellent for helping students improve listening and speaking skills, but this activity has the added advantage that everyone will be happy to take part. So, please come along and don't let the word 'Drama' put you off. le, p, s, a

Uncovering culture

Ben BenBen Ben Goldstein GoldsteinGoldstein Goldstein & & Ceri Jones Ceri JonesCeri Jones Jones ( (( (Freelance FreelanceFreelance Freelance) )) )

This workshop explores a 'glocal’ approach to culture in the classroom, viewing cultural topics through our students' local lens. We will reflect on transcultural phenomena and ways to embrace cultural diversity, questioning the essentialist notion of a single 'target' culture and its aspirational values. Practical classroom tasks from Eyes Open , the new Cambridge Discovery EducationTM secondary course will be shown. e, le, s prodprom

Charter 4 1025-1055

190 audience Talk ESP, MD

Cobden 1 35 audience Workshop GEN

Practical advice on creating authentic Medical English listening advice on creating authentic Medical English listening materials

Sheila SheilaSheila Thorn ThornThorn Thorn ( (( (The Listening Business The Listening Business Listening Business The Listening Business) )) )

It is almost impossible to get permission to record medical interactions between patients and doctors. However, it is relatively easy to record interviews with ordinary people from all walks of life talking about their current or previous health conditions. I shall demonstrate how these authentic recordings can be used to create highly-motivating Medical English teaching and listening practice materials.

e, le, a

Laughter is the key to being a successful teacher

Laughter is the key to being a successful teacher key to being a successful teacher key to being a successful teacher

Maria Estela Ribeiro Jardim Maria Estela Ribeiro Jardim Rondon RondonRondon ( (Freelance FreelanceFreelance Freelance) ))

Having a good sense of humour makes a difference when you are a teacher. We learn better in a friendly stress-free environment. I will show simple activities using TPR, a little song, video clips and anecdotes. These can inspire you to create or use other techniques to help students at any age group or level to lose their inhibitions. e, le, p, s, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE FOR & ONS PLEASE FOR & ONS

Sunday 12 April

Session 2.1 : 1025-1110

Cobden 2

60 audience

Workshop

TD, TTEd

Cobden 3

185 audience

Workshop

LMCS, MD

Exchange Hall

500 audience Workshop

EAP, LA

Exchange 1

80 audience Workshop

TEA TEATEA TEASIG Day SIG DaySIG Day SIG Day

Topics, texts, tasks and a stolen packet of sweets

Topics, and a stolen packet of

Danny DannyDanny Norrington Norrington--Davies DaviesDavies Davies ( (International House London International House London International House London International House London) )) )

Teachers in training gain immensely from creating their own lessons, so why not get them doing this at the very start of their course? This workshop demonstrates how we encouraged CELTA trainees to design their own lessons for their very first classes and explores the positive impact this approach had on their teaching, classroom interaction and lesson planning. a

Shakespeare now: resetting and retelling Shakespeare’s plays

Shakespeare now: resetting and retelling Shakespeare’s plays Shakespeare now: resetting and retelling Shakespeare’s

Shakespeare now: resetting and retelling Shakespeare’s

Robert RobertRobert Robert Hill HillHill Hill ( (( (Black Cat, Italy Black Cat, Italy Black Cat, Black Cat, Italy) )) )

Shakespeare’s plays are often reset (keeping Shakespeare’s words, but set somewhere else in time and place) and retold (reset, and with the plots and words adapted). We will experiment with resetting/retelling Richard III, Romeo and Juliet , Hamlet , Macbeth and others, and examine film versions of them. Some reference will be made to Black Cat’s ReadingShakespeare series of graded readers. e, s, t, a prodprom

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

Teaching study skills to university students

Teaching study skills to university students

Teaching study to university students

Teaching study to university students

Dorothy DorothyDorothy Dorothy Zemach ZemachZemach Zemach ( (( (Macmillan Education Macmillan Education Macmillan Education Macmillan Education) )) )

"They should have learned study skills in high school." Yes, but what if they didn’t? University students sometimes arrive with brainpower and drive, but without the organisation and habits necessary for academic success. I will demonstrate techniques for teaching academic study skills, with generalisable examples drawn from OpenMind and Skillful that audience members can adapt.

Fairness as a Fairness a consideration in writing test items consideration in writing test

Marian MarianMarian Marian Crandall CrandallCrandall Crandall ( (( (ETS ETSETS ETS) )) )

There are so many variables to be considered in writing test questions that it is not surprising that one of the most important considerations, fairness, is often overlooked. In this workshop, we’ll define fairness, review some universal principles, and discuss the challenges of creating fair questions given the linguistically and culturally diverse backgrounds typical of many ESL classrooms. le

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Sunday 12 April

Session 2.1 : 1025-1110

Exchange 2

40 audience Workshop

LMCS

Exchange 3

40 audience Workshop

MD, PRON

Want to spice Want to spice up your lessons? Try with a song up your lessons? with song

Sandra Sandra Vida VidaVida Vida ( (( (Dvojezicna srednja sola Lendava Dvojezicna srednja sola Lendava Dvojezicna srednja sola Dvojezicna srednja sola Lendava) )) )

Materials-light classes reflecting the current state of mind of the youth you teach? If that sounds like something you need, you definitely need a good lesson with music. But don’t go back to The Beatles again or ruin it with another gap fill exercise. Use a song that tops the charts now. How? Come along and get some ideas. le, s

Exploiting "ear slips" and misplaced boundaries in Exploiting "ear slips" and misplaced boundaries in oral skills skills instruction instruction

e, le, t, a

Exchange 4

40 audience Workshop

TD

Maria Parker ParkerParker ( (( (Duke University Duke University Duke Duke University) )) ) & & & & Brenda Imber Brenda Imber Imber & & & & Carson Maynard Carson Maynard Maynard Maynard ( (( (University of Michigan, English Language Institute

University of Michigan, English Language Institute

University of Michigan, English Language Institute

University of Michigan, English Language Institute) )) )

While standard written English has clearly defined word boundaries, connected English speech presents significant comprehension barriers for NNS, often resulting in 'ear slips' such as 'looks like tomatoes' for 'looks like we made it'. Working with prepared lists of word bundles containing such slips, participants will collaborate in searching for pronunciation clues, correcting misunderstandings, and discussing applications to their own settings.

Sensing our teaching space: changing our practice

Sensing our teaching space: changing our practice our teaching space: practice our teaching space: practice Valeria Benevolo Franca ( (( (Cultura Inglesa SA Cultura Inglesa SA Cultura Cultura SA) )) )

The teaching experience is a live, organic process which demands change in pedagogical practice in order to deal with new challenges. Yet how do teachers re-invent themselves? It is only by experimenting with different learning experiences themselves that teachers then become ready to face change. This workshop will provide practical examples of how teachers can go about this process.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

April

Exchange 5 1025-1055

40 audience Talk GEN

Exchange 6

40 audience Workshop BE

Exchange 7

40 audience Workshop

TD, TTEd

Exchange 9 240 audience Workshop LT

Engaging 30 in an classroom

Engaging 30 students in an inclusive classroom

Romulo RomuloRomulo Romulo Neves NevesNeves ( (( (APPI Portugal APPI Portugal APPI Portugal APPI Portugal) )) )

Our classes at mainstream schools are becoming more and more challenging as students have different backgrounds, expectations and needs. Regarding students with SEN, teachers must put into practice new methods and teach the way these students learn. In this session, we will focus on students with SEN and we will present strategies and activities to teach them effectively.

Business storytelling: helping learners create m emorable stories

Business storytelling: helping learners create m emorable stories

Business storytelling: helping learners to create m emorable stories

Business storytelling: helping learners to create m emorable stories

Dana DanaDana Dana Poklepovic Poklepovic ( (( (DPL Corporate Language Dynamics DPL Corporate Language Dynamics DPL Corporate Language Dynamics DPL Corporate Language Dynamics) ))

Storytelling is a powerful tool to connect with people. Business leaders use it to motivate teams and inspire change. However, the communication strategy to create a business story differs from a regular narrative. In this interactive workshop we’ll discuss the key elements of storytelling and explore a technique to help learners build compelling stories to achieve organizational goals.

How to increase your market worth as an EFL teacher

How to increase worth as EFL

How to increase worth as EFL

How to increase your market worth as an EFL teacher

Carol CarolCarol Carol Bausor BausorBausor Bausor ( (( (ILTC ILTCILTC ILTC) )) )

This workshop provides a template to be applied if you wish to earn more money doing the job you are already so good at: EFL teaching. Wherever you work, whatever your status, the chances are that you use many skills, but probably not those that will increase your market worth: attend this workshop if you are interesting in changing.

Digital or analogue: making choices about technolog y in lesson

Digital or making choices about technolog y in lesson planning planningplanning

David DavidDavid David Pearce PearcePearce ( (( (Oxford University Press Oxford University Press Oxford University Press Oxford University Press) )) )

Deciding when and how to use digital technology in the classroom can be a challenge for anybody. Balancing the technology available with your level of confidence and the needs of students can be both puzzling and frustrating. This workshop is based around simple exercises in decisionmaking whilst lesson planning, in order to get the best from technology.

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s s = secondary teaching

t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.1 : 1025-1110

Session 2.2 : 1145-1215

Exchange 10

100 audience

Workshop

YLT YLTYLT YLTSIG Day SIG DaySIGDay

Exchange 11 150 audience

Workshop EAP, TEA

Making up grammar rules Making rules

Georgios GeorgiosGeorgios Chatzis Chatzis ( (( (Karayanni KarayanniKarayanni Karayanni--Chatzi Schools of English Chatzi Schools English Chatzi Chatzi Schools of English) )) )

In this presentation, I will give examples of classroom practices that can transform the teaching of grammar, from a boring part of the language course into a useful tool to motivate students and to satisfy inquisitive minds when the phrase: 'It is so because the book says so' will not suffice.

What is the question? Dealing with IELTS Writing Ta sk 2 What Dealing Writing Ta sk 2 2 2

Sarah SarahSarah Sarah Philpot ( (( (British Council, Paris, France British Council, Paris, France British Council, Paris, France British Council, Paris, France) )) )

This workshop will look at the problems our students have with IELTS Writing Task 2. Specifically, we will break the question down into the essential parts to ensure that they are all covered in the answer. Then we will look at techniques to encourage thinking and planning before writing. Finally, we will discuss how we can encourage effective proof-reading.

1110-1145 Coffee break (sponsored by ETS TOEFL) LOGO

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

1145-1215 Session 2.2

Gallery Poster presentations Poster presentations Poster Poster (sponsoredbyETSTOEFL) LOGO LOGOLOGO

Please see pages 43-48 to see which poster presenters will be at their poster for you, from 1145 to 1215, to discuss the presentation and answer your questions.

Central 3-4

140 audience Talk YLT

Working with readers and genre using a project

Working with readers and genre using a project

Working with readers and using a

Working with readers and using a- based approach based approach approach approach

Rafael RafaelRafael Rafael Monteiro MonteiroMonteiro Monteiro ( (( (Escola Mobile, Sao Paulo, Brazil Escola Mobile, Sao Paulo, Brazil Escola Mobile, Sao Paulo, Brazil Escola Mobile, Sao Paulo, Brazil) )) )

Teachers often struggle to get teenagers involved in reading preestablished graded readers. In this talk I aim to explain how I have implemented the project-based approach based on the genre of the set text. I will also show how this kind of approach can be adapted to other teaching contexts, and I will provide participants with some practical ideas.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Central 5

80 audience

Talk

TD, LAM LAMLAM LAMSIG SIG SIG SIG Day DayDay Day

Central 6

50 audience

Talk

EAP

Central 7

80 audience

Talk

TD, RES RES RES RES SIG SIG SIG SIG Day DayDay Day

Sunday 12 April

Session 2.2 : 1145-1215

Central 8

80 audience

Talk

MaW MaWMaW MaWS SS SIG Day IG DayIG Day IG Day

The The The The ChimpParadox and a stress and a stress and a stress and a stress-- free life free lifefree life free life

Diarmuid DiarmuidDiarmuid Diarmuid Fogarty Fogarty ( (( (INTO Manchester INTO Manchester INTO Manchester INTO Manchester) )) )

Two years ago, I read Dr Steve Peters' book The Chimp Paradox. By the time I'd finished reading it, my stress had dissipated and my life had improved. This talk will run through my experience and highlight key features of this immensely successful mind model in the hope that teachers and managers who are stressed will benefit from hearing it.

Academic writing for students of economics: Academic writing for students of economics: Academic writing economics: Academic writing economics: for and against for and against for against for against Svetlana SvetlanaSvetlana Svetlana Petrovskaya Petrovskaya Petrovskaya Petrovskaya ( (( (Plekhanov Russian University of Economics Plekhanov Russian University of Economics Russian University Economics Plekhanov Russian University Economics) ))

The increased academic mobility of Russian students of economics has revealed the necessity to offer a course in academic writing, this being a rather challenging area in developing relevant language skills. This session will present arising culture-based issues, with focus on strategies for preparing students for Writing 1&2 IELTS (Academic module) and for writing extended essays.

Towards initiating YELTA Towards initiating YELTA Towards initiating YELTA Towards initiating YELTA

Nagm NagmNagm Nagm--Addin AddinAddin Addin Saif SaifSaif ( (( (Technical Industrial Institute & Al Technical Industrial Institute & Al Technical Industrial Institute & Al Technical Industrial Institute & Al--Saeed University Saeed University Saeed University Saeed University) )) )

In the absence of any formal professional association for EFL teachers in Yemen, this talk will report on qualitative research findings on how teachers perceive the idea of setting up a Yemeni English Language Teachers’ Association (YELTA). It will help the researcher to develop a constitution for the intended association, its objectives and its major professional concerns.

Free and fair ELT: for writers, publishers and teac hers Free and writers, publishers and hers

Katherine KatherineKatherine Katherine Bilsborough Bilsborough Bilsborough Bilsborough ( (( (Freelance FreelanceFreelance Freelance) )) ) & & & Chuck Sandy Chuck Sandy Chuck Sandy Chuck Sandy ( (( (iTDi iTDiiTDi iTDi) )) )

Find out what happened when a group of ELT writers got together to address the problem of illegal ELT downloads. Recognising a need for free ELT materials, we decided to launch a platform for sharing, with emphasis on legality and quality. ELT Free and Fair Facebook page was born in June 2014 and is an exciting adventure for all involved.

e ee e = experienced audience le lele le = less-experienced audience

p = primary teaching s ss s = secondary teaching

e, le, p, s, t, a prodprom

le, p, s, t, a

e, le, p, s, t, a

t = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.2 : 1145-1215

Charter 1

400 audience

Talk

TD, TTEd

Charter 2-3

1145-1300

500 audience

Teaching @ the edge of chaos

Teaching @ the edge of chaos

Teaching chaos

Teaching chaos

Adrian AdrianAdrian Adrian Tennant TennantTennant ( (Freelance FreelanceFreelance Freelance) )) )

This talk focuses on some key issues raised during and after the plenary given by Sugata Mitra at Harrogate in 2014. Issues such as the redundancy of the teacher and how inquiry-based learning can work in any context will be addressed. The talk takes examples from three contexts to support the arguments: Northern rural India, Saudi Arabia and China. e, le, p, s, a

CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH

The language debate The language debate

The language debate The language debate

Speakers:

Scott Thornbury Scott Thornbury Scott Thornbury Scott Thornbury Silvana Richardson Silvana Richardson Silvana Silvana Jeanne McCarten Jeanne McCarten Jeanne Jeanne

Monica Poulter Monica Poulter Monica Poulter Monica Poulter

Chair - Michael Carrier

The Cambridge English Teaching Framework, along with most other ELT professional development frameworks, includes a focus on the teacher’s own language use. English is generally the medium of instruction, so the teacher’s own language becomes content and, as usually stated in frameworks, the teacher needs to be an accurate model. This raises a number of questions: LOGO

•

•

•

Does more importance need to be given to use of the learners’ L1?

What sort of syllabus should a language improvement course for teachers focus on?

• Which model? And can the teacher whose own language use is developing be an acceptable model?

How different should such a syllabus be from a language improvement course for learners?

These questions will be explored in a panel session, with experts in the field discussing their views and experiences. The topic will then be opened up to the audience for further debate.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES RESRES = Research

TD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Charter 4

190 audience

Talk

GEN

Cobden 1

35 audience

Talk

EAP, ESP

Cobden 2

60 audience

Talk

GEN

Online teacher education: building effective and affective learning

Online teacher education: building effective and affective strategies strategiesstrategies strategies

Adriana AdrianaAdriana Adriana de los de los de los de los Santos SantosSantos ( (( (Plan Ceibal, Uruguay Plan Ceibal, Uruguay Plan Ceibal, Uruguay Plan Ceibal, Uruguay) )) )

As an experienced teacher, you know your career demands ongoing professional development so solid, effective, non-stressing online teacher education is invaluable. This talk will give you ideas on how to improve your emotional and intellectual online learning experience at the time you develop better critical thinking, refined teaching and research strategies in the field of TESOL. e

Reaching the right balance in students' self

Reaching the right balance in students' self

Reaching balance in students' self

Reaching balance in students' self - driven driven driven driven videoconferences videoconferences videoconferences videoconferences

Hana HanaHana Hana Katrnakova Katrnakova Katrnakova Katrnakova ( (Masaryk University Masaryk University Masaryk University Masaryk University) )) )

Students' responsibility, independence, reliability, team work and group dynamics during international videoconferencing are the main focus of the presentation. Students from tertiary level (Masaryk University, Helsinki University and Erasmus students at Aberystwyth University) form virtual classes and take part in two different types of videoconferences. This presentation looks at the role of students, what they gain, and illustrates potential drawbacks.

ToT impact on students' learning in Egyptian techni cal colleges

ToT impact on students' learning in Egyptian techni cal colleges

ToT impact in Egyptian techni

ToT impact in Egyptian techni Mohamed Ahmed Mohamed Ahmed Mohamed Ahmed Mohamed Ahmed Abd Elwakeel Abd Elwakeel Abd Elwakeel Abd Elwakeel ( (( (Assiut Technical Commercial Assiut Technical Commercial Assiut Technical Commercial Institute InstituteInstitute Institute) )) )

This talk describes Trainer of Teachers (ToT), a development programme organized by the British Council in Egypt for teachers of English in Egyptian technical colleges. The teachers used to use traditional methods. After finishing the TOT course, the teachers returned to their colleges and used techniques learned to change their traditional teaching style into a communicative learner-centered style. a

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.2 : 1145-1215

Cobden 3

185 audience

Talk

TD, TTEd

Exchange Hall

500 audience

Talk

LT

Exchange 1

80 audience

Talk

TEA TEATEA TEAS SS SIG Day IG DayIG Day IG Day

From pragmatism to professional autonomy: transforming online to professional autonomy: transforming online

From postgraduate study postgraduate study

Alex AlexAlex Alex Ding DingDing Ding & & & & Jane Evison Jane Evison Jane Evison Jane Evison ( (( (University of University of Nottingham Nottingham) )) )

This talk explores how teacher autonomy can be fostered in two online MA TESOL programmes. Many students initially desire a qualification for solely pragmatic reasons and this talk discusses how these students often move beyond this desire to engage more deeply with their professional autonomy. A range of factors are discussed which contributed to this transformation.

Improving English language learner outcomes using online data English language outcomes using online data

Rasil Warnakulasooriya

Using online data for making improvements is becoming common practice in organisations around the world. In Pearson, we believe that there is an immense opportunity to utilize online interaction data gathered through English language teaching products to improve learner outcomes. In this session, I will demonstrate how the analysis of learner data suggests improvements to learning activities.

From summative to formative assessment in a traditi onal

From summative to formative assessment in a traditi onal to formative assessment in onal formative assessment in onal ELT institute ELT institute institute institute Isabela IsabelaIsabela Isabela Villas Boas Villas Boas Villas Villas & & & & Katia Falcomer Katia Falcomer Katia Falcomer Katia Falcomer ( (( (Casa Thomas Jefferson, Casa Thomas Jefferson, Casa Thomas Jefferson, Casa Thomas Jefferson, Brasilia, Brazil Brasilia, Brazil) )) )

This presentation describes a project aimed at changing a whole assessment system of adult learners from a summative to a formative, outcomes-based model. We will discuss the rationale for the change, the steps followed, the feedback from students and teachers, and the lessons learned. We will also share samples of the new assessment instruments used.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

p, s, t, a pub

e, a

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Exchange 2

40 audience

Talk TTEd

Exchange 3

HORNBY HORNBY TRUST TRUST ALUMNUS ALUMNUS

Exchange 4

40 audience

Talk

GI, TTEd

Exchange 5

40 audience

Talk

GEN

Teachers helping teachers: the Venezuelan experience

Teachers helping teachers: experience

Teachers helping teachers: the Venezuelan experience

Teachers teachers: experience

Evelin EvelinEvelin Ojeda Ojeda Naveda NavedaNaveda Naveda ( (VenTESOL VenTESOLVenTESOL VenTESOL) ))

The teachers' organization VenTESOL has played a major role in the professional development of English teachers in Venezuela. This talk aims to show how regional teacher development workshops have enabled teachers to help each other enhance their classroom practice. It will also demonstrate how educators can effectively train their colleagues in order to achieve excellence in ELT.

40 audience Talk AL Authenticity in English language classrooms: going beyond the Authenticity in English language classrooms: going beyond the Authenticity in English classrooms: going beyond Authenticity in English classrooms: going beyond text(book) text(book)text(book) text(book)

Erkan ErkanErkan Erkan Kulekci KulekciKulekci ( (( (University of Warwick University of Warwick University of Warwick University of Warwick) ))

This talk aims to go beyond the traditional, text-centred definition of authenticity in English language teaching and to highlight the dynamic and multidimensional nature of this concept. To that end, I will share some findings and implications from my research that has been tailored as a qualitative case study and conducted in two Anatolian high schools in Turkey.

INTERNATIONAL HOUSE TRAINING & SCHOLARS WINNER WINNERWINNER WINNER

INTERNATIONAL HOUSE TRAINING & SCHOLARS

INTERNATIONAL HOUSE TRAINING & DEVELOPMENT SCHOLARS HIP

INTERNATIONAL HOUSE TRAINING & DEVELOPMENT SCHOLARS HIP

t

Integrating human instruction Integrating human instruction

Integrating human values in EFL instruction

Integrating human values in EFL instruction

Ruwaida RuwaidaRuwaida Ruwaida Abu AbuAbu Abu--Rass RassRass Rass ( (( (Beit Berl Academic College, Israel Beit Berl Academic College, Israel Beit Berl Beit Berl Israel) )) )

I will talk about a project of integrating human values in EFL classrooms as part of the practical work of my students (Arab female student teachers who are majoring in EFL in a teacher training college in Israel). The aim of including human values in EFL instruction is to qualify student teachers not only professionally and academically, but also humanly.

A A few histories of English few histories of English few histories few histories

Jonathan JonathanJonathan Marks ( (( (Freelance FreelanceFreelance Freelance) )) )

I will tell a number of potted histories of English, including how it has developed and interacted with other languages, how it has been the subject of prejudice and prescriptivism, and how different views of how it should be taught have come and gone. I will consider what these histories tell us about English today and in the future.

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s s = secondary teaching

e, le

t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a m ax

Please note that some presenters have requested a m

Please note that some presenters have requested a m ax

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

Sunday 12 April

Session 2.2 : 1145-1215

Exchange 6

40 audience

Talk LT

Exchange 7

40 audience

Exchange 9

240 audience

Talk

EAP

Exchange 10

100 audience

Talk

YLT YLTYLT YLTSIG Day SIG DaySIG Day SIG Day

Multimodal texts in language teaching: developing viewing and

Multimodal texts in language teaching: developing viewing and

Multimodal in language teaching: developing viewing and

Multimodal in language teaching: developing viewing and representing skills skillsskills skills

Tamas TamasTamas Kiss KissKiss Kiss ( (National Institute of Education National Institute of Education National Institute of National Institute of Education) ))

This talk aims to discuss how new literacies necessitate that EFL teachers look beyond the traditional language skills and prepare their learners to process and create multimodal genres. I will use examples from different age groups to demonstrate how students’ attention can be directed to understand the role and significance of different design elements in meaning making. e, le, p, s

Talk BE A multi A multiA multi A multi-- skill approach to designing a skill approach a business English course business course

Tatiana TatianaTatiana Tatiana Tolstova TolstovaTolstova Tolstova ( (( (Samara State Aerospace University Samara State Aerospace University State University Samara State University) )) )

Business communication is highly culture-determined. Therefore, teaching it involves three groups of skills: language (vocabulary and grammar); business communication; and intercultural communication. This talk looks at how they all can be used, balanced and interwoven in the process of designing a scheme of work for a tailor-made business English course. e, le, a

Academic Reading Reading Circles CirclesCircles Circles: improving learner engagement and text : improving and comprehension comprehension

Tyson Seburn SeburnSeburn ( (( (University of Toronto University of Toronto University Toronto University Toronto) )) )

Academic Reading Circles (ARC) is a collaborative activity that can transform learner struggles with challenging texts, like those used in higher education contexts, into stronger engagement and comprehension. Through exemplars, we explore how ARC works using five learner roles (leader, visualiser, contextualiser, connector, highlighter). Participants will leave with enough tools from the related e-book to try it in their classroom.

L1 - how to avoid it and when to use it avoid it and when use it

Rachael Harris ( (( (ETAS ETAS ETAS- English Teachers Association Switzerland English Teachers Association Switzerland English Teachers Association Switzerland) )) )

The first part of this practical talk is packed with ideas on how to stop students using L1 in class. Secondly, we will look at the advantages of using L1 and ideas on how to use it successfully in the classroom. Participants will take away ideas for activities and a clearer idea of their position in the L1 debate. le

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE CHECK

BOARDS FOR CHANGES & CANCELLATI ONS

Exchange 11

150 audience

Talk

LT, MD

1230-1300

Central 3-4

140 audience

Talk AL, LA

Central 5

80 audience

LAM LAMLAM LAMSIG Day SIG DaySIG Day SIG

Central 6

50 audience

Talk

LT

Sunday

12 April

Session 2.2 : 1145-1215

Session 2.3 : 1230-1300

Hacking the classroom with creative augmented reality projects

Hacking classroom with creative augmented projects

Paul PaulPaul Driver Driver ( (( (British Study Centres Oxford British Study Centres Oxford British Oxford British Oxford) )) )

Augmented reality (AR) is the real-time superimposition of digital media over real-world physical environments. While the idea of AR has received considerable hype, its practical, pedagogical application in the context of ELT has remained largely unexplored. I’ll discuss and demonstrate how AR can be meaningfully integrated into the learning process through content delivery, task design and student-centred project-based learning approaches. e, s, a

Session 2.3

Getting 'em out there: cultural exploration and second language Getting 'em out there: cultural exploration and second language Getting 'em out there: cultural and second language Getting 'em out there: cultural and second language learning learninglearning learning

Deak DeakDeak Kirkham KirkhamKirkham ( (( (University of Leeds University of Leeds University of Leeds University of Leeds) )) )

This presentation reports on preliminary findings of a set of longitudinal studies (diary/interview-based) of UK-based second language learners regarding the effect of the exploration of UK culture(s) on the participants’ second language, confidence and cultural awareness. The findings indicate support for a range of positive impacts of the systematic engagement in practical cultural exploration on second language learning. e, a

Leadership and Management Special Interest Group Op en Forum

Leadership and Management Special Interest Group Op en Forum

Leadership and Management Interest Op en Forum

Leadership and Management Interest Op en Forum

The LAMSIG Open Forum is a chance to meet and network with committee members and other ELT managers. The committee and the incoming new Coordinator welcome you to join us in discussing the mission of the SIG, look at SIG activities in the past year and discuss plans for the future.

The challenge: motivation and productive skills thr ough technology

The motivation and productive skills thr ough technology Nataliya NataliyaNataliya Nataliya Yordanova YordanovaYordanova Yordanova ( (( (AVO AVOAVO AVO--Bell Language and Examination Centre Bell Language and Centre Bell Language and Examination Centre) )) )

Although speaking and writing are different in many ways, they both are used for the same purpose - to communicate. In this talk, I will share experience at engaging adult learners to produce English out of the classroom through available technologies. I will also examine the impact of personalized and shared moodle content on fostering learning. e, a

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s ss s = secondary teaching t tt = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.3 : 1230-1300

Central 7

80 audience

Talk

TD, RES RES SIG SIG Day DayDay Day

Central 8

80 audience

Talk

ESP, MaW MaWMaW MaWSIG Day SIG DaySIG Day SIG Day

Charter 1

400 audience

Talk

EAP

Charter 2-3

1145-1300

Researching professional development with the use o f the narrative

Researching professional development with the use o f the narrative development with the f the narrative development with the f the narrative approach approach

Volha Arkhipenka ( (( (University of Manchester University of Manchester University of Manchester University of Manchester) )) )

What is the narrative approach to research and what is its usefulness for research in TESOL? Within this talk, having explained what the narrative approach to research is, I will share my experience of using it to explore the professional development of English language teachers on an MA TESOL course.

Keep CALM and write accessible ESP materials! Keep CALM and write accessible ESP materials! CALM and accessible ESP CALM and accessible ESP

Emily EmilyEmily Emily Bryson BrysonBryson Bryson ( (( (British Council & City of Glasgow College British Council & City of Glasgow College City College British City College) )) )

Designing interesting English for Specific Purposes materials can be challenging. Designing materials that are inclusive, diverse and accessible to all can also be challenging. This talk discusses how to apply the principles of Creating Accessible Learning Materials (CALM) and how they assist in the development of historical lessons for the British Council and vocational courses for City of Glasgow College.

How does just chatting become a purposeful conversa tion? How does just chatting become a purposeful conversa tion? just chatting become tion? just chatting become tion?

Candy van Olst van OlstvanOlst ( (( (Freelance FreelanceFreelance Freelance) )) )

In a classroom of more advanced learners, learning to talk and talking to learn become indistinguishable. Building purposeful conversations that prompt learning is not an innate skill. I'll define the elements of purposeful conversations that need to be taught and practised in order to develop the ability to initiate and maintain conversations that foster a wide range of social and academic skills.

e, le, a

CAMBRIDGE ENGLISH SIGNATURE EVENT

CAMBRIDGE ENGLISH SIGNATURE EVENT

CAMBRIDGE ENGLISH SIGNATURE

CAMBRIDGE ENGLISH SIGNATURE

See page 112 for details.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI GIGI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YL YLYL YLT TT T = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES &

Charter 4

190 audience

Talk

LT, TTEd

Cobden 1

35 audience

Talk

LT, TD

Cobden 2

60 audience

Talk LA, LT

Cobden 3 185 audience

Talk LT, MD

Sunday 12 April

Session 2.3 : 1230-1300

Camelot project: machinima for online language lear ning and teaching

Camelot machinima for language ning and teaching

Tuncer TuncerTuncer Tuncer Can CanCan Can ( (( (Istanbul University Istanbul University Istanbul Istanbul University) )) )

Camelot is unique and innovative in that it aims to promote machinima production in 3D virtual worlds for language learning and teaching. It aims to provide the technological and pedagogical know-how for teachers to create and adapt machinima for their own particular context. It fosters the development of an EU-wide approach to language learning and teaching for the 21st Century. e, le, p, s, t, a

Who needs ELT newsletters? The Greek issue! Your Who needs ELT newsletters? The Greek issue! Your Who needs Greek Your Who needs Greek Your issue issueissue issue Kantarakis Kantarakis Kantarakis Kantarakis Eftychios EftychiosEftychios Eftychios ( (( (TESOL Greece TESOL Greece TESOL Greece TESOL Greece) )) )

TESOL Greece Newsletter is one of the oldest of its kind in Europe. In almost 35 years it has helped shape ELT as we know it. Can its example in the years of depression show the way forward? How has the publication's move to the digital era helped or hindered its unique reach and appeal? This talk discusses any lessons learned.

How can the British Council products lead to learne r autonomy? How can the British Council products lead to learne r autonomy? How can the British lead to learne r autonomy? How can the British lead to learne r autonomy? Nadeem Abdulbaqi Nadeem Abdulbaqi Nadeem Abdulbaqi Nadeem Abdulbaqi Al AlAl Al--Murshedi MurshediMurshedi Murshedi ( (( (British Council, Yemen British Council, Yemen Council, Yemen British Council, Yemen) )) )

My talk aims to provide participants with practical examples of using the British Council Global Products, and how they can lead to the implementation of the learner autonomy approach. The session is based on six-years' experience of training teachers and school and university students in private and public institutions in Yemen in using these products.

Help your students to master their vocabulary faste r Help your students to master vocabulary faste r r r Anna AnnaAnna Poplawska Poplawska ( (( (Vocapp.com Vocapp.com Vocapp.com) )) )

This talk presents an innovative tool called Vocapp.com, designed to enhance the process of vocabulary learning. What if your students could create their own audio courses or generate their own vocabulary cards by dictating words? And what if the system knew which words they don’t know? It’s already possible.

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s ss s = secondary teaching t tt = tertiary teaching a

e, le, p, s, t, a prodprom

le, p, s, t, a prodprom

a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.3 : 1230-1300

Exchange Hall

500 audience

Talk

AL, TTEd

Exchange 1

80 audience

Talk

LT, TEA TEATEA TEASIG SIG SIG SIG

Day DayDay Day

Integrating theory and practice in pre theory and practice in-- service and in service and in service and in service and in-- service teacher service teacher teacher teacher education educationeducation

Nick NickNick Andon AndonAndon Andon & & & & Martin Dewey Martin ( (( (King's College London King's College London King's King's London) )) )

This paper considers knowledge and expertise among novice and experienced language teachers, examining how teachers’ perceptions of good practice are transformed and/or remain intact during their professional development. In particular, we consider the relationship between theoretical and pedagogic matters as experienced on Master’s degree programmes, focusing on how theory and research can be better integrated with teachers’ practical concerns.

Technology and Technology and learning learninglearning learning - oriented assessment: helping teachers and oriented assessment: helping teachers and learners

Evelina EvelinaEvelina Evelina Galaczi GalacziGalaczi Galaczi & & & & Angeliki Salamoura Angeliki Salamoura Angeliki Salamoura Angeliki Salamoura ( (( (Cambridge English Cambridge English Cambridge Cambridge English) )) )

How can technology be used in learning and assessment to assist teachers? We will present the concept of Learning-Oriented Assessment and illustrate how technology can expand the learning/assessment context beyond the traditional classroom and examination room. We will discuss Cambridge English’s work in this field, including the online tutoring system

e, le, p, s, t, a

Exchange 2

40 audience

Talk

TTEd

Write,SpeakandImprove!and the ELT course materials. le, s, a prodprom

IATEFL GILLIAN PORTER LADOUSSE SCHOLARSHIP WINNER

IATEFL GILLIAN PORTER LADOUSSE SCHOLARSHIP WINNER

IATEFL GILLIAN LADOUSSE SCHOLARSHIP

IATEFL GILLIAN LADOUSSE SCHOLARSHIP

Are trainers really omniscient? Are trainers omniscient?

Ushakiran UshakiranUshakiran Wagle Wagle ( (( (Capital College and Research Centre, Kathmandu, Capital College and Research Centre, Kathmandu, Capital College and Kathmandu, Nepal Nepal) )) )

In this talk, I shall share the modality and components of an EFL teacher training programme guided by the principle of activity-based instruction. How this innovation changed the notion ‘trainers as omniscient’ and how the novel experience increased motivation in trainees will be shared. Finally, how the experiential tasks and the reflective components were interwoven will also be presented. le, p

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI GI = Global Issues

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Exchange 3

40 audience

Talk

TTEd

Exchange 4

40 audience

Talk

PRON, RES

Exchange 5

40 audience

Talk

EAP, MD

Exchange 6

40 audience

Talk

MaW

Teaching English at public nocturnal schools in Brazil

Teaching English at public nocturnal schools in Brazil

Teaching English at public in Brazil

Teaching English at public in Brazil

Andreia AndreiaAndreia Andreia Fernandes Fernandes ( (Public School Public School Public School Public School) )) )

This talk aims to analyze the meaning students at public nocturnal schools at low-income areas in Rio de Janeiro, Brazil, attribute to the English language learning process. For that, students’ profiles will be given, as well as the strategies teachers have been using to deal with those students, in order to make the English language learning process a meaningful experience.

Focusing on sounds Focusing on sounds

Focusing Focusing - using synthetic phonics to teach listening using synthetic phonics to teach listening synthetic to teach listening synthetic to teach listening

Adam AdamAdam Adam Scott ScottScott ( (( (St Giles International, Brighton St Giles International, Brighton St Giles St Giles Brighton) )) )

A classroom project on the Cambridge-EnglishUK Action Research Mentoring Scheme investigated how integrating synthetic phonics as a study tool for A2-B1 learners helped develop listening skills and confidence. I will summarise findings and present phonics activities, through which learners engage with the challenges of listening and pronunciation, identifying sound-spelling correlations, features of connected speech, and the content of natural speech

However, while, However, while, thus... how to teach transitions successfully thus... teach transitions successfully

Petra PetraPetra Petra Kletzenbauer Kletzenbauer ( (( (University of Applied Sciences FH JOANNEUM University of Applied Sciences FH JOANNEUM University Sciences FH University Sciences FH JOANNEUM) )) )

This talk aims to shed some light on the use of linking words in written contexts and the difficulties arising when teaching them to foreign language learners. As transitional words are mostly ignored or completely misunderstood in written assignments, best practice examples should help to raise the learners’ awareness of the need of correctly used transitions while producing sophisticated texts.

Teaching creative writing through the iStory projec t Teaching creative writing through the iStory projec t t t Djalal DjalalDjalal Djalal Tebib TebibTebib Tebib ( (( (University Constantine 1 University Constantine 1 Constantine University Constantine 1) )) )

e, le, a

e, le, s, t, a

The relationship between project-based learning and creativity is undoubtedly significant and worth investigating. This presentation will demonstrate the effectiveness of a classroom project, called iStory, in the teaching of creative writing to EFL learners. The project’s design, benefits, potential drawbacks, feasibility and future developments will also be discussed during this session. le, t

e ee e = experienced audience le lele le = less-experienced audience p pp = primary teaching s ss s = secondary teaching

tt = tertiary teaching

a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.3 : 1230-1300

Exchange 7

40 audience

Talk

TD

Exchange 9

240 audience

LT

Exchange 10

100 audience

Talk

LT, YLT YLTYLT YLTSIG SIG SIG SIG Day DayDay Day

STAD (Student Teams STAD (Student Teams STAD (Student Teams STAD (Student Teams- Achievement Divisions): energizing cooperative Achievement Divisions): energizing cooperative Divisions): energizing cooperative Divisions): energizing cooperative learning learning

le, p, s

Exchange 11

150 audience

Talk

EAP

Siddika Sabooni ( (( (Bahrain Institute of Banking and Finance

Bahrain Institute of and Finance) )) )

Bahrain Institute of Banking and Finance

Bahrain Institute of and Finance

Educators fool themselves if they think well-meaning directives to "work together," "cooperate," and "be a team," create cooperative efforts among group members. Join me to experience a variety of practical cooperative learning strategies, which you could implement to diverse learning needs in order to cater to different levels and ensure maximum learning takes place.

Question & answer session relating to

Question & session relating

Question & answer session relating to

Question & session relating Joy Egbert’s Joy Egbert’s Joy Joy plenary session plenary session

If you attended Joy Egbert’s plenary session this morning on “Engagement principles and practice in classroom learning, language and technology”, 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 Joy’s plenary talk.

Can remote teaching promote deep learning? teaching promote learning?

Paul Paul Woods WoodsWoods Woods ( (( (British Council Uruguay British Council Uruguay Uruguay British Uruguay) )) )

The Uruguayan Ceibal English project uses remote teachers to deliver English lessons to 100,000 primary pupils weekly, using live videoconferencing technology and OLPC (one laptop per child) laptops. I'll outline the concepts of deep and surface learning, and argue that, despite the limitations imposed by remote teachers not being physically present, they can and do facilitate deep learning in their pupils.

Planning C1 level translation activities translation activities

Carol CarolCarol Ebbert ( (( (Trier University Trier University Trier Trier University) )) )

Translation is again becoming a topic in ELT and recent research conducted at Trier University has shown that translation may help students improve their accuracy in English at the B2/C1 level. This talk will focus on different kinds of translation activities appropriate at this level and how to construct them to help learners make fewer interference mistakes.

AL = Applied Linguistics BE

GEN = General

BE = Business English

GI GIGI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP = English for Academic Purposes

EAP

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Sunday 12 April

IATEFL AGM : 1310-1410

1300-1420 Lunch break

1310-1410 IATEFL Annual General Meeting

Exchange 9 Notice of Annual General Meeting Notice of Annual General Meeting Notice Annual Notice Annual

The 2015 Annual General Meeting of IATEFL will be h eld

The 2015 Annual General Meeting be h eld will in Exchange 9 in 9 at atat at Manchester

AGENDA AGENDAAGENDA 1. 2. 3. 4. 5. 6. 7. 8. 9.

1.

Central, Manchester, UK, on Sunday 12

Central, Manchester, UK, on Sunday 12

April from April from All members are invited to attend. All members are invited to attend. All members are invited attend. All members are invited attend.

Central, Manchester, UK, on Central, Manchester, UK, on th thth th April 2015 from 1310 to 1410. April 2015 from 1310 to 1410.

Minutes of the AGM held in April 2014 at the HIC, Harrogate Matters arising

Treasurer’s report

Presentation and receipt of accounts for 2013-2014

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 14th April 2016 in Birmingham, 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: 23/2/15

Appointment of proxies Appointment of proxies Appointment Appointment

2. 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.

Refreshmentkindlysponsoredbytelc–languagetests

Sunday 12 April

Session 2.4 : 1420-1450

1420-1450 Session 2.4

Central 3-4

140 audience

Talk

TD, TTEd

Central 5

80 audience Talk

LAM LAMSIG Day SIG DaySIGDay

Central 6

50 audience

Talk

TD, TTEd

Lessons learned as a language learner

Lessons language learner

Madeleine MadeleineMadeleine Madeleine du Vivier du Vivierdu Vivier ( (( (University College University College University College London LondonLondon London) )) ) & & & & Jo JoJo Jo--Ann Delaney Ann Delaney Ann ( (( (Canterbury Christ Church University

Canterbury Christ Church University

Canterbury Christ Church University

Canterbury Christ Church University) )) )

This talk reports on a project that two experienced teacher trainers undertook to inform what they tell their pre/in-service trainees about the language learning process. We studied elementary Spanish for a term and documented our findings on a weekly basis. You’ll leave the session with practical ideas of how you can use this experience in your teaching and training sessions.

The dogme and demand

The dogme high of ELT management high of ELT management

Maureen MaureenMaureen McGarvey ( (( (International House London International House London International London International London) )) )

These two influential theories about ELT teaching have been closely examined in previous conferences, in blogs, in scholarly articles and in social media. In this session, I would like to re-examine the basic principles behind these approaches, and see what implications, if any, they hold for our approach as managers in ELT.

e, le, a

Peer facilitators: supporting teachers with mobile

Peer facilitators: supporting teachers with mobile

Peer facilitators: supporting teachers with mobile Peer facilitators: supporting teachers with mobile- learning learning learning learning professional development professional development professional development professional development

Malcolm MalcolmMalcolm Malcolm Griffiths GriffithsGriffiths ( (The Open University The Open University The Open University The Open University) ))

This presentation shares experience of peer facilitation as a key element to support professional development using mobile technology. It focuses on English in Action, a UK-Aid funded initiative that provides in-service teachers in Bangladesh with self-access video and audio resources on simple, low-cost mobile phones. The benefits and challenges of engaging participants’ peers for this support role will be discussed.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAP = English for Specific Academic Purposes

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

ESP ESP = English for Specific Purposes

GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, p, s

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

NOTICE BOARDS FOR CHANGES & ONS PLEASE

Sunday 12 April

Session 2.4 : 1420-1450

Central 7

80 audience

Talk

TD, RES RES RES RES SIG SIG SIG SIG Day DayDay Day

Central 8

80 audience

Talk

TD, MaW MaWMaW MaWSIG SIG SIG SIG Day DayDay Day

Charter 1 1420-1535

400 audience

Teacher voices: does research meet

Teacher voices: does research meet

Teacher voices: does meet

Teacher voices: does meet practice? practice?practice? practice?

Zarina ZarinaZarina Zarina Markova MarkovaMarkova ( (( (South SouthSouth South--West University West University West University) )) )

TEFL research, its relevance to practice and the seemingly irreconcilable distinction between teachers and researchers have been a topic frequently discussed on different ELT forums. In this discourse teachers are often said to be sceptical about the value of research to their teaching situations. But are they? This talk explores the attitudes of 199 survey respondents to present-day TEFL research. le

The The The The why, what and how of self why, what and how of self what and how of self what and how of self - publishing for teachers publishing for teachers publishing for teachers publishing for teachers

Johanna JohannaJohanna Johanna Stirling StirlingStirling Stirling ( (( (NILE (Norwich Institute for Language Education) NILE (Norwich Institute for Language Education) Institute for Education) NILE Institute for Education)) ))

There are many good reasons for teachers to self-publish their materials and many reasons for them not to. We will look at how print-on-demand publishing can provide the professional breakthrough that many experienced teachers crave. We will look at what sells, why even 'big names' take this route and practical tips about how to make it work for you.

ELT CONVERSATION ELT CONVERSATION ELT CONVERSATION ELT CONVERSATION

TeachingEnglishfortheWorkplace TeachingEnglishfortheWorkplace TeachingEnglishfortheWorkplace–– Issues and Discussion Issues and Discussion Issues and Discussion Issues and Discussion

Join Almut Koester Almut Koester Almut Almut and Evan Frendo Evan Frendo Frendo Evan Frendo as they discuss some of the big issues in teaching English for the workplace. The format is simple. They have selected a series of quotations from recent publications on workplace English, covering areas such as business English as a lingua franca, the relationship between research and practice, and the role of the teacher. These quotations will be projected onto the screens in the room. Together they will explore what each quotation means, and discuss whether or not they agree with it. You will then have a chance to challenge or add to what they have said. Come prepared for a lively discussion!

Evan Frendo has worked in ESP since 1993, mostly in the corporate sector. He travels regularly in Europe and Asia to run courses, speak at conferences, or to work as a consultant.

Almut Koester is Professor of English Business Communication and researches spoken workplace discourse. She is interested in applications of research to Business English teaching.

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

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

Sunday 12 April

Session 2.4 : 1420-1450

Charter 2-3

500 audience

Talk GEN

Charter 4

190 audience

Talk

TD, TTEd

Developing a lexical syllabus: challenges and opportunities syllabus: challenges and opportunities

Diane Schmitt

Vocabulary development is a vital component of successful English learning. Without vocabulary, learners will not be able to develop other communicative competences across the four skills. In this informative talk, you will have an opportunity to test and apply findings from vocabulary research to tackle three main lexical challenges faced by syllabus planners and materials writers.

Improve your teaching: profile, plan, progress teaching: plan,

Mary Mary Whiteside WhitesideWhiteside Whiteside & & & Virgil Ierubino Virgil Ierubino ( (( (Cambridge English Cambridge English Cambridge Cambridge English) )) )

What are your strengths and weaknesses as a teacher? If you want to improve, where do you start when so many options are available? This session offers ideas and tools to help you understand your development, plan improvement goals and identify resources to achieve them. You’ll learn how the free Cambridge English Teaching Framework helps make this easy and effective.

Cobden 1

30 audience

Talk GEN

Cobden 2

60 audience

Talk GEN

Memorisation in the EFL classroom Memorisation the classroom

Mary MaryMary Mary Giuraniuc GiuraniucGiuraniuc Giuraniuc ( (( (The The The The London School of English London School of English London School English London School of English) )) )

Deemed traditional and unfashionable, memorisation has been neglected in the EFL class for quite a while. This talk will try to resuscitate the concept and provide participants with activities that can be used in class to help students try to remember the language which will make them better language learners and will also improve their English considerably.

Towards a functional approach to teaching condition als

Towards a functional approach to teaching condition als a functional approach to teaching als a functional approach to teaching als

Adam AdamAdam Dixon DixonDixon Dixon ( (( (EC London EC London London EC London) )) )

Coursebook approaches to teaching conditional structures can be restrictive and focussed on form at the expense of meaning. Students are therefore often left with little understanding of the use and variety of conditionals in real-life situations. This talk proposes a way of encouraging students to examine links between the forms and functions of real conditional utterances in context.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

EAP

EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CANCELLATIONS

Cobden 3

185 audience

Talk

LT

Sunday 12 April

Session 2.4 : 1420-1450

A teacher A teacherA teacher A- centred approach to new technologies and blended le arning centred approach to new technologies and blended le arning centred approach to new technologies and blended le arning centred approach to new technologies and blended le arning

Mike MikeMike Mike Howard HowardHoward ( (( (Macmillan Education Macmillan Education Macmillan Macmillan Education) ))

The worlds of publishing, Edtech and language learning seem to be colliding and the results are polarising opinion. This talk aims to explore a middle ground that can harness the new technology and use it to empower teachers, giving them greater freedom and choice about how, what and where they teach.

e, le, s, t, a pub

Exchange Hall

500 audience

Talk GEN Reading and listening activities: understanding today or understanding Reading and listening activities: understanding today or understanding Reading and listening today Reading and listening today tomorrow? tomorrow? tomorrow? tomorrow?

Catherine CatherineCatherine Catherine Walter WalterWalter ( (University of Oxford University of Oxford University Oxford University Oxford) ))

When your learners do a reading or listening activity, are you helping them understand a specific text or listening passage? Or are you preparing them for the things they will need to read and listen to in the future? This talk focuses on preparing students to better understand 'the next text'. Some examples are from the OUP Navigateseries.

e, le, t, a prodprom

Exchange 1

80 audience

Talk

TEA TEATEA TEASIG Day SIG DaySIG Day SIG Day

Exchange 2

40 audience

Talk AL, RES

Raising scores: gamification for eparation teachers test

Raising scores: gamification activities for test pr eparation teachers

Christien ChristienChristien Lee Lee ( (( (Freelance FreelanceFreelance Freelance) )) )

Gamification – the art of applying game mechanics to non-game situations – is an important trend in online learning that has benefits for traditional classroom instruction too. This session will introduce practical teaching techniques for test preparation instructors that are adaptable for all highstakes tests (including IELTS, TOEFL, and FCE), in addition to discussing classroom activities for gamifying these techniques. e, le, a

Thai EFL teachers' evaluation of teaching practice: a self Thai EFL teachers' teaching practice: a self a self a self-- rated rated investigation investigation

Sureepong Sureepong Phothongsunan Phothongsunan ( (( (Assumption University of Thailand Assumption University of Thailand University of Thailand Assumption University of Thailand) )) )

I'll present an interpretive research that investigates the self-evaluation of Thai EFL teachers of their teaching practice in their context. How the teachers evaluate themselves and what they learned from such evaluation are examined. The study finds that there are both advantages and disadvantages of teachers’ self-evaluation and that teachers have diverse methods of self-evaluation, but slightly different recognitions of its importance. e, t

e ee e = experienced audience le lele le = less-experienced audience

p = primary teaching s s = secondary teaching

t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

Sunday 12 April

Session 2.4 : 1420-1450

Exchange 3

40 audience

Talk

ESP, TTEd

Exchange 4

40 audience

Talk

GI

Exchange 5

40 audience

Talk

LMCS

Exchange 6

40 audience

Talk

TD, TTEd

TRINITY

WINNER WINNERWINNER WINNER

EAP

TRINITY COLLEGE LONDON TEACHER TRAINER SCHOLARSHIP

COLLEGE LONDON TEACHER TRAINER SCHOLARSHIP

TRINITY COLLEGE LONDON TEACHER TRAINER SCHOLARSHIP

TRINITY COLLEGE LONDON TEACHER TRAINER SCHOLARSHIP

t, a

Language teachers' target language: ESP of language teaching

Language teachers' target language: ESP of language teaching target language: ESP language teaching target language: ESP language teaching

Alexey AlexeyAlexey Alexey Korenev KorenevKorenev Korenev ( (( (Lomonosov Moscow State Lomonosov Moscow State Lomonosov State Lomonosov Moscow State University University University University) )) )

I will present a model of ESP of language teaching and how its development has affected teacher training and assessment at Moscow University. The presentation is based on the study of the EFL teachers' target language use domain, both in and outside the classroom. I will also present a pilot version of an assessment scale for trainee teachers.

Worldwide English proficiency insight and implicati ons: latest EF EPI

Worldwide English insight and implicati ons: latest EF EPI latest EF EPI latest EF rankings rankingsrankings

Christopher Christopher Christopher Christopher McCormick McCormick ( (( (EF Education First EF Education First EF Education First EF Education First) )) )

Research shows English proficiency creates opportunity as well as national interest. This presentation will share the results of the 4th edition of the EF English Proficiency Index, the world’s first ranking of the English ability of 63 countries correlated with major development indicators, and will discuss the implications for policy, practice and investment.

How do you like me? Participatory culture and ELT you like me?

Ana Carolina Ana Carolina Ana Ana Lopes LopesLopes ( (Freelance FreelanceFreelance Freelance) ))

The aim of this talk is to briefly go over some key concepts of participatory culture and their implications in education, and then discuss how ELT professionals (teachers, materials writers, publishers, etc.) can tap into the potential of participatory culture to teach English in ways that are meaningful to students.

Teacher identity identity- in search of who we really are in search really are Liliana LilianaLiliana Sanchez SanchezSanchez Sanchez ( (( (The Anglo Mexican Foundation, A.C. The Anglo Mexican Foundation, A.C. Foundation, A.C. The Foundation, A.C.) )) )

le, p, s, a

This talk will explore the concept of teacher identity, the landscapes in which it emerges and evolves and the complex and dynamic equilibrium where professional self-image is balanced with a variety of roles teachers have to play in order to gain a place in society. Images of ‘self’ will be presented to encourage participants to reflect on their own identity. le, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES &

Exchange 7

40 audience

Talk

TD

Exchange 10

100 audience

Talk

YLT YLTYLT YLTSIG Day SIG DaySIGDay

Exchange 11

150 audience

Talk

AL

Enabling teachers to teach emerging middle class st udents

Enabling teachers to teach emerging middle class st udents udents udents

Henrique HenriqueHenrique Moura MouraMoura ( (Seven Idiomas Seven Idiomas Seven Idiomas) )) )

The aim of this talk is to help teachers understand how the rise of emerging markets has given millions of young adult students access to education in the last decade, the characteristics and needs of these students, and the seven abilities teachers must develop to better help these students become speakers of English as a foreign language.

Using writing and drawing to release tension among traumatised Using writing and drawing to release tension among traumatised Using writing and drawing to release tension among Using writing and drawing to release tension among students studentsstudents students

Hasan HasanHasan Hasan Ramadan RamadanRamadan Ramadan ( (Beit Hanoun UNRWA School, Gaza Strip, Palestine Beit Hanoun UNRWA School, Gaza Strip, Palestine Beit Strip, Beit Strip, Palestine) )) )

This presentation will focus on traumatized students and the problems they face with learning English language in unhealthy circumstances. It will also shed light on the importance of writing in easing their psychological difficulties and connecting this with drawing. It will also talk about changing painful moments into happy ones through writing.

Innovations in ELT in Iran Innovations in ELT in Chris ChrisChris Chris Kennedy KennedyKennedy Kennedy ( (( (University of Birmingham University of Birmingham University University Birmingham) )) ) & & & & Danny Whitehead Danny Whitehead Danny Danny ( (( (British British British British Council London Council London Council London Council London) )) )

The ELT profession in Iran is active at all private and public educational levels. The British Council has commissioned a unique collection of articles (‘ELT in Iran’) to highlight the variety of local ELT theory and practice and spotlight innovations of interest to the ELT profession in general. We will discuss with the audience the themes contributors have identified.

le, a

e, le, p

e, p, s, t, a prodprom

e ee e = experienced audience le lele le = less-experienced audience p pp = primary teaching s s = secondary teaching

tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.5 : 1505-1535

1505-1535 Session 2.5

Central 3-4

140 audience

Talk

GI

Central 5

80 audience

Talk

TD, LAM LAMLAM LAMSIG SIG SIG SIG

Day

Central 6

50 audience Talk AL

Exploring EFL

Exploring EFL learners' intercultural rough international service international service international international service--learning programs learning programs learning programs learning programs

learners' intercultural competence th rough

Exploring EFL learners' intercultural competence th rough

Exploring EFL learners' intercultural rough

Chiuhui ChiuhuiChiuhui Chiuhui Wu WuWu Wu ( (Wenzao Ursuline University of Wenzao Ursuline University of Wenzao University of Wenzao Ursuline University of Languages Languages Languages Languages) ))

International service-learning (ISL) programs have been paid attention in higher education for their alignment with internationalization and global citizenship. Thus, I will report on a study that explores intercultural encounters among EFL college student volunteers through an intensive ISL program. Being an ethnographer, I will address the ways in which ISL participation develops international volunteers’ intercultural competence. e, t

Using Using Using Using performance indicators to monitor training initiati ves performance indicators to monitor training initiati ves performance indicators to monitor performance indicators to monitor Vinicius ViniciusVinicius Vinicius Nobre NobreNobre Nobre ( (( (Cultura Inglesa Sao Paulo Cultura Inglesa Sao Paulo Cultura Inglesa Sao Cultura Inglesa Sao Paulo) )) )

We are all aware of the importance of training and professional development. Institutions allocate financial and human resources to help teachers grow, but often wonder whether the investment is generating the expected results. In this talk, we are going to look into some tools that can be used by managers to assess performance. e

Walk before you run: reading strategies for Walk you run: reading strategies for Arabic learners

Emina EminaEmina Emina Tuzovic TuzovicTuzovic ( (( (The London School of English The London School of English The London School The London School English) )) )

In general English and EAP classes, teachers too often teach reading skills using the top-down approach by getting our students to skim the whole texts. This technique might, however, not cater to Arabic learners who frequently still struggle with reading on a word level. This talk will explore the reasons for their reading problems followed by practical solutions for teachers.

AL AL = Applied Linguistics

BE BEBE BE = Business English

GEN = General

GI GIGI GI = Global Issues

e, le, a

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP

EAP = English for Academic Purposes

ESAP ESAP = English for Specific Academic Purposes

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

ESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

NOTICE BOARDS FOR CHANGES & ONS PLEASE NOTICE BOARDS FOR CHANGES & ONS

Sunday 12 April

Session 2.5 : 1505-1535

Central 7

80 audience

Talk

AL, RES RESRES RES SIG SIG SIG SIG Day DayDay Day

Central 8

80 audience

Talk

LT, TTEd

Charter 1 1420-1535

Charter 2-3

500 audience

Talk

MD, MaW MaWMaW MaWS SS SIG IG IG IG Day DayDay Day

Developing the Survey of ELT Research in India

Developing Survey of ELT in India

Lina LinaLina Lina Mukhopadhyay ( (( (The English The English English and Foreign Languages University, and Foreign Hyderabad, India Hyderabad, Hyderabad, India) )) )

This talk provides an overview of parameters and procedures adopted for the Survey of ELT Research in India (a collaboration between British Council India, EFL University and Warwick University) and presents some preliminary findings. Common topics of research are highlighted and the relationship of the research studies in these areas to specific concerns in the Indian context is explained.

EFL EFL EFL EFL teacher education for the 21st Century for the 21st Century

David DavidDavid David Coulson CoulsonCoulson Coulson ( (( (Hermes Language Centre Hermes Language Centre Centre Hermes Centre) ))

Teacher educators play a fundamental role in the training of teachers of English as a Foreign Language to exploit digital technologies for teaching and learning. This talk will explore the perceptions of teacher educators towards the adoption of technology, the knowledge base required and how teacher education should move forward in the 21st Century.

ELT CONVERSATION ELT CONVERSATION

See page 125 for details.

Can a picture tell a thousand words?

Can a picture tell a thousand words?

Can tell words? Can tell words?

Hugh HughHugh Hugh Dellar DellarDellar Dellar ( (( (Lexical Lab / National Geographic Learning Lexical Lab / National Geographic Learning Lexical Lab / Geographic Learning Lexical Lab / Geographic Learning) )) )

The degree to which visuals and videos can generate classroom discussion and increase student motivation is very much down to the way they are exploited. In this provocative talk, I will explore ways in which I have tried to integrate real-world National Geographic content and other video material into both my classes and the OUTCOMES series of the coursebooks I co-author.

e ee e = experienced audience le lele le = less-experienced audience

e, le, s, t, a prodprom

= primary teaching s

= tertiary teaching

s = secondary teaching

= adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.5 : 1505-1535

Charter 4

190 audience

Talk

TTEd

Cobden 1

30 audience

Talk

TD

Cobden 2

60 audience

Talk

EAP, LT

Initial teacher training: challenges and innovation s in course design teacher training: innovation s in course design

Willy Willy Cardoso Cardoso ( (( (Freelance FreelanceFreelance Freelance) )) )

How to provide more opportunities for experiential and reflective practice in initial qualifications? How can we offer pre-service trainees more than a survival kit in TEFL? In this talk, I will discuss how 4-week courses can boost teaching practice hours, reframe the role of lesson planning, and adopt a materials-light approach.

Action research in the classroom Action research in classroom –– the ultimate development tool the ultimate tool

Gill Gill Davidson & & Sarah Glinski Sarah Glinski ( (( (EC English EC English EC EC English) )) )

In this talk, we will look at what action research is and its value as a development tool. We will look at how to conduct action research with examples of activities we have used and give suggestions and guidelines for teachers to use technology to facilitate feedback and reflection to positively impact on their teaching.

Learner autonomy in the language classroom: academi c writing in Learner autonomy in the language classroom: academi c writing in autonomy in the language classroom: academi writing in autonomy in the language classroom: academi writing in action actionaction

Natalia NataliaNatalia Eydelman EydelmanEydelman ( (( (Novosibirsk State University Novosibirsk State University Novosibirsk State University Novosibirsk State University) )) )

In my presentation, I'll discuss the aspects of an academic writing course for EFL majors aimed at developing their autonomy. I will focus on the project of "Anti-Plagiarism Newspaper", incorporated in the course to help students to understand the essence of plagiarism and master writing without it. I'll explain the set-up and implementation of the course and the project.

e, le, a

e, le, a

e, le, t, a

Cobden 3

185 audience

Talk

LT, TTEd

Training university students into digital natives

Training university students into digital natives university into digital natives university into digital natives –– challenge taken! challenge taken! taken! taken!

Nora NoraNora Tartsay Nemeth Tartsay Nemeth Nemeth Nemeth ( (( (IATEFL IATEFLIATEFL IATEFL--Hungary HungaryHungary Hungary) )) )

University students of today are typically labelled as ‘digital natives’ based on their dates of birth. It is surprising, however, how little they know about online opportunities for self-development. In this interactive talk, I will share the activities we did with university students to raise their awareness of digital opportunities, including social networking, social bookmarking, memes, vines, and more.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

s, t

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE CHE PLEASE CHE CHECK

FOR

& CANCELLATI ONS CK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CANCELLATIONS

Exchange Hall

500 audience

Talk

LT

Exchange 1

80 audience

Talk

TEA TEATEA TEASIG Day SIG DaySIGDay

Sunday 12 April

Session 2.5 : 1505-1535

Exchange 2

40 audience

Talk

TD, TTEd

Student support in online Student support in online-- only courses only courses

Deirdre DeirdreDeirdre Deirdre Cijffers ( (( (Cambridge University Press Cambridge University Press Cambridge University Press Cambridge University Press) )) ) & & & & Gordon Lewis Gordon Lewis Gordon Gordon ( (( (Laureate Education Laureate Education Laureate Education Laureate Education) )) )

This talk explores the support required by students in online courses, where teachers no longer have recourse to face-to-face conversations to pre-empt and resolve issues and ensure positive learning experiences. To do this we look at an example of pilot courses in the Laureate University network and feedback from teachers and students. e, le, t, a pub

Enhancing assessment literacy: nurturing learning

Enhancing assessment literacy: nurturing learning

Enhancing assessment literacy: nurturing learning

Enhancing assessment literacy: nurturing learning- oriented outcomes oriented outcomes oriented outcomes oriented outcomes in the language classroom in the language classroom in language classroom in language classroom

Vivien VivienVivien Vivien Berry BerryBerry ( (( (British British British British Council, London Council, London London Council, London) ))

This talk will outline the development of a programme to provide assessment literacy training for language teachers. Results of a survey will be presented to clarify the topics teachers consider they need to understand in depth. The development of a series of modules to address these needs will be discussed and interactive examples will be presented.

p, s, t, a

Forming synergetic professional learning communitie s: becoming Forming synergetic professional learning communitie s: becoming

Forming synergetic professional communitie s: becoming

Forming synergetic professional communitie s: becoming highly effective TESOL highly effective TESOL highly TESOL highly TESOL professionals professionals professionals professionals

M. Athar Hussain

M. Athar Hussain

M. Athar M. Athar Shah ShahShah ( (( (Qatar University Qatar University Qatar University Qatar University) ))

One of the possible ways to learn and develop as highly effective TESOL professionals is to synergetically participate in a Professional Learning Community (PLC). I will share my research which expands upon the construct of Community of Practice (CoP) for greater synergy, effectiveness and durability. I will also briefly trace the evolution of the concept of CoP into PLC.

e ee e = experienced audience le lele le = less-experienced audience

pp = primary teaching s s = secondary teaching

= tertiary teaching

= adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Sunday 12 April

Session 2.5 : 1505-1535

Exchange 3

40 audience

Talk

ESP

Exchange 4

40 audience

Talk

LT, TD

Exchange 5

40 audience

Talk

TTEd

Implementing task Implementing task- based needs analysis in an ESP curriculum analysis in ESP

Catherine Prewett Prewett--Schrempf SchrempfSchrempf Schrempf ( (( (Vienna University of Applied Sciences of Vienna University of Applied Sciences of University of Applied WKW WKW) )) )

At higher education institutes, students' future workplace English needs are often uncertain. A task-based needs analysis conducted for a Tourism Management undergraduate programme will be presented. The analysis results now form the backbone of a new 3-year ‘modularized’ Business English curriculum. The results should provide ESP curriculum designers with practical pointers for selecting teaching materials and/or designing a task-based curriculum.

Managing teacher digital identity: sharing, oversharing and teacher identity: oversharing and undersharing

Sophia Sophia Mavridi MavridiMavridi ( (( (Freelance FreelanceFreelance Freelance) )) )

Online participation creates digital identities that might or might not resemble our offline ones. How does your online identity affect your credibility or authority as an educator and professional? Do you post too much or too little? This interactive talk looks into the concept of digital identity and explores effective ways teachers can manage it without compromising their active participation.

The effect of goal quality on subsequent self goal quality on subsequent self- regulation of learning regulation of H. Douglas H. Douglas Sewell SewellSewell ( (( (American University in Dubai American University in Dubai

American University in Dubai

American University in Dubai) )) )

This talk will use the self-regulation of learning cycle to explore the consequences of low quality English language learning goals on university students' subsequent ability to evolve towards more effective learning approaches. From Middle Eastern and East Asian students, suggestions will then be made on how goal-setting can be used as a springboard towards more effective SRL cycle engagement.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

Exchange 6

40 audience

Talk GEN

Sunday 12 April

Achieving meaningfulness, developing language skills and building Achieving developing language and and confidence through ethnography confidence through Krista KristaKrista Krista Court CourtCourt ( (( (University of University of University of Cumbria CumbriaCumbria Cumbria) )) )

This talk describes and evaluates an ethnographic research module designed for international students studying at a British university. Students’ feedback and written reflections are used to illustrate the perceived benefits, including the development of students’ sociolinguistic and intercultural communicative competence. Practical advice is given with regard to course design, content and assessment, and extracts from students’ projects are made available.

Exchange 7

40 audience

Talk

TD, TTEd A sustainable model for CPD: reflections from China A sustainable model for CPD: reflections from China A sustainable for CPD: reflections from China A sustainable for CPD: reflections from China Maggie MaggieMaggie Maggie Swannock SwannockSwannock Swannock & & & & Donna Cook Donna Cook Donna Donna ( (ACU English Language Centre ACU English Language Centre ACU English Language Centre ACU English Language Centre) ))

This session presents a model of CPD designed to equip experienced teachers with the skills to rise to the challenge of changing educational demands. This model provides contextual strategies for sustainable change through input-sessions, classroom practice and reflection. We will demonstrate how this model can be adapted to any context to enrich CPD for both experienced and novice teachers.

Exchange 9 240 audience

Talk LT

Successfully implementing effective flipped or blended learning: a

Successfully implementing effective flipped or blended learning: a

Successfully effective flipped or blended

Successfully effective flipped or blended StudyBundles StudyBundles StudyBundles StudyBundles approach approachapproach approach

Daniel DanielDaniel Daniel Hinkley Hinkley ( (Bolton College / StudyBundles

Bolton College / Bolton StudyBundles) )) )

StudyBundles is a cloud-based English language teaching resource developed to support blended learning and/or a flipped classroom approach. This talk focuses on our experiences of creating and using the unique StudyBundles platform and pedagogical approach. We aim to empower teachers, new and experienced, to confidently create an effective and successful blended learning experience for learners to maximise linguistic potential.

e, le, t, a prodprom

e ee e = experienced audience le lele le = less-experienced audience p pp = primary teaching s s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Sunday 12 April

Session 2.5 : 1505-1535

Session 2.6 : 1550-1635

Exchange 10

100 audience

Talk

YLT YLTYLT YLTSIG SIG SIG SIG Day DayDay Day

Exchange 11

150 audience Talk AL, RES

1550-1635

Central 3-4 140 audience Workshop LT, TD

Using authentic storybooks in an early years classr oom

Using authentic storybooks in years classr oom oom oom

p

Nicky NickyNicky Nicky Francis FrancisFrancis Francis ( (( (British Council, France British Council, France

British Council, France British Council, France) ))

Storybooks have been recognised as providing an acquisition-based methodology for teaching English to children, but how much language can early-years learners actually remember and retain outside the classroom?

In this talk, I will present the results of a personal case study demonstrating the impact of using storybooks to enhance learning and confidence both in the classroom and at home.

Language LanguageLanguage Language- supportive education in English medium supportive education in English medium supportive education in English medium supportive education in English medium- of ofof- instruction instruction instruction instruction contexts contextscontexts contexts

John JohnJohn John Simpson Simpson ( (( (British Council Sub Saharan Africa

British Council Sub Saharan Africa

British Council Sub Saharan Africa

British Council Sub Saharan Africa) )) )

In many contexts where English is the medium of instruction (MoI), primary school pupils have only a short time to master English before learning all subjects in it. Recognising this is a near impossible task. This talk outlines a mainstream approach to supporting education in English and presents evidence for it from recent British Council work in sub-Saharan Africa.

Session 2.6

It's MALL and it's powerful It's MALL and it's powerful It's MALL and it's powerful It's MALL and it's powerful

David DavidDavid David Gatrell GatrellGatrell Gatrell ( (( (British Council Teacher Training

British Council Teacher Training British Teacher Training British Teacher Training) )) )

Join us online and offline, during and after this hands-on workshop to sample Learning Technologies for the Classroom, a new teacher development course from British Council Teacher Training. Discover how you can help your learners develop confidence in both skills and language, in and out of the classroom, using the most common learning technology of all: the mobile phone. e, le, p, s prodprom

AL ALAL AL = Applied Linguistics

BE BE = Business English

EAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CHECK NOTICE BOARDS FOR CHANGES & ONS

Sunday 12 April

Session 2.6 : 1550-1635

Central 5

80 audience Workshop

LAM LAMLAM LAMSIG Day SIG DaySIG

Central 6

50 audience Workshop

LT

Central 7

80 audience

RES SIG Day RES SIG Day

Central 8

80 audience Workshop EAP

Integrating new teachers into an established staffr oom

Integrating new into an established staffr oom oom oom

Fiona FionaFiona Fiona Dunlop Dunlop ( (( (Wimbledon School of English Wimbledon School of English Wimbledon School Wimbledon School English) )) )

Starting work in a new school can be daunting for any teacher, particularly for less-experienced teachers. As academic managers, it’s our responsibility to make this stress free for the teacher, the staffroom and students. This workshop provides an opportunity for the audience to explore the gulf between teaching practice as part of a pre-service course and the reality of teaching. e, le, a

Test TestTest Test- teach teachteach- test with technology test with technology with technology with technology

Philip PhilipPhilip Weir WeirWeir ( (( (Edinburgh Language Centre Edinburgh Language Centre Edinburgh Language Centre Edinburgh Language Centre) )) )

With the rising of the digital native, using technology in the classroom to teach grammar can help engage our students in a variety of ways. In this workshop, we will look at how we can use technology as part of a TestTeach-Test class with different technological mediums such as PowerPoint, video, and of course the internet.

Research Special Interest Group Open Forum

Research Special Interest Group Open Forum

Research Special Interest Group

Research Special Interest Group

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!

Swapshop Swapshop Swapshop Swapshop - ideas for teaching IELTS ideas for teaching IELTS for teaching IELTS for teaching IELTS

Mina MinaMina Mina Patel PatelPatel Patel ( (( (British Council British Council British British Council) ))

I’ve been in the field of education for what seems like forever and I still find that I learn best when I’m engaged in discussion, sharing my thoughts and participating in activities. If you teach IELTS and would like to share and gain practical, tried and tested classroom activities, then this is the session for you! Come and join in!

e ee e = experienced audience le lele le = less-experienced audience

primary teaching

s = secondary teaching

le, s, t, a

tertiary teaching

adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.6 : 1550-1635

Charter 1

400 audience

Workshop

LMCS

Charter 2-3

500 audience

Workshop

MaW MaWMaW MaWSIG Day SIG DaySIG Day SIG Day

Storytelling and improvising: creativity at play and play

David DavidDavid David Heathfield HeathfieldHeathfield Heathfield ( (( (INTO University of Exeter & DELTA Publishing INTO University of Exeter & DELTA Publishing University of DELTA Publishing INTO University of DELTA Publishing) )) )

Improvised storytelling and drama in the classroom prepare students for dealing playfully with the unexpected when using English in any situation. This workshop offers you practical techniques involving students doing drama improvisation based on clues before being told a folktale; and then doing an improvised retelling afterwards. Improvisation generates positive energy and enables students to explore situations from different perspectives.

Tools, tips and tasks for developing Tools, tips and for developing materials writing skills materials writing

John Hughes HughesHughes

Teacher training courses rarely include a component on how to write ELT materials and yet it is a crucial skill. So in this practical workshop, I'll share some of the activities I use for training and mentoring teachers to develop and fine-tune their materials writing skills. All welcome, from novice writers to published authors.

e, le, p, s, t, a prodprom

e, le, s, t, a pub

Charter 4

190 audience

Workshop

EAP, ESP

The difference is academic: developing elementary E AP students’ difference academic: developing elementary E AP academic academic academic academic language languagelanguage language

Edward EdwardEdward Edward de Chazal de Chazalde Chazal de ( (( (E M de Chazal Consulting Limited E M de Chazal Consulting Limited E M de Chazal Consulting Limited E M de Chazal Consulting Limited) )) )

This workshop examines characteristics of academic language and identifies what elementary students starting their EAP journey can realistically learn. This language involves a shift from more general items, like verb tenses, to the academic language of essential elements, such as definitions. Using material from the new Oxford EAP A2/Elementary coursebook, such language provides a principled foundation for more advanced study.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI GIGI GI = Global Issues

e, t prodprom

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE FOR & ONS PLEASE FOR & ONS

Cobden 1

30 audience Workshop LMCS

Cobden 2 60 audience Workshop ESP

Cobden 3

185 audience Workshop GEN

Sunday 12 April

Session 2.6 : 1550-1635

Exchange Hall

500 audience Workshop

BE

Film FilmFilm Film-- music, film and TEFL music, film and TEFL music, film and TEFL music, film and TEFL ––– realizing a vision realizing

James JamesJames James Fitzgibbon FitzgibbonFitzgibbon ( (( (Qatar University Qatar University Qatar University Qatar University) )) )

This workshop presentation, which is a combination of theory and practice, examines the use of film-music and film in TEFL. These powerful pedagogic ingredients represent sensory, motivational learning tools and offer time to recreate language acquisition functions, promote appreciation of the artistic sides of language learning and create a vision in the student’s mind-set of a more effective learner.

Activating English for higher education

Activating English for higher education

Activating English for Activating English for Jemma JemmaJemma Jemma Barzey Barzey ( (( (British Council, Jordan British Council, Jordan British Council, British Council, Jordan) )) )

Glover ( (( (British Council Mauritius British Council Mauritius British Council Mauritius British Council Mauritius) )) )

Do your teenage learners have the critical skills needed to use their English in the context of higher education? Join our interactive workshop to learn how to activate your students’ English for university. Through practical examples, you will investigate and identify the key skills and strategies expected in an academic context and adapt resources to help your learners.

p, s, t, a

How to harness emotions for in the classroo

How to harness emotions for in the classroo

How to harness emotions for success in the classroo m

How to harness emotions for success in the classroo m

Sean SeanSean Sean McDonald McDonaldMcDonald ( (( (telc telc telc telc- language tests language tests language tests language tests) )) )

Adult learners are best motivated by manageable chunks of material logically presented. By concentrating on the same emotions in four 20-unit books, one on each of the skills - writing, reading, listening and speakingthis workshop shows how English Practice Material appeals to learners who need to improve measurably, efficiently and yet enjoyably.

le, s, a prodprom

Soft soft skills training to your tea ching toolkit

Soft soft skills training to your tea ching toolkit

Soft power: adding soft skills training to your tea ching toolkit

Soft power: adding soft skills training to your tea ching toolkit

Mark MarkMark Powell PowellPowell Powell ( (( (Macmillan Education Macmillan Education Macmillan Education) )) )

If you’re the kind of teacher who favours a highly communicative, learningby-doing approach, then you’re already ideally placed to become a soft skills trainer too. Teamwork, assertiveness, problem-solving and conflict resolution are just a few of the must-have ‘competencies’ your students’ employers are crying out for. So join us for a fast-and-furious experience of soft skills training in action!

e ee e = experienced audience

le lele le = less-experienced audience

p pp = primary teaching s s = secondary teaching

e, le, t, a pub

t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.6 : 1550-1635

Exchange 1

80 audience Workshop

TEA TEATEA TEASIG Day SIG DaySIGDay

Exchange 2

40 audience Workshop LA

A reflective workshop on writing standardization pr actices: is A reflective workshop on writing standardization pr actices: is standardization possible?

Mehvar Turkkan (TED University) Turkkan (TED University)

This workshop offers attendees the chance to freely discuss common concerns and issues regarding writing standardization practices, share experiences and, hopefully, offer suggestions on how certain cases can be handled. Such an experience-sharing session would benefit EFL assessment practices, as the grading of written production is a challenging area that puts extra strain on teachers.

Exchange 3

40 audience Workshop LA, PRON

Enhancing second language acquisition through formal instruction in

Enhancing second language acquisition through formal instruction in

Enhancing second language acquisition through formal in

Enhancing second language acquisition through formal in English English English--speaking environments speaking environments speaking

Alan Martins Alan Martins Amorim (United World School of English) Amorim (United World School of English) (United World English) (United World English)

Is it easier to learn a language in a classroom or to naturally acquire it in an environment where it is widely spoken? Both are essential aspects of language learning for different reasons. This workshop focuses on the marriage of formal instruction and ‘natural’ language exposure through practical classroom activities that help learners explore English-speaking environments for better SLA.

Peer teaching Peer teaching Peer teaching Peer teaching activities for pronunciation lessons activities for pronunciation lessons activities lessons activities lessons

Bindu Varghese (EC New York)

Bindu Varghese (EC New York)

This workshop will provide teachers with practical activities to use in their pronunciation lessons with multilingual learners. All the activities utilize peer teaching to maximize student interaction while simultaneously building learner autonomy. Audience members will have the opportunity to practise interactive activities that focus on mouth position, correction of errors, and identification of minimal pairs.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI GI = Global Issues

LA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Exchange 4 1550-1620

40 audience Talk

EAP, RES

Exchange 5

40 audience Workshop TD

Exchange 6

40 audience Workshop

LMCS

Exchange 7 40 audience Workshop

TD

Sunday 12 April

Session 2.6 : 1550-1635

The development of L2 The of L2 reading self reading-- concept in an academic context in an context

Carolyn CarolynCarolyn Carolyn Walker WalkerWalker ( (( (INTO University of Exeter INTO University of Exeter INTO University of INTO University of Exeter) )) )

Is success in reading just about language and reading processes? What might students’ self-concepts tell us about how they deal with academic reading? I will present the findings of research into the L2 reading selfconcepts of students on a pre-masters programme. The talk will include a description of good and poor reading self-concepts, and a consideration of the classroom implications.

A reflective journey for language teachers A reflective journey for language teachers A journey for language A journey for language

Caroline CarolineCaroline Caroline Campbell CampbellCampbell Campbell ( (( (Easy School of Languages, Malta Easy School of Languages, Malta Easy School Languages, Malta Easy School Languages, Malta) ))

Keeping track of self-reflection in teaching is often one of the main challenges teachers face. This workshop aims to provide ideas for reflective writing tasks which guide teachers in exploring their current attitudes and beliefs, as well as setting goals for their professional development. Participants will have the opportunity to embark on this reflective journey and discuss their views.

Twistin’ my melon! Creative uses for song lyrics in EFL

Twistin’ my melon! Creative uses for song lyrics in EFL

Twistin’ my melon! for song in EFL

Twistin’ my melon! for song in EFL

Chris ChrisChris Chris Walklett WalklettWalklett Walklett ( (( (International Academy, University of Essex International Academy, University of Essex International University of International University of Essex) )) )

This session aims to uncover creative EFL uses for songs and song lyrics, utilising the participants as well as the presenter for inspiration. After some input and ideas, a selection of songs will be supplied (or attendees might have their own) and participants will be invited to suggest possible activities based on these songs and discuss the ideas that have arisen.

Quality improvement in teacher development through peer

Quality improvement in teacher development through peerobservation and feedback observation and feedback observation and feedback observation and feedback

Mohamed Tahar Mohamed Asses AssesAsses Asses ( (( (University of Skikda, Algeria University of Skikda, Algeria University Algeria) )) )

This workshop highlights the processes and outcomes of a peerobservation scheme that has been implemented in some private schools in Algeria as part of a project that aimed to enhance quality in teacher development. Participants will be provided with handy and easy-to-use frameworks and instruments that enable them to link peer-observation to quality teacher development.

e ee e = experienced audience le lele le = less-experienced audience

e, le, a

p pp = primary teaching s s = secondary teaching t = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.6 : 1550-1635

Exchange 9

240 audience

Workshop

LT

Exchange 10

1550-1620

100 audience

Talk

YLT YLTYLT YLTSIG Day SIG DaySIG Day SIG Day

From whiteboards to Web 2.0 whiteboards to Web

Daniel DanielDaniel Daniel Martin MartinMartin Martin ( (( (Helbling Languages Helbling Languages Helbling Languages Helbling Languages) )) )

Contemplate these classroom realities: having an interactive whiteboard (or a computer and projector), internet, internet-connecting devices and pen and paper. Come and test some classroom activities from my new book, FromWhiteboardstoWeb2.0 , that combine the use of some or all of these physical tools together with Web 2.0 tools: Twitter, Google, digital noticeboards and pronouncing dictionaries.

Developing readable Developing readable English-- medium textbooks in Rwanda medium textbooks in Rwanda medium textbooks in Rwanda medium textbooks in Rwanda

John Clegg CleggClegg Clegg ( (( (University of Bristol University of Bristol of Bristol University of Bristol) )) )

Primary 4 learners in Rwanda, in year 1 of English-medium education, have very little English and cannot read their subject textbooks because they are designed for native speakers. This presentation discusses the features of textbooks which are readable by low-ability L2 learners and describes a project which trains textbook writers to design them.

le, s, a prodprom

p

Exchange 10

1620-1635

100 audience

YLT YLTYLT YLTSIG Day SIG DaySIG Day SIG Day

Exchange 11

150 audience

Workshop

GEN

Young Learners and Teenagers and Special Interest Group Open Forum Special Interest Group Open Forum Special Interest Group Forum Special Interest Group Forum

The Open Forum is an opportunity to meet the YLTSIG committee and get up-to-date with developments within the SIG. You will be able to discuss plans for the forthcoming year.

Grammar: deixis Grammar: deixis- pointing this way and that pointing this way and that pointing this way that pointing this way that Paul PaulPaul Paul Davis DavisDavis Davis ( (( (Pilgrims PilgrimsPilgrims Pilgrims) ))

Learners make loads of mistakes with the basic guts of English - this,that, the,a,one,some,any. These little pointing words are (mis)used every time they speak or write. I'll offer some practical exercises to deal with this early on or to 're-teach' at higher levels. An experiential workshop, although brief reference will be made to research and corpus data.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE FOR & ONS

1635-1710

Sunday 12 April

Session 2.7 : 1710-1815

Coffee break (sponsored by ETS TOEFL) LOGO

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

1710-1815 Session 2.7

Central 3-4

140 audience

Central 5

1710-1740

80 audience

Talk

BE, LAM LAMLAM LAMSIG SIG SIG SIG Day

TRIBUTE SESSION TRIBUTE SESSION TRIBUTE SESSION 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.

Central 5 1745-1815

80 audience

Talk

LAM LAMS SS SIG Day IG DayIGDay

IATEFL LAMSIG SCHOLARSHIP WINNER

IATEFL LAMSIG SCHOLARSHIP WINNER

IATEFL LAMSIG SCHOLARSHIP WINNER

IATEFL LAMSIG SCHOLARSHIP WINNER

Are all the roads leading to Rome? Are all the roads leading to Rome? Are all the roads Are all the roads

Cari CariCari Cari Freer FreerFreer Freer ( (( (Dragoman Akademi Dragoman Akademi Dragoman Akademi) ))

This presentation reports a case study exemplifying the importance of a clear, visible, public vision and mission statement and, subsequently, designing and orienting all administrative and business practices in the same direction. I'll present the change to the management process taking place in Dragoman Akademi, a language school catering to corporate clients, with a mission to provide result-oriented, customized, skills-based learning. e, le, a

Susan SusanSusan Sheerin SheerinSheerin Sheerin ( (( (EAQUALS (Education and quality language services) EAQUALS (Education and quality EAQUALS services)) )) )

This talk will explore the benefits of institutional self-assessment, which provides opportunities for team-building and organisational learning in addition to fostering and enhancing a culture of quality among all staff. We will discuss some possible procedures and activities for preparing and carrying out self-assessment, and participants can reflect and comment on the relevance for their own organisation. e

e = experienced audience le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt t = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Sunday 12 April

Session 2.7 : 1710-1815

Central 6

50 audience

Forum GEN

FORUM FORUM FORUM FORUM ON MOTIVATING STUDENTS TO READ ON MOTIVATING STUDENTS TO READ ON STUDENTS ON STUDENTS

Advocating reading to an anti

Advocating reading to an anti

Advocating reading to Advocating reading to- reading generation reading generation reading generation reading generation

Baya BayaBaya Bensalah BensalahBensalah ( (( (Kasdi Merbah University, Ouargla, Algeria Kasdi Merbah University, Ouargla, Algeria Kasdi Merbah Kasdi Merbah Algeria) )) )

This presentation outlines the case for the explicit teaching of reading to English majors. It reports on the results of an exploratory study conducted at an Algerian university. Starting from the ostensive-inferential model (Sperber and Wilson), I designed and piloted a reading syllabus. In the talk, I will share students' artifacts and discuss the model’s efficacy.

Autonomous reading tasks: their influence on confidence and language reading tasks: their influence on confidence and skills skillsskills

Ilse Born Born--Lechleitner Lechleitner Lechleitner ( (( (Center for Business Languages & Intercultural Center for Business Languages & Intercultural Center for Languages Intercultural Communication, Johannes Kepler University, Linz, Au stria Johannes stria stria) )) )

This talk reviews the development and implementation of an autonomous reading task that is aimed at increasing students’ exposure to the language, engagement with reading and increase of their confidence as agents of their own learning. It will analyse the results of student questionnaires and outline the changes introduced after receiving student feedback.

Self- regulated reading vs. critical reading: which one b oosts reading reading vs. critical reading: which one oosts reading motivation? motivation?

Mona MonaMona Mona Khabiri KhabiriKhabiri Khabiri ( (( (Islamic Azad University, Central Tehran Branch Islamic Azad University, Central Tehran Branch Islamic University, Central Tehran Branch Islamic University, Central Tehran Branch) )) )

Reading success is not merely determined by reading strategies. This talk discusses reading motivation's huge impact on the quantity and quality of reading comprehension and strategy use, especially for young adult learners. Which skill better promotes reading motivation; critical reading or self-regulated reading? Are 'transcending textual meaning' and 'challenging attitudes and values' more motivating or focusing on 'reading objectives'? e, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI GIGI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES &

Central 7

80 audience

Forum LT

FORUM ON BLENDED LEARNING

FORUM ON BLENDED LEARNING

FORUM ON LEARNING

FORUM ON LEARNING

Blended learning in higher education; motivating mixed

Blended learning in motivating mixed education;- ability classes

Joyce JoyceJoyce Joyce den Heijer den Heijerden ( (( (The Hague University of Applied Sciences

The Hague University of Applied Sciences) )) )

The Hague University of Applied Sciences

The Hague University of Applied

This session evaluates several blended learning methods (including flipped classroom and web-based learning), and their effectiveness in teaching mixed-ability learners. It explores the challenges and benefits, as experienced by students and teachers, and discusses ways for teachers to effectively incorporate elements of blended learning in their own classrooms, as well as offer alternatives for those with limited online resources.

Flipped lessons in and out of the EFL classroom

Flipped lessons in and EFL classroom

Jose Maria Jose Maria Jose Maria Jose Maria Lopez Lago Lopez Lago Lago Lago ( (( (Universidad Europea de Canarias Universidad Europea de Canarias Universidad Europea Canarias Universidad Europea Canarias) ))

This session analyzes the results of a survey of students studying EFL in a blended learning format at the Universidad Europea de Madrid, aiming to improve motivation and engagement using the flipped classroom model. The study exposed strengths and weaknesses of the learning process, increased student collaboration, and suggested that flipped lessons motivated students and enhanced comprehension of the material.

New Vistas OpenClass opens to university graduates

New Vistas OpenClass opens graduates

Elena ElenaElena Yastrebova ( (( (MGIMO University MGIMO University MGIMO University MGIMO University) )) )

Graduate students expect an EFL course to considerably enhance the marketability of their skills and competencies. A sound way to meet these expectations is to focus on transferable skills: communicative skills, high order intellectual skills and professionally-relevant personal abilities. This presentation looks at a three-year education project based on OpenClass instructional technology being implemented at MGIMO University.

Please note that some

Please note that some presenters have requested a maximum audience size.

Sunday 12 April

Session 2.7 : 1710-1815

Central 8

80 audience

Forum TD

FORUM ON TEACHER REFLECTION IN PRACTICE

FORUM ON TEACHER REFLECTION PRACTICE

FORUM ON TEACHER REFLECTION IN PRACTICE

FORUM ON TEACHER REFLECTION PRACTICE

Operationalizing reflective practice in teaching

Operationalizing reflective practice in teaching

Operationalizing reflective practice in teaching

Operationalizing reflective practice in teaching English as a foreign English as a foreign English as English as language languagelanguage

Niki Christodoulou (University of Nicosia)

Niki Christodoulou (University

Niki Christodoulou (University

Niki Christodoulou (University of Nicosia)

Reflective practice (RP) has been criticized for the lack of data-led accounts of how it can be operationalized. In this talk, based on research findings from my doctoral study, I delineate how the components of the Collaborative, Appreciative, Reflective Enquiry (CARE) Model can contribute to the operationalization of RP in the development of teachers of English.

Reflective teaching: an institutional bottom

Reflective teaching: an institutional bottom bottom bottom - up approach to CP up approach to CP up approach to up approach to D DD D

e, le, a

Artemis Aghvami (A Plus Centres, Sheffield) Aghvami (A Plus Centres, Sheffield) Aghvami (A Plus Centres, Sheffield)

Artemis Aghvami (A Plus Centres, Sheffield)

This session gives an overview of how an institute examines putting into practice the concept of reflective teaching as a selective tool for in-service teachers at different stages of their career to assess their pedagogical or theoretical needs. I will promote a bottom-up approach to developing a CPD programme which is both teacher-initiated and in line with British Council requirements.

Training international teachers on a Masters progra mme: a international on Masters progra mme: a a a reflective reflective approach approach

e, le, a

Teti Dragas & Lesley Kendall (Durham University Eng lish Language

Teti Dragas & Lesley Kendall (Durham University Eng Language & Lesley Kendall (Durham Eng & Lesley Kendall (Durham Eng Centre) Centre)Centre)

This presentation will explore and reflect on a teacher training module designed for a group of experienced, international teachers on an MA TESOL programme in the UK. The module aims at fostering teachers’ reflective practice and, as such, moves away from a ‘traditional’ prescriptive approach to training where teachers are assessed on teaching practice against a set of criteria.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Charter 1

1710-1740

400 audience

Talk

MaW MaWMaW MaWSIG Day SIG DaySIGDay

Charter 1

1745-1815

400 audience

MaW MaWSIG Day SIG DaySIG Day SIG Day

Sunday 12 April

Session 2.7 : 1710-1815

From tradition to innovation: to a British a Britisha – Indian collaboration in course collaboration in course design designdesign Penny PennyPenny Hands ( (( (Freelance FreelanceFreelance Freelance) )) )

This talk describes the challenges and rewards of a British–Indian collaboration to design the localised course, Collins' ExploringEnglish , for Indian primary schools. I will describe my exploratory visit to India and my initial reaction to a traditional literature-based approach. I will give details of solutions found, and suggest that innovation and creativity can spring from some unlikely places. e, le, p prodprom

Materials

Writing Special Interest Group Open Forum

Materials Writing Special Interest Group Open Forum

Writing Special Interest Group

Writing Special Interest Group

The MaWSIG Open Forum is an opportunity for members and prospective members to meet the SIG committee. We will talk about MaWSIG’s activities over the past year and discuss future plans. You don't need to be a MaWSIG member to come along, find out more, make suggestions and meet others.

SUNDAY

Sunday 12 April

Session 2.7 : 1710-1815

Charter 2-3

500 audience

Forum GEN

FORUM ON INTERCULTURALITY

FORUM ON INTERCULTURALITY

FORUM ON INTERCULTURALITY

FORUM ON INTERCULTURALITY

Intercultural experiences of South Asian students i n the Germanic

Intercultural experiences of South Asian students in the Germanic

Intercultural experiences of South Asian students in the Germanic

Intercultural experiences of South Asian students in the Germanic cluster

Adrian AdrianAdrian Adrian Millward MillwardMillward Millward--Sadler SadlerSadler Sadler ( (( (FH Joanneum University of Applied Sciences FH Joanneum University of Applied Sciences FH Joanneum Applied Sciences FH Joanneum Applied Sciences) )) )

Globalization has changed the tertiary education environment in recent years, as studying in Europe has become increasingly popular with non-EU citizens. This talk summarizes the intercultural experiences of Indian students who chose to study engineering at a central European university. Information, gathered from written reports and individual interviews, is framed in terms of intercultural theory to highlight major issues experienced. e, t

Building intercultural competence and managing international intercultural competence managing projects projects

Barbara Barbara Lapornik LapornikLapornik ( (( (LS "France Preseren" LS "France Preseren" LS "France Preseren" LS "France Preseren") )) )

The growing number of international contacts and student exchange programmes demand from our students a solid intercultural competence, which should find a permanent place within the school practice. In this presentation, we will consider skill-building activities which implement our students’ cultural awareness and support the teachers in the successful and effective management of their projects.

Educating for cultural awareness

s

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LAKMA/Siauliai 'Sauletekis' Gymnasium

LAKMA/Siauliai Gymnasium) )) )

Educating for Kristina Urboniene ( (( (LAKMA/Siauliai 'Sauletekis' Gymnasium

LAKMA/Siauliai Gymnasium

Project work is a useful tool that helps develop creativity, self-confidence and intercultural competence. International projects give students the opportunity to be educated as culturally rich, emotionally strong, initiative and tolerant personalities. In this presentation the ideas on participating in an international Comenius project will be shared and the benefits of such activities will be highlighted.

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CHECK NOTICE BOARDS CHANGES & CANCELLATIONS

Charter 4

190 audience

Forum LT, TTEd

Cobden 1 1710-1740

35 audience Talk

EAP

Sunday 12 April

Session 2.7 : 1710-1815

FORUM ON USING ONLINE RESOURCES FOR TEACHER DEVELOP MENT

FORUM ON USING ONLINE RESOURCES FOR TEACHER MENT

Exploiting seminar and conference videos for profes sional

Exploiting seminar and conference videos for development and training development and training

Ellen EllenEllen Ellen Darling Darling ( (( (British Council British Council British Council British Council) )) )

Websites such as EnglishAgenda, TeachingEnglish and IATEFL-Online provide significant developmental opportunities through freely-available conference and seminar recordings. In this presentation, I will look at ways to exploit these talks more effectively. Participants will take away practical ideas for pre-, while- and post-watching activities for use on their own and in teacher training contexts. e, le, p, s, t, a prodprom

Theory at home, pract Theory at home, ice in class ice in class ice in class ice in class

John JohnJohn John Arnold ArnoldArnold ( (( (Thomas More University College Thomas More University College Thomas More University College Thomas More University College) )) )

Blended learning and flipped classrooms are becoming more popular in secondary schools. Therefore, teacher trainers need to experience this model first-hand. This year, I 'flipped' or 'blended' my teacher training courses. This talk focuses on the how (the structure, tools), the what (the content), and the results (student reactions).

Experiences of a webinarian Experiences of a webinarian Experiences of webinarian Experiences of webinarian

Gayle GayleGayle Norman NormanNorman ( (( (i ii i--to toto to--i TEFL i TEFLi TEFL i TEFL) ))

Teacher training sessions when teachers are all over the world can pose challenges! A year hosting teacher training webinars has seen me go from being a tutor intimidated by this fast-growing area of technology, to one who’s embracing the opportunity to reach students all over the globe on an interactive platform. In this session I’ll share my experiences. le

English speakers' club for enhancing English cultur e

English speakers' club for enhancing English cultur e Krishna KrishnaKrishna Krishna Khatiwada KhatiwadaKhatiwada Khatiwada ( (( (Kathmandu University Kathmandu University Kathmandu Kathmandu University) )) )

In this presentation, I shall be highlighting the effectiveness of the English speakers' club to enhance students' level of confidence in both speaking and academic performance. How the Nepali students took the opportunity of the English speakers' club to build up the level of their confidence and how they are better motivated now to create English speaking culture will also be highlighted. e, a

e ee e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.7 : 1710-1815

Cobden 1

1745-1815

35 audience Talk

BE

Cobden 2

The world is my classroom is Richard Richard Osborne Osborne ( (( (Langage Forum Paris Langage Forum Paris Forum Langage Forum Paris) )) )

This talk aims to challenge the role of the traditional classroom in modern adult Business and General English teaching. I will present practical examples on how to take your class out into the real world and exploit natural learning opportunities, as well as how to manage the potential uncertainty that awaits. e, a

60 audience FORUM ON EAP WRITING FORUM ON EAP WRITING FORUM ON EAP WRITING FORUM ON EAP WRITING

Forum EAP

Integrating simulations in a seminar

Integrating simulations in a seminar in in- based approach to EAP writing based approach to EAP writing approach EAP approach EAP

Gusztav GusztavGusztav Demeter DemeterDemeter Demeter ( (( (Case Western Reserve University, USA Case Western Reserve University, USA Case Western Reserve University, USA Case Western Reserve University, USA) ))

This presentation will discuss the use of simulations in English for Academic Purposes writing courses and suggest possible assignments and activities that can be integrated by instructors in their own classes. Following a theoretical justification and report on our own experience, further resources for using simulations will also be suggested.

Explicit SPRE instruction instruction-- an aid to essay writing aid to essay writing

Niall NiallNiall Lloyd LloydLloyd Lloyd

Our ESL students need help with essay writing, whether it be to pass a proficiency exam or to survive in higher education. This talk reports on research undertaken to assess the impact of instructing students, whose L1 is Spanish, on the use of the SPRE model in order to aid their organizational and development abilities in the production of essays.

Beyond the five the fivethe five-- paragraph essay in EAP writing in EAP

Jennifer JenniferJennifer MacDonald MacDonald MacDonald MacDonald ( (( (Dalhousie University Dalhousie University Dalhousie University) )) )

The five-paragraph essay is omnipresent in English for academic purposes (EAP) coursebooks, despite corpus-based research that shows few university students are assigned essays of this type, but rather any number of genres. This presentation will look at alternatives to the five-paragraph essay in the teaching of EAP writing and propose practical teaching ideas to bring genre into the classroom.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES &

Cobden 3 1710-1740

185 audience

Talk

TD, RES RESRES RES SIG SIG SIG SIG Day DayDay Day

Cobden 3 1745-1815

185 audience

Talk

TD, RES RESRES RES SIG SIG Day DayDay Day

Exchange Hall

1710-1740

500 audience

Talk LT, RES

Exchange Hall

1745-1815

500 audience

Talk LT

Sunday 12 April

Session 2.7 : 1710-1815

Evaluating an Evaluating an research scheme for English language teachers research scheme for English language teachers research scheme English language research scheme English language

Evaluating an action

Evaluating an action

Simon SimonSimon Borg BorgBorg Borg

Current thinking in teacher professional development advocates a move away from ‘training course’ models to approaches which engage teachers in job-embedded inquiry. Action research is one such approach and this talk evaluates the design, implementation and outcomes of a new action research scheme for English language teachers. Based on this evaluation, some principles for supporting action research will be identified.

e, le, p, s, t, a

The impact of action research on teachers’ continuous professional

The impact of action research on teachers’ continuous professional

The impact action on continuous The impact action on continuous development development development development

Emily EmilyEmily Emily Edwards EdwardsEdwards Edwards ( (( (University of New South Wales University of New South Wales University New University New Wales) )) )

How do teachers benefit from doing action research, and importantly, how can the positive impact of action research be sustained over time? In this talk, I will present findings from a recent study of an innovative action research program in Australia. I will then make recommendations that will be relevant to teachers’ continuous professional development (CPD) in many ELT contexts. e, a

iPads in ELT: them and why?

iPads in ELT: how are we using them and why?

iPads in ELT: them and why?

iPads in ELT: how are we using them and why?

Mark MarkMark Mark Osborne OsborneOsborne Osborne ( (( (L2.co.uk & jonMoat L2.co.uk & jonMoat L2.co.uk jonMoat) )) )

I'll report on a doctoral research into the use of iPads in ELT (www.iPadsinELT.com). The research examines iPad use worldwide in a variety of ELT contexts, including the types of materials being developed and adopted. As well as the practical aspects of iPad use, we'll also explore more theoretical (but nonetheless interesting) issues through the lens of activity theory.

e, le, p, s, t, a

Learning in mobile age: successful classr oom practices age:

Learning English in a mobile age: successful classr oom practices

Margarida MargaridaMargarida Margarida Marques Pereira Pereira ( (( (The University of Manchester The University of Manchester The University The University Manchester) )) )

The use of smartphones and tablets in the EFL classroom has been met with mixed feelings. This presentation shows how some EFL teachers in the UK have successfully integrated mobile technology into their teaching practice. Concrete examples will be presented, demonstrating how these teachers use mobile technology to promote greater learner involvement and more engaging language learning opportunities.

e ee e = experienced audience

e, le, s, t

le lele le = less-experienced audience p pp = primary teaching s s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a m ax

Please note that some presenters have requested a m ax

Please note that some presenters have requested a m

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

Sunday 12 April

Session 2.7 : 1710-1815

Exchange 1

1710-1740

80 audience

Talk

TEA TEATEA TEASIG Day SIG DaySIG Day SIG Day

Exchange 1 1745-1815

80 audience

TEA TEATEA TEASIG Day SIG DaySIGDay

TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLA RSHIP

TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLA RSHIP

TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLA RSHIP

TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLA RSHIP

WINNER WINNERWINNER WINNER

The role of visual stimuli in EAP listening tests

The role of visual stimuli in EAP listening tests visual stimuli in EAP listening tests visual stimuli in EAP listening tests

Saeede SaeedeSaeede Saeede Haghi HaghiHaghi ( (( (University of Warwick University of Warwick University of Warwick University of Warwick) )) )

With the increase in the use of visuals in teaching listening, researchers started to investigate the use of visuals in listening tests. There are, however, aspects yielding further investigation. One tangible gap is the unequal attention given to the types of visuals (context and content) examined. I'll present research that sought to examine the role of content visuals in greater depth. e, t

Testing, Evaluation & Assessment Special Interest Group Open Forum

Testing, Evaluation & Assessment Special Interest

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 2014 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.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES &

Exchange 2

40 audience

Forum TD, TTEd

FORUM ON PROFESSIONAL DEVELOPMENT

FORUM ON PROFESSIONAL DEVELOPMENT

FORUM ON PROFESSIONAL DEVELOPMENT

FORUM ON PROFESSIONAL DEVELOPMENT

The impact and issues of a Malaysian professional development

The impact and issues Malaysian development programme programme programme programme

Wendy WendyWendy Wendy Hiew HiewHiew ( (( (Macquarie University Macquarie University Macquarie University Macquarie University) )) )

This presentatioin focuses on the practical research of the Malaysian English language teachers’ perceptions pertaining to the impact of the Professional Up-skilling of English Language Teachers (proELT) programme. The focused areas of the impact are namely the teachers’ language proficiency and pedagogy competency, in tandem with the programme’s objectives. In addition, arising issues, which the teachers experienced, are also discussed.

Designing and delivering effective Designing and delivering effective

Designing and delivering effective Designing and delivering effective CPD in Palestine: the teachers’ CPD in Palestine: the teachers’ in Palestine: the in Palestine: the perspectives perspectives

Anwar AnwarAnwar Anwar Abdel Razeq Abdel Razeq ( (Birzeit University Birzeit University Birzeit University Birzeit University) )) )

Prior to designing a continuous professional development (CPD) programme for in-service middle and high school teachers in Palestine, research first considered the teachers' perspectives. During this talk, the presenter will reveal the teachers' perceived needs, choice of topics and preferred modes of delivery that informed the universities, educational authorities and CPD providers involved in the design of the CPD programme.

A project A projectA project A- based approach to professional development based approach professional development Andrew AndrewAndrew Andrew Bosson BossonBosson Bosson ( (Sabanci University Sabanci University Sabanci Sabanci University) )) )

I will describe a self-directed approach to professional development, providing examples and tools. Through the crafting of a driving developmental question, teachers are encouraged to identify, assess and select the resources to meet their developmental needs. The mastery of skills and knowledge to answer the driving question also facilitates the growth and recognition of skills required for ongoing professional development. e, le, p, s, t, a e

Please note that some presenters have requested a Please note that some presenters have requested a maximum audience size. maximum audience size. audience Therefore, please check the audience size in the le ft Therefore, please check the audience size in the le

Sunday 12 April

Session 2.7 : 1710-1815

Exchange 3

40 audience Forum

FORUM ON NON FORUM ON NON FORUM ON NON FORUM ON NON -

NATIVENESS IN ELT: IMPLICATIONS, KNOWLEDGE OF

NATIVENESS IN ELT: IMPLICATIONS, KNOWLEDGE OF NATIVENESS IN ELT: IMPLICATIONS, OF NATIVENESS IN ELT: IMPLICATIONS, OF LANGUAGE, AND LANGUAGE, AND CREDIBILITY CREDIBILITY CREDIBILITY CREDIBILITY

GEN Non Non - nativeness and its critical implications on non nativeness its critical implications- native Englishspeaking teachers speaking teachers teachers teachers

Shazia ShaziaShazia Shazia Nawaz Awan Nawaz Awan Nawaz Awan Nawaz Awan ( (( (Dalhousie University, Halifax, Nova Scotia, Dalhousie University, Halifax, Nova Scotia, Dalhousie Halifax, Nova Scotia, Dalhousie University, Halifax, Nova Scotia, Canada CanadaCanada Canada) )) )

Contemporary ELT scenario has never been as diverse, especially in terms of ethnic, linguistic, and racial identity, as it is now. Based on a doctoral research, this talk will help the audience understand critical implications of the concept of ‘non-nativeness’ on NNESTs in terms of hiring and employability, their identity as teachers, and perceptions surrounding their proficiency.

The taboo issue of a (non The taboo issue of a (non taboo issue (non taboo issue (non - native) teacher's knowledge of English native) teacher's knowledge of English native) teacher's knowledge English native) teacher's knowledge English

e, le, p, s, t, a

e, le, a

Higor Higor Cavalcante Cavalcante ( (( (HC Language & Teaching Consultancy

HC Language & Teaching HC Language & Teaching Consultancy) )) )

HC Language & Teaching Consultancy

No one would dispute a teacher of English must be a good classroom manager, skilled at preparing lessons, adapting and selecting materials, correcting students' oral and written errors and much more. Do we, however, perhaps shy away from discussing how much (about) English a teacher should know, especially NNESTs? In this talk we put this thorny issue on the table.

Promoting non Promoting non- native trainers' credibility trainers' credibility

Ahmed Ahmed Othman OthmanOthman ( (( (Al Azhar English Training Centre, Al Azhar University Al Azhar English Training Centre, Al Azhar University Training Centre, Al Training Centre, University) )) )

Should an ELT trainer be only a native speaker? How are non-native speaker trainers perceived by teachers? This session demonstrates how Al Azhar University Egyptian trainers were seen by their trainees, what the challenges were and how successful were the tools used to address them. Participants will learn some credibility-boosting techniques to build bridges between non-native trainers and trainees. e, le, s, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES &

Exchange 4 1710-1740

40 audience

Talk

TD, TTEd

Exchange 4 1745-1815

40 audience

Talk

TD, TTEd

Exchange 5 1710-1740

40 audience

Talk

TD, TTEd

Exchange 5 1745-1815

40 audience Talk

LA, TD

Sunday 12 April

Session 2.7 : 1710-1815

Classroom observations: a tool for mentoring and gr owth

Classroom observations: for mentoring and

Classroom observations: for mentoring and

Classroom observations: a tool for mentoring and gr owth

Sophie Farag (The American in

Sophie Farag (The American in

Sophie Farag (The American University in Cairo)

Sophie Farag (The American University in Cairo)

This presentation describes the stages of the classroom observation process, used in mentoring graduate student teachers (GSTs) in an Intensive English Program. The purpose is to provide formative feedback to assist the GSTs in reflecting on their performance and in improving teaching-effectiveness over time. The stages of the process will be described and GSTs’ feedback will be shared.

Professional development through Professional development through

Professional development through observational feed back

Professional development through observational feed back

Ibrahima Diallo (Old Dominion University, Virginia, USA)

Ibrahima Diallo (Old Dominion University, Virginia, USA)

Ibrahima Diallo (Old University, USA)

Ibrahima Diallo (Old University, USA)

The purpose of this presentation is to give an overview of the importance of classroom observation for professional development. The presenter has conducted research on ESL teachers’ perceptions of classroom observation. The results of the study will be discussed in light of the benefits of observations to teachers’ professional development. le, s, a

Better together: peer Better peer- coaching for continuing professional coaching for professional development development

Dita Phillips & Ela Wassell (British Study Centres Oxford) Dita Centres Oxford) Oxford) Oxford)

Workshops, lesson observations, methodology books, etc. can all help with CPD, but sometimes it’s hard to find the time (or the motivation!). That’s why we tried a different approach: peer-coaching. In this talk, we will outline the benefits of peer-coaching for CPD and provide tips on setting up and running your own peer-coaching project.

Creativity in teacher development: peer Creativity in development: peer- group mentoring and group mentoring and and and collective writing collective writing Felicity Kjisik Felicity Kjisik Kjisik, ,, , Sandro John Amendolara Sandro John Amendolara Sandro Amendolara Sandro John Amendolara & && & Leena Karlsson Leena Karlsson Leena Karlsson Leena Karlsson (Helsinki (Helsinki (Helsinki (Helsinki University Language Centre) University

In this talk, we describe a project on language adviser/counsellor development at Helsinki University Language Centre. For two years, a group of counsellors involved in Autonomous Learning Modules (ALMs) have been participating in peer-group mentoring (PGM) discussions and collective dialogic writing. These processes are turning out to be inspiring tools for developing a scholarship of counselling and enhancing teacher autonomy.

e ee e = experienced audience le lele le = less-experienced audience

p = primary teaching s ss s = secondary teaching

e, le, a

e, t

t = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

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

Sunday 12 April

Session 2.7 : 1710-1815

Exchange 6 1710-1740

40 audience Talk

ESP

Exchange 6 1745-1815

40 audience Talk

ESP, MaW

Exchange 7 1710-1740

40 audience

Talk

GEN

Exchange 7 1745-1815

40 audience

Talk

GEN

A reappraisal of translation in ESP: legal English

A reappraisal translation in ESP: legal

Belen Ramirez RamirezRamirez ( (( (University of Seville University of Seville University of Seville University of Seville) )) )

I propose in this talk to offer the audience reasons and data to support the reappraisal of the use of translation to the mother tongue when reading ESP texts. The case of legal texts is only one of the many types of texts which are read with a translation in the reader´s mind. e, s, t, a

Soft skills in ESP: lawyer Soft skills in ESP: lawyer

Soft skills in Soft skills in- client interview and the like interview and the like

Barbora Chovancova Chovancova ( (( (Masaryk University Language Centre Masaryk University Language Centre University Language Centre Masaryk University Language Centre) )) )

A good command of professional English is only one requirement that has to be met by university graduates today. What is also expected is the mastery of soft skills that help to achieve results in interaction with both clients and colleagues. This session will show how to combine these two in legal English (and other ESP) classes.

t, a

Revitalizing language classes through humor

Revitalizing language classes through humor language classes through humor language classes through humor

Kobra KobraKobra Kobra Derakhshan Derakhshan Derakhshan Derakhshan ( (( (Islamic Azad University at Central Tehran Branch Islamic Azad University at Central Tehran Branch Islamic Azad Branch Islamic Azad Branch) )) )

Creating a fun atmosphere in language classes can make language learning a memorable experience. But how can we incorporate humor into our programs? Do we have to fill all the class time with humor, or should it be used sporadically as a stimulant to learning? In this session we'll discuss who can use humor: a humorist-teacher, or just any teacher? e, le, a

Strengthening English language teaching with classr oom activities

Strengthening English language teaching with classr oom activities

English language teaching with classr oom activities

English language teaching with classr oom activities

Geeta GeetaGeeta Geeta Goyal GoyalGoyal Goyal ( (( (R K S D College, Kaithal, Haryana, India R K S D College, Kaithal, Haryana, India D Kaithal, R D Kaithal, India) )) )

The session discusses the methodology and outcome of interactive workshops I carried out at tertiary level, with the objective to examine the role of classroom games and activities in helping ESL learners. I will depict how a fun-filled environment in an English language classroom can be significant in second language acquisition.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, t

MD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Sunday 12 April

Session 2.7 : 1710-1815

Exchange 9

240 audience

Forum EAP

DIFFERENT PERSPECTIVES ON

FORUM ON FORUM ON DIFFERENT PERSPECTIVES ON FEEDBACK

Managing mindsets: an approach to providing effecti ve feedback Managing mindsets: approach to providing ve feedback

Anna AnnaAnna Hasper Hasper ( (( (Wellington, New Zealand Wellington, New Zealand Wellington, New Zealand Wellington, New Zealand) )) )

This interactive talk explores why language feedback often seems to have a limited impact on learners’ performance. I will explore Carol Dweck's (2006) 'fixed and growth mindsets' and present practical ideas on how to provide more effective feedback to fully enable learners, and enhance their learning, by creating a growth mindset culture in the classroom.

Error correction for Error correction for Error correction for Error correction for speaking: an evidence speaking: an evidence an evidence an evidence - based approach based approach based approach based approach

Christopher Christopher Christopher Christopher Smith SmithSmith ( (( (English Language Teaching Centre, The University English Language Teaching Centre, The University Teaching Centre, English Language Teaching Centre, The University of Sheffield of Sheffield of of Sheffield) ))

Error correction for speaking is often knocked for being ineffective or embarrassing. This talk will first outline the state of current research, which shows that error correction works. It will then relate the results of a large survey of EAP students about their attitudes to correction, using this to offer a practical, evidence-based approach to error correction.

Years of Years teaching experience and perceiving and handling spo ken teaching experience and perceiving and handling spo ken errors errorserrors errors

I'll report on a study to explore and compare error perceptions and possible correction techniques of novice and experienced instructors; along with exploring students’ perceptions on their instructors’ correction techniques and their preferences for being corrected. Data obtained from four instructors (two novice and two experienced) and eight learners was collected by doing audio-recorded non-participant observations and semistructured interviews. e, le, t, a

e ee e = experienced audience le lele le = less-experienced audience

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

Ozgur OzgurOzgur Taskesen Taskesen ( (( (Bilkent University School of English Language

Bilkent University School Language) )) )

Bilkent University School of English Language University School Language

p = primary teaching s ss s = secondary teaching t = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size.

Please note that some presenters have requested a maximum audience

Sunday 12 April

Session 2.7 : 1710-1815

Exchange 10 1710-1740

100 audience

Talk

YLT YLTYLT YLTSIG Day SIG DaySIG Day SIG

Exchange 10 1745-1815

100 audience

Talk

Exchange 11 1710-1740

150 audience

Talk

Exchange 11 1745-1815

150 audience

Talk

TTEd

Parental engagement: practical ideas from opening a new teaching

Parental engagement: practical ideas from opening a new teaching

Parental engagement: practical ideas from opening a new teaching

Parental engagement: practical ideas from opening a new teaching centre centrecentre centre

Laura Jane Laura Jane Laura Laura McWilliams McWilliams McWilliams McWilliams ( (( (British British British Council, Alexandria, Egypt Council, Alexandria, Egypt Council, Alexandria, Council, Alexandria, Egypt) )) )

This presentation will showcase a variety of techniques used to build strong relationships with parents of young learners when opening a new teaching centre. It will include lessons learned from mainstream UK education as well as ideas from around the globe. It will demonstrate how these techniques can maximize learning outside the classroom to boost learner performance.

YLT YLTYLT YLTSIG Day SIG DaySIG Day SIG Out OutOut Out - of - school English learning: hidden school English learning: hidden school English hidden school English hidden resource or classroom curse? resource or classroom curse?

Samuel SamuelSamuel Samuel Lefever LefeverLefever ( (( (University of Iceland University of Iceland University University Iceland) )) )

This talk poses the question whether the out-of-school learning of English by young learners is seen by teachers as a resource or an unwanted challenge in the classroom. Research throughout Europe shows that many students bring considerable knowledge of English with them to the classroom. Do teachers capitalize on this knowledge or is it ignored and/or wasted?

TTEd CPD in low CPD in low CPD CPD- resource resource resource resource contexts contextscontexts

Michael MichaelMichael Connolly ConnollyConnolly Connolly & & Reesha Alvi Reesha Alvi ( (British Council, India British Council, India British Council, India British Council, India) )) )

In this talk, we will explore the integration of continuing professional development (CPD) opportunities and resources in large-scale English teacher development projects in India. We will discuss approaches to design, awareness-raising, monitoring and evaluation, as well as integration of technology in low-resource contexts. As a case study, we will focus on a secondary school project in Punjab.

e, p, s

le, p

The need for Regional English Support Centres in de veloping countries

The Regional Support Centres in de veloping countries

Shane ShaneShane Shane Martenstyn Martenstyn ( (( (British Council, Sri Lanka British Council, Sri Lanka British Lanka British Lanka) )) )

Regional English Support Centres (RESCs) have played an integral role in the development of English language teaching in Sri Lanka. Due to their geographic spread, they are able to support English language teaching and training in all government schools. This talk focuses on narratives and untold stories which reveal the true impact of these institutions.

e e = experienced audience

le le = less-experienced audience p p = primary teaching s s = secondary teaching t tt t = tertiary teaching

adult teaching

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

Please note that some presenters have requested a maximum audience size. Please note that some presenters have requested a maximum audience size. Please note some presenters have a audience

Please note some presenters have a audience Therefore, please check the audience size in the le ft please check the audience size the le ft ft ft--hand column of each hand column of each column each hand column of each entry. entry.entry. entry.

Sunday 12 April

Evening events : 1845-2100

1845-2100 Evening events

The C group The C group group group-- Creativity for Change in Language Education. General Meeting. Creativity for Change in Language Education. General Meeting. Creativity Change Language Education. General Meeting. Creativity Change Language Education. General Meeting. 1845 1845--1945 in Cobden 3 1945 Cobden 3

The C group was formed two years ago. It aims to promote a more creative approach to teaching languages. Full details are available on: thecreativitygroup.weebly.com The aims of the meeting are to review progress so far, to discuss possible future projects, and to decide how the group is to be run in future, and in particular the allocation of specific areas of responsibility. The C Group is non-elitist and is open to all who share its vision. So this meeting is open to all IATEFL conference delegates - members and non-members alike. Do come! Creativity is an endangered species - help to save it before it is too late.

Macmillan Party Party

1845 at the National Football Museum at National Football Museum logo logo

Go mad in Manchester at the Macmillan Party 2015!

Join us through the looking glass for drinks, nibbles, dancing and a mad old time to celebrate 150 years of Alice in Wonderland.

Where: National Football Museum, Urbis Building, Cathedral Gardens, Todd Street, Manchester M4 3BG. Tickets are £5 and will be on sale from the Macmillan stand (12-15) on Saturday and Sunday - all proceeds from the event will go to charity. Numbers are limited, so come early to make sure you get yours!

The Fair List UK The Fair List UK UK UK

1900 1900--2000 in Central 3 2000 Central 3 3--4 44 4

logo logologo

SUNDAY

Come and learn about The Fair List, the award for excellence of gender balance in plenary and keynote speakers and panelists at UK, ELT conferences and events. In the past year we were shortlisted for an ELTON award and held our first webinar, so come along and help us to celebrate these achievements. Come along too to find out who is on the list for the year 2014 and cheer them as they get their playful certificates. Each year we have a fun awareness-raising activity too that might surprise (in a good way!) 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!

Sunday 12 April

Evening events : 1845-2100

International Word Fest Word

1 11 1930 930930 930--2100 21002100 2100 in Charter 2 in Charter 2 in Charter 2 in Charter 2--3 33

Hosted by Rakesh Bhanot and Chris Lima

Come share words sing a song recite a poem read aloud some prose in English or another language or, just sit and enjoy listening to others.

Individual or joint performances welcome. Contributions can be between 1 and 5 minutes.

Chris is a teacher, a teacher trainer and a researcher. Her areas of interest are in the role of literature in English language education and the use of new technologies in teaching and learning. She is the Coordinator of the IATEFL Literature, Media & Cultural Studies SIG.

Rakesh started teaching English in 1972 and is now a freelance teacher trainer. In his spare time he writes haikus (sic).

photo photophoto

Mrs Hoover’s Singlish Mrs Hoover’s Singlish Hoover’s Singlish Hoover’s Singlish 2000 20002000 2000--2100 in Charter 4 2100 in Charter 4 2100 in Charter 4 2100 in Charter 4

“Next to marrying a native speaker — and, let’s face it, not everyone is in a position to do that — the fastest way to improve your fluency in English is to sing it!” Britain’s number one hostmother for overseas students returns to IATEFL with a masterclass on how to gladden students’ hearts with the gift of song.

Mrs Joyce Hoover is widely acknowledged (by the Hove Hanging Basket and Loose Cover Society) to be the world-renowned expert on hospitality and ‘learning by doing’. And all that without ever venturing into a classroom. She’s made it a lifelong principle never to compromise her firm beliefs about language acquisition by actually acquiring one herself.

And now, for one night only, ‘the woman who put the hospital into hospitality’, demonstrates her theory and practice of Singlish and her conviction that ‘the class that sings together, clings together!’

“My life will never be the same after this enlightening talk given by Mrs Hoover. It was amusing to the point of having tears coming to my eyes – she is magical, hilarious and absolutely unmissable!”Elisabete Thess (reviewing Mrs Hoover’s appearance at IATEFL 2011)

“Trulythe‘BestofBritish’,andthehighlightofoursocialprogramme…muchenjoyedbyouroverseas and UK delegatesalike.” Professor Roger Moore, INTERSPEECH

“Hilarious–amustsee!”Ken Wilson

Language & Linguistics

Foundation IELTS Masterclass

Build your English with confidence

F or 2015! NE

IELTS 4.5 – 5.5

Optimum IELTS preparation in the classroom and online for students at this level.

Get your students thinking critically about current topics with lively real-world infographics at the start of every unit.

Exam skills sections in every unit develop important techniques for exam day, such as skim reading, predicting missing information, and developing fuller responses.

Student’s Book also available with access to automatically marked Online Practice, providing training and exam practice for every task in each paper, plus extra work on grammar and vocabulary.

Student’s Book includes an IELTS practice test and access to another practice test online.*

* Online practice test available in Student’s Book with Online Practice pack.

Title page illustration by Paul Weston

THIS IS WHERE

I access a world-class reference library

This is distance learning at Leicester, with over 25 years’ experience delivering quality courses

Our expertise, wherever you are Who teaches the teachers? We do. At the University of Leicester we run a range of world class courses for teachers in education and English including our PG Certificate in Teaching English for Academic Purposes (TEAP).

Start your journey e: teap@le.ac.uk www.le.ac.uk/thisiseducation

Meet with friends old and new, and relax after a busy day at the conference.

Meet us in the exhibition hall (stand 8) to find out more about how the British Council’s free resources can support your teaching and your learners.

0800-1730 Registration desk open

0815-0845 IATEFL How to... track

Central 3-4

Monday 13 April

0800-1730: Registration Desk Open

0815-0845: How To ... Sessions

0830-1730: ELT Resources Exhibition Open

Central 5

Cobden 3

Howtogetthemostfromyourteaching Howtogetthemostfromyourteaching Howtogetthemostfromyourteaching Howtogetthemostfromyourteaching association association association association with Jane Ryder & Ros Wright with Jane Ryder & Ros Wright Jane Ryder & Ros Jane Ryder & Ros

Considering joining one of IATEFL’s Teaching Associations? This session provides you with advice on getting involved at national level. We’ll look at the roles and responsibilities of the key players of any Executive Committee as well as help you evaluate the skills you can offer the TA in your locality.

Howtomoveintolanguageschoolmanagement Howtomoveintolanguageschoolmanagement Howtomoveintolanguageschoolmanagement Howtomoveintolanguageschoolmanagement with Andy Hockley with Andy Hockley with Andy Hockley with Andy Hockley

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.

Howtogetpublishedinarefereedjournal Howtogetpublishedinarefereedjournal with with with with Graham Hall Graham Hall Graham Hall Graham Hall

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

0830-1730 Exhibition open

Monday

13 April

0900-1010: Plenary Session

0900-1010 Plenary Session

Exchange Hall (1600 audience)

Plenary Plenary session by session by Ann Cotton

Ann Cotton

Ann Cotton is Founder and President of Camfed, an international non-profit organisation tackling poverty and inequality in sub-Saharan Africa by supporting girls to go to school and succeed, and empowering young women to step up as leaders of change. The organisation’s unique approach is to not only support girls and young women through school, but also on to new lives as entrepreneurs and community leaders. To complete the “virtuous cycle”, graduating students become Cama alumnae, many of whom return to school to train and mentor new generations of students. More than 3 million children have already benefited from Camfed’s programmes in a network of 5,085 partner schools across Zimbabwe, Zambia, Ghana, Tanzania and Malawi. In 2014 Camfed was recognized by the OECD for best practice in taking development innovation to scale, and Ann Cotton received the WISE Prize for Education.

The justice and imperative of girls’ secondary scho ol education

The justice and imperative of girls’ secondary scho ol education

The justice and scho ol education

The justice and scho ol education –– a model of a model of a model of a model of action actionaction action

In the theatre of international development, girls' education has moved from the wings to centre stage in the last 25 years. Ann Cotton will chart this change and both the philosophical underpinnings and utilitarian arguments that have propelled it. Camfed's work is driven by the right to education of every child, and the delivery of that right. Its work has demonstrated that girls' exclusion from education is rooted in family poverty and the enforced decisions as to which child should go to school. Ann will explore the arguments that variously place culture, traditional mores and poverty at the root of girls' educational exclusion. The address will describe how Camfed has worked with rural communities in five African countries - Ghana, Malawi, Tanzania, Zambia and Zimbabwe - where family poverty is endemic. The Camfed Model works in a full partnership with Ministries of Education, traditional and faith-based leaders, head teachers and teachers, parents and children. This inclusion is a fundamental principle of the Model and one that shows evidence-based results in delivering sustainable systemic change. Ann Cotton will illuminate the systems and processes that have been built to ensure transparency and accountability first and foremost to the child, Camfed's primary client. Ann will describe the different forms of capital that Camfed recognises respects and extends - capital that includes knowledge, social and institutional capital. The address will conclude with the analysis of Cama, the alumnae organisation of Camfed secondary school graduates that is more than 25,000-strong, explaining the depth of empathy and analysis members bring to the stage as we work to establish and build health and education systems that serve the needs of everyone.

Monday 13 April

Session 3.1 : 1025-1055

1025-1055 Session 3.1

Central 3-4

140 audience

Talk

TD TDTD TDSIG Day SIG DaySIG Day SIG

Central 5

80 audience

Talk

ES(O)L ES(O)LES(O)L ES(O)LSIG SIG SIG SIG Day DayDay

Central 6

50 audience

Talk AL, RES

Central 7

80 audience

Talk RES, TTEd

Lesson jamming: planning lessons in groups

Lesson jamming: planning lessons in groups

Lesson jamming: planning lessons in groups

Lesson jamming: planning lessons in groups

Tom TomTom Tom Heaven HeavenHeaven ( (Com Berlin Languages Com Berlin Languages Com Languages Com Languages) )) )

This talk focuses on lesson planning events, called lesson jams, that have been organised in Berlin. Lesson jams provide a platform for teachers to work with and learn from fellow teachers. The reasons for setting up lesson jams will be discussed as well as experiences so far and how the model might be replicated elsewhere. e, le, a

Make or break it! Teaching learners to write delicate emails

Make or break it! Teaching learners to write delicate emails

Make or break it! Teaching learners to write emails

Make or break it! Teaching learners to write emails

Genevieve GenevieveGenevieve Genevieve White WhiteWhite White ( (( (Adult Learning, Adult Learning, Shetland ShetlandShetland Shetland) )) )

We have all had to write a polite but firm email at some point in our lives. While you can't go too wrong with postcards or thank you letters, delicate emails can make or break relationships. Using examples from Collins EnglishforLife:WritingB2, this talk looks at ways of supporting learners in writing this challenging and important genre.

Some (further) doubts about CLIL learning outcome r esearch Some (further) doubts about CLIL outcome r esearch esearch esearch

Anthony AnthonyAnthony Anthony Bruton BrutonBruton Bruton ( (( (Retired [Prof. Seville Retired [Prof. Seville Retired University, Spain] Spain]) )) )

I have published two articles in System on the limitations of the empirical research into CLIL foreign language learning outcomes. These will be summarised briefly, followed by an update on some other empirical studies. These will all be considered in the light of some recent articles debating the CLIL issue, both theoretically and empirically.

e, s, t, a prodprom

Beyond myths and rituals: developing a 'grammar of choice'

Beyond myths rituals: developing a of choice' choice' choice'

Martina MartinaMartina Martina Elicker ElickerElicker Elicker & & Ulla Ulla Ulla Fuerstenberg Fuerstenberg ( (University of Graz, English Dept. University of Graz, English Dept. University of Graz, Dept. University of Graz, Dept.) )) The rules commonly found in EFL schoolbooks are inadequate for a more advanced analysis of grammar. We use tasks that guide advanced students towards a ‘grammar of choice’ (Larsen-Freeman 2002: 103) view of grammar. We'll describe how we recorded pairs of students as they solved grammar tasks together to establish whether our input influences the way they think about grammar.

e ee e = experienced audience le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.1 : 1025-1055

Central 8

80 audience

Talk

GI, YLT

Can the Common European Can the Common European Framework be adapted for young learners? Framework be adapted for young learners? Framework be young learners? Framework be young learners?

Trish TrishTrish Trish Burrow BurrowBurrow Burrow ( (Freelance FreelanceFreelance Freelance) ))

Measuring progress at every stage of the learning journey is essential for efficient and informed teaching. But this might be tricky with young learners. The CEF has become a standard framework of reference for materials writers, teachers and learners around the world. It was, however, developed with adults in mind. This talk reports on the development of new Can Do statements.

e, p, s pub

Charter 1

400 audience

Talk

LT, MD

Charter 2-3

500 audience

Talk

GI

Charter 4

190 audience

Talk LA, YLT

Getting Getting Getting Getting started with blended and online learning started with blended and online learning blended and online learning blended and online learning

Cleve CleveCleve Cleve Miller MillerMiller Miller ( (( (English360 English360 English360) )) )

This talk presents an overview of blended learning and the 'flipped classroom', and how teachers and schools can implement these approaches in a principled, pedagogically valid way. Participants will leave this session with templates, guides and other essential implementation tools. We'll see from the English360 platform, but the teaching practices are appropriate for Moodle or many other blended learning platforms. a prodprom

English alone is not enough: teaching multilinguali sm

English alone is not enough: teaching multilinguali sm

English alone is not enough: sm English alone is not enough: sm

Michael MichaelMichael Michael Carrier CarrierCarrier ( (( (Cambridge English Language Assessment Cambridge English Language Assessment Cambridge English Language Cambridge English Language Assessment) )) )

In this talk, I will address how we might develop new multilingual approaches to language education, ensuring we can meet the needs of individuals to learn English, without restricting the use of other languages. I will propose changes to government policy, educational systems, teacher education and learning resources that will help us achieve a multilingual society.

Teaching children how to learn Teaching how to learn

Gail GailGail Gail Ellis Ellis & & & Nayr Ibrahim Nayr Ibrahim ( (( (British Council, France British Council, France British Council, British Council, France) )) )

This talk will discuss the theoretical and methodological concepts of learning to learn in the primary English language teaching classroom. It will show how teachers can apply the 'Plan, Do, Review' routine systematically and explicitly to activities and to whole lessons, in order to help children learn how to learn and to gradually become aware of their own learning preferences and differences. e, p prodprom

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CHECK NOTICE BOARDS FOR CANCELLATIONS CANCELLATIONS

Cobden 1

20 audience

Talk

TEA

Cobden 2

60 audience

Talk

EAP, ESP

Cobden 3

185 audience

Talk

YLT

Exchange Hall

500 audience Talk

LAM, LT

Monday 13 April

Session 3.1 : 1025-1055

Assessing student progress on rolling enrolment cou rses

Assessing student progress on rolling enrolment cou rses

Assessing student progress on rolling enrolment cou rses

Assessing student progress on rolling enrolment cou rses

Katherine KatherineKatherine Katherine Solomon SolomonSolomon ( (( (Bell BellBell Bell) )) )

Rolling enrolment courses are the norm in many EFL settings and teachers have become accustomed to dealing with changeable classes. However, assessing student progress on these courses is difficult to manage and often neglected. This talk will explore ways in which teachers can assess progress on rolling enrolment courses and use assessment to better meet individual student needs.

le, a

Assessing hospital communication skills of migrant health

Assessing communication skills health health health professionals in Europe professionals Europe

Diana DianaDiana Diana Metzner MetznerMetzner Metzner ( (( (telc telc telc telc –– language tests language tests language tests language tests) )) )

Which CEFR level of the host language should doctors and nurses demonstrate when they actually start working with patients in a new country? What linguistic and communicative challenges do these migrants face? Is learning specialised vocabulary sufficient? How can prowess in “hospital language” be tested reliably and validly? This talk refers to telclanguage tests’ latest dual-level exams for health professionals. e, le, a

Is storytelling relevant in the 21st Century primar y Is storytelling relevant in the 21st Century primar y Is storytelling relevant the 21st Is storytelling relevant the 21st classroom? classroom? classroom? classroom?

Viv VivViv Lambert & & & Mo Choy Mo ChoyMoChoy ( (( (Macmillan Education Macmillan Education Macmillan Education Macmillan Education) )) )

Storytelling is an ancient method of communication that is as old as mankind. In our digital age, when the speed of communication is valued so highly, is storytelling still relevant? In this presentation, we'll look at the enduring appeal of stories and the wealth of opportunities they offer for developing 21st Century skills in the primary classroom.

Noah's ark: planning for mobile Noah's planning for mobile Nicky NickyNicky Nicky Hockly HocklyHockly Hockly ( (The TheThe Consultants Consultants--E EE E) ))

Teachers and learners are increasingly interested in using handheld devices in the classroom. How can teachers and their schools ensure that mobile device use is effective, and - most importantly - that it supports learning? This talk examines how institutions can ensure the efficient, cost-effective and principled use of mobile devices through the deployment of a detailed implementation plan.

le, p pub

e, p, s, t, a

e e = experienced audience le le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.1 : 1025-1055

Exchange 1

80 audience

Talk

PRON PRONPRON PRONSIG SIG SIG

Day DayDay

Exchange 2

30 audience

Talk

RES, YLT

Research into Research into Research into Research into practice: revisiting some ‘old practice: revisiting some ‘old revisiting some revisiting some- fashioned’ notions in fashioned’ notions in fashioned’ notions in fashioned’ notions in pronunciation teaching pronunciation teaching pronunciation teaching pronunciation teaching

Pamela PamelaPamela Rogerson RogersonRogerson Rogerson--Revell RevellRevell Revell ( (( (University of Leicester University of Leicester University University Leicester) )) )

In this talk, I will argue that there is still a need for closer links between phonological research and pronunciation teaching and 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.

s

Exchange 3

40 audience

Talk

RES

Creating intercultural ambassadors through English in Nepal: a case

Creating intercultural ambassadors through English in Nepal: case

Creating intercultural ambassadors through English

Creating intercultural ambassadors through English study studystudy study

Sagun SagunSagun Sagun Shrestha ( (NELTA & St. Lawrence College, Chabahil, Kathmandu NELTA & St. Lawrence College, Chabahil, Kathmandu & College, Chabahil, Kathmandu NELTA & College, Chabahil, Kathmandu) ))

English has recently become the best vehicle in Nepali classrooms to embody intercultural harmony. Since the English language brings global awareness to the decrepit classrooms of Nepal, it has helped Nepali children learn the culture of civil society. I will explore these realities visa-vis the US State Department sponsored 'Access' program implemented by Nepal English Language Teachers' Association (NELTA).

Sehablainglés Sehablainglés Sehablainglés: an analysis of language policy in Mexico : analysis of language policy in Mexico

Pilar PilarPilar Pilar Aramayo Prudencio Aramayo ( (British Council Mexico British Council Mexico British Council British Council Mexico) ))

Why is English taught in Mexico? Who really needs it? What for? This talk will explore some ideological factors on which the social value of English is constructed in Mexico, and which shape language and education policies. I will analyse the implications of conceptualising ELT as public policy, and examine the relation between public policies, language and education policies.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE FOR CHANGES CANCELLATI ONS FOR &

Exchange 4

40 audience

Talk

TEA, YLT

Exchange 5

40 audience

Talk AL, TEA

Exchange 6

40 audience

Talk LAM

Exchange 7

40 audience

Talk EAP, LA

Monday 13 April

Session 3.1 : 1025-1055

Re ReRe Re - conceptualising young learner language classroom as sessment conceptualising young learner language classroom as sessment conceptualising as conceptualising as feedback? feedback?feedback? feedback?

Achu Charles Achu Charles Tante Tante ( (( (University of Buea University of Buea of Buea University of Buea) )) )

I'll discuss an empirical analysis of different types of feedback used by teachers in assessing ESL young learners. An attempt was made to categorise teacher feedback into conceptual frames. It can be seen that the notion of feedback as a potential for language development and motivation is still to be understood. Rather, feedback does not appear to provide learners with any help. e, le, p, s, t, a

Students' strategic skills and their Students' strategic skills and their Students' skills their Students' skills their relation to test validity relation to test validity relation to test relation to test

Abdullah AbdullahAbdullah Abdullah Al Fraidan Al FraidanAl Fraidan Al ( (King Faisal University King Faisal University King University King University) ))

This presentation focuses on how students attempt to take language tests. It shows different test-taking strategies and their impact on language test validity. While some of these strategies are valid, we discovered some which are invalid and a few odd ones. A proposed theoretical framework has been suggested to explain these strategies and behaviors.

Embedding quality deep in the Embedding quality deep in the Embedding in the Embedding in the school’s culture: passion or threat? school’s culture: passion or threat? culture: passion or culture: passion or Bruna BrunaBruna Bruna Benedetti Caltabiano Benedetti Caltabiano Benedetti Caltabiano Benedetti Caltabiano ( (( (Caltabiano Idiomas Caltabiano Idiomas Caltabiano Idiomas Caltabiano Idiomas) )) )

Schools are in need of a new approach to quality, one that goes beyond the traditional Total Quality Management and where teachers are passionate about quality as a personal value rather than threatened by performance indicators. The purpose of this talk is to show the results of an action research aiming at engaging teachers in building a culture of quality.

Promoting learner Promoting learner Promoting learner Promoting learner agency through teaching language learning agency through teaching language learning agency through language learning agency through language learning strategies strategiesstrategies strategies Nuwar NuwarNuwar Nuwar Mawlawi Diab Mawlawi Diab ( (( (Lebanese American University Lebanese American University Lebanese American Lebanese American University) )) )

Constructivist theories of language acquisition argue that students construct knowledge when engaged in learning. I engaged students in reducing lexical errors by training them to use language learning strategies. I will refer to publications on the efficacy of language learning strategies then report the findings of a quasi-experiment I carried out in class and link its findings to learner autonomy.

e e = experienced audience le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

tt = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.1 : 1025-1055

Exchange 9

240 audience

Talk

LT

Exchange 10

100 audience

Talk

LA, BE BEBE BESIG SIG SIG Day Day

The app trap: why are entertaining ELT apps so rare ? The app trap: why are entertaining ELT apps so rare ? app are entertaining ELT apps so rare ? app are entertaining ELT apps so rare ?

Exchange 11

150 audience

Talk

LT, TTEd TTEdTTEd TTEdSIG SIG SIG SIG Day Day

Jonathan Bygrave (Self

Jonathan Bygrave (Self

Jonathan Bygrave (Self

Jonathan Bygrave (Self--employed) employed)employed) employed)

Most language teaching apps fall into the trap of combining exciting technology with uninspiring content. Why is this and is it inevitable? Using examples from Make Friends in English by Phrasewise, we will look at what an entertaining, content-rich app might look like and how teachers and writers can publish their own. a prodprom

Changing the mindset of lower the mindset of- level learners through online learners through collaborations

Ellen Rana (Koblenz University) Rana (Koblenz University) Rana (Koblenz University)

Ellen Rana (Koblenz University)

Negative attitudes towards language learning held by lower-level university students are challenging for teachers, especially when students belong to a study programme that, in their opinion, should not include a language element at all! I will discuss a project where students took responsibility for their own learning by making their own informed choices. This led to increased self-efficacy and motivation. e, le, t

Mobile devices for teacher learning training: lesso ns and implications

Mobile devices for teacher learning training: lesso implications devices for learning lesso ns devices for learning lesso Kalyan Chattopadhyay (Bankim Sardar College) Kalyan Chattopadhyay (Bankim College)

This talk reviews how mobile devices are used in teacher training and for teachers’ professional development. It also reports findings of a survey research conducted to better understand how mobile devices can facilitate teacher training and teachers’ professional development. Finally, it discusses how findings of the survey can inform the design of teacher training programmes and framework using mobile devices.

e, le, s, t, a

1055-1130 Coffee break (sponsored by ETS TOEFL) LOGO

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

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

1130-1235 Session 3.2

Gallery 1130-1200

Central 3-4 140 audience

Forum

Monday 13 April

Session 3.2 : 1130-1235

Poster presentations Poster presentations (sponsoredbyETSTOEFL) LOGO LOGOLOGO LOGO

Please see pages 43-48 to see which poster presenters will be at their poster for you, from 1130 to 1200, to discuss the presentation and answer your questions.

FORUM ON FORUM THOUGHTS ON THE OBSERVATION PROCESS THOUGHTS ON THE OBSERVATION PROCESS

The observer and the observee

The observer and the observee- one and the same? one the same?

Conrad ConradConrad Conrad Heyns HeynsHeyns Heyns ( (( (University of the Arts University of the Arts University the Arts University the Arts) )) )

This talk will outline the stages the Presessional Academic English Programme at UAL undertook to transition from a traditional model of classroom observations to a model of critical self-reflective practice. The talk reveals how this strategy was organised and how consensus concerning peer observation was agreed upon. An overview of teacher responses and the overall positive benefits will be shared.

Interactive observation Interactive –– an alternative training approach an alternative training

Karen KarenKaren Karen Waterston WaterstonWaterston Waterston ( (Chaiyaphom, Thailand Chaiyaphom, Thailand Chaiyaphom, Chaiyaphom, Thailand) ))

How much effect does a post-observation discussion have on the lesson, especially with teachers not used to a reflective approach? In this presentation, I will outline an interactive observation approach I use where the trainer, through timely interjections during the observation process, can complete their checklist while creating change in the classroom.

The elephant in the classroom: thoug

The in the hts on the observer paradox on the paradox

Phil Keegan (Oxford University Press, Turkey)

Phil Keegan (Oxford University Press, Turkey)

Phil (Oxford University Press, Turkey)

Phil (Oxford University Press, Turkey)

Lesson observations are an integral part of pre- and in-service training and development. However, an observer inevitably affects the dynamic and proceedings of a lesson, which therefore throws a question mark on the validity of observations as a training tool. Drawing from social science & psychology research, this talk looks at ways of minimising the effect of the observer.

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

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

Monday 13 April

Session 3.2 : 1130-1235

Central 5

1130-1200

80 audience

Talk

RES, ES(O)LS ES(O)LSES(O)LS ES(O)LSIG IG IG IG Day DayDay Day

Central 5

1205-1235

80 audience

Talk

ES(O)LS ES(O)LSES(O)LS ES(O)LSIG IG IG Day DayDay

Recognising and working with emergent language

Recognising and working with emergent language working with emergent language working with emergent language in the ESOL in the ESOL classroom classroomclassroom

Richard Gallen (Tower Hamlets College

Richard Gallen (Tower Hamlets College Gallen (Tower Hamlets College Gallen (Tower Hamlets College) )) )

This talk focuses on classroom research which attempted to capture what went on when student conversations and anecdotes took lessons ‘off plan’. Transcript extracts and audio clips will be used to suggest ways we can apply the evidence from this research to help us work more effectively with language that emerges in the less-predictable parts of a lesson. e, a

Talk English: from CELTA to

Talk English: from CELTA to

Talk English: from CELTA to

Talk English: from CELTA to volunteer ESOL in South Africa volunteer ESOL in South Africa volunteer ESOL in volunteer ESOL in

Julie Douglas

Julie Douglas Douglas Douglas

In 2005, two CELTA graduates gave free lessons to their refugee teaching practice students. As numbers grew, more teachers became involved, offering free English lessons at three levels, and a medical and children’s group. Lessons focused on student-led functional English, with ESOL Nexus adapted for the South African context. This session describes some project challenges and how they were resolved.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS CHANGES

Monday 13 April

Session 3.2 : 1130-1235

Central 6

50 audience

Forum ESP

Central 7

1130-1200

80 audience

Talk

GEN

FORUM ON DYSLEXIA FORUM ON DYSLEXIA FORUM DYSLEXIA FORUM DYSLEXIA

Dyslexia the teaching environment

Dyslexia the teaching environment

Dyslexia in the teaching environment

Dyslexia in the teaching environment

Martin Martin Martin Martin Bloomfield (York Associates) Bloomfield (York Associates) Bloomfield Associates) Bloomfield Associates)

Dyslexia affects 10% to 20% of the population. While most of us will come into contact with dyslexia, very few of us will truly recognise it. This talk provides participants with a grounding to understand what dyslexia is, methods for recognising dyslexia, tips for teaching people with dyslexia, and ideas for improving best practice going forward

Using interactive web in teaching LD students Using interactive web students

Julia Koifman (Beit Ekshtein High School, Israel)

Julia (Beit Ekshtein School, Israel)

This presentation is for anyone who teaches students with learning disabilities and wants to understand how to help teenagers with dyslexia. It will focus on using modern technology in the classroom as one of the ways of activating kids with special needs in studying English as a foreign language and enhancing their reading and writing.

Classroom Classroom- based interventions for dyslexia inclusion in language based interventions dyslexia in language interventions dyslexia education educationeducation education

Maria Reraki (University of Manchester)

Maria (University of Manchester)

This talk aims to bring together the area of teaching English as a foreign language and dyslexia. Practices designed for dyslexic pupils’ inclusion (dyslexia-friendly) were introduced in Greek EFL classrooms. I will discuss their effects on dyslexic and non-dyslexic EFL pupils, as well as EFL teachers’ responses to developing a dyslexia-friendly framework.

A visual manifesto for language teaching

A visual manifesto for language teaching

Kieran Donaghy (UAB Idiomes Barcelona) & Anna Whitcher (Freelance)

Kieran Donaghy (UAB Idiomes & Anna Kieran Donaghy (UAB Idiomes & Anna

Kieran Donaghy (UAB Idiomes Barcelona) & Anna Whitcher (Freelance)

In this talk, we will discuss the evolution of the image and the significant role it can play in our lives if we are active participants in what we see and what we create. Through the deconstruction of a short film made specifically to illustrate this concept, we will explain a new visual manifesto for this age of the image. e, a

e ee e = experienced audience le le = less-experienced audience

primary teaching

= tertiary teaching

= adult teaching prodprom prodpromprodprom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.2 : 1130-1235

Central 7

1205-1235

80 audience Talk

LA, LT

Using Using Pinterest PinterestPinterest Pinterest to promote genuine communication and enhance to genuine communication and enhance personalised learning personalised learning

e, le, a prodprom

Central 8

GEN

Andreia Zakime (Associacao Cultura Inglesa

Andreia Zakime (Associacao Cultura Inglesa-- Sao Paulo) Sao Paulo)

This presentation aims at sharing the findings of the use of Pinterest, an interactive visual discovery tool, in a C1-level class. I will show practical examples of the use of Pinterest as a course resource and assess the impact of its use on learners’ linguistic gains, course personalisation and learners’ interaction in and outside the classroom.

80 audience Forum FORUM ON DRAMA ACTIVITIES IN DIFFERENT LANGUAGE CON TEXTS: FORUM ON DRAMA ACTIVITIES IN DIFFERENT LANGUAGE CON TEXTS: FORUM ON IN DIFFERENT LANGUAGE CON TEXTS: FORUM ON DRAMA IN DIFFERENT LANGUAGE CON TEXTS: THEORY AND PRAXIS THEORY AND PRAXIS THEORY AND PRAXIS THEORY AND PRAXIS

Classroom drama activities: Classroom drama activities:

Classroom activities:

Classroom activities: research and a pedagogical proposal research and a pedagogical proposal research and pedagogical proposal research and pedagogical proposal

Vera Cabrera Duarte (Pontifical Catholic University of Sao Paulo) Vera Cabrera (Pontifical Catholic Paulo)

The aim of this presentation is to propose the use of drama activities as facilitating tools to English language learning in different educational contexts. An interdisciplinary theoretical framework supporting this research project will be discussed and the implementation of a pedagogical proposal deriving from the project will be described. Results on the effectiveness of those activities will be shared.

Drama festival: from kick Drama festival: from kick Drama festival: from kick Drama festival: from kick- off to final performance off to final performance final performance final performance

e, le, p, s, t, a

Andrea Calvozo (Escola Vera Cruz)

Andrea Calvozo (Escola Vera Cruz)

Andrea Calvozo (Escola Vera Cruz)

Andrea Calvozo (Escola Vera Cruz)

This talk describes the use of dramatic play with Years 6 to 9 students to achieve Significant Learning. I will recount the students´ process leading to their final performance: choosing the theme, sensitising and engaging in it; planning, writing/editing their sketch. I will also suggest procedures for oral practice. Pictures and videoed scenes will illustrate the presentation.

e, le, p, s, a

Transforming the EFL learning environment through d rama activities

Transforming the environment through d rama activities rama activities rama activities

e, le, s

Adolfo Tanzi Neto (Pontifical Catholic University of Sao Paulo)

Adolfo Tanzi Neto (Pontifical Paulo)

This talk explores a teacher's experience implementing a pedagogical proposal based on drama activities in a public high school in Sao Paulo, Brazil. The main objectives of the proposal are to develop critical thinking, teamwork, improve interpersonal relationships and develop students´ ability to use English language more confidently and effectively.

Session 3.2 : 1130-1235

Charter 1

400 audience

Forum LT

FORUM ON ONLINE LEARNING PLATFORMS

FORUM ON ONLINE LEARNING PLATFORMS

FORUM ONLINE LEARNING PLATFORMS

FORUM ONLINE LEARNING PLATFORMS

What the MOOC? Managing the massive online course

What the MOOC? Managing the massive online course

What the MOOC? the massive online course

What the MOOC? the massive online course

Chris ChrisChris Chris Cavey & & & & Eleanor Clements Eleanor Clements Eleanor Clements Eleanor Clements ( (( (British Council British Council British Council British Council) )) )

Run in partnership with FutureLearn, the British Council’s first MOOC (massive open online course), Exploring English: language and culture, attracted over 100,000 learner registrations. This talk will look at the ways course design and management tried to engage and retain students for the duration of the course. How do we make MOOC participants feel comfortable in their classroom?

Using Google sites to support teachers in multiple locations Using Google sites to support teachers in multiple locations Using Google sites to teachers in multiple Using Google sites to teachers in multiple locations

Tam TamTam Connors ConnorsConnors Connors--Sadek SadekSadek Sadek ( (( (The University of Sheffield The University of Sheffield The University Sheffield The University Sheffield) )) )

How can you manage 99 teachers over six locations more effectively? This presentation explains. In 2014, The University of Sheffield set up a Google site to enable International Summer School teachers to access all course news and information, and give ongoing feedback throughout the summer. This system, which could be accessed on different platforms 24/7, was our solution.

MOOC mania: implications for English language teach ing

MOOC mania: implications for language teach ing

Peter PeterPeter Peter Davidson Davidson ( (( (Zayed University Zayed University Zayed University) )) )

MOOCs (massive open online courses) have the potential to totally revolutionise education. The purpose of this mainly theoretical talk is to consider whether or not the mania surrounding MOOCs is justified or not, to analyse the benefits and shortcomings of MOOCs, and to discuss the implications that MOOCs will have on English language teaching.

= experienced audience

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

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

Monday 13 April

Session 3.2 : 1130-1235

Charter 2-3

500 audience

Charter 4

1130-1200

190 audience

Talk TTEd

Charter 4

1205-1235

190 audience

Talk

RES, TTEd

ELTJ SIGNATURE EVENT

ELTJ SIGNATURE EVENT ELTJ SIGNATURE EVENT ELTJ SIGNATURE EVENT

This house believes that language testing does more harm than good

This house believes that does more than good

To propose the motion: Richard Smith (University of Warwick, UK) Richard Smith (University of Warwick, UK) Richard Smith Warwick, Richard Smith Warwick, UK)

To oppose: Anthony Anthony Anthony Anthony Green (University of Bedfordshire, UK) Green (University of Bedfordshire, UK) Green (University UK) Green (University UK)

Chair: Graham Hall (ELTJournal)

A remarkable amount of time is devoted to testing and assessment in ELT – by teachers and learners, by schools and institutions, and, of course, by test designers and administrators themselves. Whilst tests are disliked by many teachers and learners, others argue that testing is a ‘necessary evil’, or even that ‘teachers need testers’. Thus, who gains and who loses from testing and assessment in ELT? Indeed, does language testing do more harm than good? Our two speakers will debate the issues surrounding language testing in ELT. Please come along, have your say, ask questions –and join in the vote.

Becoming a teacher trainer: learning a teacher trainer: learning to share skills with others to share skills with others to share to share Ahmad Jamshed Ahmad Jamshed Jamshed Jamshed Adel AdelAdel Adel ( (( (British Council Afghanistan British Council Afghanistan British Council Afghanistan British Council Afghanistan) )) )

This presentation focuses on the process of becoming a teacher trainer in the context of a British Council cascade training programme in Afghanistan. It will identify what really makes an effective teacher training session, the challenges for participants in becoming teacher trainers and some principles for teacher training session design. This will be of interest to anyone involved in teacher training.

Monitoring and evaluation: 9,000 Malaysian English language teachers

Monitoring and evaluation: 9,000 Malaysian English teachers

Monitoring and evaluation: 9,000 English

Monitoring and evaluation: 9,000 English

Zoe Zoe Tysoe & & & & Vanessa Lee Vanessa Lee Vanessa ( (( (British Council British Council British Council British Council) )) )

How do we measure progress and ensure success on large-scale teacher training programmes? This talk presents the Monitoring and Evaluation of the Pro-ELT project; a language proficiency and methodology project for 14,000 Malaysian English teachers. Innovative data collection methods are explored, including pre- and post-course online testing (Aptis), participatory video and new software for observing lessons. e, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI GIGI GI = Global Issues

MD MD = Materials Development

PRON PRONPRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE FOR CHANGES CANCELLATI ONS FOR &

Cobden 1 1130-1200

35 audience

Talk

ESAP

Cobden 1 1205-1235

30 audience

Talk

Monday 13 April

Session 3.2 : 1130-1235

English English English English - medium instruction (EMI) teaching strategies for Ko rean medium instruction (EMI) teaching strategies for Ko rean medium instruction (EMI) for Ko medium instruction (EMI) for Ko engineering students engineering students

EunGyong EunGyongEunGyong Kim ( (Korea Advanced Institute of Science and Technology Korea Advanced Institute of Science and Technology Korea Institute of Science and Korea Institute of Science and Technology) )) ) & Soo SooSoo Soo--Ok Kweon Ok KweonOk Kweon Ok Kweon ( (( (Pohang University of Science and Pohang University of Science and Pohang University of and Pohang University of Science and Technology Technology Technology Technology) )) )

What are effective teaching/learning strategies to be used in EMI classes for EFL engineering students? This talk discusses code-switching and other teaching/learning strategies that will enhance the effects of EMI. The purpose of the talk is to share information on how to help Korean engineering students and other EFL students to perform better in EMI classes. e, t

EAP Being a student in English Being a student in English Being a student Being a student- medium engineering programmes: medium engineering programmes: medium engineering programmes: medium engineering programmes: experiences and challenges experiences and challenges

Holi HoliHoli Holi Ali AliAli Ali ( (( (Rustaq College of Applied Sciences, Oman Rustaq College of Applied Sciences, Oman Rustaq College Applied Sciences, Oman Rustaq College Applied Sciences, Oman) )) )

This talk focuses on language of instruction in engineering education in Oman. English is used as a medium of instruction in all engineering and science-related programmes in Oman in order to help students to cope with globalization and international job market needs and demands. This talk attempts to explore Omani students' experiences and challenges with their English-medium engineering programmes.

Cobden 2 1130-1200

60 audience

Talk

EAP, GI

Critical thinking skills and their effect on EAP co mpetence

Critical thinking skills and their effect on EAP co mpetence

Critical thinking skills and their effect EAP mpetence

Critical thinking skills and their effect EAP mpetence

Jane JaneJane Jane Brooks ( (( (Fontys University of Applied Science, Eindhoven, T he Fontys University of Applied Science, Eindhoven, Th e Fontys of Applied Eindhoven, e e Netherlands Netherlands Netherlands) )) )

Do critical thinking skills help students when they tackle academic reading and writing? This was the subject of my Masters research project, and this talk will discuss present interest in critical thinking as an integral part of curriculum, describe the set-up of our critical thinking course, and discuss the results - an improvement in students’ extended writing and research skills.

e e = experienced audience le lele le = less-experienced audience

e, t

pp p = primary teaching s

= tertiary teaching

s = secondary teaching

= adult teaching prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.2 : 1130-1235

Cobden 2

1205-1235

60 audience

Talk

GEN

Cobden 3 1130-1200

185 audience

Talk

PRON, TEA

Promoting more meaningful learning and critical thinking in class

Promoting more meaningful learning and critical thinking in J. Daniel J. DanielJ. Daniel J. Martin Neto Martin Neto Martin Neto Martin Neto & & & Claudia Freitas Triumpho Freitas Triumpho ( (( (CEL LEP Idiomas CEL LEP Idiomas CEL Idiomas CEL Idiomas) )) )

The majority of our current teaching materials claim to follow the principles of CLT, advocating that meaning is paramount. However, many exercises suggested in textbooks are neither meaningful nor take into account critical thinking skills. In this talk, participants will realize that minor but significant changes in exercises will make learners more engaged in meaningful and authentic communication. le, a

Feeding speaking Feeding speaking Feeding speaking Feeding speaking- fluency forward: using technology to raise the bar fluency forward: using technology to raise the bar fluency forward: to raise the bar fluency forward: to raise the bar

Jessica JessicaJessica Jessica Cobley Cobley & & & & Becky Steven Becky ( (The University of Western Australia The University of Western Australia Western Australia The Western Australia) ))

This presentation will demonstrate the use of technology to assist students to explore their speaking fluency and intonation for presentations and interviews. This interactive talk will involve the audience in setting clear criteria for fluency using an online source, counting each other’s pauses and fillers using apps, and critiquing the usefulness of technology in providing good formative feedback. le, a prodprom

Cobden 3

1205-1235

185 audience

Talk AL, TTEd

Exchange Hall

1130-1200

500 audience

Talk TD

Effects of task type and pre - task planning on L2 performance task planning on L2 performance task planning on L2 performance task planning on L2 performance

Effects of task type and pre

Effects of task type and pre

Effects of task type and pre

Saraswati SaraswatiSaraswati Saraswati Dawadi DawadiDawadi Dawadi ( (Tribhuvan University, Nepal Tribhuvan University, Nepal Tribhuvan Nepal Tribhuvan Nepal) )) )

This presentation is based on an empirical study which investigated the effects of pre-task planning (0.5 minutes planning and five minutes planning) and task type (argumentation and narration) on L2 oral performance. The effects were observed in terms of the three dimensions of L2 production: complexity, accuracy and fluency (CAF).

Opening up the 'moment': inside- high highhigh high

Opening up the 'moment': inside demand

Opening up the 'moment': inside demand

Opening up the 'moment': inside

Chris ChrisChris Chris Edgoose EdgooseEdgoose Edgoose ( (( (Bell International Bell International Bell International Bell International) )) )

Much of the discussion around demand-high teaching centres on 'moments' – those key times during lessons when active decisions must be made by a teacher, rather than the comfortable carrying out of procedures which simply 'get the job done'. This talk will look more closely at what a demand-high 'moment' is, with reference to personal experience.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

EAP

EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YL YLT TT T = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CANCELLATI

Monday 13 April

Session 3.2 : 1130-1235

Exchange Hall

1205-1235

500 audience

Talk

TTEd

Exchange 1 1130-1200

80 audience

Talk

LA, LT

Exchange 1

1205-1235

80 audience

Talk

MD

Best out of the den

Best activities out of the den

Best out of the den

Best activities out of the den

Gabriela GabrielaGabriela Gabriela Marcenaro Bonsignore Marcenaro Bonsignore ( (( (Teachers Teachers Teachers Teachers Institute, Montevideo, Institute, Montevideo, Montevideo, Montevideo, Uruguay UruguayUruguay Uruguay) )) )

In this talk, we will review the potential of some commonplace classroom techniques and assess how we can change them from low-demand to demand-high. The techniques to be discussed include storytelling, dialogues, dictation, sustained silent reading, creative repetition, creative writing, role-play and games. Extensive handouts will be made available for the audience together with templates for the activities. e, le, p, s, t, a

Making ourselves corpora earner autonomy

Making ourselves expendable: corpora training for l earner autonomy

Making ourselves corpora earner autonomy

Making ourselves expendable: corpora training for l earner autonomy

Federico FedericoFederico Federico Espinosa EspinosaEspinosa ( (ALLC International House Beirut ALLC International House Beirut ALLC International House Beirut ALLC International House Beirut) )) )

Should I 'convince' or 'persuade' you? What's the difference? Corpora can explain this but can we really ask learners to delve into concordance lines unaided? Based on classroom research, this talk will address learner attitudes, aptitudes and technical training requirements to inspire autonomous corpus searches. Participants will receive a lesson framework and guidelines for applying these ideas themselves.

The three worlds of Chinese school

The three worlds of Chinese school

The three of Chinese school-- age English learners English learners

The three of Chinese school

Yafu YafuYafu Yafu Gong GongGong Gong & & Wenjuan Ding ( (( (National Institute of Education Sciences National Institute of Education Sciences Institute of Sciences National Institute of Sciences) ))

The so-called real-world tasks, like asking the way or ordering food, are not really authentic to school-age English learners in foreign language learning contexts in China. This presentation reports on research to find 'the three worlds' (the inner world, the knowledge world and the future world) of the learners and, based on which, proposed a multi-goal curriculum model. e, le, p, s

e ee e = experienced audience le le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

= tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.2 : 1130-1235

Exchange 2

40 audience

Forum ESP, RES

FORUM ON EAP/ESP READING

FORUM ON EAP/ESP READING

FORUM ON EAP/ESP READING

FORUM ON EAP/ESP READING

Metacognitive strategy instruction for ESL universi ty

Metacognitive strategy instruction for ESL university instruction for university instruction for ty- level learners' level learners' learners' learners' reading strategy reading strategy strategy strategy

Bushra BushraBushra Ahmed Khurram Ahmed Khurram Ahmed Khurram Ahmed Khurram ( (( (University of Karachi, Pakistan University of Karachi, Pakistan Karachi, Pakistan University Karachi, Pakistan) )) )

This presentation reports on an action research study that was carried out to promote metacognition (awareness and regulation) of reading strategies in university-level ESL students. Findings of the study show how metacognition of reading strategies could be promoted in students. I will discuss the findings of the study which has important implications for language teachers and teacher educators. e, le, t

Trying to meet first Trying to meet first Trying to meet first Trying to meet first- year English majors' year English majors' majors' majors' academic reading needs academic reading needs academic reading needs academic reading needs

Marina MarinaMarina Marina Vulovic VulovicVulovic Vulovic & & & & Kris Van de Poel Kris Van de Poel Kris Poel Kris Poel ( (( (University of Antwerp University of Antwerp University of Antwerp University of Antwerp) )) )

Based on quantitative and qualitative data describing first-year English majors' academic reading needs, an introductory English proficiency course was redesigned aiming to enhance the students' metacognitive reading awareness. I'll report on this new blended experience - a combination of online learning and face-to-face teaching – that was evaluated by the target audience following a Logic Framework making use of matrix questions and narrative comments.

Reading strategies and incidental vocabulary acquis ition in ESP

Reading strategies incidental vocabulary acquis ition in ESP ESP vocabulary ESP Sanja Sanja Radmilo Derado Radmilo Derado Radmilo Derado Radmilo Derado ( (( (University of Split, Faculty of Economics University of Split, Faculty of Economics University of Split, Faculty of Economics University of Split, Faculty of Economics) ))

This talk will draw participants´ attention to the positive correlation between implementing different reading strategies and incidental acquisition of new lexical knowledge in an ESP classroom. Based on the results obtained from classroom research, the talk will provide participants with ideas on developing appropriate reading tasks to enhance acquisition of new vocabulary in an ESP setting.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE FOR CHANGES CANCELLATI ONS FOR &

Session 3.2 : 1130-1235

Exchange 3

40 audience

FORUM ON VOCABULARY LEARNING

FORUM VOCABULARY

FORUM VOCABULARY

FORUM ON VOCABULARY LEARNING

Forum GEN More than words... More than words... More than words... More than words...

Bruno BrunoBruno Bruno Leys LeysLeys Leys ( (( (VIVES University College VIVES University College VIVES University College VIVES University College) )) )

Teachers and learners seem to be fond of vocabulary lists. It seems that vocabulary lists are so much in demand mainly because of their learnability. The issue with most vocabulary lists, however, is the limited presence of context. I'll discuss what a vocabulary list, inspired by the insights from the Lexical Priming theory, can/should look like. s, a

Low LowLow- level stude level stude nts' perceptions about the usefulness of online nts' perceptions about the usefulness of online nts' perceptions about the usefulness of nts' perceptions about the usefulness of vocabulary learning vocabulary learning vocabulary vocabulary

Sermin SerminSermin Celik CelikCelik ( (( (Bilkent University Bilkent University Bilkent University Bilkent University) )) )

Does computer-assisted language learning really enhance vocabulary learning? I'll report on a study that seeks to explore A2-level ESL students’ perceptions about learning vocabulary through an interactive online vocabulary learning software as a course component in the preparatory programme of a private university in Turkey. It focuses on the students’ perceptions toward usefulness, usability and enjoyment of online vocabulary learning.

Are previously Are previously Are Are- learned formulaic sequences gone? A longitudinal learned formulaic sequences gone? A longitudinal A longitudinal A longitudinal study studystudy study

Thamer ThamerThamer Thamer Alharthi AlharthiAlharthi Alharthi ( (( (King Abdulaziz University, Jeddah, Saudi Arabia King Abdulaziz University, Jeddah, Saudi Arabia Abdulaziz University, Jeddah, Saudi Arabia King Abdulaziz University, Jeddah, Saudi Arabia) )) )

This talk presents empirical results which involved measuring college students’ knowledge of formulaic sequences to explore the possible lexical attrition they may experience over their course of study. Quantitative outcomes show that the types of formulaic sequences knowledge (receptive and productive) are affected to the different degree by attrition. Pedagogical implications and further research will be discussed. e, a e e = experienced audience

= adult teaching prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.2 : 1130-1235

Exchange 4 1130-1200

40 audience

Talk

LT

Exchange 4 1205-1235

40 audience

Talk

LT

Exchange 5 1130-1200

40 audience

Talk

LT

Apps for learning independence and inclusion

Apps for learning independence and inclusion learning independence and inclusion learning independence and inclusion

Raquel RaquelRaquel Raquel Gonzaga GonzagaGonzaga Gonzaga ( (( (Associacao Cultura Inglesa Associacao Cultura Inglesa Associacao Inglesa Associacao Cultura Inglesa- Sao Paulo Sao PauloSao Paulo Sao Paulo) )) )

Teachers face the challenge of enhancing students’ production and encouraging self-direct learning outside the classroom. How can we accomplish such goals when teaching a visually-impaired student? In this talk, I share my experience on the use of apps in order to promote the independence and inclusion of a visually-impaired student within a group of sighted classmates.

Interactive whiteboard in teaching English for students with special Interactive whiteboard in teaching English for students with special whiteboard in teaching English with whiteboard in teaching English with needs needsneeds needs

Kuangyun KuangyunKuangyun Ting TingTing ( (( (St John's University, Taipei St John's University, Taipei St University, Taipei St University, Taipei) )) )

e, le, a

I'll report on a project that aimed to see if the use of interactive whiteboard technology could result in less confusion and limit distractions to the learning experience. The project explored the extent to which an interactive whiteboard can help students with special needs and the advantages and disadvantages of using it in such a context. e, le, a

Developing and managing an eBook project from concept to

Developing and managing an eBook project from conce pt to

Developing and managing an eBook pt

Developing and managing an eBook conce pt completion completion

Aysen AysenAysen Gilroy GilroyGilroy Gilroy & & & Andrew Mcgladdery Andrew Mcgladdery Mcgladdery Mcgladdery ( (( (Zayed University Zayed University Zayed University Zayed University) ))

Subsequent to integrating mobile technology into its teaching programs, Zayed University’s ABP recently launched its first in-house produced eTextbook for language learning. This session presents the critical steps involved in the production and implementation of eBooks in terms of digital development and project management. It also contributes to a better understanding of the challenges involved and informs potential eBook developers.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS CHANGES

Exchange 5

1205-1235

40 audience Talk

LT, MaW

Exchange 6 1130-1200

40 audience Talk

LT, TTEd

Exchange 6 1205-1235

40 audience Talk

RES, YLT

Monday 13 April

Session 3.2 : 1130-1235

Is Is Is Is self selfself- publishing a realistic option in ELT? Trends, tips, challenges publishing a realistic option in ELT? Trends, tips, challenges publishing a realistic option in ELT? Trends, tips, challenges publishing a realistic option in ELT? Trends, tips, challenges

Deborah DeborahDeborah Deborah Capras CaprasCapras ( (( (Freelance FreelanceFreelance Freelance) )) )

Do you have invaluable insight, research, activities or materials that you would like to share – but at a price? Publishers offer invaluable support, but an exclusive book contract is often an elusive goal. Should you pitch or self-publish? This talk will explore the tools you can use in e-publishing –and the challenges you will face.

Innovation and Innovation and quality: video quality: video video video - conferencing, team conferencing, team conferencing, team conferencing, team - teaching and digital teaching and digital teaching teaching literacy for YLs literacy for YLs

Hannah Ciborowska Ciborowska ( (( (Montevideo, Uruguay Montevideo, Uruguay Montevideo, Uruguay Montevideo, Uruguay) )) )

What happens when remote teachers partner with local teachers, who have a limited knowledge of English, to deliver over 4000 lessons each week to young learners using a customized platform and digital materials?

In this talk, I will draw on examples from a highly-innovative project between Plan Ceibal and British Council to transform English across primary schools in Uruguay.

Teaching English in primary schools: challenges of the Chilean Teaching English in primary schools: challenges of the Chilean English in primary challenges of the English in primary challenges of the classroom classroomclassroom

Maria Jesus Jesus Inostroza InostrozaInostroza ( (University of Sheffield University of Sheffield University of Sheffield University of Sheffield) )) )

This talk provides insights into the challenges faced by Chilean EFL teachers when teaching children. Data were collected from online questionnaires, interviews and classroom observations of Chilean EFL teachers working in primary schools. The relevance of the teaching context for the inclusion of English in the school curriculum at a young age is explored.

e, le, a

Please note that some presenters have requested a maximum audience size. Please note some presenters requested a maximum audience size. Therefore, please check the audience size in the le ft Therefore, please check the audience size in the le ft Therefore, please the audience size in the le

Monday 13 April

Session 3.2 : 1130-1235

Exchange 7

40 audience

FORUM ON FEEDBACK ON STUDENT WRITING

FORUM ON FEEDBACK ON STUDENT WRITING

FORUM ON FEEDBACK STUDENT WRITING

FORUM ON FEEDBACK STUDENT WRITING

Forum GEN The concept of student engagement and written corre ctive feedback

The concept of student engagement and written corre ctive feedback of student engagement and written ctive feedback of student engagement and written ctive feedback

Alia AliaAlia Alia Moser MoserMoser Moser ( (( (Commercial High School, Baden, Austria Commercial High School, Baden, Austria Commercial High School, Commercial High School, Austria) )) )

Why do some students engage with written feedback and others not? In this talk, I show how the students’ voices can be useful for generating a written corrective feedback method in secondary education. I'll also discuss ways of investigating this in teaching and illustrate with some examples from my own practice.

Effect of metalinguistic written corrective feedbac k on linguistic errors

Effect of metalinguistic written corrective feedback on linguistic errors

Effect of metalinguistic written corrective on linguistic

Effect of metalinguistic written corrective feedback on

Mehdi MehdiMehdi Solhi Andarab Solhi Andarab ( (Bahcesehir University Bahcesehir University Bahcesehir University Bahcesehir University) ))

I'll report on a study to explore the effect of the metalinguistic written corrective feedback on linguistic errors of the learners' implementation of a learner-centered approach. According to the results, the first group of students, who adopted a learner-centered approach to achieve a high accuracy in writing, outperformed the second group, whose approach to improving the accuracy in writing was mainly teacher-centered.

Enhancing students’ writing: feeding forward for se lf

Enhancing students’ writing: feeding forward for se lf lf lf - regulated regulated regulated regulated learning learninglearning

Stephanie Stephanie Xerri Agius Xerri Agius ( (( (University of Malta University of Malta University of Malta University of Malta) )) )

Based on research conducted in an ESL context and informed by feed forward and self-regulation theories, this talk outlines how teachers provide students with feedback and illustrates how they implement such feedback to develop their writing skills. This talk also explores feedback strategies that can feed into future writing, as well as the benefits of enabling students to become self-regulated learners.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, le, p, s, t, a

MD MD = Materials Development

PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CHECK NOTICE FOR CHANGES CANCELLATIONS CANCELLATIONS

Monday 13 April

Session 3.2 : 1130-1235

Exchange 9

1130-1215

240 audience

Workshop

PRON PRONPRON PRONSIG SIG SIG SIG Day DayDay Day

Exchange 9

1215-1235

240 audience

PRON PRONPRON PRONSIG SIG SIG SIG Day DayDay Day

Exchange 10

1130-1200

100 audience

Talk

BE BEBE BESIG Day SIG DaySIGDay

Exchange 10

1205-1235

100 audience

Talk

EAP, BE BEBE BESIG SIG SIG SIG Day DayDay

People, pronunciation and play

People, pronunciation and play

People, pronunciation and play People, pronunciation and play

Luke LukeLuke Luke Meddings MeddingsMeddings ( (( (the round the roundthe round the round) )) )

This workshop takes a fun look at accents and a serious look at speaking skills. How do actors find the 'key' to a new accent? How far does speaking another language involve playing a role? And can't pronunciation be just a bit more fun? We’ll explore these questions, experiment with classroom activities – and learn how to impersonate the Queen e, le, p, s, t, a

Pronunciation Special Interest Group Open Forum

Pronunciation Special Interest Open

Find out more about PronSIG, what the SIG can do for you and what you can do for the SIG, and test your pronunciation skills in our fun quiz.

English for the workplace: changing needs and changing contexts

English for the workplace: changing needs and changing contexts

English for the changing and changing contexts

English for the changing and changing contexts

Jonathan JonathanJonathan Jonathan Deer DeerDeer ( (( (Cambridge English Cambridge English Cambridge Cambridge English) )) )

The context in which Business English is tested is changing from a focus on ‘Business English’ tests to an emphasis on more general ‘English for the Workplace’ tests based on communicative effectiveness in the workplace. This presentation considers how these developments reflect the changing needs of different countries and suggests ways these needs can be met by test providers.

s, t, a

English for employability: assessing oral skills th rough a job interview

English for employability: assessing oral skills th rough a skills

Patrick PatrickPatrick Patrick McMahon McMahonMcMahon McMahon ( (( (Plymouth University Plymouth University Plymouth Plymouth University) )) )

This talk describes how a mock job interview was used as an oral assessment for international students in a British university. I will explain how a colleague from the careers service and I team-taught the students. I will share the preparation materials that we used and will also share the interview questions and the marking criteria.

e e = experienced audience

= tertiary teaching

adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday

13 April

Session 3.2 : 1130-1235

Session 3.3 : 1335-1420

Exchange 11

1130-1200

150 audience

Talk

LA, TTEd TTEdTTEd TTEdSIG SIG SIG SIG Day DayDay Day

Exchange 11 1205-1235

150 audience

Talk

TTEd TTEdTTEd TTEdSIG Day SIG DaySIG Day SIG Day

Teaching learning strategies in a flipped instructi on model

Teaching learning strategies in a flipped instructi on model

Teaching strategies in a flipped on model

Teaching strategies in a flipped instructi on model Anna Uhl Anna UhlAnna Uhl Anna Uhl Chamot ChamotChamot Chamot ( (( (George Washington University George Washington University George Washington University George Washington University) ))

Suggestions for flipping language learning strategy instruction include examples of how English language teachers can present learning strategies through computer-assisted instruction prior to class, followed by in-class activities to apply the learning strategies with English language tasks. Guidelines for assessing learning strategies instruction through student self-evaluation and teacher observation are also described.

The 4Cs of a successful partnership in teacher training

The 4Cs of successful partnership in training

Gulshan GulshanGulshan Gulshan Huseynova Huseynova ( (( (British Council, Baku, Azerbaijan British Council, Baku, Azerbaijan Baku, Azerbaijan British Baku, Azerbaijan) )) )

The British Council programmes team and teaching centre in Baku has been involved in a very successful partnership with the MoE to improve the quality of English language teaching in 50 pilot state-run schools by introducing contemporary methodology and techniques. In this talk, some data and achievements of this project will be shared.

1235-1335 Lunch break

Meet the Meet the Meet the Meet the Patron PatronPatron Patron

Following the success of this innovation in Harrogate, David Crystal will again be in attendance on the IATEFL exhibition stand. Join him there during the lunch break for a chat or just to say hello.

1335-1420 Session 3.3

Central 3-4

140 audience

Workshop

TD TDTD TDSIG Day SIG DaySIGDay

Alternatives to coffee and chocolate: energy management for teachers

Alternatives to coffee chocolate: energy teachers

Margit MargitMargit Margit Szesztay SzesztaySzesztay Szesztay ( (( (ELTE University ELTE University ELTE University) )) )

Teaching is a rewarding profession, but it can also be demanding and stressful. You can feel drained by the end of the day, exhausted midsemester, and even burnt out mid-career. I will share some ways to recharge our batteries. We will try out activities for releasing stress, letting go of anxiety, and allowing our bodies to relax.

AL ALAL AL = Applied Linguistics

B BE EE E = Business English

EAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GI = Global Issues

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

p, s, t, a

MD MDMD MD = Materials Development

PRON = Pronunciation

RES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CHANGES & CANCELLATI ONS

Central 5

80 audience

ES(O)L ES(O)LES(O)L ES(O)LSIG SIG SIG SIG Day Day

Central 6

50 audience Workshop GEN

Central 7

Session 3.3 : 1335-1420

Central 8

80 audience Workshop TEA

ES(O)L Special Interest Group Open Forum

ES(O)L Special Interest Group Open Forum Group Forum Group Forum

The ES(O)LSIG Open Forum is an excellent opportunity for current and prospective members to meet the ES(O)LSIG committee. The SIG 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.

Textploitation: getting more from a text

Textploitation: getting more a text

David DavidDavid David Byrne ByrneByrne Byrne & & & & Mark Heffernan Mark Heffernan Mark Heffernan Mark Heffernan ( (( (EC London EC London EC London EC London) )) )

This session will focus on practical techniques for exploiting a text to maximum effect. In the session, you will look at ways of exploiting grammar and lexis within a short story and try out ways of using the text to practise listening and pronunciation. We will also be encouraging you to make your own listening activities based on the text.

80 audience Workshop LT An App(etite) for construction An for construction

Shaun ShaunShaun Wilden WildenWilden & & & & Nikola Fortova Nikola Fortova Nikola Fortova Nikola Fortova

Tablets are almost the perfect device for constructing student audio and visual presentations. From flipping to storytelling, teachers can engage students in projects that enhance language production and classroom motivation. From creating a movie trailer through to app smashing, this workshop will show you practical examples to get your students involved and give fellow teachers confidence in using mobile devices.

Vocabulary levels: which words are at which level?

Vocabulary levels: which words are at which level? which are at which level? which are at which level?

Stephen Bullon BullonBullon Bullon ( (( (Language Testing 123 Ltd Language Testing 123 Ltd Language Testing Ltd Language Testing Ltd) )) )

While students develop their competence in the four skills and in their ability to master grammatical structures, they are simultaneously building their vocabulary. We will try to establish the criteria involved in selecting appropriate vocabulary at the various levels students pass through: frequency, salience, pedagogical requirements and register are all factors that need to be weighed in the balance.

e ee = experienced audience le le = less-experienced audience p pp = primary teaching s s = secondary teaching t = tertiary teaching a a = adult teaching prodprom prodpromprodprom prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

s, a

Monday 13 April

Session 3.3 : 1335-1420

Charter 1

1335-1520

150 audience ILF

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR LANGUAGE FAIR LANGUAGE FAIR (ILF)

This is our 6th ILF, with a slight change to the format this year. After a brief introduction by the two facilitators outlining the presentations, delegates will then explore their interests with the 14 presenters. The presenters will have individual tables and participants can join them to discuss their presentation in more detail. The presenters will use posters, realia, handouts and a range of materials. The Fair ends with feedback and questions with the audience. This is a feast of presentations in a single interactive format.

The presenters in the Interactive Language Fair are:

BE, LT BEhereBEthere: an adventure in eLearning an adventure in eLearning in eLearning in eLearning

Paul PaulPaul Emmerson Emmerson Emmerson Emmerson ( (( (The English Language Centre, Brighton The English Language Centre, Brighton English Brighton The English Brighton) )) )

In October, I launched my own eLearning website for Business English. Called BEhereBEthere, it’s completely independent and self-financed. As a print author and classroom teacher, this was a big entrepreneurial move for me. Why did I do it? What challenges did I face? What are my vision and values? I’ll discuss these and welcome your questions.

e, a

RES, TD Lesson study approach to professional development i n ELT

Lesson study approach to professional development i n ELT

Lesson study to professional i n ELT

Lesson study to professional i n ELT

Seyit Omer Omer Gok GokGok ( (( (Izmir Gediz University Izmir Gediz University Izmir Gediz University Izmir Gediz University) )) )

Are you interested in improving learning outcomes through collaboration with other teachers? If so, Lesson Study, a model of professional development, practised in mainstream education in Japan for years, and gaining wider popularity globally, might help. I'll present the findings of a lesson study conducted in a university in Turkey and explores its relevance for other contexts.

Continued...

e, le, t

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CHECK NOTICE FOR CHANGES CANCELLATIONS CANCELLATIONS

Monday 13 April

Session 3.3 : 1335-1420

Charter 1 1335-1520

TD, TEA

GI, RES

RES, YLT

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR Continued ContinuedContinued Continued

Developing learning Developing-- oriented assessment tools: implications for assessment tools: implications for teacher learning teacher learning

Padmini PadminiPadmini Padmini Kankata KankataKankata Kankata ( (( (The English and Foreign Languages University, The English and Foreign Languages University, The English Foreign University, The English and Foreign Languages University, Hyderabad, India Hyderabad, Hyderabad, India) )) )

The goal of assessment is to facilitate and enhance learning. In this presentation, we will examine seven assessment tasks (e.g., creation of a Disability Information Sheet) used with semester IV MA TESL participants. We will explore learner perceptions of these tools in terms of level of challenge, interest quotient, possibility of inclusion in the future, etc.

Visual teaching and learning practice in Cambodian EFL

Visual teaching and learning practice in Cambodian EFL

Visual and Cambodian

Visual and Cambodian higher higher higher higher education educationeducation education

Bophan BophanBophan Khan Khan ( (( (Macquarie University Macquarie University Macquarie University) )) )

The presentation reports on a PhD project that investigates visual literacy in Cambodian EFL higher education. It discusses the current theoretical, methodological and pedagogical issues in the area of visual literacy in ELT, before presenting key findings of a case study of visual teaching and learning practice in a leading university in Cambodia.

Going mobile: a language learning Going mobile: a language learning

Going mobile: a language Going mobile: a language

Enes EnesEnes Kurtay CIG CIG ( (( (Suleyman Demirel University, Suleyman Demirel University, Kazakhstan Kazakhstan Kazakhstan Kazakhstan) )) )

The latest communication technologies dictate the greater significance of knowledge of foreign languages. All living conditions should be constructed according to these surrounding changes during this era. Correspondingly, teaching methodologies are also being adapted to this in order to teach people more efficiently. This presentation shows how mobile phones can be used in learning a foreign language.

e ee e = experienced audience le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.3 : 1335-1420

Charter 1 1335-1520

ESP, LA

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR

LANGUAGE FAIR Continued ContinuedContinued

LANGUAGE FAIR

LA, LT No classes, such learning; experiences of In No classes, such learning; experiences of In No classes, learning; No classes, learning;- House Distance House Distance courses (IHDs) (IHDs)(IHDs)

Vilhelm Vilhelm Lindholm LindholmLindholm ( (( (Turku School of Economics Turku School of Economics Turku School Economics Turku School Economics) )) )

A course with no classes, where students independently arrange meetings in small groups and record tasks with their own devices. Can this work? Oh, yes! In this presentation, I will present the successes and challenges I faced while piloting in-house distance classes at the Turku School of Economics and how the course developed the following year.

Exploratory practice for language learning with engineering students

Exploratory practice for language learning with engineering students

Exploratory practice language learning with engineering students

Exploratory practice for language learning with engineering students

Hugh Hugh Nicoll NicollNicoll ( (( (Miyazaki Municipal University Miyazaki Municipal University Miyazaki Municipal University Miyazaki Municipal University) )) )

This presentation describes a 2014 pilot study, designed to help engineering students develop their English proficiency and capacity for autonomous learning. It will focus on Exploratory Practice (EP) and selfassessment narratives in eliciting learner input into a curriculum development project. This will be of interest to ESP teachers and curriculum developers in both local and international settings.

AL, TTEd Teaching literacy through what students read students read

Oluway Oluwayomi omiomi omi Oladunjoye Oladunjoye ( (( (Olabisi Onabanjo University, Nigeria Olabisi Onabanjo University, Nigeria Olabisi Onabanjo University, Olabisi Onabanjo University, Nigeria) )) )

Some studies focus the shift of paradigm in Nigeria with reference to students’ attitude to reading. The emergence of mobile phones, the rapid growth of social media and the ailing economy are advanced as some of the reasons. Some scholars believe, however, that students do read nevertheless. This study is conducted to identify and promote literacy through what students read.

Continued...

t

s

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE FOR CHANGES CANCELLATI ONS FOR &

Monday 13 April

Session 3.3 : 1335-1420

Charter 1 1335-1520

AL, YLT

TEA

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR Continued ContinuedContinued Continued

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR

Monological and dialogical approaches in learning E nglish at

Monological dialogical in learning E nglish secondary level secondary level secondary secondary

Anne Ontero Yhteiskoulun

Anne Ontero Yhteiskoulun

Anne Ontero (Oulun Suomalaisen Yhteiskoulun lukio)

Anne Ontero (Oulun Suomalaisen Yhteiskoulun lukio)

This presentation describes the outcomes of two groups of English learners taught with different pedagogical approaches, using the same curriculum in a secondary school in Finland. In traditional language class monological approach; study book-based formal learning is emphasized, in the other group content-based dialogical approach enables subconscious learning of English. The development of language skills is compared by using the same tests.

What you a test?

What can you learn from a test?

Daniel Pell (University of Wisconsin Daniel (University of Wisconsin Wisconsin--Madison) Madison) Madison) Madison)

How much can tests really tell us? This presentation will cover a set of practical techniques which allow you to analyse and extract a surprising amount of information from test results. The methods are simple enough to become second nature, yet provide you with a precise picture of your learners, and help you to improve the effectiveness of your own tests.

assistants in Thailand

le, s, t, a

le, p, s

Lauren Perkins (British Council

Lauren Perkins (British Council Thailand)

Lauren Perkins (British Council

Lauren Perkins (British Council Thailand)

With UK outward mobility programmes in the spotlight, I will show you how the British Council is selecting, briefing and preparing students from UK universities to join the Thailand English Teaching Programme as teaching assistants. I will explain how we increase the impact they have in their classrooms and look at how the programme benefits the UK and Thailand.

e e = experienced audience le lele le = less-experienced audience

teaching

= tertiary teaching

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

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

e,

Monday 13 April

Session 3.3 : 1335-1420

Charter 1 1335-1520

ESAP, ESP

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR

LANGUAGE FAIR Continued ContinuedContinued

LANGUAGE FAIR

Teaching ESP at an economic university: looking for new techniques

Teaching ESP at an economic university: looking for new techniques

ESP at an economic ESP at an economic

Elena Velikaya (Higher School of Economics)

Elena Velikaya (Higher School of Economics) Velikaya (Higher School Economics) Velikaya (Higher School Economics)

The purpose of this presentation is to share experience of teaching ESP at tertiary level. I will focus on the analysis of traditional methods of teaching English at an economic university, 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.

LA, MaW Anxiety in self Anxiety in self Anxiety in self Anxiety in self- study foreign language learning study foreign language learning study foreign language learning study foreign language learning

Corinna CorinnaCorinna Corinna von Ludwiger von Ludwiger von Ludwiger von Ludwiger ( (( (Adult Education Centers in Germany Adult Education Centers in Germany Adult Education in Germany Adult Education in Germany) )) )

A presentation about one autonomous learner's diary-based research of her self-study of French using a teach-yourself package. Central to these experiences was the anxiety arising from the independent learning context. The presenter considers reasons for this anxiety and countermeasures the self-study learners can take. Implications for materials writers, teachers and students are discussed.

TTEd Pre PrePre- service native English service native English service native service native- speaking teachers’ (NESTs’) knowledge speaking teachers’ (NESTs’) knowledge speaking teachers’ (NESTs’) speaking teachers’ (NESTs’) about grammar about grammar

Rhian Webb (University of South Rhian Webb (University of South Wales) Wales)Wales) Wales)

Initial research concerning pedagogical Language Awareness of preservice NESTs indicates grammar knowledge is an area which would benefit from extended explicit instruction. Data examining the preconceptions of pre-service NESTs grammar following secondary school education are presented. An initial assessment of their grammatical knowledge is also examined and the implications discussed. e, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

RES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHE PLEASE CHE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS CK NOTICE FOR CHANGES CANCELLATIONS CK CANCELLATIONS

Monday 13 April

Session 3.3 : 1335-1420

Charter 2-3

500 audience Workshop GEN

Charter 4

1335-1520

80 audience

Communicative language teaching in the 21st Century

Communicative language teaching in the 21st Century

Communicative language teaching in 21st

Communicative language teaching in 21st

Chaz ChazChaz Chaz Pugliese ( (( (Helbling Languages Helbling Languages Helbling Helbling Languages) )) )

In this workshop, we will first briefly focus on the concept of Principled Communicative Approach, its underpinnings and the various theoretical developments in this area over the last decade. We'll then experience a range of practical classroom activities that will enable participants to put the theory into practice. I will refer to The Principled Communicative Approach:SevenCriteriaforSuccess .

OPEN SPACE 2015 OPEN SPACE

Open Space is a mini-conference in itself. It gives you the chance not only to flag up and explore the topics that matter to you and your colleagues, but also to learn a new conference tool for use elsewhere in your professional life.

Facilitated by Adrian Underhill Adrian Underhill Adrian Underhill Adrian Underhill, Susan Barduhn Susan Barduhn Barduhn Susan Barduhn and Ros Wright Ros Wright Ros Ros Wright, you will have the opportunity to identify issues that are professionally significant or that fire you up at that moment, and through a brief selection process arrive at a spontaneous conference during which you might host a session in relation to your topic, or participate in the sessions of others. After the first round each group gives a content resume to the other groups, and then a second round of sessions begins, either growing out of a previous session or starting afresh. The whole point is to come without notes or preparation and to work with what is collectively brought in the form of experience, inquiry and the passion of the moment.

This session lasts 1hr 45mins. The iterative and developing nature of Open Space necessitates participants to stay throughout. So, come prepared to engage with the ELT issues that fire you and others up (mobile learning, the flipped classroom, the phonetics of ELF, the politics of language teaching….) and leave with new perspectives, new contacts and a new ELT conference methodology.

e, s, a prodprom

e e = experienced audience le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

= tertiary teaching

a = adult teaching prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.3 : 1335-1420

Cobden 1

30 audience Workshop YLT

Cobden 2

Switch off, tune in! Mindful single Switch in! Mindful single- tasking with teens with teens

Joanna JoannaJoanna Joanna Dossetor Dossetor Dossetor Dossetor ( (( (British Council Barcelona British Council Barcelona Barcelona British Barcelona) )) )

In this workshop, we'll look at practical activities to help enhance focus, creativity and flow in teenage classes. Teens are increasingly gadgetcentric, and multi-tasking is the norm. I'll offer some ideas to provide a counter-balance, to help them to develop their language skills, in particular their writing skills, through focused, creative and reflective activities. le, s, a

60 audience Workshop GEN Say Say anything anythinganything anything - using impro to develop language fluency using impro to develop language fluency develop language fluency develop language fluency

Nicholas NicholasNicholas Nicholas Munby MunbyMunby Munby ( (Freelance FreelanceFreelance Freelance) )) )

This workshop offers a chance to try out some impro theatre training exercises, which I find useful specifically to help intermediate level students and above, who know how to say something but can't think what to say. The routines can provide a framework for speaking and encourage creativity and reflection on how we express our thought in language.

Cobden 3 1335-1405

185 audience Talk LT

Exchange Hall

500 audience Workshop

EAP

Digital twitteracy: 10 teaching solutions

Digital twitteracy: 10 teaching solutions

Digital twitteracy: 10 teaching solutions

Digital twitteracy: 10 teaching solutions

Claire ClaireClaire Claire Ross RossRoss Ross ( (( (Freelance, Lebanon Freelance, Lebanon Lebanon Freelance, Lebanon) )) )

It’s authentic, up-to-the-minute and accessible. Why would you not use Twitter in teaching? Let me convince you with 10 classroom activities that tap into the Twittersphere and which you can use to help your students to 'learn language, learn through language, and learn about language' (Halliday 1980). Devices are welcome but not required.

Low level, not low ambition! Teaching EAP to low

Low level, not low ambition! Teaching EAP to low Low level, low ambition! Teaching EAP to low Low level, low ambition! Teaching EAP to low - level learners level learners level learners level learners

Stephanie StephanieStephanie Stephanie Dimond DimondDimond Dimond--Bayir BayirBayir Bayir ( (( (Anglia Ruskin University Anglia Ruskin University Anglia University Anglia University) )) )

Do you teach low-level general English students who really want to focus on EAP or prepare for IELTS? Are you juggling a general English syllabus with learners who have specific objectives? This workshop will consider tips for tackling these apparently conflicting needs and will introduce practical classroom activities, drawing on print and digital examples from the Cambridge DiscoveryUnlockcourse.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

le, s, t, a prodprom

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE PLEASEPLEASE PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS CHECK NOTICE BOARDS FOR CANCELLATIONS CHECK NOTICE BOARDS FOR CANCELLATIONS

Exchange 1

80 audience

Workshop

LMCS, YLT

Fostering EFL learners’ audio

Monday 13 April

Session 3.3 : 1335-1420

Fostering EFL learners’- visual competences using films and TV visual films and shows showsshows shows Annika AnnikaAnnika Annika Kreft KreftKreft ( (( (Dept of FLT, Goethe University Dept of FLT, Goethe University Dept Goethe University Frankfurt/Main Frankfurt/Main Frankfurt/Main Frankfurt/Main) )) ) & & Viviane Viviane Viviane Viviane

Lohe LoheLohe Lohe ( (( (Dept of TEFL, Goethe University Frankfurt/Main Dept of TEFL, Goethe University Frankfurt/Main Dept Frankfurt/Main) )) )

This workshop firstly focuses on the theoretical background of audio-visual competences. Secondly, tools to analyze the form of audio-visual media (i.e. cinematography, mise-en-scene, editing and sound) and how to combine them with the content analysis will be provided. Finally, participants will analyze movies and TV shows themselves and develop ideas for using audio-visual media in the EFL classroom.

Exchange 2

1335-1405

40 audience

Talk

GI, RES

Exchange 3

40 audience Workshop

TD, YLT

Exchange 4

40 audience Workshop GEN

Middle East meets West: global English and Emirati cultural identity

Middle East meets West: global English and Emirati cultural identity

Middle East West: and Emirati

Middle East West: global and Emirati

Sarah SarahSarah Sarah Hopkyns HopkynsHopkyns ( (( (Zayed University, Abu Dhabi, UAE Zayed University, Abu Dhabi, UAE Zayed University, Abu Zayed University, Abu UAE) )) )

Global English and its effects on cultural identity is a topic worthy of investigation worldwide. This presentation will explore current international research on the topic, before focusing on the Arabian Gulf context. Findings from a qualitative case study undertaken at a large public university in the UAE, involving 40 Emirati undergraduates and ten faculty members’ perspectives, will then be presented.

What's so special about Special Educational Needs?

What's so special about Special Educational Needs?

What's so special about Special Educational What's so special about Special Educational

Graeme GraemeGraeme Graeme Hodgson HodgsonHodgson ( (( (Cultura Inglesa, Brazil Cultura Inglesa, Brazil Cultura Inglesa, Cultura Inglesa, Brazil) )) )

This workshop, on catering for students with special educational needs, is based on a combination of knowledge gained from the British Council online course in SENs and the practical experience of Brazil’s largest language institute, which deals with over 100 special needs learners of English at any one time. There will be plenty of opportunity for audience interaction.

e, le, p, s

Extensive reading: benefits and implementation

Extensive benefits implementation Marcos MarcosMarcos Marcos Benevides Benevides ( (( (J. F. Oberlin University J. F. Oberlin University J. F. J. F. University) )) )

Extensive Reading (ER) is an approach which focuses on building autonomy, confidence, fluency, and overall good reading habits over the long term. In contrast with more "intensive" approaches, learners are encouraged to read a massive amount of easy but interesting materials which they select themselves. This workshop will provide practical ways to implement ER in most ELT contexts.

e ee e = experienced audience le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching

le, p, s, t, a

t = tertiary teaching a a = adult teaching prodprom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.3 : 1335-1420

Exchange 5

40 audience Workshop

YLT

Exchange 6

40 audience Workshop

LT, YLT

Exchange 7

40 audience Workshop

LMCS

Exchange 9 240 audience Workshop

LA, PRON PRONPRON PRONSIG SIG Day DayDay Day

Engage YLs with rythmical activities Engage with rythmical activities

Beatrix BeatrixBeatrix Beatrix Price PricePrice Price ( (( (IATEFL IATEFLIATEFL IATEFL--Hungary HungaryHungary Hungary) )) )

Movement Accompanied Language Learning (MALL), a method outlined in my MA thesis (Budapest, 2009) is based on phases of child development and states that foreign language learning for VYLS and YLs can be considered as a delayed second language acquisition if the conditions in teaching a language strive towards providing similar circumstances to LA1. le, p

Passive users or critical thinkers? Developing crit ical thinking with Passive users or thinkers? Developing crit with technology technology technology technology

Dimitrios DimitriosDimitrios Dimitrios Primalis PrimalisPrimalis ( (Doukas School Doukas School Doukas School Doukas School) ))

Had enough of your students using their tablets or mobile devices to play games for non-thinking users? Project-based learning with the aid of technology can be used creatively to stimulate students' interest and develop their critical and creative thinking skills. This is a workshop with activities and tools that can help students use their creative and critical abilities while learning.

Teaching literature using the five senses

Teaching literature using the five senses

Teaching literature using the five

Teaching literature using the five

Maria Lucia Maria Lucia Maria Lucia Maria Lucia Sciamarelli Sciamarelli ( (The C Group The C Group C The C Group) ))

How can we encourage students to activate the five senses when they are introduced to literature? In this workshop we will carry out activities which show how teachers can prepare, affect and lead students in the study of literature and help them find their own creativity. In this way, we will see the relationship of the five senses and creativity.

e, p, s, a

Pronunciation to go: learning to learn from the dictionary

Pronunciation to go: learning to learn from the dictionary

Pronunciation go: learning to

Pronunciation go: learning to Mark MarkMark Hancock Hancock ( (( (Freelance FreelanceFreelance Freelance) )) )

Pronunciation is one area where learners tend to be very teacherdependent. In this workshop, we will see how the dictionary can be a tool for learner independence. We will try out classroom activities to raise awareness of pronunciation support in the 9th edition of Oxford Advanced Learner’sDictionary , and help learners exploit this resource to the full.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

le, t, a prodprom

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Monday 13 April

Session 3.3 : 1335-1420

Session 3.4 : 1435-1520

Exchange 10

100 audience

Workshop

BE BEBE BESIG Day SIG DaySIG Day SIG Day

Exchange 11

150 audience

Workshop

TTEd TTEdTTEd TTEdSIG Day SIG DaySIG Day SIG Day

1435-1520

Central 3-4

140 audience Workshop

TD TDTD TDSIG Day SIG DaySIG Day SIG

IATEFL FACILITATORS SCHOLARSHIP

IATEFL BESIG FACILITATORS SCHOLARSHIP WINNER

IATEFL FACILITATORS SCHOLARSHIP

IATEFL BESIG FACILITATORS SCHOLARSHIP WINNER

Developing listening competence

Developing listening competence

Evelina Miscin (College Business and Management, Zapresic)

Evelina Miscin (College of Business and Management, Zapresic)

Do you know the difference between listening and hearing? Do you spend enough time on practising listening skills in the classroom? This workshop will deal with various activities which will help in developing listening competence of your students. Activities can be used with any listening text, though the emphasis will be placed on business English.

Mindful corrective feedback: supporting learning

Mindful corrective feedback: supporting learning

Mindful corrective feedback: supporting learning

Mindful corrective feedback: supporting learning

Lesley Painter Lesley Painter Lesley Lesley Painter--Farrell (The New School) Farrell New School) Farrell

Providing corrective feedback to learners is a vital part of teaching; however, how can teachers provide it so that it ensures maximum learner uptake? This workshop will look at a variety of corrective feedback techniques used in a research project, aimed at shedding light on what the most effective techniques are in the classroom.

Session 3.4

Developing teachers’ critical skills in lesson feedback: a proposed

Developing teachers’ critical skills in lesson feedback: a proposed framework framework framework framework

Ana Garcia Ana Garcia Ana Garcia Ana Garcia--Stone (British Stone (British Stone Council Madrid, Young Learners) Council Madrid, Learners)

If critical reflection on classroom practice is fundamental to teacher development, then how best can a trainer develop this ability in a candidate during post-lesson feedback? In this workshop, you will consider what critical skills are before looking at criteria for assessing candidate awareness and using those as a basis for different approaches to feedback in different scenarios.

= tertiary teaching

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

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

Monday 13 April

Session 3.4 : 1435-1520

Central 5

80 audience Workshop

ES(O)L ES(O)LES(O)L ES(O)LSIG SIG SIG Day DayDay

Central 6

50 audience Workshop LT

Central 7 1435-1505

80 audience Talk

EAP, RES

Meeting the needs of English

Meeting the needs of English needs of English needs of English Creole Creole- speaking students speaking students speaking students speaking students

Yvonne YvonneYvonne Pratt PrattPratt Pratt--Johnson JohnsonJohnson Johnson ( (St. John's University St. John's University St. John's University St. John's University) ))

Focusing on the example of U.S. students born in the English-speaking Caribbean, but with analogues and applications worldwide, this presentation explores some of the challenges typically faced by students whose native tongue is a non-standard variety of English. Instructional strategies and other practical recommendations are presented that can help teachers increase these students’ success in Standard English educational contexts.

Ways to exploit authentic videos in EFL classes

Ways to exploit authentic videos in EFL classes

Ways to exploit authentic videos in EFL classes

Ways to exploit authentic videos in EFL classes

Muzeyyen Nazli Gungor (Gazi University, ELT Department, Ankara) & Muzeyyen Nazli Gungor (Gazi University, ELT Department, Ankara) & Nazli Gungor University, & Nazli Gungor University, & Mustafa Akin Gungor (Gazi University, School of Foreign Languages, Mustafa Akin Gungor (Gazi University, School of Foreign Languages, Akin Gungor (Gazi University, School Foreign Languages, Akin Gungor (Gazi University, School Foreign Languages, Ankara) Ankara)Ankara)

This practical session raises teachers' awareness on video-using techniques by demonstrating each of them separately. Authentic video clips from one of the greatest BBC comedy classics, FawltyTowers , will be embedded in skill-based activities. Furthermore, teachers will be actively involved in developing ways in which authentic videos are used for different levels through face-to-face and social media.

The dictogloss adapted for teaching phrases

The dictogloss adapted for teaching phrases dictogloss adapted teaching dictogloss adapted teaching common in academic common in academic common in academic common in academic writing writingwriting writing

Seth SethSeth Lindstromberg Lindstromberg ( (( (Hilderstone College Hilderstone College Hilderstone College Hilderstone College) )) )

Researchers have focused on the dictogloss as a means of developing students’ interlanguage (= grammar). They have neglected its potential for helping students notice, remember, and use multiword expressions. Recent trials in an EAP setting (designed by the speaker and carried out by another researcher, Rachel Connabeer) suggest that dictogloss has good potential in this regard, if adapted to include attention direction. e, t

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS CHANGES

Central 8

80 audience Workshop

EAP, TEA

Charter 1 1335-1520

Charter 2-3

500 audience Workshop

TTEd TTEdTTEd TTEdSIG Day SIG DaySIGDay

Charter 4

1335-1520

Cobden 1

1435-1505

35 audience

Talk BE, TTEd

Monday 13 April

Session 3.4 : 1435-1520

How L1 affect IELTS What’s online to help? What’s online to help? to help? to help?

How does L1 affect IELTS scores?

How does L1 affect IELTS scores?

How L1 affect IELTS

Louisa LouisaLouisa Louisa Dunne DunneDunne ( (( (British Council Paris British Council Paris British Paris British Paris) )) )

This workshop looks at student performance in IELTS, through analysis of score averages. We will consider how factors like geographical location and L1 may affect scores. Drawing on participants' own experience of IELTS preparation, with different students, we will define the support needed, and map this to online IELTS resources, such as TakeIELTS, Road toIELTSand IELTStoGo.

e, s, t, a prodprom

INTERACTIVE LANGUAGE FAIR

INTERACTIVE LANGUAGE FAIR (ILF)

See page 188 for details.

Quality control: towards a framework for assessing online training Quality framework assessing online training for courses coursescourses courses Gavin GavinGavin Gavin Dudeney DudeneyDudeney ( (( (The Consultants The Consultants The Consultants The Consultants--E EE E) )) ) & & & & Thom Kiddle Thom Kiddle Thom Kiddle Thom Kiddle ( (NILE NILENILE NILE) )) )

In the language teaching world we have standards for everything: for language competence; teacher experience; assessment; and beyond. But one area which has been sadly neglected is that of defining standards for measuring the ever-growing world of online training and development. What is quality in an online course for language teacher development, and how do we recognise such a course?

OPEN SPACE 2015 OPEN SPACE 2015 OPEN SPACE OPEN SPACE

See page 193 for details.

e, le, t, a

Teaching English as a lingua franca

Teaching English as a lingua franca

Teaching English as Teaching English as (ELF): pros & cons (ELF): pros & cons (ELF): & cons (ELF): & cons

What does the transformation of English into the global lingua franca mean for both native- and non-native speakers? I will give an overview of controversial positions held by various contributors to the debate and provide three examples of critical incidents to discuss ways of teaching ELF for use in international and intercultural environments. e, a

e e = experienced audience

le lele le = less-experienced audience

European Language Frankfurt a.M.

Rudi RudiRudi Rudi Camerer Camerer ( (( (elc elc- European Language Competence, Frankfurt a.M.

European Language Competence, Frankfurt a.M.) )) )

p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a aa a = adult teaching prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.4 : 1435-1520

Cobden 2

60 audience

Workshop

TTEd, YLT

Cobden 3

185 audience

Workshop EAP

Making it awesome: Making it awesome: Making it awesome: Making it awesome: teaching and reaching teens teaching and reaching teens teaching and reaching teaching and reaching

Niki NikiNiki Joseph JosephJoseph ( (( (eflwriters.com eflwriters.com eflwriters.com eflwriters.com) )) )

Teaching teens can be a challenging prospect. However, if you understand what is happening to them as they go through their teenage years, you’ll have a greater chance of being able to engage them successfully in your classroom. In this workshop, you’ll take part in practical activities that will give you a better grasp of teaching this age group - wha'ever! e, le, s

Advanced reading skills Advanced reading skills skills skills –– subskills, tasks subskills, tasks subskills, tasks subskills, tasks and texts and textsand texts texts

Jill JillJill Buggey BuggeyBuggey Buggey ( (( (Cambridge English Cambridge English Cambridge English Cambridge English) )) )

Developing advanced reading skills is a key aim for high-level learners of English. These skills can lead to successful academic achievement, wider employment opportunities and reading for pleasure. In this workshop, I will identify the subskills for advanced reading, how to assess these skills, and suggest some practical teaching ideas and classroom activities for developing learners’ advanced reading skills.

e, s, t, a

Exchange Hall

500 audience

Workshop

EAP

Exchange 1

80 audience Workshop

PRON PRONPRON PRONSIG SIG SIG SIG Day DayDay Day

Critical thinking skills in English language teachi ng

Critical thinking skills in English language teachi ng

Critical thinking skills in English language teachi

Critical thinking skills in English language teachi

Edward Edward Newbon NewbonNewbon Newbon ( (Macmillan Education Macmillan Education Education Macmillan Education) )) )

What is critical thinking and how can knowledge of it assist teachers to help their students achieve academic success? This presentation examines the difference between lower- and higher-order critical thinking skills. It will include practical activities based on language learning materials. This workshop will be of interest to EAP and foundation programme teachers or general English teachers interested in critical thinking.

Authentic listening: stepping from bottom

Authentic listening: stepping from bottom stepping from bottom stepping from bottom- up processing to up processing to up to up to understanding understanding Olga OlgaOlga Sergeeva SergeevaSergeeva Sergeeva ( (EPAM Systems EPAM Systems EPAM EPAM Systems) ))

I will present a generic listening lesson plan for B1-C2 groups that makes use of built-in functionality and a wide range of materials available on YouTube and addresses listening difficulties not normally addressed in coursebooks. Our procedure cuts down lesson preparation time and results in listening lessons that are highly engaging, interactive and tailored to a group’s difficulties.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI = Global Issues

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, le, t, a pub

MD MDMD MD = Materials Development

PRO PROPRO PRON NN = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS PLEASE NOTICE BOARDS CHANGES & CANCELLATI ONS

Exchange 2 1435-1505

40 audience Talk AL, RES

Exchange 3

40 audience Workshop TD

Exchange 4

40 audience Workshop LT

Exchange 5

40 audience

Workshop

EAP

Monday 13 April

Session 3.4 : 1435-1520

Getting to grips with anxiety: from understanding t o classroom

Getting to grips with anxiety: from understanding t o classroom

Getting to grips anxiety: from understanding t

Getting to grips anxiety: from understanding t practice practicepractice practice

Christina ChristinaChristina Christina Gkonou Gkonou ( (( (University of Essex University of Essex University of Essex University of Essex) )) ) & & & Mark Daubney Mark Daubney ( (( (School of School of School of

e, le, s, t, a

Education and Social Science

Education and Social Science

Education and Science

Education and Science- Leiria Polytechnic Institute Leiria Polytechnic Institute Institute Leiria Polytechnic Institute) )) )

Anxiety is deemed an important emotion in language learning and teaching. But are language educators fully aware of its wide-ranging, yet subtle, influence on learners and teachers in the classroom? Using data from our different research projects, this talk explores what anxiety is, its influence on classroom practice, and suggests strategies for teachers to implement in their own contexts.

Innovated interactions Innovated interactions Innovated interactions Innovated interactions - how to elevate and redefine how to elevate and redefine how to elevate how to elevate speaking speaking activities activitiesactivities activities

Nihal NihalNihal Yildirim YildirimYildirim Yildirim & & & & Sally Ghalayini Sally Ghalayini Sally Ghalayini Sally Ghalayini ( (( (Istanbul Bilgi University Istanbul Bilgi University Istanbul University Istanbul University) )) )

With its personalized approach to speaking practice, this workshop offers the audience a practical look at speaking activities especially useful in the production of the newly-learned language. Using a variety of interaction patterns in the classroom, we will inspire the new speaking techniques and spice up speaking activities for any classroom.

Principles for meaningful Principles for meaningful technology integration technology

Maria Victoria Maria Victoria Maria Maria Saumell SaumellSaumell ( (( (Instituto San Francisco de Asis Instituto San Francisco de Asis Francisco de Asis Instituto Francisco de Asis) )) )

This presentation aims to analyse the complex issue of technology integration for language learning and developing a set of principles that can aid teachers in the decision-making process of integrating new technologies in different contexts, with a strong focus on pedagogical implications. It will include a description of existing models and the principles, with examples of tools and students’ work.

Neurodrama in ELT Neurodrama in ELT Neurodrama Neurodrama - planned with the brain in mind planned with the brain in mind with the brain mind with the brain mind Alicja AlicjaAlicja Alicja Galazka GalazkaGalazka Galazka ( (( (University of Silesia University of Silesia University of University of Silesia) )) )

In this practical workshop, participants will learn how to use different drama strategies, such as hot-seating, freeze frame, thought–tracking and conscience alley, for making a brain-friendly lesson and helping students to understand their own minds. The brain learns first through imitation and mimicry and through imagined as well as real experiences.

e e = experienced audience le le = less-experienced audience

le, a

e, le, p, s, t, a

e, p, s, t, a

p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.4 : 1435-1520

Exchange 6 40 audience Workshop TD

Exchange 7 40 audience Workshop TD, YLT

Exchange 9

240 audience Workshop GEN

Exchange 10

100 audience Workshop BE BEBE BESIG Day SIG DaySIG Day SIG

How to be paper light in your EFL classrooms

How to be paper light in your EFL classrooms to be paper light in your to be paper light in your Pam PamPam Pam Kaur Gibbons Kaur Gibbons Gibbons Gibbons ( (( (Freelance FreelanceFreelance Freelance) )) )

How many times have you wanted to photocopy worksheets but the machine is down? Would you like to teach without piles of worksheets? I will present a selection of tips to employ in lesson planning, challenging teachers to reconsider the need for worksheets. This workshop will engage the audience in activities that do not need lots of worksheets or paper. e, le, a

Fit and fun Fit and fun fun fun- educating our students for a healthy future educating our students for a healthy future educating our students for healthy future educating our students for healthy future

Anton AntonAnton Anton Prochazka ProchazkaProchazka ( (University of Education, Lower Austria University of Education, Lower Austria University of Austria University of Austria) )) )

This workshop will provide some practical ideas on how to integrate the topic “Health and Fitness” in the classroom in an enjoyable way through a variety of interactive activities. The ideas presented will be adaptable to various ages and levels. Participants will experience these language teaching activities and will leave with some new ideas for spicing up their English lessons.

The teacher as an event maker maker

Andrew AndrewAndrew Andrew Wright WrightWright Wright ( (( (ILI International Languages Institute, Hungary ILI International Languages Institute, Hungary ILI International Languages Hungary ILI International Languages Hungary) ))

Students must experience English as a means of communication in events they care about. In this session, I will offer eight ways in which the teacher can be an 'event maker'. The many examples, tried out in the session, will demonstrate that the principle of 'teacher as event maker' applies to learners of all ages and language levels.

Spice up your Business English class with Pecha Kuc ha! your Business English class with Pecha Kuc ha! ha! ha!

Suzanne SuzanneSuzanne Suzanne Vetter VetterVetter Vetter--M'Caw M'CawM'Caw M'Caw ( (( (telc telc telc telc –––– language tests language tests language tests language tests) ))

Pecha Kucha is not only a useful tool for presentation training, it also helps develop students’ fluency and brings an element of fun into the lessons. In several variations it can be successfully used in the Business English classroom to help students overcome shyness, practise small talk and feel more at ease in unprepared situations. Come and try it out!

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN = General

GI GIGI = Global Issues

e, le, p, s, t, a

e, le, a

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP

EAP = English for Academic Purposes

LA LALA LA = Learner Autonomy

RES RESRES RES = Research

ESAP

ESAPESAP

ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LAM LAMLAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS CHANGES

le, p, s

Monday 13 April

Session 3.4 : 1435-1520

Session 3.5 : 1535-1605

Exchange 11

150 audience Workshop

MaW, TD

Frameworks for creativity in materials design

Frameworks materials design

Jill JillJill Jill Hadfield HadfieldHadfield ( (( (Unitec, New Zealand Unitec, New Zealand Unitec, New Zealand Unitec, New Zealand) ))

In this workshop theoretical insights into the writing process (Hadfield in Harwood 2013 and EJALTEFL 2014) will be directly applied to the practice of materials development. Participants will try out a range of activities for before, during and after writing: framing principles; finding core energies; dialoguing; imagining scenario; trying out; and checking.

1535-1605 Session 3.5

Central 3-4

140 audience

TD TDTD TDSIG Day SIG DaySIG Day SIG

le, t, a

Central 5

80 audience

Talk

MD,

ES(O)L ES(O)LES(O)L ES(O)LSIG SIG SIG SIG Day DayDay Day

Central 6

30 audience

Talk

LT, RES

Teacher Development Special Group Open For um Open um Interest um

Teacher Development Special Interest Group Open For um

New member? Old member? Somewhere in-between member? Whatever! We’d love to see you at our Open Forum and hear what you have to say about yourSIG. We are looking for a number of new committee members for the coming year so if you’re interested (or even vaguely curious), please come along. We’d love to see you.

Language input through project Language input through project-- based learning: why and how based why and how Steve SteveSteve Steve Brown Brown ( (( (West College Scotland West College Scotland West Scotland West Scotland) )) )

Linear, atomistic approaches to language teaching have been criticised for some time now, yet they still dominate most learning programmes. Many teachers seem concerned that taking a more holistic approach makes it difficult to provide learners with sufficient overt language focus. This talk describes how language can still be effectively clarified and developed within a project-based learning environment. e, t, a

Audio feedback in writing: can it help chronically dissatisfied learners?

Audio feedback in writing: can it help chronically dissatisfied learners?

Audio it help chronically learners?

Audio it help chronically learners?

Petek PetekPetek Petek Sirin SirinSirin Sirin ( (( (Ozyegin University Ozyegin University Ozyegin University Ozyegin University) )) )

Many learners complain about the quality and amount of feedback they receive. Is it possible to increase the efficiency of teacher feedback and enhance student satisfaction and performance? This talk, which is based on an action research conducted in an EFL classroom, examines the benefits of using audio feedback in an attempt to address these issues. le, a e

adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a maximum audience size.

Please note some presenters requested maximum audience size. Therefore, please check the a Therefore, please check the a Therefore, please the a Therefore, please the audience size in the le ft

Monday 13 April

Session 3.5 : 1535-1605

Central 7

80 audience

Talk

ESP, TEA

Central 8

80 audience

Talk

EAP, MD

The learner: a resource to make ESP specific?! The learner: to make ESP specific?!

Martin MartinMartin Martin Beck BeckBeck Beck ( (( (MONDIALE MONDIALE MONDIALE MONDIALE--Testing TestingTesting Testing) )) )

The more specific language testing and teaching becomes, the less interesting it may be for publishers, as such materials do not have the same marketability as general language materials. But needs analyses conducted with participants of ESP classes seem to indicate a demand for a high degree of specificity. The talk will explore various approaches.

Charter 2-3

500 audience

Talk TD, YLT

Learning on job: professional development through writing writingwriting writing

Learning on the job: professional development through materials

Olga OlgaOlga Olga Barnashova Barnashova Barnashova Barnashova ( (British Council Russia British Council Russia British Russia British Russia), ), ), ), Rod Bolitho, Svetlana Rod Bolitho, Svetlana Rod Bolitho, Svetlana Rod Bolitho, Svetlana

Suchkova SuchkovaSuchkova ( (Samara SamaraSamara State Aerospace University State Aerospace University State University State Aerospace University) & ) & ) & Ekaterina Shadrova Ekaterina Shadrova Ekaterina Shadrova ( (( (Vologda State University Vologda State University State University Vologda State University) )) )

This practical presentation is based on a project initiated by the British Council, Russia. It outlines the processes involved in producing a textbook, English for Academics, to meet the needs of academics wishing to take part in international exchange in their discipline areas, and the impact of these processes on the development of the teacher-writers.

Continued professional Continued professional Continued Continued development development – making a lasting impact in the making a lasting impact in the making impact the making impact the classroom classroomclassroom classroom

Alex AlexAlex Alex Birtles BirtlesBirtles Birtles ( (( (Oxford University Press Oxford University Press Oxford Press) )) ) & & & & Annamaria Pinter Annamaria Pinter Pinter Pinter ( (( (University University University University of Warwick of Warwick of Warwick of Warwick) )) )

Teachers have to deal with new challenges in the classroom every day, and often find the teaching environment very different from what they expected following initial teacher training. This talk will explore how the new online Oxford Teachers’ Academy courses can make the idea of continuous professional development work effectively in the ever-changing classroom contexts.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, t prodprom

e, le, p prodprom

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Charter 4

190 audience

Talk

LT

Monday 13 April

Session 3.5 : 1535-1605

An An An An engaged tone engaged tone engaged engaged : how ELT might handle the ‘EdTech revolution’ : how ELT might handle the ‘EdTech revolution’ ELT might handle ‘EdTech ELT might handle ‘EdTech

e, le, a

Cobden 1

30 audience

Talk

TD, TTEd

Cobden 2

60 audience

Talk

LAM

Cobden 3

185 audience

Talk TEA

Nick Robinson, Tim Gifford & Laurie Harrison (ELTja m)

Nick Robinson, Tim Gifford & Laurie Harrison (ELTja m)

At IATEFL 2014, ELTjam argued that the ELT community needed to engage more with the world of educational technology (EdTech) in order to continue to thrive. One year on, we’ll look at what that engagement might actually look like, examining how teachers, institutions, publishers and materials writers can best position themselves in the new ELT landscape.

Planning for am/is/are? Planning for relative clauses? Planning for am/is/are? Planning for relative clauses? Planning for am/is/are? Planning relative clauses? Planning for am/is/are? Planning relative clauses?

Nazan NazanNazan Nazan Akturk AkturkAkturk Akturk & & Nurdan Yesil Nurdan Yesil Yesil Yesil ( (( (Bilkent University Bilkent University Bilkent University Bilkent University) )) )

In this presentation, we will present the findings of a qualitative study which examines the challenges teachers face when planning for grammar lessons at lower and higher levels, as well as the factors that impact on their planning. In addition, suggestions will be offered as to how the challenges may be overcome on the part of the teachers.

e, t, a

Aspiring to inspire: how to become a great LTO manager

Aspiring to inspire: how to become a great LTO manager

Aspiring to inspire: how to become manager

Aspiring to inspire: how to become manager Fiona FionaFiona Fiona Thomas ThomasThomas ( (( (Net Languages Net Languages Net Languages Net Languages) )) )

In the current digital age most Language Teaching Organisation managers are under more pressure than ever. This talk looks at how we can try to become the inspirational managers that really make a difference despite these levels of stress. We will critically analyse our current practices and question what we can do differently to become better managers.

Measuring learner outcomes: Measuring learner outcomes: Measuring learner outcomes: Measuring learner outcomes: examples from around the world examples the Claire ClaireClaire Claire Masson MassonMasson ( (( (Pearson PearsonPearson Pearson) )) )

The main mission of Pearson is about changing people’s lives through education by improving learning outcomes. In this practical session, I will look at how these measurements can be done. I will talk you through all the stages of doing an efficacy study: methodology, challenges, potential solutions and results. e, p, s, t, a pub

but is not focussing on a particular book or product

Please note that some presenters have requested a m ax

Please note that some presenters have requested a m

Please note some presenters requested m

Please note some presenters requested maximum audience size. imum audience size. imum audience size. imum audience size. Therefore, please check the audience size in the le ft Therefore, please the audience size in the le ft ft--hand column of each entry. hand column each entry. hand

Monday 13 April

Session 3.5 : 1535-1605

Exchange Hall

500 audience

Talk

GI, YLT

Exchange 1

80 audience

Talk

PRON PRONPRON PRONSIG SIG SIG Day DayDay

Exchange 2

40 audience

Talk

TEA

Teaching English through international children's s ongs: a global

Teaching English through international children's s ongs: a global English through international children's ongs: a English through international children's ongs: a approach approachapproach

e, le, p pub

Joan Joan Kang Shin Kang ShinKang Shin Kang ( (( (National Geographic Learning / Cengage Learning

National Geographic Learning / Cengage Learning) )) )

National Geographic Learning / Cengage Learning

National Geographic Learning / Cengage Learning

Using English adaptations of international children’s songs is an effective and desirable approach for teaching English to young learners and guides them towards 21st Century intercultural competence. I will describe and demonstrate my unique multicultural approach to teaching children English as a global language and share the challenges of its implementation.

Listening and Listening and connected speech: untruthful rules, unruly truths connected speech: untruthful rules, unruly truths connected speech: untruthful rules, unruly connected speech: untruthful rules, unruly

Richard RichardRichard Cauldwell CauldwellCauldwell Cauldwell ( (( (Speech in Action Speech in Action Speech in Speech in Action) )) )

Using ideas from Phonology for Listening (SpeechinAction 2013), I illustrate the inadequacy of the rules of connected speech. These rules do not account for the extreme reductions that occur in everyday speech (e.g. "whime" for "what I’m"). To improve students’ decoding of the stream of speech we should teach the extreme reductions that words undergo in normal everyday speech. e, t, a

HORNBY TRUST ALUMNUS

HORNBY TRUST ALUMNUS

Continuous and comprehensive evaluation (CCE)

Continuous and comprehensive evaluation (CCE) comprehensive comprehensive –– a reality check! a reality check! a reality check! a reality check!

Ravinarayan Ravinarayan Ravinarayan Ravinarayan Chakrakodi Chakrakodi ( (( (Regional Institute of English South India, Regional Institute of English South India, Institute English South India, Regional Institute of English South India, Bangalore Bangalore) )) )

This talk focuses on significant changes that have taken place, as a result of the implementation of CCE, in government schools in a southern Indian state. Teachers increasingly use various resources for teaching, learning and assessment. I reveal that factors such as class size, teacher motivation, head teacher’s role and accessibility to resources play a crucial role in the successful implementation of CCE.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE PLEASE CHECK

BOARDS FOR CHANGES & CANCELLATI ONS NOTICE BOARDS & CANCELLATIONS CANCELLATIONS

Exchange 3

30 audience

Talk

GI, YLT

Exchange 4

40 audience

Talk

YLT

Exchange 5

40 audience

Talk

AL, RES

Monday 13 April

Session 3.5 : 1535-1605

Investigating young bilingual children: possible reasons for Investigating young bilingual children: possible reasons for Investigating bilingual children: reasons for Investigating bilingual children: reasons for underachievement at school underachievement at school underachievement at school underachievement at school

Hilda Hio Fong Hilda Hio Fok Fok ( (( (Institute for Institute for Institute for Tourism Studies, Macao Tourism Macao Tourism Studies, Macao) )) )

Over the years, there have been increasing numbers of parents and schools offering opportunities for bilingual development. This presentation gives insight into the oral communication of two Chinese children being raised in Britain, with implications and suggestions made for ELT teachers who work with bilingual children and teachers in mainstream primary education.

WINNER WINNERWINNER WINNER

Increase Increase Increase student motivation with authentic learning student motivation with authentic learning student with authentic student with authentic Nasy NasyNasy Nasy Inthisone Pfanner Inthisone Pfanner Inthisone Pfanner Inthisone Pfanner ( (( (B.O.RG Dornbirn B.O.RG Dornbirn B.O.RG B.O.RG Dornbirn--Schoren SchorenSchoren Schoren) )) )

The goal of this practical talk is to draw attention to the significance of authentic learning in ELT and show how it improves language learning. I shall present activities on newspaper article writing and social activism that I have done in my secondary classrooms and provide ideas that can be adapted to meet various levels of learning.

Conversational routines: Conversational routines: Conversational routines: Conversational routines: right words at the right time and place right words at the time and place Gerrard GerrardGerrard Gerrard Mugford ( (( (Universidad de Guadalajara, Mexico Universidad de Guadalajara, Mexico Universidad de Mexico Universidad de Mexico) )) )

Learning the functions and contextual meanings of conversational routines is especially challenging for EFL students who also need to employ formulaic sequences that take into account such pragmatic aspects as (in)formality, (in)directness and (im)politeness. By examining theoretical pragmalinguistic choices that emerge when disagreeing, offering, thanking and requesting, I argue that teachers can help learners develop practical and appropriate conversational routines.

e, a

e e = experienced audience le le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

= tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.5 : 1535-1605

Exchange 6

40 audience Talk RES

Exchange 7

40 audience Talk LT, YLT

Exchange 9 240 audience

Exchange 10

100 audience Talk

LA, BE BEBE BES SS SIG IG IG IG Day DayDay

Inside their heads: the importance of learner belie fs and attitudes

Inside their heads: the importance of learner belie fs and attitudes learner belie fs and learner belie fs and Jessica JessicaJessica Jessica Mackay MackayMackay ( (University of Barcelona University of Barcelona University of Barcelona University of Barcelona) )) )

In order to maximise our learners’ motivation, it is first necessary to understand how they feel about the learning process. This presentation summarises data collected among adult Catalan EFL learners, in order to offer an overview of some of the prevalent learner beliefs. I will then present some practical activities aimed at eliciting and engaging with learner attitudes in class. le, a

Using Skype to help Palestinian secondary students’ listening and Using Skype to help Palestinian secondary students’ listening and Skype to help Palestinian secondary listening and Skype to help Palestinian secondary listening and speaking speakingspeaking speaking

Atiyyeh AtiyyehAtiyyeh Al AlAl Al--Habal HabalHabal Habal ( (( (Ministry of Education, State of Palestine Ministry of Education, State of Palestine State of Ministry State of Palestine) ))

Listening and speaking are basic skills of English that many students lack the chance to practise. How can they upgrade these skills? This talk invites you to look at how using Skype between two secondary schools speaking different languages is an effective technique for enhancing students’ spoken language proficiency, and motivating students in monolingual environments. le, s

Question & answer session relating to Ann Cotton’s plenary & answer session relating to Ann Cotton’s plenary session sessionsession session

If you attended Ann’s plenary session this morning on The justice and imperativeofgirls’secondaryschooleducation–amodelofaction , you are welcome to attend this related session. This will allow participants to ask questions or address issues that have been raised by Ann’s plenary talk.

IATEFL BESIG FACILITATORS SCHOLARSHIP WINNER WINNER

Yesterday... today... tomorrow... Yesterday... today... tomorrow... today... tomorrow... today... tomorrow...

Olena OlenaOlena Olena Korol KorolKorol Korol ( (( (Kyiv National Economy University, Ukraine Kyiv National Economy University, Ukraine National Economy University, Ukraine Kyiv National Economy University, Ukraine) ))

What are the essential qualities of an effective 21st Century BE teacher? Are BE teachers aware of Generation Y students’ nature, values and needs? This talk asks if we're ready to adopt new teaching strategies that respond to student academic needs, taking into account their digitalized and visual lives, their attitude to rules, efforts and honesty, and their reduced interest in reading. e, t

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES PLEASE CHECK NOTICE FOR CHANGES & CANCELLATIONS CANCELLATIONS

Monday 13 April

Session 3.5 : 1535-1605

Session 3.6 : 1640-1710

Exchange 11

150 audience

Talk

LT

Teens and their apps Teens and their apps apps apps – what is there to know? what is there to know?

Ana AnaAna d'Almeida d'Almeidad'Almeida d'Almeida ( (( (The Consultants The Consultants The Consultants The Consultants--E / High School Damas E / High School Damas / High Damas E / High Damas) ))

An app is an application that helps you access a website on a mobile device. As teachers we wonder what apps teenagers have on their mobile devices and how they use them. In this session, we will have a look at the results of a survey on teens and their apps, which may be useful to teachers in various contexts. e, le, s

1605-1640 Coffee break (sponsored by ETS TOEFL) LOGO

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

1640-1710 Session 3.6

Central 3-4

140 audience

Talk

YLT, TD TDTD TDSIG SIG SIG SIG Day DayDay Day

Central 5

80 audience

Talk TD, TTEd

Parent Parent - teacher dialogues teacher dialogues teacher teacher

Divya DivyaDivya Madhavan MadhavanMadhavan Madhavan ( (Ecole Centrale Paris Ecole Centrale Paris Ecole Centrale Paris Ecole Centrale Paris) ))

If parents and teachers were to talk to each other about education, and not just timetables and booklists, we might start to believe that education isn’t just in the hands of policy makers and opinion formers. This session explores six subjects and scenarios for parent-teacher conversations on language, philosophy, pedagogy and schooling.

In In In In defence of TTT defence of TTT defence of TTT defence of TTT

Emma EmmaEmma Whitehouse Whitehouse Whitehouse Whitehouse ( (( (The London School of English The London School of English of The of English) )) )

Teacher Talking Time should be avoided, right? Lesson time should maximise student contributions, right? In my talk I will argue how these commonly-held principles can be misguided and show how students benefit from the right balance of teacher and student activities – leading to models of a more natural interaction and greater student confidence.

e, le, p, s

= speaker is representing or sponsored by a

but is not focussing on a particular book or product

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

Monday 13 April

Session 3.6 : 1640-1710

Central 6

50 audience

Talk

TEA, YLT

Central 7

80 audience

Talk

ES(O)L

Assessment for learning in primary EFL

Assessment learning in EFL classrooms: challenges and challenges and successes successessuccesses successes

Sophie SophieSophie Handy ( (British Council British Council Council British Council) )) )

Assessment for Learning is a holistic approach to assessing students’ progress, which engages students more deeply in the learning process. In this session, I will look at how an Assessment for Learning approach was implemented in a Young Learner EFL context despite limited language ability and a strong culture of summative testing.

The The CambridgeEnglishScale CambridgeEnglishScale CambridgeEnglishScale CambridgeEnglishScale – the future of results reporting the future of results reporting results results

Andrew AndrewAndrew Andrew Somers SomersSomers ( (( (Cambridge English Cambridge English Cambridge Cambridge English) ))

The Cambridge English Scale is a new tool to help test users understand candidate performance in unprecedented detail. The scale is underpinned by extensive long-term research and facilitates easy comparison between Cambridge English exams. I will discuss how the scale works and how it benefits candidates, teachers and recognising organisations.

Central 8

80 audience

Talk

RES Do EFL textbooks foster intercultural Do EFL textbooks foster intercultural Do EFL textbooks foster intercultural Do EFL textbooks foster intercultural teaching/learning? teaching/learning?

Pawel PawelPawel Pawel Sobkowiak Sobkowiak Sobkowiak Sobkowiak ( (Adam Mickiewicz University, Poznan, Poland Adam Mickiewicz University, Poznan, Poland Adam Mickiewicz University, Poznan,

Adam Mickiewicz University, Poznan, Poland) ))

This presentation will report on the findings of research aiming to check whether the English language textbooks used in Polish schools are conducive to developing intercultural sensitivity and competence in learners. The content of Oxford Matura Trainer , NewMaturaExplorer and Matura Prime Time Plus was examined. The study findings revealed intercultural teaching is done to a very limited extent.

s prodprom

Charter 1

400 audience

Talk

MD, YLT

Subskills: the key to unlocking texts

Subskills: the key to unlocking texts

Subskills: the key to unlocking texts

Subskills: the key to unlocking texts

Rob RobRob Rob Metcalf MetcalfMetcalf Metcalf ( (( (Macmillan Education Macmillan Education Macmillan Education Macmillan Education) )) )

What are subskills and why is it so important to teach them? In this talk, I’ll be showing how a systematic focus on reading and listening subskills will give your students vital tools for making sense of different text types, and give you a framework for choosing and preparing your own supplementary material. e, le, s pub

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

Monday 13 April

Session 3.6 : 1640-1710

Charter 2-3

500 audience

Talk

LAM, LT

Charter 4

190 audience

Talk LT

Cobden 1

30 audience

Talk

LT, YLT

Implementing blended learning: Implementing blended learning: Implementing blended learning: Implementing blended learning: an institutional view an institutional view an institutional view an institutional view

Eric EricEric Eric Baber BaberBaber Baber ( (( (Cambridge University Press Cambridge University Press Cambridge University Press Cambridge University Press) )) ) & & & & Carla Arena Carla Arena Carla Carla ( (( (Casa Thomas Casa Thomas Casa Casa Thomas Jefferson JeffersonJefferson Jefferson) ))

Implementing blended learning successfully requires more than just giving teachers and students access to digital materials. In this talk, we will look at key considerations including administration of learners and teachers; teacher and learner training; monitoring teacher behaviour within an LMS; and resource and cost considerations. We will be using Casa Thomas Jefferson, Brazil, as a case study.

e, le, p, s, t, a

Cobden 2

60 audience

Talk

EAP

Social learning: motivating students to use English through social Social learning: motivating students to use English through social Social learning: motivating students to use social

Social learning: motivating students to use social technology technology technology technology

Catherine CatherineCatherine Whitaker WhitakerWhitaker ( (( (Knowledge Transmission Ltd Knowledge Transmission Ltd Knowledge Transmission Knowledge Transmission Ltd) )) )

Do you sometimes wish that all the chatting, texting and Facebooking that happens outside (and sometimes inside) class could be used to help your students learn English? It can! This talk demonstrates Knowledge Transmission's new Learn Social platform and shows how integrating everyday communication tools and peer review into your courses can improve levels of motivation, as well as results.

e, s, t, a prodprom

Children’s apps you can trust

Children’s apps you can trust

Children’s apps you can trust

Children’s apps you can trust

Tracy TracyTracy Tracy Dumais DumaisDumais Dumais ( (( (British Council British Council British Council) )) )

Those involved in the children’s educational app industry often use the word ‘trust’. But what does that word mean in this context? This talk uses the development of the British Council’s LearnEnglish Kids Playtime app as a starting point to reflect on the issue of trust in young learner mobile app design, marketing and use.

e, le, p prodprom

Developing the vocabulary strand of an EAP program

Developing the vocabulary strand of an EAP program

Developing the vocabulary strand of an EAP program

Developing the vocabulary strand of an EAP program

Ozlem OzlemOzlem Ozlem Baykan BaykanBaykan Baykan ( (( (Ozyegin University Ozyegin University Ozyegin University Ozyegin University) ))

This talk will focus on a project carried out to develop the lexical syllabus of an EAP program. The aim is to explain how this project helped the program to define the lexical items needed for EAP studies, how these items can be classified into different proficiency levels, and how the lexical syllabus can be practised through teaching materials.

e, t

e e = experienced audience le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.6 : 1640-1710

Cobden 3 185 audience

Talk

YLT

Exchange Hall 500 audience Talk MD

Exchange 1 80 audience

Talk

PRON PRONPRON PRONSIG SIG SIG Day DayDay

Exchange 2

40 audience

Talk

LAM

Learning is a game we play

Learning is a game we play

Learning is a game we play

Learning is a game we play

Carol CarolCarol Carol Brown Morales Brown Morales Brown Morales Brown Morales ( (( (Pearson PearsonPearson Pearson) )) )

Games play an important role in childhood development. They motivate, develop communication skills and encourage problem solving. Today’s technology offers a large variety of interactive games that can be used for pleasure and learning. Join me as I discuss how teachers can harness the power of technology and computer games in the English language classroom to improve learning outcomes.

Addressing mismatches between classroom context and coursebooks

Addressing mismatches between classroom context and coursebooks mismatches between classroom context and coursebooks mismatches between classroom context and coursebooks

Kathleen KathleenKathleen Graves GravesGraves Graves ( (University of Michigan University of Michigan University Michigan University Michigan) )) )

For many teachers, the coursebook is the defacto curriculum. This session explores major obstacles to effective use of coursebooks, and ways that mismatches between materials and classroom contexts can be addressed. These issues include cultural appropriateness, ministry-mandated innovation in communicative approaches, misalignment with student language levels, and teachers' attitudes towards adapting materials.

Do we still need the phonemic chart?

Do we still need the phonemic chart? we need the phonemic chart? we need the phonemic chart?

Richard RichardRichard Benson BensonBenson Benson ( (Birmingham College Birmingham College Birmingham College Birmingham College) )) )

In an age of smartphone dictionary apps and World Englishes, is the phonemic chart still relevant to learners of English? This talk will discuss some of the limitations as well as the continuing benefits of the phonemic chart, and outline some practical ways it can be used in the wired classroom.

Tareq TareqTareq Tareq Walizada ( (British Council, Afghanistan British Council, Afghanistan British Council, Afghanistan British Council, Afghanistan) )) )

forces

English as a bridge between Afghan army cadets and British forces

English as bridge between Afghan army British forces

forces

The presentation will focus on how learning English has become an effective tool to bridge cultural, educational and communication gaps between local and international armed forces in Afghanistan. It is of relevance to anyone working in challenging environments, teaching English to the military or those interested in how English can be a medium for better international cooperation. a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS PLEASE NOTICE BOARDS CHANGES & CANCELLATI ONS

Exchange 3

40 audience

Talk AL, TEA

Exchange 4

40 audience Talk RES

Exchange 5

40 audience

Talk AL

Monday 13 April

Session 3.6 : 1640-1710

How to assess students' grammar: introducing a new practical method

How to assess students' grammar: introducing a new practical method

How assess students' grammar: a new practical method

How assess students' grammar: a new practical method

David DavidDavid David Jay ( (( (Anglia Ruskin University Anglia Ruskin University Anglia Ruskin University Anglia Ruskin University) )) )

Many language teachers, and examiners, assume that students start to use more complex grammar as their level increases. But is it really so simple? This talk presents some surprising results from a recent research project on learner grammar, followed by a practical look at how they could be relevant to classroom assessment. Not just for grammar geeks! e, le, t, a

Teacher beliefs, practices and teaching speaking

Teacher beliefs, practices and teaching speaking

Teacher beliefs, practices teaching speaking

Teacher beliefs, practices teaching speaking

Arwa ArwaArwa Arwa Gandeel GandeelGandeel Gandeel ( (( (University of Leeds University of Leeds University Leeds University Leeds) )) )

It is now widely accepted that to understand what teachers do in their classroom we need to gain insight into the beliefs that shape their work. This talk presents the results of my research on teachers’ beliefs and practices in teaching speaking. Also, this talk highlights how teachers and teacher trainers can benefit from research on beliefs.

How to optimize How optimize language learning through effective noticing through effective noticing strategies strategiesstrategies strategies

Harisimran Harisimran Harisimran Harisimran Sandhu SandhuSandhu Sandhu ( (( (India IndiaIndia India) )) )

Research into SLA suggests that balanced language courses, which include language-focused instruction, alongside meaning-focused activities, achieve better results because they succeed in developing implicit knowledge of language systems through appropriate ‘noticing’ strategies. What is the role of ‘noticing’ in SLA? What are its best practices? How can these be taught? Should these vary with the English proficiency level of students?

Please note that some presenters have requested a maximum audience size. Please note some presenters requested maximum audience size. Therefore, please check the audience size in the le ft Therefore, please check the audience size in the le ft Therefore, please the audience size in the le Therefore, please the audience size in the

Monday 13 April

Session 3.6 : 1640-1710

Exchange 6

40 audience

Talk

TD

Exchange 7

40 audience

Talk GEN

Exchange 9

240 audience

Talk

LT, RES

Learning from adjacent fields: economics and econom y of EFL

Learning from adjacent fields: economics and econom y of EFL

Learning from adjacent fields: y of EFL

Learning from adjacent fields: y of EFL classrooms classrooms

Svetlana SvetlanaSvetlana Zhavoronkova ( (( (Moscow State Pedagogical University Moscow State Pedagogical University Moscow State Pedagogical University Moscow State Pedagogical University) )) )

Every now and then you hear endless debates about differences, advantages and disadvantages of ‘traditional’ and ‘communicative’ teaching. To illustrate the essence of such debates, I will introduce the notion of ‘lingvonomics’ and compare traditional teaching to a stateplanned economy and communicative to a market economy. The optimal solution is "mixed" economy - a proper balance between state and private sectors.

e, s, a

ELT in rural India using a theme

ELT in rural India using a theme

ELT rural India using a theme

ELT rural India using a theme- centred interaction approach centred interaction approach centred interaction approach centred interaction approach

Cyriac Joby ( (( (Marian Marian Marian Marian College Kuttikkanam,India College Kuttikkanam,India College Kuttikkanam,India) )) )

Theme-Centred Interaction (TCI) has its roots in psychology, group dynamics and group therapy, which, when applied to the ELT classroom seeks to create an atmosphere of trust, thus conducive to language learning. The presenter shares the observations of an exploratory study into the teaching of young adult learners through the application of TCI at a rural college in Kerala, India.

e, le, t, a

Nine steps into the digital classroom

Nine steps into the digital classroom steps into the digital classroom steps into the digital classroom

le, s, a

Marjorie MarjorieMarjorie Hernandez Hernandez ( (( (Universidad Peruana de Ciencias Aplicadas

Universidad Peruana de Ciencias Aplicadas--UPC UPCUPC UPC) )) )

Universidad Peruana de Ciencias Aplicadas Ciencias Aplicadas

This talk discusses the outcomes of an action research project which explored the use of technology in the classroom. These outcomes, in the form of nine proven effective tasks, provide practical advice to teachers who want to enhance students’ learning process through technology, while avoiding time-consuming activities that might be appealing but ineffective in terms of language acquisition.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS PLEASE NOTICE BOARDS CHANGES & CANCELLATI ONS

Exchange 10

100 audience Talk

MaW, BE BE BE SIG SIG Day DayDay Day

Exchange 11

150 audience

TTEd TTEdTTEd TTEdSIG Day SIG DaySIG Day SIG Day

How to make ELT How make ELT videos

Monday 13 April

Session 3.6 : 1640-1710

Session 3.7 : 1725-1830

Central 3-4

1725-1810

140 audience Workshop

TD TDTD TDSIG Day SIG DaySIG Day SIG

Central 5 1725-1755

80 audience Talk

RES

Vicki Hollett (Simple English Videos)

Vicki Hollett (Simple English Videos)

Vicki Hollett (Simple English Videos)

Vicki Hollett (Simple English Videos)

Transport your students out of the classroom with engaging videos that present meanings clearly in context. Give your videos a professional look and feel with some imagination, a bit of know-how and very little money. Get practical tips on script writing, camera work, lighting, audio and video editing, along with ideas for building an audience.

Teacher Training and Education Special Interest Group O Teacher Training and Education Special Interest Group O pen Forum pen Forum pen Forum pen Forum

The TTEd Open Forum will provide the grounds for participants to voice their expectations, criticisms and evaluations as well as to hear about TTEd SIG’s conducted and future activities. We wish to welcome all teacher trainers, educators and teachers to our TTEd SIG Day.

1725-1830 Session 3.7

Bridging the technophobe Bridging the technophobe-- technophile gap in teacher training and technophile in teacher training development development development development

Tessa Woodward & Daniel Monaghan (Hilderstone Colle ge) Tessa Woodward Daniel Monaghan (Hilderstone ge)

On recent teachers’ courses participants have come from both new technologies-lite and new technologies-saturated settings. They have varied too in the support, training and practice time given to them. Add layers of personal difference (and indifference) to the issue of technological medium and the trainer has an interesting group to work with. We offer a possible common ground for all.

Inclusive education Inclusive education Inclusive education Inclusive education-- what we, ELT teachers and directors, can do what we, ELT teachers and directors, can do what we, teachers directors, can do what we, teachers directors, can do Mercedes Mercedes Mercedes Viola (4D Content English) Content English)

Education should be inclusive at all levels and ensure the access of disabled children and teenagers to the same general education offered to all. Their right to equal educational opportunities is our obligation as educators. In this talk, we will look at what it implies and how we, English teachers, can create meaningful learning experiences for all.

e ee e = experienced audience le le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching

e, le, s, t, a prodprom

e, p, s, t

t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.7 : 1725-1830

Central 5

1800-1830

80 audience

Talk

TD

Central 6 1725-1755

50 audience

Talk

GEN

Central 6 1800-1830

50 audience

Talk

LT

Motivating reluctant learners: from challenges to a chievements

Motivating reluctant learners: from challenges to a chievements

Motivating reluctant learners: from challenges to a

Motivating reluctant learners: from challenges to a Peyman PeymanPeyman Peyman Bohlori BohloriBohlori Bohlori ( (The Training Centre The Training Centre Training The Training Centre) ))

Classroom observation reveals that certain learners pose various challenges that make the task of teaching the curriculum to the entire group difficult, if not impossible. This talk will present best practices regarding inclusive teaching. It will then identify the type of problems that individual learners are encountering and methods in overcoming these obstacles. le, t, a

Write more! Making the most of student journals

Write more! Making the most of student journals

Write more! most student journals

Write more! most student journals

Sandy SandySandy Sandy Millin MillinMillin Millin ( (( (IH Sevastopol IH Sevastopol IH Sevastopol IH Sevastopol) ))

I have used journal writing with students from all over the world, and have found that they are intensely rewarding for teachers and students. In this session, I'll share ideas for how to set up a journal writing system and show examples of journals from my students and my own language learning.

Assessing the writing process like a fly on the wal l the writing process like l l l

Ismael Sombra ( (The Anglo Mexican Foundation, A.C. The Anglo Mexican Foundation, A.C. The Anglo Mexican Foundation, A.C. The Anglo Mexican Foundation, A.C.) )) ) What goes on in our learners' minds as they write? What are the cognitive processes that occur? I'll discuss how, thanks to video-recorded samples, we can be more than spectators while our students are composing. Listening to (and watching) them compose, we can begin to have an idea of what's going on inside their heads as they tackle a writing task.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN = General

GI GIGI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

EAP

EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS CHANGES

Monday 13 April

Central 7

80 audience

Forum TD

FORUM ON FORUM ON FORUM FORUM

TEACHER BLOGS TEACHER BLOGS TEACHER BLOGS TEACHER BLOGS

Blogging; an adventure in support of teacher develo pment

Blogging; an adventure in support of teacher develo pment

Blogging; an of teacher develo

Blogging; an of teacher develo

Asli Lidice Asli LidiceAsli Lidice Asli Lidice Gokturk Saglam Gokturk ( (Ozyegin University Ozyegin University Ozyegin University Ozyegin University) )) )

This talk aims to answer the question "Can blogging enhance continuous professional development of ELT teachers?" The session will be based on a case study and explore the benefits and implications of blogging to support the teacher professional development by reflective writing, sharing resources, exchanging ideas and learning in a collaborative way online. I'll also showcase opportunities for constructing knowledge.

See you on the other side: blogs and teacher reflection

See you on the other side: blogs and teacher reflection

See you on the side: blogs and teacher reflection

See you on the side: blogs and teacher reflection

Barbara Chamberlin, Angela Pickering & Paul Slater (University of Barbara Angela & Paul Slater (University of Brighton) Brighton)Brighton) Brighton)

The University of Brighton Diploma in TESOL requires teachers to reflect on coursework and assessed lessons using a blog, incorporating written accounts, audio files and videos. I'll discuss the analysis of the blogs and interviews with teachers, which has produced insights into the use of blogs to support reflection, the nature of reflection using different media, and teachers' perspectives on the blogging process.

a

How does blogging help teacher candidates construct their teacher

How does blogging help teacher candidates construct their teacher How help construct their teacher How help construct their teacher identities? identities?identities? identities?

Aysegul AysegulAysegul Aysegul Salli SalliSalli Salli ( (( (Eastern Mediterranean University Eastern Mediterranean University Eastern University Eastern University) )) )

This presentation will share the results of a case study, which aimed to discover how pre-service English language teachers’ teaching practice experiences and their blogging activities help them construct their teacher identities. The blog artifacts, which comprised the participants’ blog entries, reflections of their teaching practice experiences and interactions with their peers, were qualitatively analyzed to reach conclusive results. e, a e e = experienced audience le le = less-experienced audience p pp p = primary teaching

= tertiary teaching

s = secondary teaching

a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.7 : 1725-1830

Central 8

80 audience

Forum GEN

FORUM ON FORUM ON FORUM ON FORUM ON EXTENSIVE READING EXTENSIVE READING EXTENSIVE READING EXTENSIVE READING

Book Club Cafe! Improving vocabulary through extens ive reading

Book Club Cafe! Improving vocabulary through extens ive reading

Improving vocabulary through extens ive

Improving vocabulary through extens ive

Lesley LesleyLesley Lesley Speer SpeerSpeer Speer & & & & Jose Lara Jose LaraJose Lara Jose Lara ( (( (Macquarie University English Language Macquarie University English Language Macquarie University English Language Macquarie University English Language Centre CentreCentre Centre) )) )

This talk, based on our action research, will provide a practical approach to speeding up vocabulary acquisition through a voluntary extensive reading programme for adult students. In our weekly ‘Book Club Cafe’ and with a variety of enjoyable reading activities, both in and out of the classroom, students show a measurable improvement in range and accuracy of vocabulary.

Extensive reading competition: in quest of enlighte ned souls

Extensive reading competition: in quest of enlightened souls

Extensive reading competition: in quest of enlightened souls

Extensive reading competition: in quest of enlightened souls

Pankaj Paul ( (( (Institute of Languages, BRAC University Institute of Languages, BRAC University Institute of Languages, BRAC University Institute of Languages, BRAC University) )) )

This talk describes the story of a successful extensive reading competition organized in collaboration with the British Council and BRAC University. More particularly, it depicts the urgency of extensive reading at tertiary level for EAP courses in the Bangladeshi context, along with pedagogical issues, and support from a collaborating organization which altogether made the program a successful one.

le, t

Reading interests and attitude among foundation yea r Arab EFL

Reading interests attitude foundation r Arab EFL learners learnerslearners learners

Nkechi NkechiNkechi Christopher Christopher ( (( (ELI, King ELI, King King Abdulaziz University, Jeddah Abdulaziz University, Abdulaziz University, Jeddah) )) )

Reading extensively supports language learning by increasing learners’ likeness for, experience in, as well as oral and written communication ability, in the target language. However, some EFL learners lack sufficient exposure to non-classroom texts. This talk examines the influence of voluntary reading on reading interests and attitudes among students in a foundation year programme, comparing reading club members with nonmembers. e, le, t, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE FOR CHANGES CANCELLATI ONS FOR &

Charter 1

1725-1755

400 audience

Talk

MaW

Charter 1

1800-1830

400 audience

Talk

LT, MD

Charter 2-3

1725-1755

500 audience

Talk

LT

Charter 2-3

1800-1830

500 audience

Talk AL, LT

Monday 13 April

Session 3.7 : 1725-1830

Six approaches to teaching Six approaches to teaching learning learninglearning

Six approaches to English grammar teaching and

Six approaches to English grammar teaching and

Marcel Marcel Marcel Marcel Lemmens (Freelance) Lemmens (Freelance)

Why is learning English grammar such an uphill struggle for students? Why do they find applying English grammar rules so difficult? Are we taking the most effective approach? I will take the Dutch perspective and will be arguing for a more practical, realistic and diverse approach to teaching and learning English grammar.

Premier Skills English: an action research project on teaching

Premier Skills English: an action research project on teaching

Premier Skills English: an action research project on teaching

Premier Skills English: an action research project on teaching vocabulary vocabulary

Michael MichaelMichael Michael Radford RadfordRadford ( (( (Freelance FreelanceFreelance Freelance) )) )

Learning technologies offer exciting opportunities for materials developers as well as learners. In this talk, I will show how feedback from lessons on the Premier Skills English website is used to design and develop new selfaccess learning materials; focusing on an action research project on using video to present vocabulary.

Tailoring comparative corpus

Tailoring a comparative corpus website

Emrah EmrahEmrah Emrah Akkurt AkkurtAkkurt Akkurt & & & & Asli Abak Sen Asli Abak Sen Asli Abak Sen Asli Abak Sen ( (( (Istanbul Sehir University Istanbul Sehir University Istanbul University Istanbul University) )) )

Selecting which words to prioritise has always been a concern in English teaching. Processing two texts simultaneously in a tailored corpus website has been the answer in determining target words to teach. This talk explains how this local corpus website also allows students to monitor their own progress by providing more data than a standard corpus. e, le, s, t, a

Bringing corpus research into the language classroo m

Bringing corpus research into the language classroo m

Bringing into the Bringing into the Jane JaneJane Jane Templeton Templeton ( (University of Leeds University of Leeds University of Leeds University of Leeds) ))

In this talk, I present practical and simple tools and techniques to help teachers and learners exploit corpus tools for learning purposes. This involves a shift from the traditional data-driven learning model whose focus is language presentation towards a more learner-centred model aimed at using corpus tools as reference material and training learners to become small-scale independent language researchers

e e = experienced audience le lele le = less-experienced audience

teaching

tertiary teaching

le, t

= adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.7 : 1725-1830

Charter 4

1725-1755

190 audience

Talk

TTEd, YLT

Charter 4 1800-1830

190 audience

Talk

GEN

Cobden 1 1725-1755

20 audience

Talk

RES

Cobden 1 1800-1830

35 audience

Talk

AL

Artistic and creative practice in foreign language teaching

Artistic and creative practice in foreign language teaching in foreign language teaching in foreign language teaching and learning and learning and and

Peter Lutzker Lutzker ( (( (Freie Hochschule Stuttgart Freie Hochschule Stuttgart Hochschule Stuttgart Freie Hochschule Stuttgart) )) )

The crucial distinction between short-term training and transformative practice in language learning will be explored in this talk. Drama and creative writing will be discussed as offering the broadest range of possibilities of practising, insofar as each offers chances to engage in sustained processes of developing imaginative and expressive capabilities within the process of language learning.

Do Do you love the theatre as we do? you love the theatre as we do? you theatre as we do? you theatre as we do?

Olga OlgaOlga Vavelyuk VavelyukVavelyuk Vavelyuk ( (( (Saint SaintSaint Saint--Petersburg State Polytechnical University Petersburg State Polytechnical University State Polytechnical University Petersburg State Polytechnical University) )) )

I'll discuss the way of teaching English through stage production. Based on factual teaching experience, I'll show that the main undeniable advantage of the drama approach is a soaring increase of motivation. I'll demonstrate how drama activities energize and make students feel positive, as well as encourage student creativity. I'll prove that the approach is beneficial for both learners and teachers.

e, s

le, a

Exploring the metacognitive approach to teaching li stening

Exploring the metacognitive approach to teaching li stening the to teaching li the to teaching li

David DavidDavid Collett CollettCollett Collett ( (( (British Council Tunisia British Council Tunisia British Council Tunisia British Council Tunisia) ))

The metacognitive approach to teaching L2 listening is gaining momentum within the field of TESOL. However, knowledge and implementation of this approach is limited. This talk presents findings from an action research on the effects of the metacognitive approach on listening instruction. This research was useful in narrowing the gap between theoretical and practical knowledge of this approach. e, a

Listening activities: teachers and students think t he same in Sarajevo?

Listening activities: teachers and students think t he same in Sarajevo? and students think he same in Sarajevo? and students think he same in Sarajevo?

Harun HarunHarun Bastug BastugBastug Bastug & & & & Mehmet Akdogan Mehmet Akdogan Mehmet Mehmet ( (International Burch University International Burch University International Burch International Burch University) )) )

I will present a case study whereby a perception survey was developed to explore teachers’ and students’ feelings about B2-Level listening tasks in OUP coursebooks in Sarajevo. The research reveals that both parties think and act significantly differently. Therefore, teachers should take listening activities into account more seriously once they have seen the neglected areas of this vital receptive skill. le, s

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI = Global Issues

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS PLEASE NOTICE BOARDS CHANGES & CANCELLATI ONS

Cobden 2

60 audience

Forum TD, TTEd

Monday 13 April

Session 3.7 : 1725-1830

FORUM ONLINE TEACHER TRAINING/DEVELOPMENT TRAINING/DEVELOPMENT

FORUM ON ONLINE TEACHER

FORUM ON ONLINE TEACHER

FORUM ONLINE TEACHER

Teacher training and EAP: developing a framework fo r online training

Teacher training and EAP: developing a framework fo r online training

Teacher training and developing a framework fo r online training

Teacher training and developing a framework fo r online training

James JamesJames James Lambert LambertLambert ( (( (University of Leicester University of Leicester University of Leicester University of Leicester) )) )

This session will discuss the challenges and opportunities in delivering teacher training online, through consideration of the development of the PG Cert in Teaching English for Academic Purposes. Reference works, web tools and interactions will be discussed, and the session will cover practical examples of an online course in action.

Working together Working together online: insights into a teacher education programme online: into education programme

Marja MarjaMarja Marja Zibelius ZibeliusZibelius ( (Goethe University, Frankfurt, Germany Goethe University, Frankfurt, Germany Goethe University, Frankfurt, Germany Goethe University, Frankfurt, Germany) )) )

This presentation combines research from the fields of cooperative learning and computer-mediated cooperation. In particular, it provides insights into the functioning of cooperation and telecollaboration among a cohort of prospective foreign language teachers who participate in a blended learning teacher development programme, which combines individual and cooperative online studies with regular face-to-face sessions.

Using online teacher development to make vocational education more

Using online development to make vocational more fun funfun fun

Ahmed AhmedAhmed Ahmed Salem SalemSalem ( (( (Egyptian Technical Colleges Egyptian Technical Colleges Egyptian Technical Colleges Egyptian Technical Colleges) )) )

With increasingly widespread access to computers and the internet in Egypt, online learning is becoming a consistent presence at all levels of education in the country. This talk explores cyber techniques used in TKT Essentials online and how I employed these techniques with my students to make language learning more fun.

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

Monday 13 April

Session 3.7 : 1725-1830

Cobden 3

185 audience

Forum LMCS

FORUM ON POETRY FORUM ON POETRY FORUM ON POETRY FORUM ON POETRY

Poetry in teaching: incorporate verse in your every day classroom

Poetry in teaching: incorporate verse in your every day classroom in teaching: verse in your every classroom in teaching: verse in your every classroom

Jasmina Jasmina Jasmina Jasmina Arsenijevic Arsenijevic Arsenijevic Arsenijevic ( (( (The English Book The English Book The English Book The English Book) )) )

While learning a foreign language, students also learn a lot about themselves, consciously or subconsciously. That is why it is really important for teachers to expose students to versatile contents that can help them recognize some of their key values and abilities that they could later successfully employ in their career and life. I will show you how! le, p, s

Approaches to introducing contemporary poems in ELT

Approaches to introducing contemporary poems in ELT introducing contemporary poems in ELT introducing contemporary poems in ELT

Kirill KirillKirill Kirill Ignatov IgnatovIgnatov Ignatov ( (( (Moscow State Lomonosov University [MGU] Moscow State Lomonosov University [MGU] Moscow State University [MGU] Moscow State University [MGU]) ))

The talk centres on ways of including modern poems in textbooks and classroom activities. Firstly, popular student books where poems are included are analysed; secondly, requirements for notes to contemporary poetic texts that facilitate the learner’s understanding and deeper appreciation of poetry are outlined. Finally, approaches to developing exercises that allow effective inclusion of poetry in language study are presented. e, le, t, a

Grammar templates for the future with poetry for ch ildren

Grammar templates for the future with poetry for children templates the future for children templates the future for children

Janice Bland Bland ( (( (University of Vechta University of Vechta University of Vechta University of Vechta) )) )

Active engagement with pattern-rich poetry for children supports awareness of lexical patterns and grammatical categories. Acquired as pleasurable language and unanalysed wholes, I'll discuss how formulaic sequences can provide young learners with an inventory of illustrative exemplars, which may later be recalled from memory. With sufficient input, young learners may infer productive patterns, and increased command of language may gradually emerge. e, p

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

MD MDMD MD = Materials Development

PRON PRONPRON = Pronunciation

EAP

EAPEAP

EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

RES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE FOR CHANGES CANCELLATI ONS FOR &

Monday 13 April

Session 3.7 : 1725-1830

Exchange Hall

1725-1755

500 audience

Talk LA

Exchange Hall

1800-1830

500 audience

Talk EAP

Exchange 1 1725-1810

80 audience Workshop

PRON PRONPRON PRONSIG SIG SIG Day DayDay Day

Exchange 2 1725-1755

40 audience Talk

LT

How improve speaking learners

How to improve speaking proficiency in learners

How improve speaking learners

How to improve speaking proficiency in learners

Justin JustinJustin Justin Noppe ( (( (Wimbledon School of English Wimbledon School of English Wimbledon School of Wimbledon School of English) )) )

The aim of this presentation is to present the concept of the skill of speaking as a mostly automatic process rather than a thought-about creation of lexis and grammar adjusted to fit each other. This presentation is for anyone looking for insight into teaching the speaking skill and offers some practical ideas for learners. e, le, a

Worlds without: English language learners' speaking activities outside

Worlds without: English language learners' speaking activities outside

Worlds without: language learners' activities outside

Worlds without: language learners' activities outside the classroom the classroom the the

Simon SimonSimon Simon Williams WilliamsWilliams ( (( (University of Sussex University of Sussex University of Sussex University of Sussex) )) )

Although internationalisation and the internet have made it easier for English language learners to interact with target language speakers, when on UK university pre-sessional courses most continue to practise speaking with other students or with shop assistants. I'll discuss this and the fact that those with previous intercultural experience participate in a greater variety of situations regardless of fluency or accuracy.

The ear of the beholder: helping learners understand different accents

The ear of the beholder: helping learners understand different accents

The ear of the beholder: helping learners understand different accents

The ear of the beholder: helping learners understand different accents

Laura LauraLaura Laura Patsko PatskoPatsko Patsko ( (( (St St St George International, London, UK George UK George International, London, UK) )) )

The use of English as an international lingua franca means learners will be exposed to a wide variety of accents, both native and non-native. How can teachers prepare them to cope with such diversity? This workshop features practical tasks, informed by relevant theory, which participants can try out in their own classrooms.

s, t, a

Digital and physical classrooms: a smooth C21 blend

Digital and physical classrooms: a smooth C21 blend

Digital and classrooms:

Digital and classrooms:

Sharon Hartle ( Sharon Hartle ( Sharon Sharon Hartle (University of Verona University of Verona University of Verona Language Centre, Italy Language Centre, Italy Language Centre, Italy) )) )

C21 learners have specific needs in a digital community that goes beyond geographical boundaries. This presentation looks at those learners, teachers and methodologies that cater for our learners’ needs helping them to become independent language users by working online and F2F.

We explore blended learning that includes social media, blogs and wikis: breaking out of the classroom. e, t

e ee e = experienced audience

le le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

Monday 13 April

Session 3.7 : 1725-1830

Exchange 2

1800-1830

30 audience

Talk

LT, MaW

Exchange 3 1725-1755

40 audience

Talk

EAP, ESP

Exchange 3

1800-1830

40 audience

Talk

LAM, MD

Exchange 4 1725-1755

40 audience

Talk

RES, TEA

The use of ICT in EFL: finding

The use of ICT in EFL: finding in EFL: in EFL: the right blend the right blend the right blend the right blend

Beyza Nur Beyza NurBeyza Nur Yilmaz YilmazYilmaz ( (( (Pilgrims Teacher Training / Ozyegin University

Pilgrims Teacher Training / Ozyegin University) )) )

Pilgrims Teacher Training / Ozyegin University

Pilgrims Teacher Training / Ozyegin University

Blended learning is a common term in education. Learners can benefit from its use provided that educators find the right blend of educational technology in teaching. However, this is difficult considering vast information and availability of tools. In this talk, basic pillars of blended learning will be outlined and its use in tertiary level with EFL learners will be showcased.

e, le, p, s, t, a

It’s the way that you do it: ESP as process

It’s the way that you do it: ESP as process the way that you do it: ESP process the way that you do it: ESP process

Jemma Prior PriorPrior ( (( (Free University of Bozen Free University of Bozen Free University Bozen Free University of Bozen--Bolzano, Italy Bolzano, Italy Bolzano, Bolzano, Italy) )) )

The Free University of Bozen/Bolzano is a multilingual university situated in South Tyrol, Italy, where students study subjects taught in German, Italian and English. This talk investigates the English language needs of Economics students and how a process approach to syllabus design aims to provide them with more relevant ESP courses.

Managing renovation and change in ELT curriculum and materials

Managing renovation and change in ELT curriculum an d materials renovation ELT curriculum an d materials renovation ELT curriculum an d materials development development

Isora Justina Isora Justina Isora Justina Isora Justina Enriquez O'Farrill Enriquez O'Farrill O'Farrill O'Farrill ( (( (Enrique Jose Varona University of Enrique Jose Varona University of Enrique Jose University of Enrique Jose Varona University of Pedagogical Sciences Pedagogical Sciences Pedagogical Sciences Pedagogical Sciences) )) )

The talk explores the challenges involved in coordinating, managing and leading renovation and change in ELT curriculum and materials development in Cuba; in particular, the main curriculum objectives; the process of elaborating local ELT materials for the Cuban context; and the role of collaborative continuous professional development and research to enhance the quality of language education.

s, t

What makes the online productive level of vocabular y tests difficult?

What makes the online productive level of vocabular y tests difficult?

What makes the online productive level vocabular tests

What makes online productive level vocabular

Wei WeiWei Wei--Wei WeiWei Wei Shen ShenShen Shen ( (( (Feng Chia University Feng Chia University University Feng University) )) )

As little is known about EFL students’ problems of doing online productive vocabulary tests, based on a classroom study, I will first present a low pass rate of 60 intermediate range of university students. Then I will show the analysis of the reasons regarding their errors. Suggestions to improve the ways of passing the tests are finally given.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

le, t, a

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE CHE

Exchange 4 1800-1830

40 audience Talk

ESP, RES

Exchange 5 1725-1755

40 audience Talk

LA, MaW

Exchange 5 1800-1830

40 audience

Talk

LA

Monday 13 April

Session 3.7 : 1725-1830

English skills and technical English technical- vocational education in a developing education in a developing context contextcontext context

Arifa ArifaArifa Arifa Rahman RahmanRahman Rahman ( (( (University of Dhaka, University of Dhaka, University of Dhaka, Bangladesh Bangladesh) )) )

This talk reports on a research study on links between English skills and economic empowerment in the Technical Vocational Education and Training (TVET) sector in Bangladesh. Taking into consideration cultural and contextual complexities that often act as powerful variables, the findings are analysed for their relevance to serve as input for policy dialogues, intervention programmes and capacity building in TVET.

Fostering autonomy: Fostering harnessing the outside world from within the harnessing the world from within the classroom classroomclassroom classroom

Elizabeth ElizabethElizabeth Elizabeth Pinard PinardPinard Pinard ( (( (International House, Palermo International House, Palermo International House, Palermo International House, Palermo) )) )

It is widely acknowledged that language learning requires use of the target language outside the classroom as well as inside it. However, learner autonomy is often expected rather than fostered. This talk looks at what can be done in the classroom, to help learners harness the rich resources of language accessible outside, with greater confidence and effectiveness.

e, a

le, s, a

Exchange 6 1725-1755

40 audience

Talk

GI, RES

Sequential drift from teacher dependence to learner autonomy

Sequential drift from teacher dependence to learner autonomy

Sequential drift dependence to

Sequential drift dependence to Shafqat ShafqatShafqat Shafqat Khalil KhalilKhalil Khalil ( (English Language Institute, King Abdulaziz University, English Language Institute, King Abdulaziz University, English Institute, University, English Language Institute, King Abdulaziz University, Jeddah, KSA Jeddah, Jeddah, KSA) )) )

Dependence and autonomy are not categorically distinct. Rather, they exist on a continuum. I will describe how to pattern the learner autonomy in formal language learning by learners’ involvement, reflections and target language use. Autonomy as the construct of capacity with variable degrees nourishes the intrinsic motivation level of the learner.

e, le, a

Gender, ideology and humor in the ESL/EFL classroom

Gender, ideology and the ESL/EFL Thais Regina Thais Santos Borges Santos Borges ( (( (Cultura Inglesa SA Cultura Inglesa SA Cultura Inglesa SA Cultura Inglesa SA) ))

Based on research I carried out, this presentation focuses on how teenage students may or may not perceive underlying gender ideology in sitcom scenes we bring to class and how humor can be used as a means to ease critical thinking into class. It will allow teachers to reflect upon their own choices and expectations, especially about gender bias.

promoting a particular

or product

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

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

Monday 13 April

Session 3.7 : 1725-1830

Exchange 6

1800-1830

40 audience

Talk

TD

Exchange 7 1725-1755

40 audience

Talk

ESP, GI

Exchange 7

1800-1830

30 audience

Talk

ESAP

Where are the women in ELT? are the women in

Russell Mayne (University of Leicester)

Russell Mayne (University of Leicester)

Russell Mayne Russell Mayne & & & Nicola Prentis (Freelance) Nicola Prentis (Freelance)

Women are everywhere in ELT. They outnumber men in classrooms, at conferences and on CELTA/DELTA courses. Nevertheless, many organisations have instituted ‘fair lists’ to ensure women are fairly represented. We will look at the 'big names' in ELT and ask are women among them and, if not, why not and how can women reach the same level as the men?

e, le, p, s, t, a

From monolithic to binomial CLIL: a novel merged learning approach

From monolithic binomial CLIL: novel merged approach

From monolithic binomial CLIL: novel merged approach

From monolithic to binomial CLIL: a novel merged learning approach

Renata Agolli (Freelance) Renata (Freelance) Renata (Freelance)

Renata Agolli (Freelance)

Steering clear of monolithic CLIL and embracing CLIL's binomial character, not solely as to its constituents (content & language), but also as to a new methodological approach (SLA & Content Area Methodology), is this talk's pivotal aim. This holistic approach elicits a more robust and critical perception of CLIL, aiming to help educators perceive, plan, implement and assess a brand-new CLIL.

CLIL: integration is the keyword CLIL: integration is the keyword is the keyword is the keyword

Irina (Siberian University)

Irina Titarenko (Siberian Federal University)

Irina (Siberian University)

Irina Titarenko (Siberian Federal University)

This presentation explores the issues of complexity in planning and implementing a CLIL course for law students, along with other challenges a language teacher faces when working at language and content outcomes at tertiary level. A balanced ‘soft’ integration of law content, legal English language and the pedagogical principles applied is in focus of discussion.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI = Global Issues

LA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS PLEASE NOTICE BOARDS CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

Monday 13 April

Session 3.7 : 1725-1830

Exchange 9

1725-1755

240 audience

Talk

RES, YLT

Exchange 9 1800-1830

240 audience

Talk

EAP

Exchange 10

100 audience

BE BEBE BESIG Day SIG DaySIG Day SIG Day

Exchange 11

1725-1810

150 audience Workshop

TTEd TTEdTTEd

TTEdSIG Day SIG DaySIGDay

INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORA TION

INTERNATIONAL HOUSE JOHN CLASSROOM EXPLORA

SCHOLARSHIP WINNER SCHOLARSHIP WINNER SCHOLARSHIP WINNER SCHOLARSHIP WINNER

Understanding group dynamics in the English classro om Understanding group in the om

Olja Milosevic (International School of Belgrade)

Olja Milosevic (International School of Belgrade)

Olja Milosevic (International School of Belgrade)

Olja Milosevic (International School of Belgrade)

The talk presents findings of a small-scale research carried out in two high school groups to discover ways that can facilitate creating a collaborative atmosphere. Both followed the same syllabus but responded differently to similar activities and used different communication strategies. The aim of the research was to discover what strategies promoted interaction and how a teacher’s contribution impacted atmosphere.

Raising awareness of group formation: some of Raising of group formation: some of the complexities complexities Ann F.V. Ann F.V.AnnF.V. Smith SmithSmith ( (( (University of Nottingham School of Education University of Nottingham School of Education University of Nottingham School of Education University of Nottingham School of Education) ))

Allowing students to self-select their own groups does not necessarily create a good mix of skills and experiences. This presentation will consider group selection, comparing self-selected to teacher-selected mixed groups, and highlighting some of the complexities of each method. Illustrations will be drawn for the classroom from an investigation into an undergraduate business project and an engineering group project.

Business English Special Interest Group Open Forum

Business English Special Interest Group Open Forum

Business Special Interest

Business Special Interest

Come along to the BESIG Open Forum to get to know other BESIG members and exchange ideas in a relaxed atmosphere over refreshments. This is the place to find out what the SIG is about and what we do, as well as put forward your suggestions for face-to-face or online events.

A developmental and non A developmental and non - judgemental way to observe teachers judgemental way to observe teachers judgemental way teachers judgemental way teachers

A developmental and non

A developmental and non

Lewis LewisLewis Lewis Richards RichardsRichards Richards ( (LSI LSI LSI LSI Portsmouth Portsmouth Portsmouth Portsmouth) )) )

This workshop will outline a new model of teacher observation, which focuses on a non-judgemental and developmental way of observing teachers. I will demonstrate how to do this kind of observation, highlight the benefits of a different way of observing, and show interviews with inservice teachers who have tried it.

e e = experienced audience

le lele le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching

tt = tertiary teaching

= adult teaching prodprom = promoting a particular book or product pub pubpub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

a

Monday 13 April

Evening events : 1930-2230

1930-2230 Evening events

Extensive Reading Foundation Reception and Awards C eremony

Extensive Reading Foundation Reception C eremony 1 11 1930 930930 930--2030 in Charter 1 2030 Charter 1 2030

The event is hosted by Catherine Walter, who will present the 2014 Language Learner Literature Awards. Come and meet the award-winning authors over drinks and nibbles, and enjoy a display of all the finalist books. The first 200 attendees will receive a free copy of one of the winning books. Sponsored by the British Council, Cambridge English, Compass Media, ELI Publishing, Helbling Languages, IATEFL, Macmillan Education, National Geographic/Cengage Learning, Oxford University Press and Pearson Education.

Sharing Our Stories Sharing Our Stories

2000 at the Brit 2000 at the Brit 2000 at the Britons Protection Pub, 50 Great Bridgewater Street ons Protection 50 Bridgewater ons Bridgewater Come and tell a story or just listen!

An evening event of storytelling hosted by storytellers David Heathfield and Andrew Wright. People from around the world attending the IATEFL Conference and from the Manchester story club, ‘Word of Mouth’, tell stories from their cultures and traditions and from their own lives and experiences. David and Andrew offer a framework and encouragement for this to happen and contribute a few stories themselves. This is a wonderful opportunity for visitors to Manchester to meet local people and to hear their stories and for local Manchester people to hear stories from around the world.

International Quiz ( International Quiz ( (sponsoredbyETS sponsoredbyETS sponsoredbyETS TOEFL TOEFLTOEFL TOEFL) )) ) logo logo

2030 20302030 2030--2230 in Charter 2 2230 in Charter 2 2230 Charter 2 2230 Charter 2--3 33 3

Back for yet another year: bigger, better and this year very, very different. A multimedia extravaganza under the new management of Victoria Boobyer & Gavin Dudeney... it's the IATEFL International Quiz. You'll need a global team with diverse interests and knowledge, a sense of humour and a desire to meet new people, have some fun, network and work together to score more points than any other team. Music, fun... a drink or two and the chance to be crowned quiz champions of Manchester 2015.

Tuesday 14 April

0800-1300: Registration Desk Open 0815-0845: How To ... Sessions

0830-1215: ELT Resources Exhibition Open

0800-1300 Registration desk open

Last chance to print your Last chance print C ertificate of ertificate of A AA A ttendance is at 1100. 1100. 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

Central 3-4 How to write successfully for How to write IATEFL IATEFL Conference Selections Conference ConferenceSelections with Tania Pattison with Tania Pattison 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.

Central 5

Cobden 3

Howtomovefrombeingateachertobecomingatrainer Howtomovefrombeingateachertobecomingatrainer Howtomovefrombeingateachertobecomingatrainer Howtomovefrombeingateachertobecomingatrainer with Silvana Richardson with Silvana Richardson with Silvana Richardson with Silvana Richardson 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.

Howtosubmitaspeakerproposal Howtosubmitaspeakerproposal with Madeleine du Vivier with Madeleine du Vivier with du Vivier with du Vivier

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.

0830-1215 Exhibition open

TUESDAY

Tuesday 14 April

0900-1010: Plenary Session

0900-1010 Plenary Session

Exchange Hall (1600 audience)

Plenary session by Plenary session by Harry Kuchah Harry Kuchah

Harry Kuchah is a Lecturer in TESOL in the Department of Education, The University of Bath. His research interests are in teaching young learners, context-appropriate ELT methodology, teaching large and multi-grade classes, learner autonomy and teacher development. He previously worked for 14 years as an ELT teacher trainer and Pedagogic Inspector for bilingual education at primary and secondary levels in Cameroon. His professional experience also includes school-based literacy support with very young learners in the UK as well as in-service teacher training and material development projects in West, Central and Southern Africa. He has also co-authored coursebooks for English language in nursery and primary schools in French-speaking Africa. Harry is a member of the Hornby Alumni community, having benefitted from a Hornby scholarship in 2006 to study for an MA in Teaching English to Young Learners at Warwick University where he later obtained a PhD in ELT and Applied linguistics, in 2013.

ELT in difficult circumstances: Challenges, possibilities and ELT in difficult circumstances: Challenges, possibilities and ELT in difficult circumstances: Challenges, and ELT in difficult circumstances: Challenges, and future directions future directions future directions future directions Michael West first used the expression ‘difficult circumstances’ in 1960 to refer to English language classrooms ‘consisting of over 30 pupils (more usually 40 or even 50), congested on benches… accommodated in an unsuitably shaped room, ill-graded, with a teacher who perhaps does not speak English well or very fluently, working in a hot climate’ (p.1). Since then, the number of pupils learning English around the world has grown exponentially, especially in developing countries where the movement for Education for All has led to increased enrolments at primary level without a concomitant increase in resources. In sub-Saharan Africa, for example, this has exacerbated existing challenges to classroom practice such as over-crowded and multigrade classrooms, lack of textbooks, lack of libraries, poor exposure to the English language usage, lack of financial and material resources and other cultural constraints. Despite these challenges, the dominant discourse on ELT methodology promoted in such contexts is still being largely generated in ideal (North) contexts and sometimes resisted by local practitioners as not sufficiently appropriate for their challenging local realities. Studies examining language teaching policy and practice in developing countries reveal incompatibilities between MoE policies and actual classroom practices of teachers and bring into perspective calls from several ELT professionals and researchers for the development of contextually appropriate forms of ELT pedagogy in underprivileged contexts. In this presentation, I draw from my experiences of teaching very large classes (over 200 teenagers and 100 children) in under-resourced contexts in Cameroon and go on to examine the pragmatic responses of teachers in otherwise difficult circumstances. Then I make a case for an ELT methodology which takes on board both learner and teacher agency and suggest ways in which teaching English in such circumstances may benefit from a bottom-up enhancement approach to teacher development and the dissemination of good practice.

1025-1055 Session 4.1

Central 3-4

140 audience

Talk LT, TTEd

Central 5

80 audience

Talk BE, ESP

Central 6

50 audience

Talk LT, YLT

Central 7

80 audience

Talk

LT, YLT

Tuesday 14 April

Session 4.1 : 1025-1055

Evernote EvernoteEvernote for teacher observation and teacher development for teacher observation and teacher development for observation and for observation and Marisa Marisa Marisa Marisa Constantinides (CELT Athens) Constantinides (CELT Athens) Constantinides (CELT Athens) Constantinides (CELT Athens)

A tutor, colleague or supervisor with a notepad taking field notes during a lesson is a common sight on teacher development courses. In this talk, I want to show how the use of Evernote can make teacher observations more effective and create an impact that can last longer, leading teachers in training to further reflection and development.

CLIL for adults in practice CLIL for in practice

Anne Fox ( Anne (Anne Anne Fox (Anne Fox ApS Anne Fox ApS Anne Fox ApS Anne Fox ApS) ))

Vocational global online courses are often in English only. So how can a course designer best support non-native speaker participants who may only have secondary level education and low confidence in English? I will show the strategies used in a course to raise entrepreneurial awareness, including choice of language used, task and response types, and reframing to increase comprehensible communication.

English & ICT for adolescent girls

English & ICT for adolescent girls

Masuda MasudaMasuda Khatoon ( (( (British Council, Bangladesh British Council, Bangladesh British Council, Bangladesh British Council, Bangladesh) )) )

There is evidence in Bangladesh that women have less access to ICT than men, due to prevailing social norms and barriers of participation, and thus less access to life skills education, including learning English. This presentation will focus on how community-based learning centres for girls, which are safe social spaces for them, are contributing to address the above issue.

How to gamify your English class

How to gamify your English class

How to gamify your How to gamify your Elena ElenaElena Elena Peresada PeresadaPeresada Peresada ( (Studycraft StudycraftStudycraft Studycraft) )) )

Teaching millenial teenagers might have caused you a lot of troubles. How do we motivate computer-oriented students? I believe that the answer is gamification, a new trend in education and business. In my talk I'll explain what elements make computer games so appealing and explain how to introduce them to your English class.

e ee = experienced audience le le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t

= tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

s

TUESDAY

Tuesday 14 April

Session 4.1 : 1025-1055

Central 8

80 audience

Talk

LAM

Charter 1

400 audience

Talk

ESP, TEA

Charter 2-3

500 audience

Talk

RES, TD

Charter 4

190 audience

Talk

TD, TTEd

Mobile learning-- empowering teachers and engaging students empowering teachers and engaging students empowering teachers and engaging students empowering teachers and engaging students

Mobile learning

Mobile learning

Mobile learning

Jane JaneJane Jane Cohen CohenCohen Cohen ( (( (The Open University, Israel The Open University, Israel Open University, Israel The Open University, Israel) )) )

Lack of experience and training, limited access to computers and poor connectivity can result in teacher resistance to integrating learning technologies. In this talk, I will demonstrate how I have trained my team of more than 60, previously 'digitally resistant' teachers, to incorporate mobile phones and a few Web 2.0 tools, to engage their students and maximise learning outcomes.

e, a

Topic knowledge and IELTS success

Topic knowledge and success

Topic knowledge and success

Topic knowledge and IELTS success

Louis LouisLouis Louis Rogers RogersRogers Rogers ( (( (University of Reading University of Reading University of Reading University of Reading) )) )

In the IELTS exam, candidates are often less worried about their grammar and vocabulary than they are about having something to say or write in response to questions. Using examples from Foundation IELTS Masterclass , this talk will look at what teachers can do to build student confidence when discussing real issues and ignite their enthusiasm about the world around them. e, le, t, a prodprom

Virtually unknown: as a tool

Virtually unknown: web conferences as a tool for te acher development

Virtually unknown: as a tool

Virtually unknown: web conferences as a tool for te acher development

Caroline CarolineCaroline Caroline Moore MooreMoore ( (( (Constellata Limited Constellata Limited Constellata Limited Constellata Limited) )) )

Little is known about the effectiveness of web conferences in education and professional development. This presentation analyses the discourse used in IATEFL’s October 2014 2-day Web Conference, and participant evaluation of the event. It will conclude with suggestions for the creation of optimal conditions for successful and engaging educational webinars, and recommend appropriate evaluative tools.

a

Developing teacher

Developing teacher excellence

Andrew AndrewAndrew Nye & Karen Momber Momber ( (( (Cambridge English Cambridge English English Cambridge English) )) )

Providing teachers with an affordable, high quality professional development (CPD) programme is challenging. How should it be structured to work for busy teachers with different needs? What materials are needed and how should they be delivered? This talk describes case studies undertaken by Cambridge English to make teacher development effective and sustainable, and offers ideas and resources for similar initiatives.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

p, s, a

TTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers PLEASE

Cobden 1

20 audience

Talk MaW, RES

Cobden 2

60 audience

Talk TD, TTEd

Cobden 3

185 audience Talk MD

Tuesday 14 April

Session 4.1 : 1025-1055

Critical issues and mainstream textbook content: a disruptive

Critical issues and mainstream textbook content: a

Critical issues and mainstream textbook content:

Critical issues and mainstream textbook content: innovation? innovation? innovation? innovation?

Derek DerekDerek Derek Philip PhilipPhilip ( (( (EF Education First EF Education First Education First EF Education First) )) )

This talk will present a recent research project investigating the inclusion of critical issues, based on critical pedagogy, into a mainstream textbook series called Frontrunner. A discussion of the findings will point a way forward for this potentially disruptive innovation, produced within a context that looks unfavourably towards the development of content of a critical nature.

Quality education at scale: possibilities, problems and PEELI

Quality education at scale: possibilities, problems and PEELI

Quality education at scale: and

Quality education at scale: and Sobia SobiaSobia Sobia Nusrat NusratNusrat Nusrat ( (( (British Council, British Council, British Council, Pakistan PakistanPakistan Pakistan) )) )

The quality of student learning in the classroom has a significant impact on school attendance and retention levels and is essential for the achievement of universal primary education. British Council’s Punjab Education and English Language Initiative (PEELI) focuses on developing the ability of Pakistani government school teachers in Punjab to deliver activity-based, child-centred lessons in an English-medium environment.

Classic exercises and why they Classic and why they work in the 21st Century work Century

Hanna HannaHanna Hanna Kryszewska Kryszewska ( (( (Uniwersytet Gdanski & Pilgrims Language Uniwersytet Gdanski & Pilgrims Language Uniwersytet Gdanski Courses CoursesCourses Courses) )) )

p, s

Teachers look for new activities but often abandon tried and tested ones. Classic activities have much to offer and there's a good reason why they are timeless. This talk shows they not only fit in with an eclectic approach to teaching, but many of them are invaluable when implementing new approaches, like making thinking visible proposed by Project Zero, Harvard. e, le, s, a

e ee = experienced audience le le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

TUESDAY

Tuesday 14 April

Session 4.1 : 1025-1055

Exchange Hall

1025-1140

500 audience

Exchange 1

80 audience

Talk

BE, MD

IATEFL SIGNATURE EVENT SIGNATURE EVENT EVENT EVENT

Exchange 2

40 audience Talk TEA

A question of language with David Crystal

A question of language with David Crystal

A question of language with David Crystal

A question of language with David Crystal

Following the enormous success of IATEFL's first Q&A webinar with David Crystal in 2013, this year IATEFL is proud to offer its very own Signature Event featuring our highly knowledgeable patron. During this session, you decide on the content! David will answer questions on various language issues such as language use and change as well as grammar and lexis. Questions will be collected in advance on IATEFL's various social media sites and at the Meet the Patron events at the IATEFL Stand during the conference. David will also take questions from the floor. Come join this IATEFL Signature Event and get those questions answered!

Mini MiniMini- conference simulation: creating an ‘event’ to devel op business conference simulation: creating an ‘event’ to devel op business creating ‘event’ to op business creating ‘event’ to op business communication skills communication skills communication skills communication skills

Andrew AndrewAndrew Andrew Preshous PreshousPreshous Preshous ( (( (Coventry University Coventry University Coventry University Coventry University) )) )

This presentation will describe how a Business simulation activity based on a trade conference was set up and carried out. The main aim was to give opportunities for international Business students to develop relevant communicative skills and enhance their intercultural communicative competence. Involving collaboration between different university departments, this 'event' provided a contextualised 'real world' scenario with clear task-based outcomes.

e, t, a

Teacher cognition on written feedback: novice and e xperienced

Teacher cognition on written feedback: novice and e xperienced

Teacher cognition on feedback: novice xperienced

Teacher cognition on feedback: novice xperienced teachers teachersteachers teachers

Gul GulGul Karaagac KaraagacKaraagac Karaagac ( (( (Middle East Technical University Northern Cyprus Middle East Technical University Northern Cyprus Middle East University Cyprus Middle East Technical University Northern Cyprus Campus CampusCampus Campus) )) )

This talk presents the findings from a case study which aimed to reveal the impact of experience on experienced and novice teachers’ beliefs, attitudes and practices regarding written feedback. This session invites all those interested in written feedback, teacher cognition and the effect of experience and also school policies on teacher cognition and practices. e, le, a

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN = General

GI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MD = Materials Development

PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & PLEASE CHECK NOTICE BOARDS FOR CHANGES & PLEASE NOTICE BOARDS FOR & PLEASE NOTICE BOARDS FOR & CANCELLATI ONS CANCELLATIONS CANCELLATIONS

Exchange 3

40 audience

Talk

EAP, TEA

Exchange 4

40 audience

Talk RES

Exchange 5

40 audience

Talk

LT

Exchange 6

40 audience

Talk

EAP

Tuesday 14 April

Session 4.1 : 1025-1055

Sustainable assessment? Users' perception of an ESL multi

Sustainable assessment? perception of ESL multi multi multi-- source source source source feedback system feedback system

Boon Sier Jeanette Boon Lim Lim ( (( (Sunway University, Malaysia Sunway University, Malaysia University, Sunway University, Malaysia) )) )

In response to the call for instantiation of sustainable assessment, this case study describes an ESL multi-source feedback system comprising student self-assessment, teacher written feedback, face-to-face feedback sessions and competency profiling. Learners’ and teachers’ perceived usefulness of the feedback given is compared and contrasted. The benefits and challenges of integrating formative and summative assessment for the users are highlighted.

Teaching grammar in context at primary

Teaching grammar in context at primary

Teaching grammar in context at primary

Teaching grammar in context at primary school schoolschool school

Maree MareeMaree Maree Jeurissen JeurissenJeurissen ( (The University of Auckland The University of Auckland The University of The University of Auckland) )) )

Findings from a study, where the researcher collaborated with primary teachers to design and implement functional grammar tasks to support English language learners with writing, are presented. The research investigated the extent to which a ‘focus on form’ (grammatical form) might facilitate language acquisition if provided in conjunction with a focus on meaning (Benati, Laval & Arche, 2014).

Beyond classroom Beyond limits: podcasting for EFL learners' writing limits: podcasting for learners' writing

Yousif Yousif Yousif Yousif Alshumaimeri Alshumaimeri Alshumaimeri Alshumaimeri & & & Ebrahim Bamanger Ebrahim Bamanger ( (( (King Saud University King Saud University King Saud University King Saud University) )) )

Podcasting is feasible everywhere and every time. This presentation will report on a study that casts some light on the effectiveness of podcasting lectures in teaching writing for EFL learners. It displays EFL learners’ attitudes towards the use of podcast instruction in teaching English writing. A group of recommendations will be made on how to better implement this technology.

Towards a critical teaching of English Towards a teaching of English

Rachel RachelRachel Ramsay RamsayRamsay Ramsay ( (( (University of Oldenburg University of Oldenburg University of Oldenburg University of Oldenburg) )) )

Teaching English within Cultural Studies offers a particular challenge. How can we motivate students to fine-tune their command of academic English, whilst simultaneously teaching them to critique neo-liberalist language policies which privilege standardised forms of English, such as RP? This talk focuses on an ongoing attempt to develop a critical teaching of English, using Ken Loach’s film AeFondKiss

e = experienced audience le lele le = less-experienced audience

p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

TUESDAY

Tuesday 14 April

Session 4.1 : 1025-1055

Exchange 7

40 audience

Talk

GEN

Exchange 9

240 audience

Talk

TD, YLT

Exchange 10

100 audience

Talk

LT

Exchange 11

150 audience

Talk

EAP, LT

There’s something about Ali, Hyunwoo and Federico..

There’s something Ali, and Federico.... Federico.... Federico.. Varinder VarinderVarinder Varinder Unlu UnluUnlu Unlu ( (( (International House, London International House, London International House, London International House, London) )) )

Why are some students more difficult to teach? How can we know if there is a more serious underlying learning need? What can we do to help them? This talk will give useful advice about how to deal with students with SENs and what teachers can do to help them. By understanding this issue, teachers can be more inclusive. e, le, a

Introducing literacy in an early

Introducing in an early

Introducing literacy in an early

Introducing in an early-- years EFL setting years EFL setting EFL EFL

Stephen StephenStephen Stephen Thompson ThompsonThompson Thompson ( (( (National Geograp National Geograp National National Geographic Learning / Cengage Learning hic Learning / Cengage Learning hic Learning / Cengage Learning hic Learning / Cengage Learning) )) )

& & & & Jane Thompson Jane ( (Freelance FreelanceFreelance Freelance) )) )

This presentation focuses on practical techniques for teaching young learners to begin to read and spell in English. The methodology is based on current UK guidelines for the teaching of synthetic phonics. Teachers will gain insight into the theory, plus ideas for applying it in the classroom. Examples will be drawn from the National Geographic/Cengage Learning publication HideandSeek.

le, p prodprom

Reviewing EdTech

Reviewing EdTech products Reviewing EdTech products

Reviewing EdTech

Jo JoJo Jo Sayers SayersSayers Sayers ( (( (ELTJam ELTJamELTJam ELTJam) )) )

With so many EdTech products out there, how do we decide which ones work and which are just hype? By looking at not just pedagogy, but user experience and instructional design, we become better able to make informed choices about which EdTech tools are worth using. This talk will look at criteria we can use to judge the products available.

What's on your mind? Social networking for EAP students

What's on your mind? networking for EAP students

What's on your mind? networking for EAP students

What's on your mind? Social networking for EAP students

Tim TimTim Leigh ( (( (University of Bolton University of Bolton University of Bolton University of Bolton) )) )

Moving to a new country for higher education poses not only language challenges but also lifestyle changes. This talk focuses on the findings of a study which integrated the social networking site ‘Edmodo’ into a British university Pre-Sessional EAP language programme to identify whether such a platform could help students integrate into living and studying in a new country.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK

PLEASE CHECK

1110-1140 Session 4.2

Central 3-4

140 audience

Talk

TD, TTEd

Central 5

80 audience

Talk

YLT

Central 6

50 audience

Talk

LA, RES

Tuesday 14 April

Session 4.2 : 1110-1140

Practical, scalable training for compulsory educati on teachers

Practical, scalable training for compulsory educati on teachers

Practical, scalable training for compulsory educati on teachers

Practical, scalable training for compulsory educati on teachers –addressing the challenge addressing the challenge addressing the challenge addressing the challenge

Liz LizLiz Liz Robinson Robinson & & & & Tim Banks Tim BanksTim Banks Banks ( (( (Cambridge English Cambridge English English Cambridge English) ))

The session addresses issues of capacity-building in the compulsory education sector and offers possible solutions. We explore what the essential elements of effective teaching qualifications are and the competencies teachers need at different stages of their careers. We then discuss the challenge of reflecting these in scalable, accessible, practical and flexible qualifications for primary and secondary school teachers.

Phonics for parents as partners in learning

Phonics parents as partners in learning

Chloe ChloeChloe Chloe Goudvis ( (( (British Council Hong Kong British Council Hong Kong British Council Hong Kong British Council Hong Kong) )) )

Parents are key partners in supporting children's learning and development. However, their support can be limited by unfamiliarity with the learning materials. This session discusses how a phonics course for parents, developed at British Council Hong Kong, not only provides educational skills and tips to support children's learning, but also strengthens the educator-parent relationship, and in turn the parent-child relationship.

Learner autonomy in action: where do we go from here?

Learner autonomy in action: where do we go from here?

Learner autonomy in action: where do we go from here?

Learner autonomy in action: where do we go from here?

Gamze GamzeGamze Gamze Sayram SayramSayram ( (( (Macquarie Macquarie Macquarie Macquarie University UniversityUniversity University) )) )

I report on a mixed-method participatory action research study that focused on enhancing learner autonomy in academic writing at a university. The study comprised two action research cycles that took place in 2013 and 2014. A comparative analysis of the outcomes created a discussion platform for initiating curriculum change and professional development opportunities for the future.

e ee = experienced audience le le = less-experienced audience

= secondary teaching

= tertiary teaching

= adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Please note that some presenters have requested a m ax note that some presenters have requested a m ax ax

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

TUESDAY

Tuesday 14 April

Session 4.2 : 1110-1140

Central 7

80 audience

Talk

TTEd

Central 8

80 audience

Talk

EAP, ESP

The natural CELTA The natural CELTA The natural CELTA The natural CELTA-- a farewell to language? a farewell to language?

Joanna JoannaJoanna Joanna Stansfield StansfieldStansfield Stansfield & & & & Emma Emma Emma Emma Meade MeadeMeade Meade--Flynn FlynnFlynn ( (( (International House London International House London International House London International House London) )) )

Should language analysis take centre stage on a CELTA course? If you removed explicit instruction on language systems from input sessions, and instead focussed on developing practical teaching skills, could trainees still 'acquire' language awareness? This talk aims to explore these questions. We will evaluate teaching practice outcomes of this, drawing on trainer, trainee and student reflection and observations. e, a

Real Real Real Real world tasks to engage and motivate world tasks to engage and motivate world tasks and motivate world tasks and motivate

Louise LouiseLouise Louise Pullen PullenPullen Pullen & & & & Dan Jones Dan JonesDan Jones Dan Jones ( (( (University of Leicester University of Leicester University University Leicester) )) )

This talk shares our experience of how real world tasks can be used in an EAP context. These tasks allow students to develop confidence, language and skills in their specific academic area. We will describe how to set up a poster presentation event in a university context and demonstrate how this can respond to students’ specific academic needs.

a

Charter 1

400 audience

Talk

EAP, TEA

Charter 2-3

500 audience

Talk BE, LT

Preparing for PTE Academic and

Preparing for PTE Academic and Preparing PTE Academic Preparing PTE Academic IELTS; comparisons and resources IELTS; comparisons and resources IELTS; resources IELTS; resources

Jo JoJo Jo Tomlinson TomlinsonTomlinson Tomlinson ( (( (Target English Target English English Target English) )) )

High-stakes tests like IELTS and PTE Academic open doors in best world universities and offer endless opportunities for those who score high. But what do you need to know to help your students succeed? In this session, the presenter, a teacher and an academic consultant, will give practical tips on PTE Academic and IELTS preparation.

Biz15Byte Biz15ByteBiz15Byte Biz15Byte--sizedBusinessEnglish sizedBusinessEnglish sizedBusinessEnglish

Mike MikeMike Mike Hogan HoganHogan Hogan ( (( (York York York Associates Associates Associates) )) )

Young Digital Planet, with York Associates and Barry Tomalin, thought leaders in Business English and intercultural communication, has developed Biz15, a multi-level set of e-learning Business English courses based on 15-minute learning chunks. The presentation showcases key features of Biz15, including language, communication and cultural tracks, authentic input and animated videos.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, s, t, a pub

e, le, t, a prodprom

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS CANCELLATI

Charter 4

190 audience

Talk

LT, MaW

Cobden 2

60 audience

Talk

GI

Cobden 3

185 audience

Exchange Hall

1025-1140

Tuesday 14 April

Session 4.2 : 1110-1140

Course key lessons in online course development online course development

Course (be)ware: key lessons in

Course key lessons in

Course (be)ware: key lessons in

Paul Ltd) Paul Ltd)

Paul Sweeney (Eduworlds Knowledge Ltd)

Paul Sweeney (Eduworlds Knowledge Ltd)

I present a summary of lessons learned from the development of a wide range of online courses for teachers and learners in ELT. An experienced developer of 'e-learning', I will identify key lessons for the successful development of online courses. This is based on my own experiences and those of a survey of seasoned practitioners in the field of online course development. e, p, s, t, a

Exploiting print and Exploiting print and Exploiting print and Exploiting print and digital newspapers for intercultural sensitivity digital newspapers for intercultural sensitivity digital newspapers for digital newspapers for development development development development

Gloria R L Sampaio (Catholic University of Sao Paulo)

Gloria R Sampaio University of Sao Paulo)

Drawing on the Developmental Model of Intercultural Sensitivity (Katan, 2002), this presentation will look into different ways of exploiting English language print and online newspapers (applicable to other similar journalistic sources) to sensitise learners to the role of culture in constructing, perceiving and translating 'reality', lead them to revisit their self-image, and foster positive attitudes of tolerance, respect and pluralism.

Question & answer session relating to Harry Kuchah’ s plenary session

Question & answer session relating to Harry Kuchah’ s

Question & answer session relating to Harry Kuchah’ s

Question & answer session relating to Harry Kuchah’ s plenary session

If you attended Harry’s plenary session this morning on ELT in difficult circumstances: Challenges, possibilities and future directions , you are welcome to attend this related session. This will allow participants to ask questions or address issues that have been raised by Harry’s plenary talk.

IATEFL SIGNATURE EVENT IATEFL SIGNATURE EVENT IATEFL EVENT IATEFL EVENT

See page 234 for details.

e = experienced audience le lele le = less-experienced audience

p = primary teaching s ss s = secondary teaching t = tertiary teaching

a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

TUESDAY

Tuesday 14 April

Session 4.2 : 1110-1140

Exchange 1

80 audience

Talk

MD, YLT

Exchange 2

40 audience

Workshop PRON, TTEd

Exchange 3

40 audience

Talk EAP, TEA

Exchange 4

40 audience

Talk YLT

LearnEnglish Schools LearnEnglish Schools

LearnEnglish Schools

LearnEnglish Schools: ICT solutions for contexts with limited internet : ICT solutions for contexts with limited internet : ICT for contexts with limited internet : ICT for contexts with limited internet

access accessaccess access

Deepali DeepaliDeepali Deepali Dharmaraj Dharmaraj ( (( (British Council India British Council India British India) ))

This talk covers the conception and development of an offline digital resource for learners: LearnEnglish for Schools . I will demonstrate the content and share lessons learnt while using it in a wide variety of contexts. I will give practical suggestions for developing similar material, outlining how digital content can be created and exploited in both high and low-resource areas. e, le, p, s prodprom

Pronunciation teaching can Pronunciation teaching can Pronunciation can Pronunciation can – and should and should and should and should –– be fun! be fun!be fun! be fun!

Catarina Pontes ( Catarina Pontes ( Catarina Pontes ( Catarina Pontes (Associacao Cultura Associacao Cultura Associacao Cultura Associacao Cultura Inglesa Sao Paulo Inglesa Sao Paulo Inglesa Sao Paulo) )) )

In this workshop, practical and fun ideas on how to work with pronunciation will be shared. Participants will be invited to try out the activities suggested and to share their own. This exchange aims at broadening their pronunciation teaching repertoire, and participants should leave the session with a bag of ideas that can be easily resorted to in their lessons.

a

How spiky can a spiky profile be?

How spiky can profile be?

Karen KarenKaren Karen Smith SmithSmith Smith ( (( (University of Central Lancashire University of Central Lancashire University of Central Lancashire University of Central Lancashire) )) )

ESL professionals often assess language competence within the paradigm of the four skills. We use the term 'spiky profile' when a learner performs erratically in one of these skill areas. Using test data from UCLan’s SoLLIS Examinations and international cohort, the shapes of spiky profiles will be investigated, focussing on the productive skills of speaking and writing.

BE

Difficulties with team teaching in Hong Kong kindergartens

Difficulties with team teaching in Hong Kong kindergartens

Difficulties team teaching Hong Kong kindergartens

Difficulties team teaching Hong Kong kindergartens

Mei Lee Mei LeeMeiLee Ng NgNg Ng

This presentation analyses the features of three native English-speaking teachers (NESTs) teaching in a Hong Kong kindergarten in order to explore the feasibility of team-teaching between NESTs and LETs (non-Englishspeaking local teachers). The results show that the enabling features at pedagogical, logistical and interpersonal levels were absent. This highlights the challenges of effectively deploying NESTs in an EFL kindergarten.

AL ALAL AL = Applied Linguistics

BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes GEN GENGEN GEN = General GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LTLT LT = Learning Technologies

MaWMaW MaW = Materials Writing

MDMD MD = Materials Development PRON PRONPRON PRON = Pronunciation

RES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

Exchange 5

40 audience

Talk

AL, MD

Exchange 6

40 audience

Talk

LMCS, YLT

Exchange 7

40 audience

Talk

RES, YLT

Tuesday 14 April

Session 4.2 : 1110-1140

Exchange 9

240 audience

Talk

LT

Emails for teaching pragmatics in the ESL classroom Emails teaching pragmatics in

Afrah Ali (Bahrain Teachers College, University of Bahrain)

Afrah Ali (Bahrain Teachers College, University of Bahrain)

Afrah Ali (Bahrain Teachers College, University of Bahrain)

Afrah Ali (Bahrain Teachers College, University of Bahrain)

Research has shown that ESL students with advanced linguistic skills may still lack the pragmatic knowledge needed for successful real-world communications. This talk will present strategies for teaching collegelevel students about pragmatic competence and politeness by focusing on a real-life task: email writing. Participants will learn how email messages can be a valuable resource for raising students’ pragmatic awareness. le, t, a

Motivating ESL learners using folktales

Motivating ESL learners using folktales

Motivating ESL learners using folktales

Motivating ESL learners using folktales

Rout Anirudha for ELT, ndia)

Rout Anirudha (District Centre for ELT, Baripada, I ndia)

I will present on a piece of practical research intended to find a way to motivate a group of secondary level students, who found English challenging, by using the folktales of their community. After 30 hours of intervention using folktales, they showed improved motivation and performance, as seen through tests and classroom behaviour.

Drawings exploring language learners’ beliefs

Drawings are talking: exploring language learners’ beliefs through

visual narratives visual narratives visual narratives visual narratives

Julide Inozu (Cukurova University)

Julide Inozu (Cukurova

This presentation reports a study suggesting an alternative use of drawings in the language classrooms. The study uses young children’s drawings about learning English as an innovative way of investigating their perceptions of what it means to learn a foreign language. The interpretations of the images will be presented with examples of settings and teaching practices reflecting students’ learning experiences.

BYOD BYOD –– a real account of implementation a real account of implementation a real of implementation a real of implementation

Leticia Camila Bissoto Queiroz de Moraes (Cultura I nglesa Sao Paulo) Leticia Camila Bissoto Queiroz de Moraes (Cultura I nglesa Sao Paulo) nglesa Sao Paulo) nglesa Sao Paulo)

Wearable technology, flipped classroom, cloud computing, apps, BYOD, social networks... new technologies, devices and digital strategies have been sprawling everywhere. But how do you select the ones in which it is worth investing? This talk describes the implementation of a BYOD policy in a language centre, why it was chosen, how it was done and its initial results.

e = experienced audience le lele le = less-experienced audience p pp = primary teaching s ss s = secondary teaching t tt = tertiary teaching a

e, le

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

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

TUESDAY

Tuesday 14 April

Session 4.2 : 1110-1140

Session 4.3 : 1215-1300

Exchange 10 100 audience

Talk AL, YLT

Exchange 11 150 audience Workshop MD

Is younger always better? The age debate in young l earners Is younger always better? The age debate in earners earners earners

Victoria VictoriaVictoria Victoria Murphy MurphyMurphy Murphy ( (( (University of Oxford University of Oxford Oxford University Oxford) )) )

The age of a learner is often considered a critical variable in determining L2 success. However, as discussed in the new book from OUP, Second LanguageLearningintheEarlySchoolYears , age is but one (and possibly least important) factor in shaping L2 learning. These factors, and their respective contribution to L2 learning in young learners, will be discussed.

e, le, p prodprom

Whole class creativity in the L2 classroom

Whole class creativity in the L2 classroom class creativity in the L2 classroom class creativity in the L2 classroom

Brian BrianBrian Tomlinson TomlinsonTomlinson Tomlinson ( (( (Retired RetiredRetired Retired) ))

In this interactive workshop, I will provide and discuss justifications from learning theory and second language acquisition theory for fostering creativity in the L2 classroom and, in particular, for stimulating whole class creativity. I will demonstrate with the audience ways of stimulating whole class creativity and will invite evaluation and discussion of these activities.

1140-1215 Coffee break (sponsored by ETS TOEFL)

Exhibition hall

le, p, s, t, a

LOGO

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

1215 The exhibition closes

1215-1300 Session 4.3

Central 3-4

140 audience

Workshop

EAP, TD

Classroom ‘pushing’ for meaning and learning

Classroom ‘pushing’ for meaning and learning meaning and meaning and Chris Heady (INTO Newcastle University) Chris Heady (INTO Newcastle University) Heady (INTO Newcastle University) Heady (INTO Newcastle University)

This workshop explores techniques and strategies to achieve more from classroom learning contexts. We'll cover how to manage student contributions in post-task stages and how to push student language to maximise learning. Although evidence- and research-based, the session will be mostly practical and will look at EFL and EAP contexts alike.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

le, a

MD MDMD MD = Materials Development

PRO PROPRO PRON NN N = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

Central 5

80 audience

Workshop

EAP, TEA

Central 6

50 audience Workshop AL

Central 7

80 audience

Workshop

TTEd, TEA

Central 8

80 audience

Workshop

LMCS, MD

Tuesday 14 April

Session 4.3 : 1215-1300

IELTS heading/section matching IELTS heading/section matching-- an effective and time an effective and time effective and time effective and time-- efficient efficient efficient efficient technique techniquetechnique technique

Deborah Hobbs (EC Bristol)

Deborah Hobbs (EC Bristol) Deborah (EC Bristol) Deborah (EC Bristol)

Regardless of the teacher’s instructions, students continually apply ineffective techniques to this common reading question type, both in terms of time spent and results achieved. In an attempt to address these issues, this participative workshop will provide teachers with a simple, yet effective, lesson idea which introduces students to a strategy that can be successfully applied in the exam. e, le, a

Teaching for knowledge vs. teaching for use

Teaching for knowledge vs. teaching for use

Teaching for vs. for use

Teaching for vs. for use

Neil Armstrong Neil Armstrong Neil Armstrong Neil Armstrong & & & William Ford (A Plus Centres) Centres)

Many teachers find a discrepancy between the language structures learners show awareness of and the range of language their learners actually use. In this workshop, we'll discuss the implications of developmental readiness, encouraging distinguishing between teaching for knowledge and teaching for use with syntax. We will give our own practical suggestions for helping to successfully foster these two different expectations.

Improving your classroom test through simple statis tics

Improving your classroom test through statis tics

Louise Lauppe (telc Louise Lauppe (telc Louise Lauppe (telc Louise Lauppe (telc –– language tests) language tests) language tests) language tests)

How do you write good items? How do you check if your items worked? In this workshop you will learn about what makes a good multiple-choice item and how to employ simple statistics to evaluate the items of your classroom test. We will look at sample items, perform simple statistics and learn what they tell us about how items function.

How poetry can aid students' comprehension

How poetry can aid students' comprehension

Rosemary Rosemary Rosemary Rosemary Westwell WestwellWestwell Westwell ( (( (Ely ElyEly Ely) )) )

A major problem students have with comprehending written English is the lack of understanding of non-literal language. This practical workshop, based on the book ACloseLook atUnseen Poetry , explores the nature of poetry and common ways in which specific poetic devices can add meaning and how an understanding of this can improve students’ reading appreciation and comprehension.

e = experienced audience le lele le = less-experienced audience

p pp = primary teaching s ss s = secondary teaching

e, le, t, a prodprom

t = tertiary teaching a aa a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

TUESDAY

Tuesday 14 April

Session 4.3 : 1215-1300

Charter 1

400 audience

Workshop

MD

Charter 2-3

500 audience

Workshop

LT

Charter 4

190 audience

Workshop

MD

Cobden 1

35 audience Workshop YLT

Learning listening: the challenge of unscripted lan guage

Learning listening: the challenge unscripted lan

Anne AnneAnne Anne McDonald McDonaldMcDonald McDonald ( (( (Freelance FreelanceFreelance Freelance) )) )

For learners schooled on a diet of scripted ELT listening material, authentic unscripted audio presents a daunting challenge. In this workshop, we’ll consider what the difficulties are and how we can help B1+/B2 level learners to overcome them. Suggestions will be illustrated with activities from AuthenticListeningResourcePack(Delta, 2015).

le, a prodprom

Videocameras in the hands of learners

Videocameras in the hands of learners

Videocameras in hands of learners

Videocameras in hands of learners

Jamie JamieJamie Keddie Keddie ( (( (Freelance FreelanceFreelance Freelance) )) )

Video-recording devices can give extra depth and meaning to the activities, tasks and projects that students get involved with. In this workshop, I will show some good examples of videos created by students, both in and out of the classroom. We will discuss technical, practical and pedagogical issues along the way.

e, le, p, s, t, a

Creative grammar

Creative grammar

Creative Creative

Charles Robert Charles Robert Charles Robert Charles Robert Hadfield HadfieldHadfield Hadfield ( (( (University of Exeter, School of Education University of Exeter, School of Education University of Exeter, School of Education University of Exeter, School of Education) )) )

This practical workshop is based on four fundamental tensions between ‘grammar’ and ‘creativity’, using eight examples of commonly taught grammar points at different levels (beginner to advanced). A series of enjoyable whole class, small group, and individual activities shows how the underlying ‘contradiction’ between ‘grammar' and ‘creativity’ can be resolved in a positive way.

Help yourself! Exploring self Help yourself! Exploring self Help Exploring self Help Exploring self- motivating strategies with teenagers motivating strategies with teenagers strategies with strategies with Edmund EdmundEdmund Edmund Dudley DudleyDudley Dudley ( (( (Freelance FreelanceFreelance Freelance, ,, , Hungary HungaryHungary Hungary) )) )

When students have low levels of self-directed motivation, teachers tend to assume the mantle of would-be motivators. Such an approach can yield positive short-term results, but it does not help teenagers develop essential self-motivating strategies. Building students’ awareness of these strategies can help them take control of their own learning and provide the basis for engaging language-learning activities.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN GEN = General

GI GIGI GI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAMLAM LAM = Leadership & Management

LMCS LMCSLMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

a

s

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS

PLEASE CHECK NOTICE BOARDS CANCELLATI PLEASE CHECK NOTICE BOARDS CANCELLATI

Cobden 2

60 audience

Workshop

TD

Tuesday 14 April

Session 4.3 : 1215-1300

Why isn't your group work achieving the desired results? Why your group work achieving the desired

Adam AdamAdam Adam Simpson Simpson ( (( (Sabanci University, School of Languages Sabanci University, School of Languages University, of Languages Sabanci University, of Languages) )) )

When we do group work in class, it isn’t always successful. Is this due to the task, the students, or is it perhaps connected to ineffective group formation? This presentation will examine the historical background of group work in ELT, the literature behind group formation and group tasks and compare this with the findings of classroom-based action research.

e, le, t, a pub

Cobden 3

185 audience

Workshop

YLT

Exchange 1

80 audience

Workshop

TD

Exchange 2 40 audience Workshop GEN

Engaging, fun learning: helping students gain gramm ar and EFL skills

Engaging, fun helping gain gramm ar and EFL skills

Carol CarolCarol Carol Higho HighoHigho Higho ( (( (Macmillan Education Macmillan Education Macmillan Education Macmillan Education) )) )

This workshop will look at the use of puppets, magazines and comics from TigerTime to engage young learners. It will highlight ideas for developing critical thinking, as well as introducing CLIL and culture as part of an EFL lesson. The materials will include activities taken from print and digital components along with practical classroom management ideas.

Structured spontaneity. Unleashing participants’ spontaneity and Structured spontaneity. Unleashing participants’ spontaneity and Structured Unleashing spontaneity and Structured Unleashing spontaneity and creativity for role playing creativity for role playing

Robert RobertRobert Robert Zammit ZammitZammit Zammit ( (Germany GermanyGermany Germany) ))

"I'm not creative", "I hate role-plays", "I'm not spontaneous"; a common reaction to the roleplaying activities offered in many a classroom. Using techniques and methods from PDL (psychodramaturgy for language acquisition), we'll see how easy and fun it can be to set up role plays that feel authentic, using nothing but the resources every teacher has - the participants.

e, le, p prodprom

e, le, a

Dyslexia and other SpLDs: simple strategies for maximum inclusion

Dyslexia and strategies for maximum inclusion

Anne Margaret Anne Smith Smith ( (( (ELT ELTELT well well) )) )

This workshop will allow participants to experience something of what it may be like to learn another language for students who have a specific learning difference (SpLD), such as dyslexia or AD(H)D. Classroom management strategies and teaching techniques will be explored that are easy to implement yet have a big impact on learning for all members of the class.

e ee = experienced audience le le = less-experienced audience

adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

TUESDAY

Tuesday 14 April

Session 4.3 : 1215-1300

Exchange 3

40 audience

Workshop

PRON

Exchange 4

40 audience

Workshop LA, LT

Exchange 5

40 audience

Workshop

TD

Exchange 6

40 audience Workshop

TD, TTEd

Pronunciation: what to do before you do sounds

Pronunciation: what to do before you do sounds

Pronunciation: what to before you sounds

Pronunciation: what to before you sounds Piers Messum (Freelance) Piers Messum (Freelance)

Just as a gardener prepares the ground before planting seeds, it pays to prepare our students’ mouths before teaching sounds. English speakers have distinctive ways of controlling their breath, holding the tongue, etc. With these basic actions and settings, students move out of L1 and even ‘difficult’ sounds then come naturally. We will explore the exercises needed for this.

e, p, s, t, a

Teaching with technology in a classroom without any

Teaching with technology in a classroom without any with technology in classroom without any with technology in classroom without any Kathryn Smelser (Volkshochschule Peine, Kathryn Smelser (Volkshochschule Peine, Germany) Germany)Germany) Germany)

Are there ways educators can still use technology to enrich their lessons where none is available? This workshop will share possibilities of integrating technology into adult classes through a variety of communicative activities, using electronic resources available outside the classroom. Participants will perform some of the tasks and collaborate on creating further activities.

a

Overcoming challenges for continuous professional d evelopment in

Overcoming challenges for continuous professional d evelopment in for continuous d evelopment in challenges for continuous d evelopment in teacher teacher education educationeducation education

Marcela Cintra (Associacao Cultura Inglesa, Sao Pau lo)

Marcela Cintra (Associacao Cultura Inglesa, Sao Pau lo)

Marcela Cintra (Associacao Cultura Inglesa, lo)

Marcela Cintra (Associacao Cultura Inglesa, lo)

Teacher educators have often faced challenges in promoting autonomy for teachers’ continuous professional development in ELT to guarantee quality education. During this presentation, I will discuss issues regarding accountability, the impact of feedback and the roles of reflection and collaboration in leading teachers to success in pre-service and in-service initiatives. e, a

Through the eyes of Through the eyes of the teachers: seeing beyond the surface the teachers: seeing beyond the surface teachers: seeing beyond surface teachers: seeing beyond surface

Meltem Akbulut Yildirmis & Mehtap Ince (Istanbul Se hir University) Meltem Akbulut Yildirmis & Mehtap Ince (Istanbul Se hir University) Yildirmis & Mehtap Ince (Istanbul Se hir Yildirmis & Mehtap Ince (Istanbul Se hir

This workshop aims to uncover teachers’ constructions of their observed lessons in the face of major efforts to enhance institutional standards and teacher accountability. Working together and using the results of our qualitative study, we will discuss the interplay between developmental and evaluative observations, and explore if teacher effectiveness is counted as a ‘fit for purpose’ or a ‘personal boost’.

AL ALAL AL = Applied Linguistics

BE BEBE BE = Business English

EAP EAPEAP EAP = English for Academic Purposes

ESAP ESAPESAP ESAP = English for Specific Academic Purposes

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

ESP ESPESP ESP = English for Specific Purposes

GEN GENGEN = General

GI GIGI = Global Issues

LA LALA LA = Learner Autonomy

LAM LAM = Leadership & Management

LMCS LMCS = Literature, Media & Cultural Studies

LT LTLT LT = Learning Technologies

MaW MaWMaW MaW = Materials Writing

e, le, a

MD MDMD MD = Materials Development

PRON PRONPRON PRON = Pronunciation

RES RESRES RES = Research

TD TDTD TD = Teacher Development

TEA TEATEA TEA = Testing, Evaluation & Assessment

TTEd TTEdTTEd TTEd = Teacher Training & Education

YLT YLTYLT YLT = Young Learners & Teenagers

PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATI ONS PLEASE NOTICE BOARDS & CANCELLATI ONS CHANGES

Exchange 7

40 audience

Workshop GEN

Exchange 9

240 audience Workshop MD

Exchange 10 100 audience

Workshop LT, YLT

Exchange 11 150 audience Workshop YLT

Tuesday 14 April

Session 4.3 : 1215-1300

Examining Examining differentiation of instruction in ELT differentiation of instruction in Thomas Ewens (ETI) & Wieslawa Karczmarczuk (Dixons Allerton

Thomas Ewens (ETI) & Wieslawa Karczmarczuk (Dixons Allerton Thomas (ETI) & Wieslawa Karczmarczuk (Dixons Thomas (ETI) & Wieslawa Karczmarczuk (Dixons Academy) Academy)Academy) Academy)

In this practical workshop, we will guide participants through a series of classroom tasks and invite them to reflect on ideas of differentiation of instruction. We will introduce ideas from our two different contexts; a class containing ESL students at a state secondary school in the UK, and an EAP class in Kazakhstan.

Taking flight from the OK plateau

Taking flight from the OK plateau

Taking flight from Taking flight from

Nick Bilbrough (Horizon Language Training, Totnes, UK)

Nick Bilbrough (Horizon Language Training, Totnes, UK)

Nick Bilbrough Language Training, Totnes, Nick Bilbrough Language Training, Totnes,

At certain points in our learning we turn on the automatic pilot and make do with what we have – what Foer (2012) has termed an ‘OK plateau’. But successful learners often delay this automaticity stage by consciously struggling with challenging material. Let’s explore three motivating ways in which this struggle can set learners on a flight path to fluency.

Taking the multimedia appsmashing Taking multimedia iPad challenge! iPad challenge!

Joe Dale (Freelance) Joe Dale (Freelance) Joe Dale (Freelance) Joe Dale (Freelance)

Appsmashing is "the process of using multiple apps in conjunction with one another to complete a final task or project" according to Greg Kulowiec who coined the term. This workshop will show how appsmashing can enhance language learning through the productive skills of speaking and writing as well as promoting the 4 C's of Creativity, Collaboration, Critical thinking and Communication.

Learning language through arts: Learning arts: teaching street art in EFL classrooms teaching street art in EFL classrooms

Henriette HenrietteHenriette Dausend ( (( (University Chemnitz, Germany University Chemnitz, Germany University Germany University Germany) )) )

Learning a language focuses on being able to communicate in everyday situations. These situations can be created when implementing wellknown elements in teaching. Street art as an element of youth culture might help to foster motivation in language use. In this workshop, participants experience street art itself and learn to implement street art in teaching foreign languages.

e ee = experienced audience le le = less-experienced audience p pp p = primary teaching s ss s = secondary teaching t tt = tertiary teaching a a = adult teaching prodprom prodpromprodprom = promoting a particular book or product pub pubpub pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

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

TUESDAY

Tuesday 14 April

Final plenary & closing : 1315-1430

1300 The IATEFL registration desk closes

1315-1415 Plenary session

Exchange Hall (1600 audience)

A Poetry Reading by Carol Ann Duffy, Poet Laureate A Poetry Reading by Carol Ann Duffy, Poet Laureate A Poetry Reading by Carol Ann Poet Laureate A Poetry Reading by Carol Ann Poet Laureate

A poetry reading by the poet laureate from old and new work. Followed by a book signing.

Carol Ann Duffy lives in Manchester, where she is Professor and Creative Director of the Writing School at Manchester Metropolitan University. She has written for both children and adults, and her poetry has received many awards, including the Signal Prize for Children's Verse, the Whitbread and Forward Prizes, the Costa Prize for poetry, and the Lannan and E. M. Forster Prize in America. In 2005 she won the T. S. Eliot Prize for Rapture. She was appointed Poet Laureate in 2009. In 2011 The Bees won the Costa Poetry Award, and in 2012 she was awarded the PEN Pinter Prize.

1415-1430 Closing address

Exchange Hall The President of IATEFL, will make a closing address.

LOGO LOGOLOGO LOGO

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 NationalGeographicLearning/Cengage

To enter the raffle, you must hand in your badge an d lanyard as you enter

To enter the raffle, you must hand in your badge an d lanyard as you enter

To enter the you must hand your an as enter

To enter the you must hand your an as enter Exchange Exchange Exchange Exchange Hall HallHall Hall for for for Carol Ann Duffy Carol Ann Duffy Carol Ann Carol Ann Duffy’s plenary session. Your badge will not be ’s plenary session. Your badge will not be ’s Your badge ’s Your badge returned to you. No further badges will be accepte d that are not handed in on returned to you. No further badges will be d that are not handed in on d are not handed in on d are not handed in on arrival for the plenary. arrival for the

1430 Book-signing by Carol Ann Duffy

Carol Ann Duffy is very happy to sign copies of books purchased on the day, courtesy of her publisher, Picador.

1430 IATEFL Conference farewell

The conference ends with a complimentary snack on your way out as we say farewell to you. We thank National Geographic Learning/Cengage for their sponsorship to enable us to offer this.

LOGO LOGOLOGO LOGO

We look forward to welcoming you again at our 50 50 th thth Annual International Conference and Exhibition in Birmingham, UK, 13-16 April 2016.

The pages in this section contain –

Pages 249-270Areas 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 272-289-Index of presenters

(Listed alphabetically by family name.)

Pages 290-291-Abbreviations, acronyms & initialisms

Pages 292-293-Who’s who in IATEFL

Pages 295-296-Day planner for your use

(A place for you to note the sessions and events that you don’t want to miss!)

Areas of interest

Listed in order of presentation. For example: Listed in order of presentation. For 1.1 = Session

APPLIED LINGUISTICS APPLIED LINGUISTICS APPLIED LINGUISTICS

APPLIED LINGUISTICS

Appropriate strategies for teaching grammar – a Dave Willis retro-spective

Developing teacher language awareness

Role of inhibition/extroversion in raising cultural awareness at the kindergarten

What motivates an English language teacher to teach?

The ethics of researching English language skills in rural Bangladesh

Aligning the Vocabulary Levels Test with the CEFR

Authenticity in English language classrooms: going beyond the text(book)

Getting 'em out there: cultural exploration and second language learning

Integrating theory and practice in preservice and in-service teacher education

Thai EFL teachers' evaluation of teaching practice: a self-rated investigation

Innovations in ELT in Iran

Walk before you run: reading strategies for Arabic learners

Developing the Survey of ELT Research in India

Language-supportive education in English medium-of-instruction contexts

Some (further) doubts about CLIL learning outcome research

Students' strategic skills and their relation to test validity

Effects of task type and pre-task planning on L2 performance

Teaching literacy through what students read

Monological and dialogical approaches in learning English at secondary level

Getting to grips with anxiety: from understanding to classroom practice

Conversational routines: right words at the right time and place

How to assess students' grammar: introducing a new practical method

How to optimize language learning through effective noticing strategies

Bringing corpus research into the language classroom

Listening activities: teachers and students think the same in Sarajevo?

Emails for teaching pragmatics in the ESL classroom

Is younger always better? The age debate in young learners

Teaching for knowledge vs. teaching for use

BUSINESS ENGLISH BUSINESS ENGLISH

Your class is your resource: making use of learner styles

Communicating communicative competence

Teaching language or teaching culture?

Market smarter to sell higher as a freelance trainer

What not to do. What not to say

An impact study of BEC Vantage on testtakers in China

The pragmatics of successful business communication

Evaluation for returns - a four-level approach

Areas of interest

BUSINESS ENGLISH BUSINESS ENGLISH BUSINESS ENGLISH BUSINESS ENGLISH continued continuedcontinued continued

Business storytelling: helping learners to create memorable stories

A multi-skill approach to designing a business English course

Soft power: adding soft skills training to your teaching toolkit

Are all the roads leading to Rome?

The world is my classroom

Changing the mindset of lower-level learners through online collaborations

English for the workplace: changing needs and changing contexts

English for employability: assessing oral skills through a job interview

BEhereBEthere: an adventure in eLearning

Developing listening competence

Teaching English as a lingua franca (ELF): pros & cons

Spice up your Business English class with Pecha Kucha!

Yesterday... today... tomorrow...

How to make ELT videos

CLIL for adults in practice

Mini-conference simulation: creating an ‘event’ to develop business communication skills

Biz15Byte-sizedBusinessEnglish

ENGLISH FOR ACADEMIC PURPOSES ENGLISH ACADEMIC PURPOSES

Exploring techniques for shifting classroom energy and sustaining student motivation

An overview of ESP research in Brazil: developments and directions

Teaching intercultural communication competence in the ESP tertiary context

ELT in mixed-ability groups in Moscow

'Tsaritsyno' School 548

Analysis of Arab students’ error logs from two essay categories

Formative assessment

Teaching study skills to university students

What is the question? Dealing with IELTS Writing Task 2

Academic writing for students of economics: for and against Reaching the right balance in students' self-driven videoconferences

AcademicReadingCircles: improving learner engagement and text comprehension

How does just chatting become a purposeful conversation?

However, while, thus... how to teach transitions successfully

Planning C1 level translation activities

Learner autonomy in the language classroom: academic writing in action

Swapshop - ideas for teaching IELTS

The difference is academic: developing elementary EAP students’ academic language

The development of L2 reading selfconcept in an academic context

English speakers' club for enhancing English culture

Integrating simulations in a seminarbased approach to EAP writing

Explicit SPRE instruction - an aid to essay writing

Beyond the five-paragraph essay in EAP writing

Managing mindsets: an approach to providing effective feedback

Error correction for speaking: an evidence-based approach

Years of teaching experience and perceiving and handling spoken errors

Assessing hospital communication skills of migrant health professionals in Europe

Promoting learner agency through teaching language learning strategies

Peacebuilding and grammar acquisition in Kurdistan Region, Iraq

The impact of podcasts on learners' listening comprehension

Effective strategies for teaching English words by using etymology

English for academics

Being a student in English-medium engineering programmes: experiences and challenges

Critical thinking skills and their effect on EAP competence

English for employability: assessing oral skills through a job interview

Low level, not low ambition! Teaching EAP to low-level learners

The dictogloss adapted for teaching phrases common in academic writing

How does L1 affect IELTS scores?

What’s online to help?

Advanced reading skills – subskills, tasks and texts

Critical thinking skills in English language teaching

Neurodrama in ELT - planned with the brain in mind

Learning on the job: professional development through materials writing

Developing the vocabulary strand of an EAP program

Worlds without: English language learners' speaking activities outside the classroom

It’s the way that you do it: ESP as process

Raising awareness of group formation: some of the complexities

Sustainable assessment? Users' perception of an ESL multi-source feedback system

Towards a critical teaching of English

What's on your mind? Social networking for EAP students

Areas of interest

Real world tasks to engage and motivate

Preparing for PTE Academic and IELTS; comparisons and resources

How spiky can a spiky profile be?

Classroom ‘pushing’ for meaning and learning

IELTS heading/section matching - an effective and time-efficient technique

ENGLISH FOR SPECIFIC ACADEMIC ENGLISH ACADEMIC

PURPOSES PURPOSES

EAP writing: teaching strategies for effective paraphrasing

Teaching technical English – a challenge

Metadiscoursal features of academic writing in the university business school

Structured tasks for reading authentic journal articles in EAP

English-medium instruction (EMI)

teaching strategies for Korean engineering students

Teaching ESP at an economic university: looking for new techniques

CLIL: integration is the keyword

ENGLISH FOR SPECIFIC PURPOSES

ENGLISH PURPOSES

EAP writing: teaching strategies for effective paraphrasing

Teaching technical English – a challenge

Dictogloss redux: grammar dictation in a digital age

Language proficiency profiles - the demise of global language proficiency

An overview of ESP research in Brazil: developments and directions

Teaching intercultural communication competence in the ESP tertiary context

Knowing ME - a non-profit-making project on Maritime English

Metadiscoursal features of academic writing in the university business school

Areas of interest

ENGLISH FOR SPECIFIC PURPOSES

ENGLISH FOR SPECIFIC PURPOSES

ENGLISH PURPOSES

ENGLISH PURPOSES

cont contcont continued inuedinued inued

Structured tasks for reading authentic journal articles in EAP

Practical advice on creating authentic

Medical English listening materials

Reaching the right balance in students' self-driven videoconferences

Keep CALM and write accessible ESP materials!

Language teachers' target language: ESP of language teaching

Implementing task-based needs analysis in an ESP curriculum

The difference is academic: developing elementary EAP students’ academic language

Activating English for higher education

A reappraisal of translation in ESP: legal English

Soft skills in ESP: lawyer-client interview and the like

Assessing hospital communication skills of migrant health professionals in Europe

Dyslexia in the teaching environment

Using interactive web in teaching LD students

Classroom-based interventions for dyslexia inclusion in language education

Metacognitive strategy instruction for ESL university-level learners' reading strategy

Trying to meet first-year English majors' academic reading needs

Reading strategies and incidental vocabulary acquisition in ESP

Exploratory practice for language learning with engineering students

Teaching ESP at an economic university: looking for new techniques

The learner: a resource to make ESP specific?!

It’s the way that you do it: ESP as process

English skills and technical-vocational education in a developing context

From monolithic to binomial CLIL: a novel merged learning approach

CLIL for adults in practice

Topic knowledge and IELTS success

Real world tasks to engage and motivate

ES(O)L ES(O)LES(O)L

Make or break it! Teaching learners to write delicate emails

Recognising and working with emergent language in the ESOL classroom

Talk English: from CELTA to volunteer ESOL in South Africa

Meeting the needs of English Creolespeaking students

Language input through project-based learning: why and how

The CambridgeEnglishScale– the future of results reporting

GENERAL GENERAL

HOT (high-order thinking) listening tasks for learners

The importance of emotions in language learning

Classroom management – share the responsibility with your students!

Silent way for intermediate and advanced classes

Begin anywhere – an improvisational approach for ELT

Communicative teaching: what do PRC students think?

Revisiting reading

Reason to read: a genre-specific development approach to reading

Practical ways to develop fluency in L2 reading

Teacher cognition and communicative curricula: bridging the gaps

Jazz and the dark matter of teaching

The playful approach: activating children's self-learning language strategies

Fun listening

Visualising English grammar: picturing, gesturing and performing in the classroom

Thinking in English: ways to develop cognitive skills

The same things done differently: rethinking language teacher learning

The use of own-language techniques in multilingual classes

What does "get" mean?

Emotional engagement for adult students

Reading approach in foreign language (English) proficiency attainment

Forever grammar: what every teacher needs to know

Medium and message in PowerPoint

Effective questioning for effective learning

The Digitshire Project

Mystery mini dramas – something for your next class

Uncovering culture

Laughter is the key to being a successful teacher

Engaging 30 students in an inclusive classroom

Online teacher education: building effective and affective learning strategies

ToT impact on students' learning in Egyptian technical colleges

A few histories of English

Developing a lexical syllabus: challenges and opportunities

Memorisation in the EFL classroom

Areas of interest

Towards a functional approach to teaching conditionals

Reading and listening activities: understanding today or understanding tomorrow?

Achieving meaningfulness, developing language skills and building confidence through ethnography

How to harness emotions for success in the classroom

Grammar: deixis - pointing this way and that

Advocating reading to an anti-reading generation

Autonomous reading tasks: their influence on confidence and language skills

Self-regulated reading vs. critical reading: which one boosts reading motivation?

Intercultural experiences of South Asian students in the Germanic cluster

Building intercultural competence and managing international projects

Educating for cultural awareness

Non-nativeness and its critical implications on non-native Englishspeaking teachers

The taboo issue of a (non-native) teacher's knowledge of English

Promoting non-native trainers' credibility

Revitalizing language classes through humor

Strengthening English language teaching with classroom activities

Integrated assessment in foreign language teaching

A visual manifesto for language teaching

Classroom drama activities: research and a pedagogical proposal

Drama festival: from kick-off to final performance

Areas of interest

GENERAL GENERALGENERAL GENERAL continued continuedcontinued continued

Transforming the EFL learning environment through drama activities

Promoting more meaningful learning and critical thinking in class

More than words...

Low-level students' perceptions about the usefulness of online vocabulary learning

Are previously-learned formulaic sequences gone? A longitudinal study

The concept of student engagement and written corrective feedback

Effect of metalinguistic written corrective feedback on linguistic errors

Enhancing students’ writing: feeding forward for self-regulated learning

Textploitation: getting more from a text

Communicative language teaching in the 21st Century

Say anything- using impro to develop language fluency

Extensive reading: benefits and implementation

The teacher as an event maker

ELT in rural India using a themecentred interaction approach

Write more! Making the most of student journals

Book Club Cafe! Improving vocabulary through extensive reading

Extensive reading competition: in quest of enlightened souls

Reading interests and attitude among foundation year Arab EFL learners

Do you love the theatre as we do?

There’s something about Ali, Hyunwoo and Federico....

Dyslexia and other SpLDs: simple strategies for maximum inclusion

Examining differentiation of instruction in ELT

Where’s the language? Spiraling teachable moments throughout a content-based curriculum

Nurturing resourceful students through 3Cs: cultural understanding, creativity and collaboration

Nurturing creative global citizens through collaborative learning

Practical guideline of English class toward global citizenship education

International Youth Forum model - a leadership skill-building workshop

Around the world in 45 minutes: global justice in ELT

Doing diversity in English language programmes for young learners

Global perspectives, local incentives

Something to MULL over: mapping the urban linguistic landscape

Teaching English in an atmosphere of insurgency; the Nigerian example

Migrant workers and mobile phones: an aid to learning?

Integrating human values in EFL instruction

Worldwide English proficiency insight and implications: latest EF EPI rankings

Exploring EFL learners' intercultural competence through international service-learning programs

Can the Common European Framework be adapted for young learners?

English alone is not enough: teaching multilingualism

Critical thinking skills and their effect on EAP competence

Visual teaching and learning practice in Cambodian EFL higher education

Middle East meets West: global English and Emirati cultural identity

Teaching English through international children's songs: a global approach

Investigating young bilingual children: possible reasons for underachievement at school

Gender, ideology and humor in the ESL/EFL classroom

From monolithic to binomial CLIL: a novel merged learning approach

Exploiting print and digital newspapers for intercultural sensitivity development

Areas of interest

Implementing blended learning: an institutional view

English as a bridge between Afghan army cadets and British forces

Managing renovation and change in ELT curriculum and materials development

Mobile learning - empowering teachers and engaging students

LEARNER AUTONOMY LEARNER AUTONOMY AUTONOMY AUTONOMY

LEADERSHIP & MANAGEMENT

LEADERSHIP & MANAGEMENT

Exploring techniques for shifting classroom energy and sustaining student motivation

What not to do. What not to say Rolling enrolment: what do teachers and students think?

The why and the how of management research

Engaging teachers in curriculum development: an appreciative inquiry approach

Creating a successful induction programme for EFL teachers abroad

How to get your team thinking

Apprentisys- managing student payment, attendance, assessment and more

The ChimpParadoxand a stress-free life

The dogme and demand high of ELT management

Using performance indicators to monitor training initiatives

Integrating new teachers into an established staffroom

Are all the roads leading to Rome?

Institutional self-assessment: a leadership tool for quality assurance

Noah's ark: planning for mobile

Embedding quality deep in the school’s culture: passion or threat?

Aspiring to inspire: how to become a great LTO manager

The next generation of autonomous instruction thru VoiceThreads

Fostering learner autonomy onlineFacebook as a social learning space

Social networking: developing intercultural competence and fostering autonomous learning

Collaborative learning and the joint construction of meaning and understanding

Can we do it? Yes, we can

When project-based learning met the person-centered approach

Teacher expectations, learner interpretations: assessing self-directed projects

A new way to teach reading ELT in mixed-ability groups in Moscow 'Tsaritsyno' School 548

Enhancing EFL learners' motivation and autonomy through webskills and activities

EAP learners developing as practitioners of learning

Beyond language skills: inspiring projects in secondary teaching

Teachers wanted! Spot the teacher in the classroom

Becoming one with language: reflections on becoming different

Teaching study skills to university students

Areas of interest

LEARNER AUTONOMY LEARNER AUTONOMY LEARNER AUTONOMY LEARNER AUTONOMY continued continuedcontinued

Diamonds are forever: ensuring language learners achieve lifelong learning aspirations

Getting 'em out there: cultural exploration and second language learning

How can the British Council products lead to learner autonomy?

Enhancing second language acquisition through formal instruction in Englishspeaking environments

Peer teaching activities for pronunciation lessons

Creativity in teacher development: peer-group mentoring and collective writing

Teaching children how to learn

Promoting learner agency through teaching language learning strategies

Changing the mindset of lower-level learners through online collaborations

Using Pinterestto promote genuine communication and enhance personalised learning

Making ourselves expendable: corpora training for learner autonomy

Teaching learning strategies in a flipped instruction model

No classes, such learning; experiences of In-House Distance courses (IHDs)

Exploratory practice for language learning with engineering students

Anxiety in self-study foreign language learning

Pronunciation to go: learning to learn from the dictionary

Yesterday... today... tomorrow...

How to improve speaking proficiency in learners

Fostering autonomy: harnessing the outside world from within the classroom

Sequential drift from teacher dependence to learner autonomy

Learner autonomy in action: where do we go from here?

Teaching with technology in a classroom without any

LEARNING TECHNOLOGIES LEARNING TECHNOLOGIES

Sounds good, looks good: using short video clips in ELT

The next generation of autonomous instruction thru VoiceThreads

Writing and the art of collaboration – an online project

Digital corner

Filmmaking in the classroom

Introducing tablets and leading teachers toward effective use

Creating TBL lessons from online video content

Augmented reality: practical ideas for its use in the classroom

Dictionary evolution: exploiting modern referencing tools to the max

Why bother implementing an ePortfolio system in a language school?

Using iAnnotatefor integrated online academic writing feedback

Enhancing EFL learners' motivation and autonomy through webskills and activities

Through the looking Glass: creating a video-ready classroom

Making virtual technology in teaching intercultural communication personal and real

Chop, knead and slice: getting the multi-function “blend” right

Digital or analogue: making choices about technology in lesson planning

Demonstration of a personalized English reading learning system

Exploring EFL learners’ communication strategies via computer-mediated oral communication

Developing an online master's course: experience, challenges and evaluation

Improving English language learner outcomes using online data

Multimodal texts in language teaching: developing viewing and representing skills

Hacking the classroom with creative augmented reality projects

The challenge: motivation and productive skills through technology

Camelot project: machinima for online language learning and teaching

Who needs ELT newsletters? The Greek issue! Your issue

How can the British Council products lead to learner autonomy?

Help your students to master their vocabulary faster

Technology and learning-oriented assessment: helping teachers and learners

Can remote teaching promote deep learning?

A teacher-centred approach to new technologies and blended learning

EFL teacher education for the 21st Century

Learner autonomy in the language classroom: academic writing in action

Training university students into digital natives – challenge taken!

Student support in online-only courses

Managing teacher digital identity: sharing, oversharing and undersharing

Successfully implementing effective flipped or blended learning: a StudyBundlesapproach

It's MALL and it's powerful

Test-teach-test with technology

From whiteboards to Web 2.0

Areas of interest

Blended learning in higher education; motivating mixed-ability classes

Flipped lessons in and out of the EFL classroom

New Vistas OpenClass opens to university graduates

Exploiting seminar and conference videos for professional development and training

Theory at home, practice in class

Experiences of a webinarian iPads in ELT: how are we using them and why?

Learning English in a mobile age: successful classroom practices

Getting started with blended and online learning

Noah's ark: planning for mobile

The app trap: why are entertaining ELT apps so rare?

Mobile devices for teacher learning

training: lessons and implications

Using the vizualisation method in teaching language skills

Using Pinterestto promote genuine communication and enhance personalised learning

What the MOOC? Managing the massive online course

Using Google sites to support teachers in multiple locations

MOOC mania: implications for English language teaching

Making ourselves expendable: corpora training for learner autonomy

Apps for learning independence and inclusion

Interactive whiteboard in teaching

English for students with special needs

Developing and managing an eBook project from concept to completion

Is self-publishing a realistic option in ELT? Trends, tips, challenges

Areas of interest

LEARNING TECHNOLOGIES

LEARNING TECHNOLOGIES

LEARNING TECHNOLOGIES

LEARNING TECHNOLOGIES continued continuedcontinued continued

Innovation and quality: videoconferencing, team-teaching and digital literacy for YLs

An App(etite) for construction

BEhereBEthere: an adventure in eLearning

No classes, such learning; experiences of In-House Distance courses (IHDs)

Digital twitteracy: 10 teaching solutions

Passive users or critical thinkers?

Developing critical thinking with technology

Ways to exploit authentic videos in EFL classes

Principles for meaningful technology integration

Audio feedback in writing: can it help chronically dissatisfied learners?

An engaged tone: how ELT might handle the ‘EdTech revolution’

Using Skype to help Palestinian secondary students’ listening and speaking

Teens and their apps – what is there to know?

Implementing blended learning: an institutional view

Social learning: motivating students to use English through social technology

Children’s apps you can trust

Nine steps into the digital classroom

Assessing the writing process like a fly on the wall

Premier Skills English: an action research project on teaching vocabulary

Tailoring a comparative corpus website

Bringing corpus research into the language classroom

Digital and physical classrooms: a smooth C21 blend

The use of ICT in EFL: finding the right blend

Evernotefor teacher observation and teacher development

English & ICT for adolescent girls

How to gamify your English class

Beyond classroom limits: podcasting for EFL learners' writing

Reviewing EdTech products

What's on your mind? Social networking for EAP students

Biz15Byte-sizedBusinessEnglish

Course (be)ware: key lessons in online course development

BYOD – a real account of implementation

Videocameras in the hands of learners

Teaching with technology in a classroom without any

Taking the multimedia appsmashing iPad challenge!

LITERATURE, MEDIA & CULTURAL LITERATURE, MEDIA

STUDIES STUDIESSTUDIES

The house that crack built: a picturebook for teens

Teaching language or teaching culture?

Learners’ responses to using literature to enhance their intercultural competence

Shakespeare for English language learners

Literature in an age of distraction

Teaching culture - teaching critical thinking

The roles of extensive reading in teacher education

Literature, critical, creative thinking and assessment mould a creative writer

Shakespeare now: resetting and retelling Shakespeare’s plays

Want to spice up your lessons? Try with a song

How do you like me? Participatory culture and ELT

Storytelling and improvising: creativity at play

Film-music, film and TEFL – realizing a vision

Twistin’ my melon! Creative uses for song lyrics in EFL

Fostering EFL learners’ audio-visual competences using films and TV shows

Teaching literature using the five senses

Poetry in teaching: incorporate verse in your everyday classroom

Approaches to introducing contemporary poems in ELT

Grammar templates for the future with poetry for children

Motivating ESL learners using folktales

How poetry can aid students' comprehension

MATERIALS DEVELOPMENT MATERIALS DEVELOPMENT

Sounds good, looks good: using short video clips in ELT

Video for all - video for language learning and teaching

Dictogloss redux: grammar dictation in a digital age

Improving English-taught course delivery at university

Uncovering expertise in coursebook writing

Intermediate plateau: helping our students with authentic material

Practical advice on creating authentic

Medical English listening materials

Shakespeare now: resetting and retelling Shakespeare’s plays

Exploiting "ear slips" and misplaced boundaries in oral skills instruction

Using English picture book storytimes to build confidence in ELL

Hacking the classroom with creative augmented reality projects

Areas of interest

Help your students to master their vocabulary faster

However, while, thus... how to teach transitions successfully

Can a picture tell a thousand words?

Getting started with blended and online learning

English for academics

The three worlds of Chinese school-age English learners

Language input through project-based learning: why and how

Learning on the job: professional development through materials writing

Subskills: the key to unlocking texts

Addressing mismatches between classroom context and coursebooks

Premier Skills English: an action research project on teaching vocabulary

Managing renovation and change in ELT curriculum and materials development

Classic exercises and why they work in the 21st Century

Mini-conference simulation: creating an ‘event’ to develop business communication skills

LearnEnglishSchools: ICT solutions for contexts with limited internet access Emails for teaching pragmatics in the ESL classroom

Whole class creativity in the L2 classroom

How poetry can aid students' comprehension

Learning listening: the challenge of unscripted language

Creative grammar

Taking flight from the OK plateau

Areas of interest

MATERIALS WRITING MATERIALS WRITING MATERIALS WRITING MATERIALS WRITING

Questions for learning and some unexpected answers

Your class is your resource: making use of learner styles

Lying is the best policy... to get learners speaking!

Vocabulary testing: why, what and how?

There’s someone missing from your project – the editor!

Free and fair ELT: for writers, publishers and teachers

Keep CALM and write accessible ESP materials!

Teaching creative writing through the iStory project

The why, what and how of selfpublishing for teachers

Can a picture tell a thousand words?

Tools, tips and tasks for developing materials writing skills

From tradition to innovation: a British–Indian collaboration in course design

Soft skills in ESP: lawyer-client interview and the like

Is self-publishing a realistic option in ELT? Trends, tips, challenges

Anxiety in self-study foreign language learning

Frameworks for creativity in materials design

How to make ELT videos

Six approaches to English grammar teaching and learning

The use of ICT in EFL: finding the right blend

Fostering autonomy: harnessing the outside world from within the classroom

Critical issues and mainstream textbook content: a disruptive innovation?

Course (be)ware: key lessons in online course development

PRONUNCIATION PRONUNCIATION

Pronunciation coaching

Developing a pleasant non-native accent

Pronunciation – (m)other tongue tied?

Exploiting "ear slips" and misplaced boundaries in oral skills instruction

Focusing on sounds - using synthetic phonics to teach listening

Peer teaching activities for pronunciation lessons

Research into practice: revisiting some ‘old-fashioned’ notions in pronunciation teaching

Feeding speaking-fluency forward: using technology to raise the bar

People, pronunciation and play

Pronunciation to go: learning to learn from the dictionary

Authentic listening: stepping from bottom-up processing to understanding

Listening and connected speech: untruthful rules, unruly truths

Do we still need the phonemic chart?

The ear of the beholder: helping learners understand different accents

Pronunciation teaching can – and should – be fun!

Pronunciation: what to do before you do sounds

RESEARCH RESEARCH RESEARCH RESEARCH

Social networking: developing intercultural competence and fostering autonomous learning

EFL learners’ perceptions of activities of various degrees of communicativeness

Action research for teacher trainers

Capacity-building of English teachers through guided action research

Spreading and embedding teacher research in difficult circumstances

A difficult vocation: including unmotivated students in EFL further education

Four weeks of pain: is the CELTA worth it?

Research and teaching: bridging the gap

Reflecting on reflection revisited

Learning through English: children in India meeting the challenge

Something to MULL over: mapping the urban linguistic landscape

TESOLacademic.org - the story so far!

The development of cognition and beliefs on CELTA courses

Developing a sustainable exploratory/action research project: improving oral presentations

The difficulty of defining grammatical difficulty

Designing materials: from theory to practice?

The ethics of researching English language skills in rural Bangladesh

Rethinking monolingualism in TESOL courses – a plurilingual view

Exploring a new global framework for continuing professional development

Recurring writing errors pre-service teachers make at lower-intermediate levels

Towards initiating YELTA

Researching professional development with the use of the narrative approach

Focusing on sounds - using synthetic phonics to teach listening

Teacher voices: does research meet practice?

Thai EFL teachers' evaluation of teaching practice: a self-rated investigation

Developing the Survey of ELT Research in India

Areas of interest

Language-supportive education in English medium-of-instruction contexts

The development of L2 reading selfconcept in an academic context

Evaluating an action research scheme for English language teachers

The impact of action research on teachers’ continuous professional development

iPads in ELT: how are we using them and why?

Some (further) doubts about CLIL learning outcome research

Beyond myths and rituals: developing a 'grammar of choice'

Creating intercultural ambassadors through English in Nepal: a case study

Sehablainglés: an analysis of language policy in Mexico

Oral feedback behaviour of native and non-native English teachers

What makes UFRO students succeed and fail at learning English?

Recognising and working with emergent language in the ESOL classroom

Monitoring and evaluation: 9,000

Malaysian English language teachers

Metacognitive strategy instruction for ESL university-level learners' reading strategy

Trying to meet first-year English majors' academic reading needs

Reading strategies and incidental vocabulary acquisition in ESP

Teaching English in primary schools: challenges of the Chilean classroom

Lesson study approach to professional development in ELT

Visual teaching and learning practice in Cambodian EFL higher education

Going mobile: a language learning Middle East meets West: global English and Emirati cultural identity

Areas of interest

RESEARCH RESEARCH RESEARCH RESEARCH continue continuecontinue continue d dd d

The dictogloss adapted for teaching phrases common in academic writing

Getting to grips with anxiety: from understanding to classroom practice

Audio feedback in writing: can it help chronically dissatisfied learners?

Conversational routines: right words at the right time and place

Inside their heads: the importance of learner beliefs and attitudes

Do EFL textbooks foster intercultural teaching/learning?

Teacher beliefs, practices and teaching speaking

Nine steps into the digital classroom

Inclusive education - what we, ELT teachers and directors, can do

Exploring the metacognitive approach to teaching listening

What makes the online productive level of vocabulary tests difficult?

English skills and technical-vocational education in a developing context

Gender, ideology and humor in the ESL/EFL classroom

Understanding group dynamics in the English classroom

Virtually unknown: web conferences as a tool for teacher development

Critical issues and mainstream textbook

content: a disruptive innovation?

Teaching grammar in context at primary school

Learner autonomy in action: where do we go from here?

Drawings are talking: exploring language learners’ beliefs through visual narratives

Questions for learning and some unexpected answers

Only connect: seven strategies for ensuring teacher-student communication

Read? Why read? Skip, scan or skim?

Reading solutions

Twerking the meaning: the pragmatic implicature of song lyrics

Strictly Come CELTA. An analogy and some thoughts on feedback

How social media is changing the DNA of professional development

Vietnamese teacher education's changing landscape in a global economy

British Council's professional ELT program: blended learning, MI, a breakthrough

The flipped model of teacher training

EFL teachers and peer observation: beliefs, challenges and implications

Peer observation: introducing a system that actually works for everyone

Peer observation: making it work for lasting CPD

Pairing the unpaired

The resilience of novice teachers

Case studies of INSET impact on EFL teacher change

The impact of a short in-service course for Chinese teachers

Action research for teacher trainers

Capacity-building of English teachers through guided action research

Spreading and embedding teacher research in difficult circumstances

A difficult vocation: including unmotivated students in EFL further education

EFL teacher trainer: could this just be the beginning?

Market smarter to sell higher as a freelance trainer

ETTE: tracing the impacts of a largescale ELT project

The joys of being a mature entrant to EFL teaching

How low can you go? High-impact lowresource activities for YLs

Networking as a professional development resource for ELT in Yemen

Continuing the quest for developing teacher educator skills

Research and teaching: bridging the gap

Transition from trainee to teacher: a mentoring programme

Let's see! Drawing skills for teachers

Literature in an age of distraction

Developing teacher language awareness

The pragmatics of successful business communication

Helping teachers motivate learnerswith a touch of drama

Need for a new assessment and role of ELT teachers

The roles of extensive reading in teacher education

TESOLacademic.org - the story so far!

Engaging teachers in curriculum development: an appreciative inquiry approach

Self-assessment skills: the role of the teacher

A status update for teachers

Language students' perceptions of practice lessons in a pre-service course

Engaging parents in their children’s

English language learning

What motivates an English language teacher to teach?

Developing a sustainable exploratory/action research project: improving oral presentations

Exploring a new global framework for continuing professional development

Topics, texts, tasks and a stolen packet of sweets

Areas of interest

Sensing our teaching space: changing our practice

How to increase your market worth as an EFL teacher

TheUltimateGuidetoCELTAand selfpublishing

The ChimpParadoxand a stress-free life

Towards initiating YELTA

Teaching @ the edge of chaos

From pragmatism to professional autonomy: transforming online postgraduate study

Researching professional development with the use of the narrative approach

Who needs ELT newsletters? The Greek issue! Your issue

STAD (Student Teams-Achievement Divisions): energizing cooperative learning

Lessons learned as a language learner

Peer facilitators: supporting teachers with mobile-learning professional development

Teacher voices: does research meet practice?

The why, what and how of selfpublishing for teachers

Improve your teaching: profile, plan, progress

Teacher identity - in search of who we really are

Enabling teachers to teach emerging middle class students

Using performance indicators to monitor training initiatives

Action research in the classroom – the ultimate development tool

Forming synergetic professional learning communities: becoming highly effective TESOL professionals

Managing teacher digital identity: sharing, oversharing and undersharing

A sustainable model for CPD: reflections from China

Areas of interest

TEACHER DEVELOPMENT TEACHER DEVELOPMENT continued

It's MALL and it's powerful

A reflective journey for language teachers

Quality improvement in teacher development through peer-observation and feedback

Operationalizing reflective practice in teaching English as a foreign language

Reflective teaching: an institutional bottom-up approach to CPD

Training international teachers on a Masters programme: a reflective approach

Evaluating an action research scheme for English language teachers

The impact of action research on teachers’ continuous professional development

The impact and issues of a Malaysian professional development programme

Designing and delivering effective CPD in Palestine: the teachers’ perspectives

A project-based approach to professional development

Classroom observations: a tool for mentoring and growth

Professional development through observational feedback

Better together: peer-coaching for continuing professional development

Creativity in teacher development: peer-group mentoring and collective writing

Lesson jamming: planning lessons in groups

From professional development to professional dissemination

Oral feedback behaviour of native and non-native English teachers

The observer and the observee - one and the same?

The elephant in the classroom: thoughts on the observer paradox

Opening up the 'moment': inside demand-high

Alternatives to coffee and chocolate: energy management for teachers

Lesson study approach to professional development in ELT

Developing learning-oriented assessment tools: implications for teacher learning

What's so special about Special Educational Needs?

Developing teachers’ critical skills in lesson feedback: a proposed framework

Innovated interactions - how to elevate and redefine speaking activities

How to be paper light in your EFL classrooms

Fit and fun - educating our students for a healthy future

Frameworks for creativity in materials design

Continued professional development –making a lasting impact in the classroom

Planning for am/is/are? Planning for relative clauses?

Parent-teacher dialogues

In defence of TTT

Learning from adjacent fields: economics and economy of EFL classrooms

Bridging the technophobe-technophile gap in teacher training and development

Motivating reluctant learners: from challenges to achievements

Blogging; an adventure in support of teacher development

See you on the other side: blogs and teacher reflection

How does blogging help teacher candidates construct their teacher identities?

Teacher training and EAP: developing a framework for online training

Working together online: insights into a teacher education programme

Using online teacher development to make vocational education more fun

Where are the women in ELT?

Virtually unknown: web conferences as a tool for teacher development

Developing teacher excellence

Quality education at scale: possibilities, problems and PEELI

Introducing literacy in an early-years

EFL setting

Practical, scalable training for compulsory education teachers –addressing the challenge

Classroom ‘pushing’ for meaning and learning

Why isn't your group work achieving the desired results?

Structured spontaneity. Unleashing participants’ spontaneity and creativity for role playing

Overcoming challenges for continuous professional development in teacher education

Through the eyes of the teachers: seeing beyond the surface

Areas of interest

How social media is changing the DNA of professional development

Vietnamese teacher education's changing landscape in a global economy

Investigating reflective practice in a training course for young learners

Looped reflective practice – a tool for teacher development

The role of and cultural differences in TEFL reflective thinking

Exploring language teaching in preservice TEFL education in Chile

Strategic English education development for schools in Algeria

British Council's professional ELT program: blended learning, MI, a breakthrough

The flipped model of teacher training

The impact of a short in-service course for Chinese teachers

EFL teacher trainer: could this just be the beginning?

Video for all - video for language learning and teaching

ETTE: tracing the impacts of a largescale ELT project

Improving English-taught course delivery at university

Four weeks of pain: is the CELTA worth it?

TEACHER TRAINING & EDUCATION

TEACHER TRAINING & EDUCATION

TEACHER & TEACHER &

Familiarisation activities – awareness of the CEFR levels and descriptors

The artsy side of teaching

Jetstream– Helbling's course for adults in the 21st Century

Strictly Come CELTA. An analogy and some thoughts on feedback

Digital corner

Learners’ responses to using literature to enhance their intercultural competence

Continuing the quest for developing teacher educator skills

Getting it right: how to rate writing

How to make speaking assessment more reliable

Using metaphors in evaluating the work of teacher trainers

Through the looking Glass: creating a video-ready classroom

Where are we now? Current teaching paradigms in pre-service training

Areas of interest

TEACHER TRAINING & EDUCATION TEACHER TRAINING & EDUCATION TEACHER EDUCATION TEACHER EDUCATION

continued continuedcontinued continued

Language students' perceptions of practice lessons in a pre-service course

The development of cognition and beliefs on CELTA courses

‘Bloomifying’ tasks – how to develop thinking skills in task-based learning

Creating a successful induction programme for EFL teachers abroad

Warmth-recognition-sense-ofbelonging: a framework for success

The difficulty of defining grammatical difficulty

Designing materials: from theory to practice?

Topics, texts, tasks and a stolen packet of sweets

How to increase your market worth as an EFL teacher

TheUltimateGuidetoCELTAand selfpublishing

Developing an online master's course: experience, challenges and evaluation

Teaching @ the edge of chaos

From pragmatism to professional autonomy: transforming online postgraduate study

Teachers helping teachers: the Venezuelan experience

Integrating human values in EFL instruction

Camelot project: machinima for online language learning and teaching

Integrating theory and practice in preservice and in-service teacher education

Are trainers really omniscient?

Teaching English at public nocturnal schools in Brazil

Lessons learned as a language learner

Peer facilitators: supporting teachers with mobile-learning professional development

Improve your teaching: profile, plan, progress

Language teachers' target language: ESP of language teaching

Teacher identity - in search of who we really are EFL teacher education for the 21st Century

Initial teacher training: challenges and innovations in course design

Training university students into digital natives – challenge taken!

Forming synergetic professional learning communities: becoming highly effective TESOL professionals

The effect of goal quality on subsequent self-regulation of learning

A sustainable model for CPD: reflections from China

Exploiting seminar and conference videos for professional development and training

Theory at home, practice in class

Experiences of a webinarian

The impact and issues of a Malaysian professional development programme

Designing and delivering effective CPD in Palestine: the teachers’ perspectives

A project-based approach to professional development

Classroom observations: a tool for mentoring and growth

Professional development through observational feedback

Better together: peer-coaching for continuing professional development

CPD in low-resource contexts

The need for Regional English Support Centres in developing countries

Beyond myths and rituals: developing a 'grammar of choice'

Mobile devices for teacher learning training: lessons and implications

From professional development to professional dissemination

Becoming a teacher trainer: learning to share skills with others

Monitoring and evaluation: 9,000

Malaysian English language teachers

Effects of task type and pre-task planning on L2 performance

Best activities out of the den Innovation and quality: videoconferencing, team-teaching and digital literacy for YLs

Teaching learning strategies in a flipped instruction model

The 4Cs of a successful partnership in teacher training

Teaching literacy through what students read

More than a holiday – English teaching assistants in Thailand

Pre-service native English-speaking teachers’ (NESTs’) knowledge about grammar

Mindful corrective feedback: supporting learning

Quality control: towards a framework for assessing online training courses

Teaching English as a lingua franca (ELF): pros & cons

Making it awesome: teaching and reaching teens

Planning for am/is/are? Planning for relative clauses?

In defence of TTT

Artistic and creative practice in foreign language teaching and learning

Teacher training and EAP: developing a framework for online training

Areas of interest

Working together online: insights into a teacher education programme

Using online teacher development to make vocational education more fun

A developmental and non-judgemental way to observe teachers

Evernotefor teacher observation and teacher development

Developing teacher excellence

Quality education at scale: possibilities, problems and PEELI

Practical, scalable training for compulsory education teachers –addressing the challenge

The natural CELTA - a farewell to language?

Pronunciation teaching can – and should – be fun!

Improving your classroom test through simple statistics

Through the eyes of the teachers: seeing beyond the surface

TESTING, EVALUATION & TESTING, EVALUATION & ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

Familiarisation activities – awareness of the CEFR levels and descriptors

Communicating communicative competence

Potential and pitfalls of assessment: enhancing learning through constructive alignment

Curriculum vs. teaching: CLT in teaching English in Bangladesh

Language proficiency profiles - the demise of global language proficiency

An uncertain and approximate business? Why teachers should love testing

An impact study of BEC Vantage on testtakers in China

Getting it right: how to rate writing

Vocabulary testing: why, what and how?

How to make speaking assessment more reliable

Areas of interest

TESTING, EVALUATION & TESTING, EVALUATION & ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT continued continuedcontinued continued

Mini reading self-assessment tools

Need for a new assessment and role of ELT teachers

Identifying the academic reading skills needed for IELTS success

Self-assessment skills: the role of the teacher

Evaluation for returns - a four-level approach

Formative assessment

Fairness as a consideration in writing test items

What is the question? Dealing with IELTS Writing Task 2

Aligning the Vocabulary Levels Test with the CEFR

From summative to formative assessment in a traditional ELT institute

Technology and learning-oriented assessment: helping teachers and learners

Raising scores: gamification activities for test preparation teachers

Enhancing assessment literacy: nurturing learning-oriented outcomes in the language classroom

A reflective workshop on writing standardization practices: is standardization possible?

The role of visual stimuli in EAP listening tests

Assessing student progress on rolling enrolment courses

Re-conceptualising young learner language classroom assessment feedback?

Students' strategic skills and their relation to test validity

Feeding speaking-fluency forward: using technology to raise the bar

Vocabulary levels: which words are at which level?

Developing learning-oriented assessment tools: implications for teacher learning

What can you learn from a test?

How does L1 affect IELTS scores?

What’s online to help?

The learner: a resource to make ESP specific?!

Measuring learner outcomes: examples from around the world

Continuous and comprehensive evaluation (CCE) – a reality check!

Assessment for learning in primary EFL classrooms: challenges and successes

How to assess students' grammar: introducing a new practical method

What makes the online productive level of vocabulary tests difficult?

Topic knowledge and IELTS success

Teacher cognition on written feedback: novice and experienced teachers

Sustainable assessment? Users' perception of an ESL multi-source feedback system

Preparing for PTE Academic and IELTS; comparisons and resources

How spiky can a spiky profile be?

IELTS heading/section matching - an effective and time-efficient technique

Improving your classroom test through simple statistics

Areas of interest

YOUNG LEARNERS & TEENAGERS YOUNG LEARNERS & TEENAGERS

YOUNG LEARNERS & TEENAGERS

YOUNG LEARNERS & TEENAGERS

Only connect: seven strategies for ensuring teacher-student communication

Memorable, not memorized learning

Nurturing resourceful students through 3Cs: cultural understanding, creativity and collaboration

Nurturing creative global citizens through collaborative learning

Practical guideline of English class toward global citizenship education

Teaching English to young learners: some international perspectives

EFL learners’ perceptions of activities of various degrees of communicativeness

Filmmaking in the classroom

International Youth Forum model - a leadership skill-building workshop

Helping ESOL students navigate the complicated US university application process

How low can you go? High-impact lowresource activities for YLs

Shakespeare for English language learners

When project-based learning met the person-centered approach

You too can make young pupils bilingual with English!

Doing diversity in English language programmes for young learners

Getting the most from video

Learning to listen: teaching purposeful listening to develop language proficiency

Learning through English: children in India meeting the challenge

Groove.me: Learning English through pop music in primary school

Helping teachers motivate learnerswith a touch of drama

Role of inhibition/extroversion in raising cultural awareness at the kindergarten

Beyond language skills: inspiring projects in secondary teaching

Hand-holding for effective formative assessment and better teachinglearning outcomes

The right age?

‘Bloomifying’ tasks – how to develop thinking skills in task-based learning

Literature, critical, creative thinking and assessment mould a creative writer

Engaging parents in their children’s English language learning

Warmth-recognition-sense-ofbelonging: a framework for success

Make up poor class time by sending an audio file

Developing fluency through video

Making up grammar rules

Using English picture book storytimes to build confidence in ELL

Working with readers and genre using a project-based approach

L1 - how to avoid it and when to use it

Can remote teaching promote deep learning?

Using writing and drawing to release tension among traumatised students

Using authentic storybooks in an early years classroom

Developing readable English-medium textbooks in Rwanda

Parental engagement: practical ideas from opening a new teaching centre

Areas of interest

YOUNG LEARNERS & TEENAGERS YOUNG LEARNERS & TEENAGERS YOUNG LEARNERS & TEENAGERS YOUNG LEARNERS & TEENAGERS

continued continuedcontinued continued

Out-of-school English learning: hidden resource or classroom curse?

Can the Common European Framework be adapted for young learners?

Teaching children how to learn

Is storytelling relevant in the 21st Century primary classroom?

Creating intercultural ambassadors through English in Nepal: a case study

Re-conceptualising young learner language classroom assessment feedback?

Teaching English in primary schools: challenges of the Chilean classroom

Going mobile: a language learning

Monological and dialogical approaches in learning English at secondary level

More than a holiday – English teaching assistants in Thailand

Switch off, tune in! Mindful singletasking with teens

Fostering EFL learners’ audio-visual competences using films and TV shows What's so special about Special Educational Needs?

Engage YLs with rythmical activities

Passive users or critical thinkers?

Developing critical thinking with technology

Making it awesome: teaching and reaching teens

Fit and fun - educating our students for a healthy future

Continued professional development –making a lasting impact in the classroom

Teaching English through international children's songs: a global approach

Investigating young bilingual children: possible reasons for underachievement at school

Increase student motivation with authentic learning

Using Skype to help Palestinian secondary students’ listening and speaking

Parent-teacher dialogues

Assessment for learning in primary EFL classrooms: challenges and successes

Subskills: the key to unlocking texts

Children’s apps you can trust

Learning is a game we play

Artistic and creative practice in foreign language teaching and learning

Understanding group dynamics in the English classroom

English & ICT for adolescent girls

How to gamify your English class

Introducing literacy in an early-years EFL setting

Phonics for parents as partners in learning

LearnEnglishSchools: ICT solutions for contexts with limited internet access

Difficulties with team teaching in Hong Kong kindergartens

Motivating ESL learners using folktales

Drawings are talking: exploring language learners’ beliefs through visual narratives

Is younger always better? The age debate in young learners

Help yourself! Exploring self-motivating strategies with teenagers

Engaging, fun learning: helping students gain grammar and EFL skills

Taking the multimedia appsmashing iPad challenge!

Learning language through arts: teaching street art in EFL classrooms

We know the effort you put in to prepare your students for the future and we’re here to support you as you help your students realize their full potential.

When you use the TOEFL tests, you get the accurate and comprehensive information you need to confidently guide students to the next step of their English language learning journey, while benefiting your institution.

Index of presenters

Abak Sen Abak SenAbakSen Asli

Abd Elwakeel Abd Elwakeel Mohamed Ahmed mohamed_technicalcollege@yahoo.com

Abdel Razeq Abdel Razeq Abdel Razeq Abdel Razeq Anwar aaabdelrazeq@birzeit.edu

Abdelmotagally Abdelmotagally Noha Faisal Mohamed Abeyawickrama Abeyawickrama Abeyawickrama Abeyawickrama Wimansha

Abu AbuAbu Abu--Rass RassRass Ruwaida aburass@beitberl.ac.il

Adel AdelAdel Adel Ahmad Jamshed adel.jamshid@gmail.com

Aghvami AghvamiAghvami Aghvami Artemis artemis@apluscentres.co.uk

Agolli AgolliAgolli Agolli Renata renata_it@hotmail.com

Ahmed Khurram Ahmed Khurram Ahmed Khurram Ahmed Khurram Bushra bushrakhurram@yahoo.com

Akbulut Yildirmis Akbulut Meltem meltemakbulut@sehir.edu.tr

Akdogan AkdoganAkdogan Akdogan Mehmet mehmet.akdogan@internationalschool.ba

Akkurt AkkurtAkkurt Akkurt Emrah

Akturk AkturkAkturk Akturk Nazan nazang@bilkent.edu.tr

Al Alalwi Al AlalwiAlAlalwi Fatma fantassy-44@hotmail.com

Albaraty AlbaratyAlbaraty Albaraty Khaled Kaid Ahmed Abdu k.alparaty@gmail.com

@Baraty Khaled

Al Fraidan Al FraidanAlFraidan Abdullah alfraidan@gmail.com @alfraidan

Al AlAl Al--Habal HabalHabal Habal Atiyyeh honoredboy@hotmail.com

Alharthi AlharthiAlharthi Thamer kulaib_rw@hotmail.com

Al AlAl Al--Housain HousainHousain Housain Alaa aa083985@qu.edu.qa

ALHousain ALHousain ALHousain ALHousain Reham ra1003461@qu.edu.qa

Ali AliAli Afrah afrahood@gmail.com

Ali AliAli Ali Holi

Ali Jafri Ali JafriAli Jafri Ali Jafri Naziha nazihaali2005@yahoo.co.uk @nazihaali

Aliaga AliagaAliaga Loreto loretoas@yahoo.es @loreto_as

Al Kalbani Al KalbaniAl Kalbani Al Noura haythem700@hotmail.com

Al Al--Mamary MamaryMamary Mamary Fakhra fakra121@hotmail.com

Al AlAl Al--Murshedi MurshediMurshedi Murshedi Nadeem Abdulbaqi nadoomi@yahoo.com

Alshumaimeri Alshumaimeri Yousif yousif@ksu.edu.sa

Alvi Reesha reesha.alvi@britishcouncil.org

Amendolara Amendolara Sandro John sandro.amendolara@helsinki.fi

Amigo AmigoAmigo Marisol marisol.amigo@ufrontera.cl Anderson Jason jasonanderson1@gmail.com

Andon Nick nick.andon@kcl.ac.uk @NickAndon

Andrew Andrew Foster faten.husari@ps.britishcouncil.org

Andrewes Simon s_andrewes@yahoo.com

Angelova AngelovaAngelova Mila mila@avo-bell.com

Anirudha Anirudha Rout anirout@yahoo.com

Appling Appling--Nunez NunezNunez Marsha m.applingnunez@qu.edu.qa

Aramayo Prudencio Aramayo Prudencio Aramayo Prudencio Aramayo Prudencio Pilar pilar.aramayo@britishcouncil.org.mx

Arena Carla carlaarena@gmail.com @carlaarena

Arfa Kaboodvand Arfa Kaboodvand Mandana m_arfa@yahoo.com

Arkhipenka Arkhipenka Arkhipenka Arkhipenka Volha volha.arkhipenka@gmail.com

Armstrong Neil neil@apluscentres.co.uk

Arnold ArnoldArnold Arnold John john.arnold.723@gmail.com @johnarnold723

Arsenijevic Arsenijevic Arsenijevic Arsenijevic Jasmina jasminaarsenijevic@englishbook.rs @ArJasmina

Asses AssesAsses Mohamed Tahar mohamedtahar.asses@yahoo.com

Baber BaberBaber Eric eric.baber@gmail.com @ericbaber

Badwan BadwanBadwan Badwan Runna runna.badwan@ps.britishcouncil.org

Baker BakerBaker Baker David dbaker.home@btinternet.com

Bamanger BamangerBamanger Bamanger Ebrahim ebra1982@hotmail.com

Bamond BamondBamond Bamond Victoria victoria.bamond@uem.es

Banks BanksBanks Banks Tim hurren.j@cambridgeenglish.org

Barduhn Barduhn Barduhn Barduhn Susan Barnashova Barnashova Barnashova Barnashova Olga olga.barnashova@britishcouncil.ru Barzey BarzeyBarzey Barzey Jemma jemma.barzey@britishcouncil.org.jo

Bastug BastugBastug Bastug Harun harun.bastug@ibu.edu.ba

Bausor BausorBausor Bausor Carol carol.bausor@iltc-lyon.com

Baykan BaykanBaykan Baykan Ozlem ozlem.baykan@ozyegin.edu.tr

Beaumont BeaumontBeaumont Beaumont Ben ben.beaumont@gspace.wlc.ac.uk

Beck BeckBeck Beck Martin beck@mondiale.de

Beddall BeddallBeddall Beddall Oliver oliver.beddall@qa.britishcouncil.org

Belak BelakBelak Mojca mojca.belak@guest.arnes.si Belousova BelousovaBelousova Belousova Natalia natalie.belousova@gmail.com

Bendixen Goulani Bendixen Goulani Bendixen Goulani Bendixen Goulani Lone l.bendixen@ukh.ac

Benedetti Caltabiano Benedetti Caltabiano Bruna bruna_caltabiano@hotmail.com

Index of presenters

Benedito BeneditoBenedito Fernanda fernandasantos04@yahoo.com.br Benevides Benevides Marcos marcosb@obirin.ac.jp @mbenevides

Benevolo Franca Benevolo Franca Valeria vbenevolofranca@gmail.com @vbenevolofranca

Bensalah BensalahBensalah Bensalah Baya bensalah30@gmail.com

Benson BensonBenson Richard mail@richardbenson.info

Beresova BeresovaBeresova Beresova Jana jana.beresova282@gmail.com

Berry BerryBerry Berry Vivien vivien.berry@britishcouncil.org

Bicknell Roy roy.bicknell@besig.org @royparmesan Bilbrough BilbroughBilbrough Bilbrough Nick info@horizonlanguagetraining.co.uk @nickbilbrough Bilsborough Bilsborough Katherine Birtles Birtles Alex Bissoto Queiroz de Moraes Bissoto Queiroz de Moraes Queiroz de Moraes Queiroz de Moraes Leticia leticia.moraes@culturainglesasp.com.br

Black Adam

Blanco Blanco--Ioannou IoannouIoannou Ioannou Dina dina.blanco@fhnw.ch

Bland BlandBland Bland Janice

Bliss BlissBliss Bliss Steve

Bloomfield Bloomfield Bloomfield Bloomfield Martin martin.bloomfield@gmail.com

Bohlori Bohlori Peyman peymanbohlori@lycos.com Bolitho Rod rodbol44@yahoo.co.uk

Borg BorgBorg Simon s.borg@education.leeds.ac.uk @Simon_Borg

Born BornBorn Born--Lechleitner Lechleitner Lechleitner Ilse ilse.born-lechleitner@jku.at Bosson BossonBosson Andrew acbosson@sabanciuniv.edu @acb131269

Index of presenters

Braddock BraddockBraddock Braddock Paul paul.braddock@britishcouncil.es @bcnpaul1

Brooks BrooksBrooks Brooks Jane janebrooks@hotmail.nl @janeatfontys

Brown BrownBrown Brown Diane Nancy abcdiane3@gmail.com

Brown BrownBrown Brown Steve stevebrown70@yahoo.co.uk @sbrowntweets

Brown Morales Brown Carol michael.hicks@pearson.com

Bruton BrutonBruton Bruton Anthony ab@us.es

Bryson BrysonBryson Bryson Emily emily.bryson@cityofglasgowcollege.ac.uk

Buchanan BuchananBuchanan Heather h.buchanan@leedsbeckett.ac.uk

Bug BugBug Buggey geygey Jill hurren.j@cambridgeenglish.org

Bullon BullonBullon Bullon Stephen stephen.bullon@gmail.com

Bulut BulutBulut Bulut Lola lola.bulut@zirve.edu.tr

Burkert BurkertBurkert Burkert Anja anja.burkert@aon.at

Burrow BurrowBurrow Trish michael.hicks@pearson.com

Bygrave BygraveBygrave Bygrave Jonathan jonathanbygrave@gmail.com @Phrase_wise

Byrne ByrneByrne Byrne David davidbyrne@ecenglish.com

Cabrera Duarte Cabrera Duarte Cabrera Duarte Cabrera Duarte Vera veracabrera@uol.com.br Calvozo CalvozoCalvozo Calvozo Andrea andrea.calvozo@gmail.com

Camerer CamererCamerer Rudi R.Camerer@elc-consult.com

Campbell CampbellCampbell Campbell Caroline carecampbell@gmail.com @carecampbell

Campbell CampbellCampbell Campbell Lulu

Campbell CampbellCampbell Campbell Robert Can Can Tuncer tcan@istanbul.edu.tr @tuncerca

Cann CannCann Alex alex.cann@experienceenglish.com @alexjcann

Capras Deborah deborah@capras.de @DebCapras Cardoso Willy cardoso.elt@gmail.com @willycard

Carrier Carrier Michael mcarrier@btconnect.com @mcarrier3

Carter Nancy N.Carter@brighton.ac.uk

Cauldwell Richard richardcauldwell@me.com

Cavalcante Cavalcante Cavalcante Cavalcante Higor higor@higorcavalcante.com.br @teacherhigor

Cavey CaveyCavey Cavey Chris chris.cavey@britishcouncil.org

Celik CelikCelik Celik Sermin sermin@bilkent.edu.tr

Chakrakodi Ravinarayan ravirie@gmail.com

Chamberlin Barbara B.J.Chamberlin@brighton.ac.uk

Chamot ChamotChamot Chamot Anna Uhl auchamot@aol.com Chattopadhyay Chattopadhyay Kalyan profkalyan@gmail.com @profkalyan

Chatzis ChatzisChatzis Georgios georgios_ch@hotmail.com

Chelli ChelliChelli Saliha salihachelli@gmail.com

Chen Yi-Mei yc315@ex.ac.uk

Chinareva ChinarevaChinareva Chinareva Olga chinareva23@gmail.com

Chong ChongChong Chong Chia Suan chiasuan@live.co.uk @chiasuan

Chovancova Chovancova Barbora barbora.chovancova@law.muni.cz

Chowdhury Chowdhury Chowdhury Chowdhury Qumrul Hasan qumrulhasandu@yahoo.com

Choy ChoyChoy Mo laura.bennett@macmillan.com

Christodoulou Christodoulou Christodoulou Christodoulou Niki Christopher Christopher Christopher Christopher Nkechi nmxtopher@gmail.com @nmxtopher

Ciborowska Ciborowska Hannah hannah.ciborowska@britishcouncil.org

Cijffers CijffersCijffers Cijffers Deirdre dcijffers@cambridge.org @eteacherD

Cintra CintraCintra Cintra Marcela marcela.cintra@culturainglesasp.com.br Clegg CleggClegg Clegg John jclegg@lineone.net

Clements ClementsClements Clements Eleanor eleanor.clements@britishcouncil.org

C CC Cobley obleyobley obley Jessica jesscobley@gmail.com

Coetzer CoetzerCoetzer Elna elnacoetzer@yahoo.com

Cohen CohenCohen Cohen Jane janeco@openu.ac.il twitter@JaneCohenEFL Coimbra CoimbraCoimbra Coimbra Ila Cristina ilacoimbra@gmail.com

Collett CollettCollett David David.Collett@tn.britishcouncil.org Connelly ConnellyConnelly Connelly Tom thomas.connelly@britishcouncil.cl Connolly ConnollyConnolly Connolly Michael michael.connolly@britishcouncil.org Connors ConnorsConnors Connors--Sadek SadekSadek Sadek Tam t.connors-sadek@sheffield.ac.uk Constantinides Constantinides Constantinides Constantinides Marisa info@celt.edu.gr

Cook CookCook Donna

Cotton CottonCotton Ann

Index of presenters

Coulson CoulsonCoulson David info@hermeslanguageconsultancy.co.uk Court Krista krista.court@cumbria.ac.uk

Crandall Marian mcrandall@ets.org

Cregg CreggCregg Carol carolcregg@gmail.com @carolcregg

Crystal Crystal David Cullen CullenCullen Pauline hurren.j@cambridgeenglish.org

d'Almeida d'Almeida Ana anacik@gmail.com

Dale Joe joedale@talk21.com @joedale

Darling DarlingDarling Darling Ellen ellen.darling@britishcouncil.it

Daubney DaubneyDaubney Mark mark.daubney@ipleiria.pt Dausend DausendDausend Henriette henriette.dausend@zlb.tu-chemnitz.de

Davidson Gill

Davidson Peter peter.davidson@zu.ac.ae

Davies Davies Elizabeth e.davies@sheffield.ac.uk

Davis DavisDavis Paul paul24davis@hotmail.com

Dawadi DawadiDawadi Dawadi Saraswati saraswoti_dawadi@yahoo.com

Dawson Susan suejdawson@gmail.com

de Chazal ChazaldeChazal Edward Edward@emdechazalconsulting.co.uk

de de Jong JongJong Jong John de los Santos de los Santos los Santos los Santos Adriana adrianadlsm@gmail.com

De Meyer De MeyerDe Meyer De Meyer Carolyn carolyndemeyer@gmail.com

De Stefani De StefaniDeStefani Sofia Magdalena magdalenadestefani@gmail.com @madedestefani

Index of presenters

De Wilde De WildeDe Wilde De Wilde Vanessa vanessa.dewilde@arteveldehs.be Deer DeerDeer Deer Jonathan hurren.j@cambridgeenglish.org

Delaney DelaneyDelaney Delaney Jo-Ann jo-ann.delaney@canterbury.ac.uk

Dellar DellarDellar Dellar Hugh hughdellar@mac.com @hughdellar

Demeter DemeterDemeter Demeter Gusztav gusztav.demeter@case.edu

den Heijer den Heijerden Heijer den Heijer Joyce j.denheijer@hhs.nl

Dennis DennisDennis Dennis--Smith SmithSmith Smith Helen hdennissmith@gmail.com

Derakhshan Derakhshan Derakhshan Derakhshan Kobra guitti.derakhshan@gmail.com

Deverick DeverickDeverick Deverick Ailsa adeverick@unitec.ac.nz

Dewey DeweyDewey Martin martin.dewey@kcl.ac.uk

Dharmaraj Dharmaraj Dharmaraj Dharmaraj Deepali

Deepali.Dharmaraj@britishcouncil.org

Diallo DialloDiallo Diallo Ibrahima iboudiallo74@hotmail.com

Dieng DiengDieng Dieng Abdou

Dimond DimondDimond Dimond--Bayir BayirBayir Bayir Stephanie

Ding DingDing Ding Alex alex.ding@nottingham.ac.uk

Ding DingDing Wenjuan elyseding001@126.com

Dixon DixonDixon Dixon Adam

Dobbs DobbsDobbs Dobbs Benjamin Dodge DodgeDodge Dodge Valentina valentina@english360.com @vale360

Donaghue DonaghueDonaghue Donaghue Helen h.donaghue@shu.ac.uk

Donaghy DonaghyDonaghy Donaghy Kieran kieranthomasdonaghy@gmail.com @kierandonaghy

Dossetor DossetorDossetor Dossetor Joanna joannadossetor@yahoo.com

Douglas DouglasDouglas Douglas Julie jdouglas@netactive.co.za

Dragas DragasDragas Dragas Teti areti.dragas@dur.ac.uk

Driver DriverDriver Driver Paul paul_driver@mac.com

du Vivier Vivierdu Madeleine m.duvivier@btinternet.com

Dudeney DudeneyDudeney Gavin gavin.dudeney@theconsultants-e.com @TheConsultantsE

Dudley DudleyDudley Edmund legyened@yahoo.co.uk

Dudzik DudzikDudzik Dudzik Agnieszka agdud@yahoo.com

Duffy Duffy Carol Ann Dumais DumaisDumais Dumais Tracy tracy.dumais@britishcouncil.or.th @tracydumais

Dunlop DunlopDunlop Dunlop Fiona fiona@wimbledon-school.ac.uk

Dunn Dunn Opal Dunne DunneDunne Dunne Louisa louisa.dunne@britishcouncil.fr

Dzieciol Dzieciol--Pedich PedichPedich Agnieszka lumriel@gmail.com

Ebbert EbbertEbbert Carol ebbert@uni-trier.de Edgoose EdgooseEdgoose Edgoose Chris chris.edgoose@bellenglish.com Edwards EdwardsEdwards Edwards Emily emily.edwards@student.unsw.edu.au Effiong EffiongEffiong Effiong Okon prinze40@hotmail.com

Eftychios EftychiosEftychios Kantarakis eftychis.kantarakis@cengage.com

Egbert Egbert Egbert Egbert Joy jegbert@wsu.edu

Elicker ElickerElicker Martina martina.elicker@uni-graz.at Ellis Gail gail.ellis@britishcouncil.fr

EL ELEL EL--Zamil ZamilZamil Mohamed zamil@aucegypt.edu Emmerson Emmerson Paul paulemmerson@btinternet.com

Enriquez O'Farrill Enriquez O'Farrill Enriquez O'Farrill Enriquez O'Farrill Isora Justina egarbey@infomed.sld.cu

Esenaliev EsenalievEsenaliev Ermek ermek.esenaliev@sebat.edu.kg

Espinosa EspinosaEspinosa Espinosa Federico fedteaches@gmail.com

Etherton EthertonEtherton Etherton Simon simon.etherton@britishcouncil.org

Evans EvansEvans Evans Kate kehevans@yahoo.co.uk

Everhard EverhardEverhard Everhard Carol Joy everhard@enl.auth.gr

Evison EvisonEvison Evison Jane

jane.evison@nottingham.ac.uk

Ewens EwensEwens Ewens Thomas t.r.ewens@gmail.com

Eydelman EydelmanEydelman Eydelman Natalia eydelman.natalia@gmail.com @nataneva

Falcomer FalcomerFalcomer Falcomer Katia katia.falcomer@thomas.org.br

Farag FaragFarag Farag Sophie sophiemf@aucegypt.edu

Fazinic FazinicFazinic Fazinic Vanja

Fernandes Fernandes Andreia andreia.lof@gmail.com

Fitzgibbon FitzgibbonFitzgibbon Fitzgibbon James jameselt@yahoo.co.uk

Fogarty FogartyFogarty Fogarty Diarmuid diarmuid.fogarty@into.uk.com

Fok FokFok Fok Hilda Hio Fong hilda@ift.edu.mo

Foord FoordFoord Duncan duncan@oxfordtefl.com

Ford FordFord Ford Martyn martynaford@ntlworld.com

Ford FordFord Ford William william@apluscentres.co.uk

Foreman ForemanForeman Foreman Ann ann.foreman@britishcouncil.es

Fortova FortovaFortova Fortova Nikola fortova@phil.muni.cz @nikkifortova

Index of presenters

Fox FoxFox Anne foxdenuk@gmail.com @foxdenuk

Francis FrancisFrancis Nicky nicky.francis@britishcouncil.fr

Freeman Freeman Donald donaldfr@umich.edu

Freer Freer Cari cari.freer@dragomanakademi.com

Freitas FreitasFreitas Freitas Danielle danycmfreitas@gmail.com

Freitas Triumpho Freitas Triumpho Freitas Triumpho Freitas Triumpho Claudia claudiatriumpho@hotmail.com

Frendo Evan

Froggett FroggettFroggett Martin martin.froggett@britishcouncil.org.my Fuerstenberg Fuerstenberg Ulla ulla.fuerstenberg@uni-graz.at

Gakonga GakongaGakonga Jo jo.gakonga@gmail.com

@jgakonga

Galaczi Evelina hurren.j@cambridgeenglish.org

Galazka Galazka Alicja

Gallen Gallen Richard richgallen@hotmail.com

Gandeel GandeelGandeel Gandeel Arwa arwagandeel@gmail.com

@ArwaGandeel

Garcia GarciaGarcia Garcia--Stone StoneStone Stone Ana Gardner GardnerGardner Barbara bgardner@studygroup.com

Gatrell Gatrell David david_gatrell@yahoo.co.uk @legaladvert

Gatti Gatti Natalia

Gaughan Anthony Gerlach GerlachGerlach David david.gerlach@staff.uni-marburg.de @david_gerlach

Ghalayini GhalayiniGhalayini Ghalayini Sally sallyg1234@gmail.com @MsSallyG

Index of presenters

Gifford GiffordGifford Gifford Tim tim@eltjam.com @timgiffordELT

Gilroy GilroyGilroy Gilroy Aysen aysen.gilroy@zu.ac.ae @aysentg Giuraniuc GiuraniucGiuraniuc Mary mary.giuraniuc@londonschool.com Gkonou GkonouGkonou Christina cgkono@essex.ac.uk

Glinski GlinskiGlinski Sarah Glover GloverGlover Catherine Olive cathy.glover@mu.britishcouncil.org

Gnawali GnawaliGnawali Gnawali Laxman lgnawali@gmail.com

Gok GokGok Gok Seyit Omer seyit.gok@gediz.edu.tr Gokturk Saglam Gokturk Saglam Gokturk Saglam Gokturk Saglam Asli Lidice aslilidice@hotmail.com @aslilidice

Golding GoldingGolding Golding Alex Goldstein GoldsteinGoldstein Ben ben@bengoldstein.es

Gong GongGong Gong Yafu yf.gong@aliyun.com

Gonzaga GonzagaGonzaga Gonzaga Raquel rrpgonzaga77@gmail.com

Goudvis GoudvisGoudvis Goudvis Chloe chloe.goudvis@britishcouncil.org.hk

Goyal GoyalGoyal Goyal Geeta geetaktl@gmail.com

Granger GrangerGranger Granger Colin cgranger@dircon.co.uk

Graus GrausGraus Johan jgraus@me.com @johangraus

Graves GravesGraves Graves Kathleen gravesk@umich.edu

Green Green Green Green Anthony Green GreenGreen Michael mc_gringo@yahoo.com

Greene GreeneGreene Kaithe kaithegreene@hotmail.com

Griffiths GriffithsGriffiths Griffiths Malcolm mlclmgriffiths@gmail.com

Grishina Natalia nygrishina@gmail.com

Grundtvig GrundtvigGrundtvig Grundtvig Andreas andralma@gmail.com

Grundy GrundyGrundy Peter grundypeter@btinternet.com Gu Xiangdong hurren.j@cambridgeenglish.org

Guerrini Guerrini Michele C michele@mguerrini.eu

Gungor Mustafa Akin magelt06@gmail.com @MAknGngr

Gungor GungorGungor Muzeyyen Nazli nazlidemirbas_06@hotmail.com @DemirbasNazli Gutt Gutt Lindsey lindsey@scout2win.com

Hadfield HadfieldHadfield Charles Robert crhadfield@me.com

Hadfield Jill jillhadfield@mac.com

Haghi HaghiHaghi Haghi Saeede sshaghi@gmail.com Hancock HancockHancock Mark mark@hancockmcdonald.com @HancockMcDonald

Hands Penny penny@pennyhands.com @pennyhands

Handy HandyHandy Handy Sophie sophie.handy@britishcouncil.fr Harmer Harmer Jeremy jeremy.harmer@btinternet.com @harmerjelt

Harris HarrisHarris Harris Bill bharrisefl@gmail.com

Harris Harris Rachael rachaelharris1@aol.com @fabenglishteach Harrison HarrisonHarrison Laurie laurie@eltjam.com

Harrison HarrisonHarrison Harrison Michael mjah84@gmail.com @harrisonmike

Hartle HartleHartle Hartle Sharon sharonhartle@yahoo.it @hartle

Hasper HasperHasper Hasper Anna anna.hasper@gmail.com

Heady HeadyHeady Chris chris.heady@ncl.ac.uk

Heathfield HeathfieldHeathfield Heathfield David davidheathfield@hotmail.co.uk

Heaven HeavenHeaven Heaven Tom Heffernan HeffernanHeffernan Heffernan Mark markheffernan@ecenglish.com

Hernandez Hernandez Marjorie mhernandez.aliaga@gmail.com

Heron HeronHeron Heron Maria maria@nile-elt.com

Heyns HeynsHeyns Heyns Conrad c.heyns@arts.ac.uk

Hiew HiewHiew Hiew Wendy hiewwendy@gmail.com

Higho HighoHigho Carol Hill HillHill Robert robhill.vr@gmail.com

Hinkley HinkleyHinkley Hinkley Daniel dan@studybundles.com @StudyBundles

Hirase HiraseHirase Hirase Yoko danbara@mpd.biglobe.ne.jp

Hobbs HobbsHobbs Hobbs Deborah dansteward@ecenglish.com

Hockly HocklyHockly Hockly Nicky nickyhockly@yahoo.es

@TheConsultantsE Hodgson HodgsonHodgson Hodgson Graeme graeme.hodgson@learningfactory.net

Hogan HoganHogan Hogan Mike Hollett HollettHollett Hollett Vicki vicki@holletts.com @vickihollett

Hopkyns HopkynsHopkyns Hopkyns Sarah sarah.hopkyns@zu.ac.ae @SHopkyns

Index of presenters

Howard HowardHoward Mike Howarth HowarthHowarth Barbara bhowarth@efltutoring.com Hughes Hughes John

johnhugheselt@icloud.com @johnhugheselt Huseynova Huseynova Huseynova Huseynova Gulshan gulshan.huseynova@britishcouncil.az

Ibrahim IbrahimIbrahim Nayr nayr_ibrahim@hotmail.com Ierubino Virgil hurren.j@cambridgeenglish.org Ignatov IgnatovIgnatov Ignatov Kirill kirillign@mtu-net.ru Imber Brenda prousimb@umich.edu

Ince InceInce Ince Mehtap Inostroza InostrozaInostroza Maria Jesus minostroza1@sheffield.ac.uk @mjinostroza

Inozu InozuInozu Inozu Julide julideinozu@gmail.com Inthisone Pfanner Inthisone Nasy nasypfanner@gmail.com Ishchenko Tatiana tanita73@list.ru Ismail Ismail Gihan gismail210@gmail.com @gismail21054

Jaafarawi Nadine nadoun80@hotmail.com Jackson JacksonJackson Helen helen.jackson@cityofglasgowcollege.ac.uk @elenaltj Janssen Sally sally@as-this.net

Jarvis JarvisJarvis Jarvis Huw huwjarvis@hotmail.com @TESOLacademic Jay David david.jay@anglia.ac.uk

Index of presenters

Jenkin JenkinJenkin Jenkin James james.jenkin@i-to-i.com

Jeurissen JeurissenJeurissen Jeurissen Maree m.jeurissen@auckland.ac.nz

Jiang JiangJiang Jiang Jingli Jo JoJo Sohyon tothesky78@naver.com

Joby JobyJoby Cyriac cyriacjoby@gmail.com

Johnson JohnsonJohnson Johnson Jenny

Johnson JohnsonJohnson Johnson Rachel rachel_a_johnson@yahoo.co.uk

Jones JonesJones Ceri cerijones@ono.com @cerirhiannon

Jones JonesJones Jones Dan dj50@le.ac.uk

Jones JonesJones Emma emmajones1972@gmail.com

Joseph JosephJoseph Niki niki.joseph@gmail.com

Joshua JoshuaJoshua Joshua Jennifer Joy Jung JungJung Jung You Kyoung jykintp@naver.com

Keegan KeeganKeegan Phil philk66@gmail.com

Kendall KendallKendall Lesley Lesley.Kendall@dur.ac.uk

Kennedy KennedyKennedy Kennedy Chris C.J.Kennedy@bham.ac.uk

Kerr Kerr Philip philipjkerr@gmail.com

Kerr Kerr William wdk.ist@gmail.com

Khabiri Mona monakhabiri@yahoo.com

Khalil Khalil Shafqat skhalil@kau.edu.sa @khalilShafqat

Khan KhanKhan Khan Bophan bophan.khan@students.mq.edu.au

Khan Khan Rubina rkhan@agni.com

Khatiwada Khatiwada Krishna krishk2007@gmail.com

Khatoon KhatoonKhatoon Khatoon Masuda Masuda.Khatoon@britishcouncil.org

Khouni Khouni Warda ouarda.khouni@gmail.com

Kagitci Yildiz

Kagitci Yildiz

Kagitci Yildiz

Kagitci Yildiz Burcin bkagitci@metu.edu.tr

Kang Shin Kang ShinKang Shin Shin Joan Kankata KankataKankata Kankata Padmini padmini.ciefl@gmail.com

Kapur KapurKapur Kapur Kirti kkapur07@yahoo.com

Karaagac KaraagacKaraagac Karaagac Gul glkaraagac@gmail.com Karczmarczuk Karczmarczuk Wieslawa wiesiak1972@o2.pl

Karlsson KarlssonKarlsson Karlsson Leena leena.karlsson@helsinki.fi

Katrnakova Katrnakova Hana katrnak@rect.muni.cz

Kaur Gibbons Kaur Gibbons Pam prktoday@gmail.com

Kayon de Miller Kayon de Miller Kayon Miller Kayon Miller Ines Keddie KeddieKeddie Keddie Jamie jamiekeddie@hotmail.com

Kiddle KiddleKiddle Thom thomkiddle@yahoo.com @NILE_ELT

Kiely KielyKiely Kiely Richard rkiely47@gmail.com

Kim KimKim Kim EunGyong egkim@kaist.ac.kr

Kirin KirinKirin Kirin Ivana ivana.kirin@gmail.com

Kirkham Kirkham Deak efl.researcher.deak@gmail.com

Kiss KissKiss Tamas tamas.kiss@nie.edu.sg

Kjisik KjisikKjisik Kjisik Felicity felicity.kjisik@helsinki.fi

Kletzen Kletzenbauer bauerbauer Petra

Koda Suzuki

Koester Koester Almut

Koifman KoifmanKoifman Koifman Julia f3djd@yahoo.ca @JuliaKoifman

Korenev KorenevKorenev Korenev Alexey studywithkorenev@gmail.com

Korol KorolKorol Korol Olena elena_korol@list.ru

Kostoulas KostoulasKostoulas Achilleas achilleas@kostoulas.com @achilleask

Kotby KotbyKotby Kotby Inas kotbyi@hotmail.com

Kreft KreftKreft Kreft Annika A.Kreft@em.uni-frankfurt.de Kryszewska Kryszewska Kryszewska Kryszewska Hanna hania.kryszewska@pilgrims.co.uk

Kuchah Kuchah Kuchah Harry hkuchah@yahoo.com

Kulekci KulekciKulekci Erkan

Kulkarni KulkarniKulkarni Shefali Kurtay CIG Kurtay CIG Enes enes.cig@sdu.edu.kz

Kuzic KuzicKuzic Kuzic Tina tkuzic@ffzg.hr

Kweon KweonKweon Kweon Soo-Ok soook.kweon17@gmail.com

Lackman LackmanLackman Ken kenlackman@yahoo.com

Lai LaiLai Hsuan-Yau (Tony) tony823@ms17.hinet.net

Lambert LambertLambert Lambert James jl44@le.ac.uk

Lambert LambertLambert Lambert Viv Lapornik LapornikLapornik Lapornik Barbara barbara.lapornik@gmail.com

Lara LaraLara Jose jose.lara@mq.edu.au

Lauppe LauppeLauppe Lauppe Louise l.lauppe@telc.net

Leal Castaneda Leal Karla klealc@gmail.com

Leather LeatherLeather Leather Sue sue@sueleatherassociates.com @sueleather

Lee LeeLee Christien

Index of presenters

Lee LeeLee Vanessa vanessa.lee@britishcouncil.org.my

Lefever Lefever Samuel samuel@hi.is

Leigh LeighLeigh Leigh Tim timleighuk_99@yahoo.com

Lemmens Marcel mlemmens@planet.nl Lesniewski Lesniewski Lesniewski Lesniewski Sebastian lesniewskis@gmail.com

Lewis LewisLewis Lewis Gordon weynta@yahoo.de

Leys LeysLeys Leys Bruno bruno.leys@telenet.be @BrunoLeys

Li Li Ming davyli2011@hotmail.com

Lightbown LightbownLightbown Lightbown Patsy patsy.lightbown@verizon.net

Lim LimLim Boon Sier Jeanette limjbs@gmail.com

Lim LimLim Kyuyun christina255@gmail.com

Lima Chris chrislima90@yahoo.co.uk

Lin Jim-Min fcujimmy@gmail.com

Lindholm Vilhelm lavili@utu.fi @armusgrey

Lindstromberg Lindstromberg Lindstromberg Lindstromberg Seth Littlewood LittlewoodLittlewood Littlewood Suzanne z9759@zu.ac.ae

Lloyd LloydLloyd Niall niall_lloyd@hotmail.com

Lohe Viviane lohe@em.uni-frankfurt.de Lopes LopesLopes Ana Carolina acc.lopes@hotmail.com

Lopez Lago Lopez Lago Lopez Lago Lopez Lago Jose Maria josemaria.lopez@universidadeuropea.es

Loras LorasLoras Vicky vickyloras@yahoo.ca @vickyloras

Index of presenters

Luczak LuczakLuczak Luczak Agnieszka aaluczak1@gmail.com

Ludwig LudwigLudwig Ludwig Christian christian.ludwig@uni-due.de

Lutzker LutzkerLutzker Lutzker Peter peterlutzker@yahoo.de

MacDonald MacDonald Jennifer macdonald.jenn@yahoo.com @JenMac_ESL

Mackay MackayMackay Mackay Jessica jmackay@ub.edu @JessBCN

MacKenzie MacKenzie MacKenzie MacKenzie Fiona fhmackenzie@btinternet.com

Madhavan MadhavanMadhavan Divya divya.madhavan@ecp.fr

Mai MaiMai Tien Minh tienmaiminh@yahoo.com

Maisuradze Maisuradze Maisuradze Maisuradze Nino jarjo@mail.ru

Malcolm MalcolmMalcolm Diane dianelm@gmail.com

Maley MaleyMaley Alan yelamoo@yahoo.co.uk

Manders MandersManders Manders Elona elona.manders@han.nl

Mann MannMann Mann Steve steve.mann@warwick.ac.uk

Marcenaro Bonsignore Marcenaro Bonsignore Gabriela gabrielamarcenaro@hotmail.com

Markova MarkovaMarkova Markova Zarina zarinamarkova@abv.bg

Marks MarksMarks Marks Jonathan jonathanmarks@wp.pl

Marques Pereira

Marques Pereira Marques Marques Margarida mar.m.p@bluewin.ch

Martenstyn Martenstyn Martenstyn Martenstyn Shane shane.martenstyn@britishcouncil.org

@JS_Marty

Martin MartinMartin Daniel danielmartin67@yahoo.com dmartinspain

Martin Neto Martin Neto J. Daniel danmartinnt@gmail.com

Martins Amorim Martins Amorim Alan eltalanmartins@yahoo.co.uk Masson MassonMasson Claire michael.hicks@pearson.com

Mavridi MavridiMavridi Mavridi Sophia mav.sophia@gmail.com @SophiaMav Mawlawi Diab Mawlawi Nuwar nuwar.diab@lau.edu.lb Maynard MaynardMaynard Maynard Carson carsonm@umich.edu @haem85

Mayne Russell rm190@le.ac.uk @ebefl

McCarten McCarten McCarten McCarten Jeanne McCormick McCormick Christopher christopher.mccormick@ef.com @McCormick_CP McCutcheon Neil neilmccutcheon@gmail.com @NeilJMcCutcheon

McDonald Anne anniebmcdonald@talktalk.net

McDonald Sean s.mcdonald@telc.net McGarvey McGarveyMcGarvey Maureen maureen.mcgarvey@ihlondon.com @maureenmcgarvey Mcgladdery Mcgladdery Mcgladdery Mcgladdery Andrew z9732@zu.ac.ae McMahon McMahonMcMahon McMahon Patrick patmcmahon100@gmail.com McWilliams Laura Jane laura.mcwilliams@britishcouncil.org.eg Meade Meade--Flynn FlynnFlynn Emma Meddings MeddingsMeddings Meddings Luke Menia MeniaMenia Nora nora.menia@britishcouncil.org Mersin Saleha Messum Messum Piers p.messum@gmail.com

Metcalf MetcalfMetcalf Rob Metzner MetznerMetzner Diana diana.metzner@gmx.de

Mikeladze MikeladzeMikeladze Mikeladze Nino solmaramo@mail.ru

Miller MillerMiller Miller Cleve cleve@english360.com @cleve360

Millin MillinMillin Sandy sandymillin@gmail.com @sandymillin

Millward MillwardMillward Millward--Sadler SadlerSadler Sadler Adrian adrian.millward-sadler@fh-joanneum.at

Milosevic MilosevicMilosevic Milosevic Olja oljaict@hotmail.com

Miscin MiscinMiscin Miscin Evelina evelinamiscin@yahoo.co.uk

Momber MomberMomber Karen hurren.j@cambridgeenglish.org

Momeni MomeniMomeni Amanda survivalguidetocelta@gmail.com

Monaghan MonaghanMonaghan Daniel Monteiro MonteiroMonteiro Monteiro Rafael rafagmonteiro@gmail.com

Monyaki MonyakiMonyaki Monyaki Bulara

Moore MooreMoore Moore Caroline caroline_moore@me.com @constellata

Moore MooreMoore Julie julie@juleswords.co.uk @lexicojules

Moran MoranMoran Moran Katie katiemoran75@gmail.com

Moser MoserMoser Moser Alia alia_moser@yahoo.com

Moura MouraMoura Moura Henrique henrique@sevenidiomas.com.br

Mourao MouraoMourao Mourao Sandie nettlehouse@mail.telepac.pt

Mugford MugfordMugford Mugford Gerrard g_mugford@yahoo.com Mukhopadhyay Mukhopadhyay Lina linamukhopadhyay@efluniversity.ac.in

Munby MunbyMunby Nicholas nmunby@hotmail.com

Muniz MunizMuniz Muniz Maria mamuniz@gmail.com @MeryMS8

Index of presenters

Munro MunroMunro Munro Sonia s.munro@hud.ac.uk

Murphy MurphyMurphy Murphy Victoria victoria.murphy@education.ox.ac.uk

Mustafa Mustafa Blerta blerta.mustafa@gmail.com

Naik NaikNaik Pallavi pallavi.khs@gmail.com

Nash NashNash Will w.nash@sheffield.ac.uk @willnash

Nathan Nathan Philip p.b.nathan@dur.ac.uk

Nawaz Awan Nawaz Awan Shazia shazia.nawaz@gmail.com @awan_shazia

Nazzari NazzariNazzari Karina karina.nazzari@culturainglesasp.com.br

Neves NevesNeves Romulo romulosoton@hotmail.com

Newbon NewbonNewbon Newbon Edward

Ng Ng Mei Lee mlng@ied.edu.hk

Nicholas Nicholas Deirdre deirdre.nicholas1@britishcouncil.org

Nicoll Hugh hnicoll@gmail.com

Nobre NobreNobre Nobre Vinicius regis.souza@culturainglesasp.com.br

Noppe NoppeNoppe Noppe Justin thetaoofyun@gmail.com

Norman Gayle gayle.norman@i-to-i.com

Norrington Norrington--Davies DaviesDavies Davies Danny danny.norrington-davies@ihlondon.com

Norton Norton Julie jen7@le.ac.uk

Norton NortonNorton Norton Shirley shirley.norton@londonschool.com

Nusrat NusratNusrat Nusrat Sobia sobia.nusrat@britishcouncil.org.pk

Nye Nye Andrew hurren.j@cambridgeenglish.org

Index of presenters

O'Dell O'DellO'Dell O'Dell Felicity felicity@flissavlad.demon.co.uk

Ojeda Naveda Ojeda Naveda Ojeda Naveda Ojeda Naveda Evelin

Okpe OkpeOkpe Okpe Agnes Ada agnesokpe@yahoo.com

Oladunjoye Oladunjoye Oladunjoye Oladunjoye Oluwayomi yomi_yemi@yahoo.com

Onate OnateOnate Onate Oriana orianaeonate@gmail.com

Onjewu OnjewuOnjewu Onjewu Martha Ada monjewu@yahoo.com

Ontero OnteroOntero Anne anne.ontero@eduouka.fi

Orlando OrlandoOrlando Orlando Rosemary r.orlando@snhu.edu

Osborne OsborneOsborne Osborne Mark mark.osborne@L2.co.uk @markosborne

Osborne OsborneOsborne Osborne Richard richardosborne14@gmail.com @richardosborne1

Osman OsmanOsman Omama oo1105461@qu.edu.qa

Othman OthmanOthman Ahmed forallah@live.co.uk

Ottway OttwayOttway Ottway Tom tottway@yahoo.co.uk

Ozbalt OzbaltOzbalt Ozbalt Sylvia sylvia.ozbalt@ubc.ca

Pacarizi PacariziPacarizi Pacarizi Yllke yllka.hp@gmail.com

Painter PainterPainter Painter--Farrell FarrellFarrell Farrell Lesley painterl@newschool.edu

Parker ParkerParker Maria mgparker@duke.edu

Parmee ParmeeParmee Parmee Ryan firstparmee@yahoo.co.uk

Parrott ParrottParrott Martin martinparrott@btinternet.com

Patel PatelPatel Mina mina.patel@britishcouncil.org.my Patsko PatskoPatsko Patsko Laura laura@laurapatsko.com @lauraahaha

Paul PaulPaul Paul Pankaj pankajpal08@gmail.com

Pearce Pearce David Peeters Ward wardpeeters.sch@gmail.com

Pell PellPell Daniel dpell@wisc.edu

Peralejo PeralejoPeralejo Peralejo Cristina cristinaperalejo@gmail.com

Peresada Elena peressada@gmail.com

Perkins PerkinsPerkins Perkins Lauren lauren.perkins@britishcouncil.or.th

Peter Peter Lisa lisa.peter@shakespeare.org.uk @SBTeducation

Petrie PetriePetrie David Petrovskaya Petrovskaya Petrovskaya Petrovskaya Svetlana svetlana385@yandex.ru

Philip PhilipPhilip Philip Derek derek.philip@ef.com

Phillips Phillips Dita dita.phillips@british-study.com @ditaphillips

Philpot PhilpotPhilpot Philpot Sarah sarah.philpot@britishcouncil.fr Phothongsunan Phothongsunan Sureepong Piaggio PiaggioPiaggio Piaggio Alexia alexiapiaggio@fastwebnet.it

Pickering Pickering Angela a.pickering@brighton.ac.uk

Pickering PickeringPickering Pickering George georgeuk32@aol.com

Pilton PiltonPilton Pilton Stephen stephen.pilton@oxford.kingscolleges.com

Pinard Pinard Elizabeth lizzie.pinard@gmail.com @lizziepinard

Pinter PinterPinter Pinter Annamaria Annamaria.Pinter@warwick.ac.uk Pinweha PinwehaPinweha Sumanee spinweha@gmail.com

Plassmann Sibylle

Poklepovic Poklepovic Dana danapoklepovic@fibertel.com.ar @danapokle

Pontes PontesPontes Catarina catarina.pontes@culturainglesasp.com.br

Poplawska Anna apoplawska@yahoo.com

Popova PopovaPopova Popova Marija maria.popova@britishcouncil.ru

Popovic PopovicPopovic Radmila radmila.popovic@worldlearning.org

Poulter Poulter Monica

Powell PowellPowell Powell Mark

Pratt PrattPratt Pratt--Johnson JohnsonJohnson Johnson Yvonne prattjoy@stjohns.edu

Prentis PrentisPrentis Prentis Nicola nicolanicol@live.co.uk @NicolaPrentis

Preshous PreshousPreshous Preshous Andrew andrew.preshous@coventry.ac.uk

Prewett PrewettPrewett Prewett--Schrempf SchrempfSchrempf Schrempf Catherine catherine.prewett@fh-wien.ac.at

Price PricePrice Beatrix pricebeatrix@gmail.com

Primalis PrimalisPrimalis Primalis Dimitrios dprimalis@gmail.com @dprimalis

Prior PriorPrior Prior Jemma prior@rolmail.net

Prochazka ProchazkaProchazka Prochazka Anton a.prochazka@utanet.at Puchta PuchtaPuchta Herbert hp@herbertpuchta.com @herbertpuchta

Pugliese PugliesePugliese Pugliese Chaz chazpugliese@gmail.com

Pullen PullenPullen Pullen Louise lap18@le.ac.uk

Radford RadfordRadford Radford Michael jack.radford@britishcouncil.org @jackradford

Radmilo Derado Radmilo Derado Sanja sradmilo@efst.hr

Rahman RahmanRahman Rahman Arifa arifa73@yahoo.com

Ramadan RamadanRamadan Ramadan Hasan faten.husari@ps.britishcouncil.org

Ramirez RamirezRamirez Ramirez Belen belen@us.es

Ramos RamosRamos Rosinda rramos1@uol.com.br

Index of presenters

Ramsay RamsayRamsay Rachel rachel.ramsay@uni-oldenburg.de Rana RanaRana Ellen rana@hs-koblenz.de

Read Read David d.p.read@sheffield.ac.uk @dreadnought001

Rebolledo Paula prebolledoc@gmail.com @prebolledoc

Rebuffet RebuffetRebuffet Rebuffet--Broadus BroadusBroadus Broadus Christina christina.rebuffetbroadus@gmail.com @rebuffetbroadus

Reraki Maria maria.reraki@postgrad.manchester.ac.uk

Revell Revell Jane jane@janerevell.com

Richards Lewis lewrich1000@hotmail.com

Richardson Richardson Richardson Richardson Silvana Rimmer RimmerRimmer Rimmer Wayne wrimmer@hotmail.com

Robinson RobinsonRobinson Carole carole@nile-elt.com

Robinson Ian Michael ianmichaelrobin@hotmail.com

Robinson Liz hurren.j@cambridgeenglish.org

Robinson Nick nick@eltjam.com @nmkrobinson

Rogers RogersRogers Rogers Louis l.j.rogers@reading.ac.uk

Rogerson Rogerson--Revell RevellRevell Pamela pmrr1@le.ac.uk

Rondon Maria Estela Ribeiro Jardim estelarondon@gmail.com

Roosken Roosken Barbara b.roosken@fontys.nl

Ross RossRoss Ross Claire

claire.ross.lb@gmail.com

Ruas RuasRuas Ruas Linda lindaruas@hotmail.com @EasierNewInt

Rutherford Pete pete.rutherford@gmail.com

Index of presenters

Sabooni SabooniSabooni Sabooni Siddika ssabooni@bibf.com

Saif SaifSaif Saif Nagm-Addin nagmso@gmail.com

Salamoura Salamoura Salamoura Salamoura Angeliki hurren.j@cambridgeenglish.org

Salem SalemSalem Ahmed ahmed_salem_2020@hotmail.com

Salguero SalgueroSalguero Salguero Patricia py.salgueroe@up.edu.pe

Salli SalliSalli Salli Aysegul aysegulsalli@gmail.com @ayseguls

Salmon SalmonSalmon Nicola nicola.salmon456@btinternet.com

Salukvadze Salukvadze Salukvadze Salukvadze Nino nisalu@mail.ru

Sampaio SampaioSampaio Sampaio Gloria R L gloria_sampaio@hotmail.com

Sanchez SanchezSanchez Liliana liliana.sanchez@theanglo.org.mx

Sandhu SandhuSandhu Sandhu Harisimran harisss2@rediffmail.com

Sandy SandySandy Sandy Chuck charnelsan@mac.com @chucksandy

Santos Santos Santos Santos Borges BorgesBorges Borges Thais Regina thaisxaxa@gmail.com

Saumell SaumellSaumell Saumell Maria Victoria saumell.vicky@gmail.com @vickysaumell

Saxby SaxbySaxby Saxby Karen hurren.j@cambridgeenglish.org

Sayers SayersSayers Sayers Jo jo@eltjam.com @jo_sayers

Sayin SayinSayin Sayin Betul Ayse aysesayin@basari.edu.tr

Sayram SayramSayram Sayram Gamze gamze.sayram@mq.edu.au

Schmitt SchmittSchmitt Schmitt Diane michael.hicks@pearson.com

Schumm Fauster Schumm Fauster Schumm Schumm Jennifer jennifer.schumm@uni-graz.at Sciamarelli Sciamarelli Maria Lucia malusciamarelli@gmail.com

Scott Scott Adam teachAdam@me.com @teachAdam

Seburn SeburnSeburn Tyson tyson.seburn@utoronto.ca @seburnt

Selby SelbySelby Claire house@yellowhouselimited.com

Sergeeva Olga olyaelt@gmail.com

Sewell Sewell H. Douglas douglassewell@gmail.com

Shadrova Ekaterina

Shah M. Athar Hussain athar.hussain@hotmail.com

Sharma SharmaSharma Sharma Babita

Sheehan Sheehan Susan s.sheehan@hud.ac.uk

Sheerin Sheerin Susan sue.sheerin@googlemail.com

Shen ShenShen Shen Wei-Wei wwshen@fcu.edu.tw

Shrestha Sagun sagunshrestha4@gmail.com

Simon Liliana Esther lilianaesimon@gmail.com @lilianasimon

Simpson SimpsonSimpson Simpson Adam adams@sabanciuniv.edu

Simpson SimpsonSimpson Simpson John john.simpson@britishcouncil.org

Sirin SirinSirin Sirin Petek petek.sirin@ozyegin.edu.tr @peteksirin

Slater Paul

P.S.Slater@brighton.ac.uk

Smelser SmelserSmelser Kathryn kathryn.v.smelser@biola.edu

Smith SmithSmith Alison ali.smith@britishcouncil.es

Smith Ann F.V. ann.smith@nottingham.ac.uk

Smith SmithSmith Anne Margaret ams@ELTwell.co.uk @amsELTwell

Smith SmithSmith Smith Christopher Chris.R.Smith@Sheffield.ac.uk @Chris_Myth

Smith SmithSmith Smith Karen kfsmith@uclan.ac.uk

Smith Smith Richard Sobkowiak Sobkowiak Pawel pawelsob@amu.edu.pl

Solhi Andarab Solhi Andarab Solhi Andarab Solhi Andarab Mehdi solhi.mehdi@gmail.com

Solly SollySolly Solly Mike mike.solly@open.ac.uk

Solomon SolomonSolomon Solomon Katherine katherine.solomon@bellenglish.com

Sombra SombraSombra Ismael ismael.sombra@theanglo.org.mx @MrShadow06

Somers SomersSomers Somers Andrew hurren.j@cambridgeenglish.org

Soofinajafi SoofinajafiSoofinajafi Soofinajafi Mohammadreza Mohammad.Soofi@britishcouncil.org.my

Speer SpeerSpeer Speer Lesley lesley.speer@mq.edu.au

Stansfield StansfieldStansfield Joanna Stelma StelmaStelma Juup juup.stelma@manchester.ac.uk

Steven StevenSteven Steven Becky Becky.Steven@uwa.edu.au

Stirling StirlingStirling Stirling Johanna johanna.stirling@gmail.com @johannastirling

Strotmann Strotmann Strotmann Strotmann Birgit birgit.strotmann@uem.es

Suchkova SuchkovaSuchkova Svetlana

Sultana SultanaSultana Sultana Nasreen nasreensltn@yahoo.com

Sutherland Sutherland Lisa lisa.sutherland@harpercollins.co.uk

Swannock SwannockSwannock Swannock Maggie margaret.swannock@acu.edu.au

Sweeney SweeneySweeney Sweeney Paul paul@eduworlds.co.uk @eduworlds

Szesztay SzesztaySzesztay Margit margit.szesztay@gmail.com

Index of presenters

Tante TanteTante Tante Achu Charles ctante2@yahoo.com

Tanzi Neto Neto Adolfo professor.tanzi@gmail.com @professortanzi

Tartsay Nemeth Tartsay Nemeth Tartsay Nemeth Tartsay Nemeth Nora nora@tartsay.hu @noranem

Taskesen TaskesenTaskesen Taskesen Ozgur taskesen@bilkent.edu.tr

Tebib TebibTebib Djalal djo_man@hotmail.com @DTebib

Templeton Templeton Templeton Templeton Jane templeton.jane20@gmail.com

Tennant Tennant Adrian adrian.tennant@ntlworld.com

Thomas Thomas Fiona fiona@netlanguages.com @FionaTT

Thompson ThompsonThompson Helen edshmt@exchange.shu.ac.uk

Thompson ThompsonThompson Jane Thompson ThompsonThompson Stephen Thorburn Thorburn Ross ross.thorburn@ef.com

Thorn Thorn Sheila sthorn@clara.net

Thornbury Thornbury Thornbury Scott Thorp ThorpThorp Alex alex.thorp@elc-brighton.co.uk

Ting TingTing Kuangyun k.y.ting@gmail.com

Titarenko Titarenko Irina kinset96@hotmail.com

Tolstova Tolstova Tatiana tvtolstova@yandex.ru

Tomalin Barry barrytomalin@aol.com

Tomlinson TomlinsonTomlinson Brian brianjohntomlinson@gmail.com

Tomlinson TomlinsonTomlinson Jo michael.hicks@pearson.com

Tomsett Tomsett John

Index of presenters

Tranter TranterTranter Geoff tranter@mondiale.de Trumpesova Trumpesova Trumpesova--Rudolfova RudolfovaRudolfova Rudolfova Eva trumpesova@econ.muni.cz

Tulegenova Tulegenova Tulegenova Tulegenova Aida ega.125@mail.ru

Turkkan TurkkanTurkkan Mehvar mehvare@hotmail.com

Tutunis TutunisTutunis Birsen tutunisster@gmail.com

Tuzovic TuzovicTuzovic Tuzovic Emina emina.tuzovic@londonschool.com

Tynan TynanTynan Tynan Rolf rtynan@studygroup.com @Profrolf1

Tysoe TysoeTysoe Tysoe Zoe zoe.tysoe@britishcouncil.org

Underhill UnderhillUnderhill Underhill Adrian adrian@aunderhill.co.uk

Unlu UnluUnlu Unlu Varinder varinder.unlu@ihlondon.com

Urboniene UrbonieneUrboniene Urboniene Kristina k.urboniene@gmail.com

Uremovic UremovicUremovic Uremovic Marinko marinko.uremovic@yahoo.co.uk @HUPECroatia

Valente ValenteValente Valente David englishesforall@gmail.com

Van de Poel Van de Poel Van de Poel Van de Poel Kris kris.vdpoel@telenet.be

Van De Van De Van De Wege WegeWege Melissa melissa.vdw@qu.edu.qa van Olst van Olstvan Olst van Candy dingtonia@gmail.com

Varghese VargheseVarghese Varghese Bindu binduvarghese1019@gmail.com

Vassallo VassalloVassallo Odette odette.vassallo@um.edu.mt Vavelyuk VavelyukVavelyuk Vavelyuk Olga olga.vavelyuk@gmail.com

Veado VeadoVeado Veado Monica mveado@gmail.com @monicaveado

Velikaya VelikayaVelikaya Elena evelikaya@hse.ru

Venunathan Venunathan Seethalakshmi

Verdonk VerdonkVerdonk Desiree desiree.verdonk@fhwn.ac.at

Vetter Vetter--M'Caw M'CawM'Caw Suzanne vetter-mcaw@gmx.net

Vida Sandra sandra.vida@iatefl.si

Villas Boas Villas Boas Boas Boas Isabela isabela.villasboas@thomas.org.br @isabelavb

Viola Mercedes mercedesviola@4d.edu.uy @mercedesviola von Ludwiger von Ludwiger Corinna coravonludwiger@yahoo.com

Vulovic Vulovic Marina marina.vulovic@student.uantwerpen.be

Vurdien Vurdien Ruby whiterose_va@yahoo.es

Waechter Kirsten info@tailored-trainings.de Wagle WagleWagle Wagle Ushakiran wagleyusha@gmail.com

Walizada Walizada Tareq tareq.walizada@britishcouncil.org

Walker Carolyn c.r.walker@ex.ac.uk

Walker WalkerWalker Robin robin@englishglobalcom.com

Walklett WalklettWalklett Walklett Chris walklettchris@hotmail.com

Walkley Walkley Andrew andrewwalkley@mac.com

Walter WalterWalter Walter Catherine catherine.walter@linacre.ox.ac.uk Warnakulasooriya Warnakulasooriya Warnakulasooriya Warnakulasooriya Rasil michael.hicks@pearson.com

Warwick Warwick Lindsay lindsay.warwick@bellenglish.com @lindsay_warwick

Wassell WassellWassell Wassell Ela ela.wassell@gmail.com @elawassell

Waterston WaterstonWaterston Waterston Karen kwaterston07@gmail.com

Watkins WatkinsWatkins Peter peter.watkins@port.ac.uk @UoPTESOL

Webb WebbWebb Webb Rhian rhian.webb@southwales.ac.uk

Weir WeirWeir Weir Philip philipweir@hotmail.com @philjweir

Welsh WelshWelsh Dominic dominic.welsh@fh-joanneum.at Wentzel WentzelWentzel Wentzel Elizabeth betsywentzel@googlemail.com

Westwell WestwellWestwell Rosemary rjwestwell@hotmail.com @DrRoe

Whitaker WhitakerWhitaker Whitaker Catherine cwhitaker@knowledgetransmission.com @whitakercn

Whitcher WhitcherWhitcher Anna anna_sf@sbcglobal.net @anna_whitcher

White WhiteWhite White Genevieve Whitehead WhiteheadWhitehead Danny danny.whitehead@britishcouncil.org

Whitehead WhiteheadWhitehead Whitehead Russell russell@whitehead.com

Whitehouse Whitehouse Emma emma.whitehouse@londonschool.com @ewoklondon

Whiteside WhitesideWhiteside Mary hurren.j@cambridgeenglish.org Wilden WildenWilden Wilden Shaun shaun.wilden@ihworld.com @shaunwilden

Williams WilliamsWilliams Williams Damian damian@tmenglish.org @DRichW

Williams WilliamsWilliams Williams Simon s.a.williams@sussex.ac.uk

Willis WillisWillis Jane jane@willis-elt.co.uk

Wilson WilsonWilson Wilson Ken kenwrite@btinternet.com

Wood Wood Wood Wood Ian

Index of presenters

Woods Paul rphwoods@gmail.com

Woodward Clare Woodward WoodwardWoodward Tessa Wright WrightWright Wright Andrew andrew@ili.hu Wright WrightWright Wright Jennie Wright Wright Ros Wu Wu Chiuhui chw210@hotmail.com

Xerri Daniel dx509@york.ac.uk @danielxerri

Xerri Agius Xerri Agius Agius Agius Stephanie sxa1@le.ac.uk @stefixerri

Yastrebova Yastrebova Elena yastel@yandex.ru Yavuzdogan Yavuzdogan Mehtap mehtapyavuzdogan@gmail.com Yesil Nurdan nurdan@bilkent.edu.tr Yildirim YildirimYildirim Nihal nihal.yildirim@bilgi.edu.tr @NihallYildirim Yilmaz Beyza Nur beyzayilmaz@gmail.com @beyza Yordanova Nataliya Young Roslyn roslyn.young@orange.fr

Zakime ZakimeZakime Andreia andreiazakime@yahoo.com.br Zammit Robert robert.zammit@gmail.com Zemach Dorothy Zhavoronkova Svetlana svetjav@mail.ru Zibelius Marja

ABBREVIATIONS

Abbreviations, acronyms and initialisms for the IATEFL Conference

Abbreviations, acronyms and initialisms for the IATEFL Conference

a The presentation focuses on Adult Teaching

AE Academic English

a The presentation focuses on Adult Teaching

AE

AGM Annual General Meeting

AGM

Academic English

AL Applied Linguistics

Annual General Meeting

AL Applied Linguistics

BE Business English

BE Business English

BELF Business English as a Lingua Franca

BELF

CAE Certificate in Advanced English

Business English as a Lingua Franca

CAE Certificate in Advanced English

CAL Computer-assisted learning

CAL Computer-assisted learning

CALL Computer-Assisted Language Learning

CEF Common European Framework

CALL Computer-Assisted Language Learning

CEF Common European Framework

CEFR Common European Framework of Reference

CEFR Common European Framework of Reference

CESOL Communicating in English with Speakers of Other Languages

CESOL Communicating in English with Speakers of Other Languages

CLIL Content and Language Integrated Learning

CLIL Content and Language Integrated Learning

CMC Computer-Mediated Communication

CMC Computer-Mediated Communication

CPD Continuing Professional Development

CPE Certificate of Proficiency in English

CPD Continuing Professional Development

CPE Certificate of Proficiency in English

e The presentation is for an Experienced Audience

e The presentation is for an Experienced Audience

E4W English for Work

E4W English for Work

E4WP English for the Workplace

E4WP English for the Workplace

EAL English as an Additional Language

EAP English for Academic Purposes

EAL English as an Additional Language

EAP English for Academic Purposes

EFB English For Business

EFB English For Business

EFL English as a Foreign Language

EFL English as a Foreign Language

EGP English for General Purposes

EGP English for General Purposes

EIL English as an International Language

ElCom Electronic Committee

EIL English as an International Language

ElCom Electronic Committee

ELF English as a Lingua Franca

ELF English as a Lingua Franca

ELT English Language Teaching

ELT English Language Teaching

ELTeCS English Language Teaching Contacts Scheme

ELTeCS English Language Teaching Contacts Scheme

ELTJ ELT Journal

ELTJ ELT Journal

EOP English for Occupational Purposes

ESL English as a Second Language

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

ES(O)L English for Speakers of Other Languages

EYL English for Young Learners

ESP English for Specific Purposes

FCE First Certificate in English

EYL English for Young Learners

GEN General

FCE First Certificate in English

GEN General

GI Global Issues

GI Global Issues

IATEFL International Association of Teachers of English as a Foreign Language

iBT Internet-Based Test

IATEFL International Association of Teachers of English as a Foreign Language

iBT Internet-Based Test

ICT Information and Communication Technology

ICT Information and Communication Technology

IELTS International English Language Testing System

INSET In-Service Teacher

IELTS International English Language Testing System

INSET In-Service Teacher

INSETT In-Service Teacher Training

INSETT In-Service Teacher Training

Memcom

First Language

Second Language

Learner Autonomy

Leadership & Management

The presentation is for a less-experienced audience

Language Learner Autonomy

Literature, Media & Cultural Studies

Learning Technologies

Language Teaching Organisation

Mobile Assisted Language Learning

Materials Writing

Materials Development

Membership Committee

Ministries of Education

Native English-Speaking Teachers

Non-Native English-Speaking Teacher

Non-Native Speaker

Newly-Qualified Teacher

The presentation focuses on Primary Teaching

Pre-Conference Event

Professional Learning Network

The presentation promotes a particular book or product Pronunciation

Speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

Research

Received Pronunciation

The presentation focuses on Secondary Teaching

Special Interest Group

The presentation focuses on Tertiary Teaching

Teacher Association

Task-Based Learning

Task-Based Language Teaching

Task-Based Teaching

Teacher Development

Testing, Evaluation & Assessment

Teachers of English as a Foreign Language

Teachers of English to Speakers of Other Languages

Teaching English to Young Learners

Teacher Training & Education

Virtual Learning Environment

Wider Membership Individual Scheme

Wider Membership Scheme

Young Learners & Teenagers

WHO’S WHO IN IATEFL

IATEFL COMMITTEES, VOLUNTEERS AND STAFF

Patron David Crystal

Trustees

President (outgoing)

President (incoming)

Carol Read

Marjorie Rosenberg

Secretary Zeynep Urkun

Treasurer

Associates’ Representative (outgoing)

Associates’ Representative (incoming)

Electronic Committee Chair

Membership Committee Chair

SIG Representative

Executive Committees

Conference Committee

Electronic Committee

Finance Committee

Membership Committee

Publications Committee

Associates Committee

Scholarship Working Party

Colin Mackenzie

Les Kirkham

Lou McLaughlin

Caroline Moore

Gary Motteram

George Pickering

Carol Read

Burcu Akyol

Bethany Cagnol

Ros Wright

Louise Atkins (for head office)

Alison Medland (for head office)

Glenda Smart (for head office)

Poppy White (for head office)

Caroline Moore (Chair)

Mike Harrison

Heike Philp

Paul Sweeney

Mercedes Viola

Louise Atkins (for head office)

Colin Mackenzie (Chair)

Karsten Gramkow

Wayne Rimmer

Lizzie Wojtkowska-Wright

Olu Balogun (for head office)

Gary Motteram (Chair)

Mojca Belak

Victoria Boobyer

Tilly Harrison

Shaun Wilden

Natasha Cleary (for head office)

Marjorie Rosenberg (Chair)

Roy Bicknell

Martin Eayrs

Les Kirkham (outgoing Chair)

Lou McLaughlin (incoming Chair)

Harry Kuchah

Nazli Demirbas Gungor

Eryl Griffiths (Chair)

Maureen McGarvey (Deputy Chair)

Mojca Belak

Sophie Ioannou-Georgiou

Patrick McMahon (outgoing)

Amos Paran

Adrian Tennant

IATEFL COMMITTEES, VOLUNTEERS AND STAFF

Conference Programmer

Proposals Committee

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

IATEFL Voices Editor

Conference Selections Editor

Advisory Council

WMS Advisory Committee

IATEFL Staff

Executive Officer

Deputy Executive Officer

Conference Organiser

Deputy Conference Organiser

Finance Officer

Finance & General Administrator

Sponsorship & Exhibition Officer (Temporary)

SIGs & General Administrator

Membership Officer

Madeleine du Vivier

Tilly Harrison

Samuel Lefever

Ros Wright

Cornelia Kreis-Meyer & Julia Waldner

Aysen Guven & Prithvi Shrestha

Caroline Okerika

Margit Szesztay

Jenny Johnson (outgoing)

Andy Hockley (incoming)

Leni Dam

Lienhard Legenhausen (outgoing)

Christian Ludwig (incoming)

Nicky Hockly (outgoing)

Sophia Mavridi (incoming)

Shaun Wilden

Chris Lima

Nick Robinson (outgoing)

Rachael Roberts (incoming)

Wayne Rimmer

Richard Smith & Sarah Mercer

Sinead Laffan

Birsen Tutunis

Judith Mader

Kalyan Chattopadhyay & Dennis Newson

Alison Schwetlick

Tania Pattison

Herbert Puchta (Chair)

Graham Hall - Editor, ELTJ

David Crystal - Patron

Anna Searle - British Council

Catherine Walter

Amos Paran (Chair)

Mike Clark

John McGovern

Catherine Walter

Glenda Smart

Louise Atkins

Alison Medland

Poppy White

Olu Balogun

Linda James

Ally Inkpen

Eleanor Broadbridge

Natasha Cleary

WHO IN IATEFL

Password Testing

Join the growing number of leading universities using gold standard English language assessment to recruit, support and retain students.

• Replace in-house tests with professional CEFR aligned assessment which is accurate, reliable and secure

• Deliver your own high stakes testing for admission to university programmes with the full four skills Password Skills test

• Augment end of course speaking and writing assignments by testing reading and listening with Password Skills (Receptive)

• Use Password Knowledge, the world’s most widely used English language assessment, for admission into pre-university (pathway) programmes

Recruit Support Retain

Developed by Professor Cyril Weir’s world-leading team of experts in English Language Assessment.

contact@englishlanguagetesting.co.uk www.englishlanguagetesting.co.uk

11TH

SATURDAY

DAY PLANNER sponsored by Password/English Language Testing

0800-1730

0815-0845

0830-1730

0900-1025

1040-1125

1200-1305

1305-1405

1405-1450

1505-1535

1550-1635

1635-1710

1710-1740

1730

1755-1825

1900

Registration desk open

“How to ... sessions”

Exhibition open

Opening announcements & plenary session by Donald Freeman

Session 1.1

SUNDAY

0800-1730

0815-0845

0830-1730

0900-1010

1025-1110

1110-1145

1145-1215

1230-1300

1300-1420

1420-1450

1505-1535

1550-1635

1635-1710

1710-1815

1730

1900

Coffee break

Session 1.2

Lunch break

Session 1.3

Session 1.4

Session 1.5

Coffee break

Session 1.6

Coffee break 1125-1200

Exhibition closes

Session 1.7

Start of the evening programme

Registration desk open

“How to ... sessions”

Exhibition open

Plenary session by Joy Egbert

Session 2.1

Session 2.2

Session 2.3

Lunch break (IATEFL AGM 1310-1410)

Session 2.4

Session 2.5

Session 2.6

Coffee break

Session 2.7

Exhibition closes

Start of the evening programme

DAY PLANNER

CONFERENCE DAY PLANNER

TUESDAY 14TH MONDAY 13TH

DAY PLANNER sponsored by Password/English Language Testing

0800-1730

0815-0845

0830-1730

0900-1010

1025-1055

1055-1130

1130-1235

Registration desk open

“How to ... sessions”

Exhibition open

Plenary session by Ann Cotton

Session 3.1

Coffee break

1535-1605

1605-1640

0800-1300

0815-0845

0830-1215

0900-1010

1025-1055

1110-1140

Exhibition closes Lunch break 1215 1235-1335 Session 4.3 Session 3.3

1215-1300 1335-1420

Exhibition

Session 3.5 1315-1415

Coffee break 1415-1430

Registration desk open

“How to ... sessions”

Exhibition open

Plenary session by Harry Kuchah

Session 4.1

Registration closes

Final plenary session by Carol Ann Duffy

Closing announcements & raffle

Book signing & farewell snack

“Gold standard testing from Password”

FLOORPLAN

The following pages contain the floorplan of Manchester Central Pages 297-298 -Overview of the venue

Central Foyer ATM

Business Centre Services

Changes & Cancellations noticeboards

Information Desk

Meeting Point

Registration

Reservation Highway

Technical Help Desk

Session rooms: Central 3-8 & Cobden 1-3

Central Hall

Exhibition including:

Catering points

Internet Centre

Jobs Market Fair

Online interview area

Prayer room

SIG Posters

Speaker preparation room

Gallery

Catering Point

Poster presentations

Session rooms: Charter 1-4 & Exchange Hall

Exchange Rooms (upstairs)

Session rooms: Exchange 1-11

We have also provided a pull-out version if you prefer to carry this with you on the pages following.