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31st Annual International
TESOL France Colloquium
Telecom ParisTech46 rue Barrault, 75013 Paris, France
www.tesol-france.org
Paris, France 16th - 18th
November 2012
Chia Suan Chong
Thomas S.C. Farrell
Plenary Speakers
TESOL France has been sharing knowledge, experience and best practices in
English language teaching in France for 31 years.
Gabriel Diaz Maggioli
General TESOL France Conference Information
Venue addressTelecom ParisTech is located at 46 rue Barrault, 75013 Paris
By airCharles de Gaulle Airport (CDG) and Orly Airport (ORY) both have n a t i o n a l , E u r o p e a n a n d international flights to and from a wide range of destinations, including low cost airlines EasyJet and Jet2. Orly Airport is closer to the venue than CDG.
Beauvais Aiport (BVA)Ryanair Ryanair flies into Beauvais Airport (BVA), which is 80 km outside the city. The Beauvais Airport Bus (an 80-minute ride) brings travelers into Paris and drops passengers at the Porte Maillot metro station (LINE 1, see map). Taking this same bus from Porte Maillot is required in order to return to Beauvais airport.
Directions into Paris from CDG AirportTaxisIf you wish to take a taxi, follow the taxi signs. DO NOT accept taxi offers from random drivers who ask you if you want a taxi. They will charge you made-up-on-the-spot prices. Once at the airport taxi rank, wait in line. Cost of getting into Paris: around 50EUR (Yikes! We know).
Public Transportation to Central Paris from CDG AirportThe RER is a regional train network with stops at major Métro hubs in Paris. http://ratp.fr/
After you've retrieved your bags and gone through customs, look for a "Gare" sign with a train symbol. (CDG airport has two RER
stations: one for Terminals 1 and 3, and the other at Terminal 2. The terminals are connected by a free CDGVAL shuttle train.)
Once at the RER station (at least a 15mn walk), you can buy tickets in two ways:1) In the ticket office, where the clerks accept payment by cash or credit card.2) From an "Île de France" ticket vending machine, which may or may not be compatible with foreign credit cards. (You'll have a better chance of success if you're using a European "smart" credit card with an embedded chip.) Clerks (reluctantly) and machines will use English.
Buy a ticket to "Paris Central allez-simple. (one way).” For a round trip, simply purchase two. A one-way ticket should cost you about 9.00EUR.
Once you have your ticket, follow the "Paris par Train" signs to the platforms. In the station, you will have to validate your ticket and go through the metal turn-style machines. Important: keep your ticket on you at all times! You will need it to get out of the RER system.
Go down the escalator marked "Paris par Train." When you've descended the escalator, check the electronic signboard above for train departure times and platform numbers. Lights on the overhead signs indicate the stations where the train will stop. Some are direct (if you get lucky). Trains normally depart every 10 to 20 minutes.
All trains going into Paris stop at the same stations in Central Paris. If you are staying at a hotel near the venue, you want to take the train to the station: "Denfert-Rochereau"
It should take about 20-30 minutes to get into town. Use this time in the train to see if your cell phone works, and enjoy the music some musicians play for the tourists, etc. If possible, sit on the right-hand side of the train because: as you approach Paris, take a look to your right. You might catch a glimpse of the beautiful Sacre Coeur on the hill.
The station before "Denfert-Rochereau" is Port Royale (so you know when to get ready to get off)
Get off at "Denfert-Rochereau". On the platform, follow the signs for Metro Line 6. Line 6 is a green circle with a 6 in the middle. You will have to go through another pair of turn-style doors, and re-validate your ticket to get out of the train system and into the Metro system.
I f you a re headed to t he neighborhood of the venue, take Line 6 Direction: Nation. Once on the metro, go three stops until you get to Station: Corvisart
To exit, follow the blue SORTIE s i g n s ( s e e : m a p o f t h e neighborhood and directions to the venue).
NB: If there are strikes scheduled for the weekend of the conference, you will be notified via our website.
Speakers, poster presenters and stand representatives must register online. Not registering may result in your talk being cancelled on the day.Delegates: Register by November 12th if you want to receive a printed badge. Walk-ins are welcome.Register here: http://www.tesol-france.org/Colloquium12.phpPlease note: this programme and schedule is only preliminary and subject to change in the weeks leading up to the conference. Newer versions will be uploaded to our website on the weekends.
Page 2
Directions into Paris from Orly AirportTaxisIf you wish to take a taxi, follow the taxi signs. DO NOT accept taxi offers from random drivers who ask you if you want a taxi. They will charge you made-up-on-the-spot prices. Once at the airport taxi rank, wait in line. Cost of getting into Paris: around 30EUR.
After you've retrieved your bags look for a "OrlyVal" signs. The automated Orlyval shuttle trains connect Orly Airport 's Sud (sou th ) and Oues t (wes t ) terminals to the Antony station of the RER B line, where you must transfer to an RER train into the heart of Paris. A ticket for the entire journey costs around €9,00. The ticket is valid on the Orlyval train, the RER, and the Métro.
Buy your ticket at the RATP's Orlyval/Orlybus booth in the t e rm ina l , t hen go up t he escalator to the elevated shuttle station. Keep the ticket with you throughout the journey.
The OrlyVal will stop at the Antony RER B Station. Take the RER B, direction Paris (to double check you are going in the right d i r e c t i o n , v e r i f y t h a t t h e electronic boards above your RER platform highlight the main Paris stations such as Chatelet, S t . M i c h e l , a n d D e n f e r t -Rochereau.)
The RER train ride into Paris takes about 20 minutes
Get off at "Denfert-Rochereau". On the platform, follow the signs for Metro Line 6. Line 6 is a green circle with a 6 in the middle. You will have to go through another pair of turn-style doors, and re-validate your ticket
to get out of the train system and into the Metro system.
I f you are headed to the neighborhood of the venue, take Line 6 Direction: Nation. Once on the metro, go three stops until you get to station: Corvisart
To exit, follow the blue SORTIE s i g n s ( s e e m a p o f t h e neighborhood and directions to the venue).
By TrainBelow are directions to the venue from all major train stations in Paris.
TaxisIf you wish to take a taxi from your train station, follow the taxi signs. DO NOT accept taxi offers from random drivers who ask you if you want a taxi. They will charge you made-up-on-the-spot prices.
From Gare de Nord Train Station (Eurostar and Thalys)Take the underground LINE 4 d i rec t ion Por te d 'Or leans. Change at Denfert Rochereau Station. Take underground LINE 6 direction Nation. Corvisart station is three stops from Denfert Rochereau
From Gare St-Lazare StationTake the underground LINE 12 direction Marie d'Issy. Change at Montparnasse Bienvenue. Take underground LINE 6 direction Nation. Corvisart station is six s tops f rom Mon tpa rnasse Bienvenue
From Gare de Lyon Train StationTake the underground LINE 1 direction Chateau de Vincennes Change at Nation station. Take underground LINE 6 direction Char les de Gaul le Eto i le . Corvisart station is ten stations from Nation
From Gare d'Austerlitz Train StationTake the underground LINE 5 direction Place d'Italie. Change at Place d'Italie station. Take underground LINE 6 direction Char les de Gaul le Eto i le . Corvisart station is one station from Place d'Italie
Nearest Metro and RER stopshttp://ratp.frLine 6: Corvisart (10mn walk)Line 6: Glaciere (15mn walk)Line 7: Tolbiac (20mn walk)RER B: Cite Universite (25mn walk)
Public Transportation: Bus62 (Stop: Vergniaud) 21 (Stop: Daviel) 67 (Stop: Bobillot)
Nearest Velib bike stations1) 27 and 36 rue de la Butte aux Cailles2) 46 Boulevard Auguste Blanqui3) 20 Rue Wurtz
Car ParksPark Alizés10 Rue Wurtz01 45 65 03 99
Grand Garage Parking Moulin des Prés Sté62 Rue Moulin des Prés01 45 89 50 55
Conference FeeTESOL France members, speakers, poster presenters and stand representatives attend free of charge!
Non-member registration fee: 49EUR and thus automatic membership into TESOL France for an entire year! (attendees can chose to opt out if they wish, but why would you want to when coming to this conference would mean free access to all TESOL France events for an entire year a n d r e c e i v i n g o u r h a n d y Teaching Times magazine!)
Page 3
Walking to the venue from Corvisart Metro StationThe walk from the metro station, Corvisart, to the venue, Telecom ParisTech, is about 10 minutes.
As you exit the metro, follow the large blue SORTIE ("exit" in French) signs. Go down the stairs. Exit
through the metal doors. While still in this small outdoor station, exit to the left (Sign: SORTIE Bd Auguste Blanqui, Cote des Nos Impairs).
The street you are currently facing is Boulevard Auguste Blanqui. Cross this Boulevard Auguste Blanqui.
Veer right, walking down hill, along this Boulevard.Continue, walking down hill to the first intersection of Rue Barrault (on your left). Take this Rue Barrault and walk up hill until you reach the venue (No. 46) Telecom ParisTech is on your right.
AccommodationWe’ve provided a list of the hotels closest to the venue: http://www.tesol-france.org/BOBHotels.phpHowever, for a more comprehensible listing, we recommend Booking.com in the 13th District of Paris. Use this link: http://tinyurl.com/d4pcygq There are different price ranges from which delegates can choose. It is strongly recommended you book
your accommodation as early as possible. If you do not manage to book a hotel walking distance to the venue, rest assured, the metro system is an excellent way to get around the city, should you need to use it.
MealsCoffee and refreshments will be served at specified times during the conference.
There will be receptions on Friday and Saturday evenings and a small snack on Sunday afternoon.
Lunch on Saturday will take place outside the venue. There is a variety of restaurants, cafes and sandwich shops in the area. A list of locations will be provided in the printed programme and is also available on our website.
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METRO
METRO
METRO
TESOL France Venue 46 rue Barrault 75013 Paris
PRODUCT ADDRESS SHOP NAME
Paper products, note cards, 226 rue de Tolbiac Librairie Papeterie
Pharmacy / Chemist 229 rue de Tolbiac Pharmacie La Butte aux Cailles
Cash machine 224 rue de Tolbiac CIC
Telephone accessories 221 rue de Tolbiac Image Photo Express
Post Office 216 Rue de Tolbiac La Poste Tobliac
Supermarket 204 rue de Tolbiac Simply Market
Photocopier 219 rue de Tolbiac
Office Supplies (& colour printing) 92 avenue d'Italie Office Debot
Computer accessories (& other electronics, books, Apple products etc.)
30 avenue d'Italie Fnac (in the Place d’Italie shopping center)
Handy addresses in the area
5
Useful Addresses
Direction:avenue d’Italie
Direction:Place d’Italie
VENUE
Porte Maillot Eurostar
RESTAURANT ADDRESS CUISINE PRICE
Simply supermarket 204 rue de Tolbiac75013 Paris
Take-away sandwiches, salads, drinks and other groceries
€8-€15
l’Arome Antique 55 rue Barrault 75013 Paris Tel: 01 45 88 42 34
Pizzeriaincluding takeout
€8-€15
*Le Circus 204 Rue de Tolbiac75013 Paris Tel: 01 53 80 20 04
Wide range of traditional French cuisine.
€18-€35
A la Bonne Cave 11 rue de l’Espérance75013 Paris Tel: 01 45 80 82 48
Traditional French €15
* Auberge de la Butte 8 rue de la Butte-aux-Cailles75013 Paris Tel: 01 45 80 32 47
Traditional French(reservations recommended)
€15-€25
* La Montagne d’Or 211 rue de Tolbiac75013 Paris Tel : 01 45 88 31 92
Chinese €15
Chez Papa 27 rue de la Colonie,75013 Paris Tel: 01 45 88 30 98
Traditional French regional cuisine and enormous salads
€15 with wine
L'Auberge Berbère 39 rue Daviel75013 Paris Tel: 01 45 80 68 52
Moroccan cuisine from the Berbere region
€20 to €25
Café Fusion 12, Rue de la Butte aux Cailles75013 Paris Tel : 01 45 80 12 02
Fusion €30 with wine
Café du Commerce 39 rue des Cinq Diamants75013 Paris Tel: 01 53 62 91 04
Traditional French cuisine and curry!
€25 with wine
Chez Gladines 30 rue des Cinq Diamants75013 Paris Tel: 01 45 80 70 10
Cuisine from the Basque country
€20
Les Cailloux 56 rue des Cinq Diamants75013 Paris Tel: 01 45 80 15 08
Italian €30
* La Pentola 198 bis, rue de Tolbiac75013 Paris. 01 45 88 88 83
Pizzeriaincluding takeout
€12-20
Tandem 10, Rue de la Butte aux Cailles75013 Paris Tel : 01 45 80 38 69
Wine bar(specialist in organic wines)
€35
Chez Paul 22 rue de la Butte aux Cailles75013 Paris Tel: 01 45 89 22 11
Traditional French haute cuisine
€40 with wine
Those of you wishing to continue your Parisian experience are encouraged to wine and dine at the following restaurants in the area. Bon appetit!
* Also open on Sunday
A table for two (four). Une table pour deux (quatre).
Could I have the menu? Est-ce que je peux avoir la carte?
I am a vegetarian. Je suis végétarien(ne).
Do you have...? Est-ce que vous avez...?
One/Two of these, please. Deux comme ça, s'il vous plaît.
For starters, I'd like... Comme entrée, je prendrai...
For the main dish... Comme plat...
For dessert... Comme dessert...
More bread, please. Encore du pain, s'il vous plaît.
That was delicious. C'était délicieux.
The bill, please. L'addition, s'il vous plaît.
Is service included? Est-ce que le service est compris?
There's a mistake in this bill, I think.
Il y a une erreur dans l'addition, je crois.
Where are the toilets?
Où sont les toilettes?
Parlez vous français?
6
Majid AhmadiThe effects of students’ English short lectures on improving their linguistic
skills: students’ viewpoints
SPEAK & TECH
Amany AlKhayatFlipped Classroom: Towards a Creative EFL/ESL Classroom
TECH
Annie AltamiranoSpeak your mind: an ELT odyssey?
SPEAK & YA
Lamia Benadla & Zoubir Dendane
English for Science and Technology among Speakers of
Other Languages.ESP & Fr
Catherine Buon & Arthur Firkins
EFL Reading Success: Activities and Materials Design
READ & TTD
Jeffrey Doonan The Disabled Access Friendly campaign: Using ELT to raise
awareness about mobility disability
Canan Eliçin Apologies in E-mails Of First Year Turkish
ELT Students
TTD & AL
Anastasia FetisovaThe Potential of Minisagas for
Developing Students' VocabularyGV & TECH
Igor GavilánIntegrating top teaching to promote
student engagement
4SKILLS
Linda Ghout-Khenoune Sequence Pictures for Enhancing EFL
Learners' Narrative Essay Writing
WRITE & AL
Elinda GjondedajBlooms Taxonomy with Apps
TECH
Bahman GorjianImpact of Individual Differences
on EFL Learners’ Level of Situation Specific Anxiety
Affecting the Development of Oral Skills
SPEAK & WRITEPeter John Hassall & Fujimi Sakai
Tanaka & Ken CollinsThe Extremely Short Story
Competition [ESSC]: Contexts, Successes & Opportunities for EFL
WRITE
Normah Ismail & Kamalanathan Ramakrishnan
A Fresh Look at the Use of L1 in the ESL Classroom:
A Malaysian Perspective &Leading the Horse to Water: ESL
Learners’ Experience with Language Learning Contracts
YA
Leila Issa The Round Robin Technique
WRITE
Chongrak Liangpanit The Use of Vocabulary
Learning Strategy: Research to Practice in EFL Class
GVOlga Misechko
& Inna Plotnytska English as a Lingua Franca: as Ukrainian Student Teachers of
English View ItIntC & HE
Biljana Radić-Bojanić Social strategies in the comprehension
of figurative meaning
GV & REF
Fouzia Rouaghe The Continuos Assessment within the
LMD English Course
TEST
Bihimini Somananda Designing Legal English Courses: Challenges and
Perspectives
ESP & MATJagoda Topalov
Promoting Strategic EFL Reading - Classroom Intervention
READ
Sinem Yılmaz Using Edmodo, A Social Learning
Network Tool, in Teaching/Learning Academic English
TECH & YA
Posters
7
Friday, November 16th
16:00-16:45
16:45-17:00 Opening CeremonyRoom: Estaunie
17:00-17:45 Opening PlenaryGabriel Diaz Maggioli
Change is Good: You go first!
Room: Estaunie
Rooms: Estaunie B310 B312 B316 Opale18:00 - 19:00
Session APaul Dummett
The Power of the Image
AL
Jane RyderLooking in the Mirror: The place for
reflective practice in teacher education
TTD
Rakesh Bhanot & David Bish Moderated by Divya Brochier
Debate: Teaching vs Technology
TECH & TTD
Marta García Alamán & Olga I. Díez Velasco
CLIW: Content Language Integrating Wine
ESP
Stella Saliari & Marine CondetteETS scoring policies or how to evaluate speaking and writing
skillsTEST
19:00 - 19:30
19:30 - 20:45
Registration opens at 15:00 and will continue throughout the event. Coffee will be served at registration.
Coffee, Poster Session & Visiting Stands in the Lobby and E200
Cocktail dînatoire
Poster session, visiting stands & networking
Key to AcronymsAL: Adult LearnersBE: Business EnglishCORP: Corpus in the ClassroomDOGME: Dogme (for the Classroom)DRAM: Drama-based LessonsEAP: English for Academic PurposesEFL: English as a Foreign LanguageELT: English Language TeachingESP: English for Specific PurposesFr: French LearnersGV: Grammar & Vocabulary
HE: Higher EducationIntC: Intercultural IssuesLST: Listening SkillsMANGT: Classroom ManagementMAT: Materials Design and PublishingMLev: Multilevel ClassroomPr.: PronunciationPRIM: Primary School LearnersREF: Reflective PracticesREAD: Reading SkillsSPEAK: Speaking Skills
TBL: Task-Based LearningTECH: Technology in the ClassroomTEEN: Teenage LearnersTESOL: Teachers of English to Speakers of Other LanguagesTEST: Testing and AssessmentTTD: Teacher Training & DevelopmentWCond: Working ConditionsWR: Writing SkillsYA: Young Adult Learners4SKILLS: Reading, Writing, Listening and Speaking
ROOMS: Thevenin Estaunie B310 B312 B316 Opale Rubis Saphir9:30-10:00
10:00-11:00Session B
Leo SelivanDoes the word
"synonym" have a synonym
GV & CORP
Marianne RaynaudAll You Need Is…
Motivation
TTD & SPEAK
Jemma GardnerWhat is "emergent
language" and how can we "deal with it"?
DOGME
Andy CowleTeaching English is
Murder!
READ
Divya BrochierDecoding Classroom
Dynamics
MANG & REF
Jeffrey Doonan & Julia Alivertis
"What'cha Lis'nin 2?": Taking music from the CD to CDA
IntC & YA
Ekaterina BelozerovaHow do we learn new words? Helping your
learners to enrich their vocabulary in English.
GV & AL
Andrew Betsis & Sean Haughton
TOEIC, IELTS and other International
ELT Exams: an overview.
TEST
11:15-12:15Session C
Igor GavilanPractical Strategies and top techniques
for teaching and learning
MANG & GV
Bonnie TsaiFrom Coach to
Awakener
AL & ESP
ChristinaRebuffet-Broadus
Dogme through students' eyes
DOGME
Jeremy DaySeven blended
learning course ideas for English learners
TECH & REF
Evridiki DakosZorbas’ Dance “Sirtaki”
Through TPR
TTD
Elizabeth Anne5 years of integrating blogs into L3 & Master s EAP classes in a
Science University in France
HE & Fr
Yeşim ÇakırSurefire Activities To Get Your Students To Speak
SPEAK & YA
Fabienne Quennet & Olaf Lenders
Strategies in FL academic writing: How
to identify individual needs?
WRITE & ESP12:15 - 13:30
13:30 -14:00
14:00 - 15:00Session D
Gabriel Diaz Maggioli
Teachers can have their cake and eat it,
too!TTD & WCond
Anna Gębka-SuskaPrompts 4ELT
SPEAK
Mark HancockPronunciation as a listening
skill: understanding authentic English
LST & Pr
Milena TanasijevicFrom Classroom to Online Language
Teaching
TECH
Eva BüyüksimkeşyanIdeas for Monday;
Jazzing Up the Classroom with Music
GV & AL
Ruth HuartPhonetic obstacles to
comprehension: the ear is not the problem
Pr & Fr
Amanda McLoughlinGetting students to think
in CLIL classes
TTD & PRIM
Donna ObrzutUsing Reporter’s
Questions for Reading Comprehension and Writing Summaries
READ & Wr15:15 - 16:15 Plenary Session
Tom FarrellReflecting on
Reflective Practice16:15 - 16:45
16:45 - 17:45Session E
NickMichelioudakis
Getting People to Like You
MANG
Gerard McLoughlinChanging Perspectives
IntC
Stephen Scott BrewerReframing the notion of
expertise: implications for how we teach
TTD & REF
Paul MaglioneWhat We Now Know About Teaching With
Video Clips
TECH & YA
Anna MusielakCan drama be all about...grammar?
DRAM & GV
Kate Kleinworth"We don't have time to be
bored!" Strategies for increasing student motivation
HE & MLev
Spencer SalasFlexible formats for
meaningful classroom discussions
SPEAK & YA
Annie McDonaldHelping Learners
Become More Effective Listeners
LST & AL18:00 - 19:00
Session FLuke Meddings &
Chuck SandyStepping back: How
to be yourself in class
TTD & DOGME
Terry ProsserFollow the Clues -
Phrasal Verbs - Helping students to see things
for themselvesGV
Isabel Haller-Gryc & Kelli Dahmen
Team Games: opportunities for spontaneous language
use AL
Anna Rogalewicz-Gałucka
How I manage teenage learners
MANGT & YA
Malu SciamarelliEnglish in the workplace: from communication to
working tool
BE & ESP
Dimitris PrimalisLiterature strikes back! Teaching
literature with technology.(TESOL Greece Representative)
TECH & PRIM
Ana Laura VegaRepresentations and motivation: what do
French students think about learning English
Fr & YA
Despoina GalanakiRubrics: A useful tool
for authentic assessment
TEST & REF19:00 - 20:00
20:00 - 22:00
Registration opens at 9:00am and continues throughout the day.
Saturday, November 17th
* There are several restaurants near the venue, though we suggest grabbing a quick sandwich. Service can be slow on Saturday afternoon. A restaurant list is provided in the programme.**If you are interested in participating, please see Brad Patterson during the conference on Friday or Saturday during the day.
Coffee, Poster Session & visiting stands in the Lobby
Cocktail dînatoir, Poster Session & Visiting Stands
LUNCH BREAK*
It’s back! The Open Mic Night! Music, songs, stand up comedy, those awesome glow sticks & more!**With your host: Brad Patterson! Room: Thevenin
Coffee, Poster Session & visiting stands in the Lobby
Coffee, Poster Session & visiting stands in the Lobby & E200
ROOMS: Thevenin Estaunie B310 B312 B316 Opale Rubis Saphir10:00-11:00Session G
Fiona MauchlinePutting the Creative
back into Writing
WR & YA
Geoff TranterFrom Placement to
Proficiency - an Online Technical English Testing System
TEST & ESP
Leila IssaWhole Brain Teaching
MANG
Meltemİpek Öner
Efficient E-Sources: Web 2.0 for
Classroom Use
TECH & TTD
Anna VarnaCritical Thinking and
How To Dance It!
REF
Özge Öztürk & Nursel Çetinkaya
Touchy, Teachy and Tech-y Vocabulary
Tools
GV & TECH
JudithLogsdon-Dubois
The TPRS (Teaching Proficiency through
Reading and Storytelling) RevolutionTTD & REF
11:10 - 12:10Session H
Vladimira Chalyova & Chuck Sandy
Surpr@ise: Cultivating Stories of Surprise,
Praise, Collaboration and Support
TTD
Maria HeronGetting Learners
Speaking!
SPEAK
Csilla Jaray-BennTailor-Made 1-to-1
Dynamics: Collaborative Creative
Learning (CCL). An Interactive and
collaborative workshop
BE
Ian ButlerTodays news in your classroom - Rapid
Authentic Text Lessons using
Technology
TECH & GV
Tom FarrellPlenary Follow Up
Q&A
REF
David O'HanlonGetting in Touch with Your Inner Redneck: Exploiting Cultural
Difference & Personal Narrative to Advantage
in the Classroom
IntC & Fr
Eduardo SantosAre We Facing a Creativity Crisis?
Fostering Creative Thinking through
Classroom Activities
REF & YA
Louisa DunneUsing and Blending
new IELTS resources to
promote learner autonomy
TEST12:10 - 12:45
12:45 - 13:45Session I
Dennis DavyPractical Ideas for Using Poetry in the
Classroom
YA
Tyson SeburnStruggles in higher ed
reading averted through collaborative
reading circlesHE & READ
Colin MackenzieLearning opportunities,
I’ve made a few.
TTD & REF
Elinda GjondedajMobile Storytelling
2011 Poster Winner!TECH
Alicja GałazkaCultural Learning
through drama in the ELT classroom
DRAM & TTD
Hakan SenturkDogme 2.1: Using
Springpad to Create an Online Coursebook for the Dogme Class
DOGME & TECH
Steven MuirTelly Learning
AL
Bita RezaeiHow to promote
teachers’ psychosocial competence
TTD13:45 - 14:45 Closing Plenary
Chia Suan ChongMis-Applied Linguistics
14:45 - 15:30 Closing remarks and Prize Draw!
Registration opens at 9:00am and continues until the closing plenary. Coffee will be served at registration in the morning.Sunday, November 18th
Light snack, Poster Session, Visiting Stands & Coffee in the Lobby & E200
Plenary Speakers
Friday, November 16th: 17:00 - Room: EstaunieChange is Good: You go first!
Saturday, November 17th: 15:15 - Room: TheveninReflecting on Reflective Practice
Sunday, November 18th: 14:00 - Room: Thevenin(Mis)-Applied Linguistics
These days, ‘reflection’ and ‘reflective practice’ are very popular terms used in language teacher education and development programs. Many educators agree that some form of reflection is a desirable; however, the agreement stops there because there is still almost no consensus as to what reflective practice is. Perhaps this state of indecisiveness about what reflective practice in education means that it is time to return to the work of two influential scholars who brought this concept to prominence at different times when it was important: John Dewey and Donald Schön.
In this interactive talk I look at the roots of reflective inquiry from Dewey’s (1933) original perspective and then look at how Donald Schön (1983, 1987) interpreted Dewey’s conceptions of reflection in his work. I will then try to connect these interpretations of reflective practice to its meaning for teachers today and how teachers can reflect on their beliefs and classroom practices.
Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, and Language Teacher Education and Development. His recent books include Teaching Practice: A Reflective Approach (2011, New York: Cambridge University Press—with Jack Richards), Reflecting on Teaching the Four Skills: 60 Strategies for Professional Development (2012, Ann Arbor: The University of Michigan Press), andReflective Writing for Language Teachers (Equinox, 2012). Sponsored by: TESOL France
Since the late 1960s, we’ve seen a move away from grammar towards communicative competence, the emphasis on the role of interaction in language acquisition, and the drawbacks of pre-determining the linguistic content of a lesson. We claim that we’ve moved into a communicative era of language teaching, but how far are we really from the grammar syllabi of the 1950s? Are we doing much more than paying lip service to the Communicative Approach when all we really want to see is the past continuous ‘covered’ once the past simple is ‘dealt with’? Do we claim that we know that language learning isn’t linear, but secretly wonder why our students still get the present perfect wrong after we spent 3 hours on it last week? Are the theories of Applied Linguisticsreally being applied?
Chia Suan Chong is a General and Business English teacher at International House London, where she also runs teacher training courses such as the CELTA and Cert IBET. Building on research conducted during and following her MA in Applied Linguistics (King's College London) she is a regular conference presenter on English as a Lingua Franca, Dogme, Systemic Functional Grammar, and Intercultural Pragmatics. She is passionate about languages - she currently speaks five and is working on the next - and blogs regularly at chiasuanchong.com. Sponsored by: TESOL France
In this presentation we will explore how teachers can be empowered through change to become true educational leaders. In a profession characterized by ever-present innovation, how can teachers remain sane, grounded and focused on student's learning? We will explore ten lessons I have learned over the course of my career from peers, mentors and experts which have helped me constantly rediscover my passion for teaching.
Gabriel Diaz Maggioli is a teacher who applies the lessons learnt in the classroom to his work as teacher educator, materials writer and educational administrator. He currently directs the MATESOL program at The New School University in New York.
8
Themes: Higher Education &French Learners
Elizabeth Anne (France) 5 years of integrating blogs into L3 & Master s EAP classes in a Science University in FranceWhat does obliging all the students in a class to create their own blog (which is in fact a wiki) add to “normal” L3 and M1 courses? Doesn’t that make too much work for the teacher? After rapidly tracing the how and why students at UJF in Grenoble have been working from their own wiki for the last five years, this presentation will address these two questions, while encouraging teachers to take the plunge. Pitfalls to avoid when venturing into this new territory will be illustrated from personal experience.
Elizabeth Anne is the Director of Studies at the Service des Langues, Université Joseph Fourier and in charge of English for the UFR de Physique. A proud Webhead since 2006 she is a member of the IATEFL LTSIG and an ELTchat follower.
Themes:Grammar & Vocabulary & Adult Leaners
Ekaterina Belozerova (Russia) How do we learn new words? Helping your learners to enrich their vocabulary in English.Learning a foreign language may not be easy for adult classes. In this talk we’ll have a look at easier ways to teach new words to your learners of English. Learning more words should be exciting and interesting. It shouldn't seem like a tough English lesson. If you feel your learners are getting stressed out with new words, may be there are ways to make learning easier for them.
Ekaterina Belozerova is an English teacher and is presently teaching mostly adult classes. She has worked eight years in Turkey as an EFL teacher. Nowadays, she is working in EFL teaching private sector in Russia and is studying for her postgraduate (Doctorate) degree.
Theme:Testing and Assessment
Andrew Betsis and Sean Haughton (Global ELT) TOEIC, IELTS and other International ELT Exams: an overview.Recently, there has been a proliferation in the number of new ELT exams, and, not only that, but existing exams have changed too - some dramatically - in both style and format. Consequently, the world of ELT examinations can, at times, be a confusing one, not just for would-be test-takers, but even for their mentors - teachers - as the luxury of added choice is naturally accompanied by the responsibility of selecting wisely. Our talk will inform teachers about the examination options available, and highlight their main distinguishing features, in the hope that this will, to some extent, make the selection process easier.
Global ELT Managing Director Andrew has amassed over 25 years’ industry experience, and, when not office-tied, can still, inevitably, be found at the chalkface at his family-run language school. Sean has taught in Greece, Ireland and Korea, and now contributes extensively in a writing and editorial capacity to the company.
Themes: Technology in the Classroom & Teacher Training and Development
Rakesh Bhanot (UK) & David Bish - Moderated by Divya Brochier - Debate: Teaching vs TechnologyGiven the sudden rise of, and emphasis on, using new technologies in ELT, this debate will consider the pros and cons of these developments. Does the use of ICT really enhance students' learning? Or, bearing in mind what happened to language laboratories and the audio-visual methods promulgated (unsuccessfully) in the latter part of the 20th century, are they just a new fad that will die out over time as teachers realise that what is important is to have the necessary pedagogic/andragogic skills; not simply being 'au fait' with manipulating Web 2.0 Tools? •Rakesh Bhanot has been involved in various aspects of ELT since 1972; co-edited several books on language teaching and the use of ICT in HE. Currently, Arts Editor: Asian Global Impact (AGI), magazine. Founder editor of Language Issues, the journal of NATECLA. UK.•David Bish, as schoolteacher, lecturer, EFL teacher, teacher trainer, Director of Studies and materials writer his work has included classroom technology, the virtual classroom and distance tutoring through the Net. At EF Education First, David worked on a two-year staged rollout to embed iPads into EF’s classrooms in eight countries.
Theme:Teacher Training and Development & Reflective Practices
Stephen Scott Brewer (France) Reframing the notion of expertise: implications for how we teachMost of us adhere to the idea that expertise is a state that people arrive at gradually by progression through a series of pre-expert stages. In ELT, learners are invariably placed on a continuum ranging from (false) beginner to advanced. My talk calls this way of thinking into question and asks what it might mean to conceive of expertise as a characteristic of what learners do at all stages of their learning. Expertise isn’t seen as a pinnacle achievement, but as inherent in the way a person can approach his or her learning at all levels of the "language learning career."
A native of Pennsylvania and resident of France since 1989, Stephen Scott Brewer is associate professor of language education at the Université Paris-Est Créteil and its teacher training institute, the IUFM de l’Académie de Créteil. His research focuses on the development of self-efficacy in the L2 classroom.
Theme:Classroom Management & Reflective Practices
Divya Brochier (France) Decoding Classroom DynamicsTeaching is above all an intuitive skill. All the teacher education in the world can sometimes pale in comparison to that gut feeling that constantly helps us in making the right decision at the right time. These right choices we make, create a dynamic in our classrooms. The aim of this interactive workshop is to give you the cues to decode your classroom dynamics. The workshop is firmly grounded in theory yet entirely focused on its practical applications. I hope to share with you how this has given my classrooms more of a vibe when they needed it.
Divya Brochier has been teaching for 13 years and is currently a lecturer at Ecole Centrale Paris. She is also doing a Doctorate in Education. Divya regularly speaks at TESOL events. In a former life she dreamed of being a chef.
Themes: Technology in the Classroom & Grammar & Vocabulary
Ian Butler (Ireland) Today’s News in Your Classroom: Rapid Authentic Text Lessons using TechnologyThis talk will address using innovative technologies to help English teachers produce lesson plans, resources and exercises from today’s current authentic news text. We’ll also talk about engaging learners with real and current content.
Ian Butler has worked for over 20yrs in language services. He has held senior roles, in technology, operations and business development. Ian has worked for PayPal, Microsoft, Transware, Expedia, Jonckers, Palm and Merrillbrink. Ian has presented at numerous conferences including Localization World, Tekom, STC, and Learning Technologies.
Themes:Grammar & Vocabulary & Adult Leaners
Eva Büyüksimkeşyan (Turkey) Ideas for Monday; Jazzing Up the Classroom with MusicTeaching teenagers is very challenging as they frequently need to be motivated and inspired. Using songs and music in the classroom always work because music is everywhere. Songs are more than what they are. They are authentic materials. They are memorable and fun. Thus, they energize the classroom, enhance learning, they lower the learning barrier. Bringing the songs and music to the class will melt the ice and doing it with web 2.0 tools will add more spice to the lesson.
Eva Büyüksimkeşyan is an EFL teacher and teacher trainer. She has been teaching English for 24 years. Her main professional interest is trying to integrate technology in her teaching. She has started several collaborative projects. She blogs at evasimkesyan.edublogs.org and is evab2001 on Twitter.
Speakers
9
Themes: Speaking & Young Adult Learners
Yeşim Çakır (Turkey) Surefire Activities To Get Your Students To Speak Speaking is a crucial part of second language learning and teaching. If students do not learn how to speak or do not get enough opportunity to speak in the language classroom, they may soon get demotivated and lose interest in learning. On the other hand, with interesting activities and games, speaking in class can be a lot of fun, which will also raise students’ motivation and energize classes. The aim of this workshop is to provide teachers with interesting ideas and fun activities to get students to speak and make classes fun and dynamic places to be. Yeşim Çakır graduated from Hacettepe University English Language Teaching Department. She is currently an MA student at Yeditepe University. She worked as a Comenius Language Assistant in France for eight months. She also worked at Piri Reis University for two years and now she works at Istanbul Technical University.
Themes: Teacher Training and Development
Vladimira Chalyova (Slovakia) & Chuck Sandy (Japan) Surpr@ise: Cultivating Stories of Surprise, Praise, Collaboration and SupportSurpr@ise is a powerful structure that combines surprise and praise and is built upon principles of gratitude and abundance. The surprise comes when we reach out to students and teachers doing great work and say, “We’ve noticed what you’re doing”. The rest comes when we say, “We’d like to collaborate with you and give you a platform for doing more”. In our workshop we’ll share stories of how surpr@ise is making classrooms, staff rooms and communities shine. We’ll then provide some useful tools, and offer seeds of surpr@ise to sow and an online Surpr@ise Garden to cultivate.
•Vladimira Chalyova brings surpr@ise to all she does, in and out of the classroom. She's an iTDi Associate, a frequent conference presenter, a teacher of teens and adults at Jazykova SkolaStatna in Kosice, Slovakia, and the energy behind Surpr@ise Day -- coming soon to your town.•Chuck Sandy is proud to be an activist whose mission is to change education for the better one classroom, one school, one community at a time. He's a cofounder and director of iTDi, an author,a community organizer, an avid gardener, a Surpr@ise Day presenter, and best of all: a teacher.
Theme: Reading Skills
Andy Cowle (Scotland) Teaching English is Murder! In this practical and highly entertaining look at the mystery and detective genre, Andy Cowle considers the stories and language used in crime novels. He will focus in particular on Agatha Christie, aspects of her life and work, and will read extracts from a new series of readers which bring whodunnits and useful related activities into the classroom. No-one leave the room until the investigation is over… Andy Cowle is a former English language teacher, living in Glasgow. For over 20 years he has worked for many major ELT publishers in the UK and overseas, introducing materials to language practitioners all over the world. Andy motivates teachers to try new and practical ideas and helps them connect language learning with the real world. He runs his own publishing company NORTH STAR ELT www.northstarelt.co.uk.
Theme: Teacher Training and Development
Evridiki Dakos (Turkey) Zorbas’ Dance “Sirtaki” Through TPRIn this workshop the presenter will guide participants through the steps of a TPR lesson in Greek and she will end the session with a mini show of famous Greek dance, “Sirtaki” performed by participants. The aim of this workshop is to introduce a demo lesson of TPR in a real situation by using a foreign language, Greek, giving also the opportunity to participants to feel how learners feel when they are learning a foreign language. Another aim of the workshop is to emphasize that learning can take place when there is a goal, actually “a need".
Evridiki Dakos, the author of course books Sparkle 1, 2 and 3 has been teaching English for 21 years. She is a university graduate and has a CELTA certificate. She is a Pre-school Teacher, Montessori Teacher Assistant, Teacher Trainer, ELT speaker and Blogger,Cambridge ESOL Exam Coach and Oral Examiner.
Theme:Young Adult Learners
Dennis Davy (France) Practical Ideas for Using Poetry in the ClassroomThis workshop will show how poems from around the English-speaking world can be successfully used with students in universities and engineering & management schools. Participants will work with poems from Britain, Ireland, North America, the Caribbean, Africa, India and Oceania, using a variety of tried and tested activities. It will be shown how poetry can appeal to students' emotions, provide literary, linguistic and cultural insights as well as serving as a springboard for numerous speaking, writing, translation and pronunciation activities. A list of poetry-related resources, on-line and on-paper, will also be provided.
Dennis Davy is a Lecturer at EDHEC Management School in Lille and at the Ecole Polytechnique. He also teaches legal English and is a teacher-trainer on the DELTA in Strasbourg. His TEFL career spans some 30 years, in Germany, Japan, Algeria, Qatar and Oman and, since 1993, in France.
Theme:Technology in the Classroom & Reflective Practices
Jeremy Day (Poland) Seven blended learning course ideas for English learnersThis talk explores ideas for using some of the most popular web-based learning environments (Moodle, PBworks, English360) to enrich English language learning programmes. From capturing and sharing emergent classroom language for post-class consolidation to hosting and discussing student-generated videos the talk focuses on how the use of technology needs to be centred on each unique group of learners. Blended learning courses allow further communication to take place and offer a personalised space where learners can reflect, catch-up, or extend their understanding via relevant interactions (before / after or in lieu of face-to-face lessons.)
Jeremy Day is an editor for English360, a blended learning platform, where he is responsible for new content. He is co-author of New Success Upper Intermediate (Pearson) and Active Grammar 3 (Cambridge). He is Series editor of Cambridge English for …, a series of short ESP courses. He has written over ten teacher’s books for business English and ESP.
Themes: Teacher Training and Development & Working Conditions
Gabriel Diaz Maggioli (USA) Teachers can have their cake and eat it, too!In this presentation we will explore the Teacher's Choice Framework, a way of differentiating Professional Development starting with the individual teacher's "here and now." In the same way teachers are required to differentiate their instruction for the benefit of their learners, institutions should offer teachers a differentiated approach which allows them a wide array of choices so that they can fulfill their personal development goals. We will explore a series of strategies which are suited for teachers at all stages of their career development.
Gabriel Diaz Maggioli is a teacher who applies the lessons learnt in the classroom to his work as teacher educator, materials writer and educational administrator. He currently directs the MATESOL program at The New School University in New York.
Speakers
10
Themes: Intercultural Issues & Young Learners
Jeffrey Doonan (Turkey) & Julia Alivertis (Greece) "What'cha Lis'nin 2?": Taking music from the CD to CDA“Each utterance is filled with echoes and reverberations of other utterances” (Bakhtin) Music is a big part of our students’ lives, but how much of it do they really understand, comprehend? In this workshop we aim to take the music from simply listening for pleasure to a deeper level of understanding through an analysis of what the lyrics “say” with Critical Discourse Analysis. Through this analysis we hope to develop an engagement with the music that allows the students to exercise their intellect, emotions and empathy. The workshop is aimed at students from Middle School to University level. •Jeffrey Doonan has been a teacher of English and the Social Sciences for over 20 years in several countries in the Mediterranean region and is presently teaching in Ankara, Turkey. He feels that raising students awareness of social issues through the language classroom is of paramount importance.•Julia Alivertis has been teaching EFL to teenagers for more than 20 years. She has worked privately and as a secondary education state school teacher in Greece. She has been a member of TESOL Greece for many years. She holds a BA from the National and Kapodistrian University of Athens.
Theme: Adult Learners
Paul Dummett (UK - Sponsored by Cengage) The Power of the ImageWe live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. To present discourse without them is both unrealistic and unhelpful. Our memories work in pictures, our experiences are stored using them. Raising awareness of this can help students to remember language more easily. This talk examines how we can use photography to reinforce learning and offers some practical examples of teaching activities using photos from the National Geographic archive.
Paul Dummett is a writer based in Oxford. He ran his own school from 1998-2006 teaching professionals. He gave that up in 2007 to concentrate on writing, but still teaches in Paris and Oxford. Publications for Cengage include: Success with BEC Higher, Energy English, and Life Upper Intermediate.
Theme:Testing and Assessment
Louisa Dunne (British Council, France) Using and Blending new IELTS resources to promote learner autonomy This session will focus on the New Road to IELTS, a British Council online resource and the new TakeIELTS website for candidates, and how teachers can use these resources to promote autonomous learning and help students achieve their goals. We will discuss possible obstacles to learner autonomy and how teachers have dealt successfully with these. Then we will look at the new TakeIELTS website for candidates and the support it can provide to teachers and students Finally we will see how the New Road to IELTS online resource can be blended with a face to face IELTS preparation course.
Louisa Dunne is a teacher, teacher trainer and Cambridge ESOL examiner who has worked for the British Council in Nepal, Egypt, Japan, Portugal and France. She is currently Examinations Academic Support Manager at the British Council, Paris.
Themes:Testing and Assessment & Reflective Practices
Despoina Galanaki (Greece) Rubrics: A useful tool for authentic assessmentHow can a group dramatization or an oral presentation involving ICT be evaluated? Rubrics are flexible assessment tools that can be applied to a variety of authentic tasks. By establishing precise criteria according to which students’ work will be judged, they clarify teacher expectations and provide learners with useful feedback.
Despoina Galanaki is an EFL teacher for learners in secondary. She has been teaching English at Greek Public High Schools for the past seven years, mainly at an intermediate level. She is interested in whatever helps her students act creatively and think critically.
Themes:Drama-based Lessons & Teacher Training and Development
Alicja Gałazka (Poland) Cultural Learning through Drama in the ELT ClassroomDrama is rooted in imagination which can provide a limitless number of contexts within which learners can create and practice language skills. This workshop will offer a range of drama strategies for creating an imaginary community and culture can be used as a powerful forum for the collective exploration of the language and different customs. The workshop will demonstrate various possibilities drama gives to learn a foreign language through cultural content.
Dr. Alicja Gałazka is a university lecturer and head of the Language Centre FUTURE in Poland. She has been researching and practising drama for years. Her main interest is using drama in ELT classroom in the neurological and psychological context. She is a coordinator and participant of many international drama projects.
Theme: English for Specific Purposes
Marta García Alamán & Olga I. Díez Velasco (Spain) CLIW: Content Language Integrating WineThe Official Language School El Fuero de Logroño at Haro is located in a region famous for its wine. As a result, some of our classes revolve around wine and its culture, using them as a catalyst for language teaching/learning. In our talk, a variety of wine-based activities designed for several purposes and levels will be described, all of which can be easily adapted to different national or regional realities. A brief guided educational wine tasting session will also be offered.
•Marta García Alamán (MA in Applied Linguistics) is the Head of Studies of the EOIEl Fuero de Logroño in Haro. She is an oral examiner for Cambridge ESOL. She is also a teacher-trainer for the Community of La Rioja and a member of the Council of Europe Pestalozzi programme.•Olga I. Díez Velasco (PhD in Linguistics) teaches English at the EOIEl Fuero de Logroño. She is an Associate Lecturer at the University of LaRioja. She has published a variety of papers on metaphor and metonymy in English. Her current research interests have taken her into CLIL and intercultural issues.
Theme:Dogme (for the Classroom)
Jemma Gardner (UK) What is "emergent language" and how can we "deal with it"?"Dealing with emergent language" is a key tenet of Dogme ELT, but what does it mean in practice for a teacher? This workshop aims to offer the participants, whether Dogme- followers or not, first-hand experience of what working with naturally occurring language means, and also why and how it could implemented in the classroom. We will look at gathering language data from learners and putting it back to work through providing meaningful, appropriate, personalised and useful practice activities that require little or no material/ pre-planning.
Jemma Gardner is a teacher and teacher trainer based in London. She is interested in the unplugged approach to teaching and learning.
Themes: Classroom Management & Grammar & Vocabulary
Igor Gavilán (Spain) Practical Strategies and top techniques for teaching and learningAs language teaching professionals, we all need to know a few simple methods to overcome the language barrier with our students. Teaching is always challenging, but to make it rewarding and to maximise opportunities for learning, we should develop a series of useful techniques and strategies which will be mentioned throughout the presentation. We will focus on using visual aids, key vocabulary, technology, interesting and entertaining material. All in all, we will provide some guidelines to create an ideal atmosphere for teaching and learning.
Poster: Integrating top teaching to promote student engagement Integrating the four skills (reading, writing, listening and speaking) differently and professionally in the teaching of English as a foreign language is of paramount importance. This poster makes it clear that the four skills can be taught in an original and coherent way to engage students in their learning process. Igor Gavilán holds a B.A in English and is qualified in Pedagogical Skills by the University of Deusto (Bilbao). Currently a lecturer, a teacher, and director of his own school of languages for 18 years. Former Board Member of TESOL-SPAIN, Poster Competition Winner (TESOL France 2009) and Committee member of BETEA.
Speakers
11
Theme:
Speaking Skills
Ania Gębka-Suska (IATEFL Poland Representative) Prompts 4ELTClose your eyes and imagine a lesson at a beginner level. The whole class are chatting away while the teacher is standing in the corner. Listen carefully to the language the students are using. You can’t believe your ears - they are speaking English and actually communicating. Impossible, you will say. No, it isn’t. Come to the workshop and see for yourself!.Low-level students not only have very limited vocabulary but they often they simply run out of ideas for WHAT to say. Using prompts helps students overcome that problem. Prompts 4ELT are little cards which offer words (or ideas) students should/could use, thus letting them concentrate on the grammatical form. The prompts are excellent for busy teachers and for kinesthetic learners who love to ‘touch’ a word before they use it.
Anna Gębka-Suska is the academic director of Centre For Excellence in Language Teaching in Poland. She is also an experienced teacher trainer, coach and materials writer. She has presented at conferences in Poland, Great Britain, Germany, Spain and China. Since 2011 she has been the president of IATEFL Poland.
Theme: Technology in the Classroom
Elinda Gjondedaj (Greece) Mobile StorytellingNowadays, we are surrounded by smartphones, iPads, Androids and other mobile devices everyday. The majority of our students carry a mobile device daily and seem to be addicted to them. Why not use these devices for the benefit of our lesson and facilitate learning inside and outside classroom walls? We can give to our learners the potential to access learning anytime and everywhere. But how can we do that? In this workshop, we will explore practical ideas and free apps on how to create stories with our students using their favourite devices and promote research, brainstorming, speaking, reading,writing skills.
Elinda Gjondedaj is an EFL teacher and a graduate of English Language and Linguistics from the University of Athens. Her research area is new technologies in teaching in which she has carried out several workshops in Greece. Her keen interest on mobile learning led her to create her own iPad apps. She was the Poster Competition Winner TESOL France 2011 and is the official 'tweeter' for #TESOLGREECE
Theme:Adult Learners
Isabel Haller-Gryc & Kelli Dahmen (USA) Team Games: opportunities for spontaneous language use Games are a common activity for teachers who work with children and the benefits of games can be applied to adult ESL students as well. The presenters will review several games they use in their language classes, discussing tips for planning effective games that keep interest high, encourage participation while lowering the affective filter. Participants will leave this session prepared to implement team games that require minimal materials but provide meaningful practice, as students have to read, listen, speak and write in order to win.
•Isabel Haller-Gryc is currently the Curriculum Coordinator and an instructor at Washington State University’s Intensive American Language Center. She holds an MA in TESL from the University of Idaho, and has an over 12 years experience of teaching ESL.•Kelli Dahmen is an instructor at Washington State University’s Intensive American Language Center. She holds an MA in Education, has taught at the IALC for several years, and also has experience teaching ESL abroad.
Themes: Listening Skills & Pronunciation
Mark Hancock (Spain) Pronunciation as a listening skill: understanding authentic EnglishPronunciation is just as important for listening as for speaking. The problem for the learner is that in the real world, they will not encounter just one standard pronunciation. Instead, they will have to cope with massive variations. In this workshop, we will look at variation according to context and according to accent. We will look at features of fast connected speech, and sounds which are particularly vulnerable variation across different accents. I will demonstrate awareness-raising tasks to help learners accommodate to these variations. Finally we will look at practical ways to make classroom materials from authentic audio recordings.
Mark Hancock started teaching English in 1984. He has a degree in Teaching English from Aston University. His books include Pronunciation Games (CUP 1995), English Pronunciation in Use Intermediate (2nd ed. CUP 2012) and he is co-author of English Result (OUP 2007-10) and co-founder of the ELT resource site http://hancockmcdonald.com
Theme:Speaking Skills
Maria Heron (UK - Sponsored by NILE) Getting Learners Speaking!Learners need challenging and motivating opportunities to practise their freer speaking in class and become more effective communicators in English. In this practical workshop you will have the opportunity to try out some of my favourite speaking activities which have helped my learners develop their fluency. Some of the activities have a strong focus on personalisation and include mingling and peer interaction. You will have opportunities to discuss how the activities could be adapted to your own context and learners. You should leave the session with ready-made activities to try out in class on Monday.
Maria Heron is a practising teacher and teacher trainer with 30 years experience. Her work has been mainly in the UK but she has also worked in Germany, Switzerland, Kazakhstan, Russia, Canada, Argentina, Chile, and Panama. She is CELTA Centre Manager at NILE and a DELTA tutor.
Themes: Pronunciation & French Learners
Ruth Huart (France) Phonetic Obstacles to Comprehension: The ear is not the problemAttributing meaning to a sequence of sounds is a complex process, no doubt the most difficult to teach in a foreign language. While a lot of progress has been made in analysing the tasks that lead up to this process, insufficient attention is paid to the phonetic obstacles involved. In this presentation, we will look at the kinds of mistakes French learners make and how to avoid them by cultivating awareness of how the sound system of English functions, WITHOUT teaching phonetics. Stress, vowel reduction, elision, assimilation are not abstract concepts to be learned, but physiological properties to be integrated into the body and mind.
After studying French in the U.S., Ruth Huart earned a doctorate and “H.D.R.” in English linguistics in Paris. She taught English grammar, phonetics and linguistics in three French universities from 1971 until her retirement in 2006. She continues to lecture to English teachers in France (“formation permanente”) and published in 2010 Nouvelle grammaire de l’anglais oral (Ophrys).
Theme: Technology in the Classroom & Teacher Training and Development
Meltem İpek Öner (Turkey) Efficient E-Sources: Web 2.0 for Classroom UseThis workshop promises to show teachers the tips and tricks of how to use some Web 2.0 tools ( Google Search Stories, Poll Everywhere and Goanimate) efficiently and incorporate them into their teaching. Thanks to Web 2.0 tools, creating web-based learning materials for classes (even in 30 seconds) is possible. Therefore, it is crucial for teachers to familiarize themselves with useful web 2.0 tools to color their lessons. However, the teachers don’t need to have high-tech skills to be able to do so. Web 2.0 tools are easy and practical to utilize.
Meltem İpek Öner holds a BA in ELT from Middle East Technical University. Besides ELT, she studied Sociology as a minor at METU. She received her ICELT in 2008. Currently, Meltem is studying on her MA thesis at Yeditepe University, Educational Administration and Supervision Department.
Speakers
12
Themes:Classroom Management
Leila Issa (Saudi Arabia) Whole Brain TeachingTeacher enters class, calls for students to be quiet; only few comply; others continue chatting, oblivious to Teacher’s request. Teacher, more tense, asks for attention again, a bit louder. Students act as though giving their attention is an imposition. Does any of this sound familiar? Would you like to change the situation? Then this workshop is right for you. Whole Brain Teaching is a kind of “silly” behaviour based on brain-based learning. The purpose is to consistently catch the class attention in a simple and effective way, away from the feeling of hostility and hopelessness, and close to having fun!
Leila Issa is the curriculum developer and teacher trainer for a major national school in Saudi Arabia. She’s worked as a teacher for almost 15 years. Currently she designs and conducts in-service training programs and observes their implementation in a real classroom environment and gets feedback from teachers.
Theme: Business English
Csilla Jaray-Benn (France) Tailor-Made 1-to-1 Dynamics: Collaborative Creative Learning (CCL). An Interactive and collaborative workshopIt is a common belief that teaching on a one-to-one basis is more demanding for both the teacher/trainer and the learner. In this practical and collaborative workshop we will look into ways of generating real one-to-one dynamics by using learner-generated scenarios and technology. We will tackle strategies of:• transforming the “teacher-questions-learner-answers” ping-pong table setting into a “shared-responsibility” kayak rowing setting through CCL,• fostering dynamic exchanges between two linguistically unequal communication partners,• providing a realistic framework for role-play activities while generating the feeling of success in learners,• extending one-to-one dynamics through technology.
Csilla Jaray-Benn, MA in English and French language arts and theatre, has taught English for fifteen years in France and Hungary. Specialised in Business English, she owns and runs a professional language training organisation, Business English Services in the Grenoble region and teaches Communication Skills at IEA, Grenoble.
Themes:Higher Education & Multilevel Classroom
Kate Kleinworth (France) "We don't have time to be bored!" Strategies for increasing student motivationWhat can you do when your students say 'I'm only here because I'm forced to take English'? In this talk, I will explain how I succeeded in increasing student motivation, and share general strategies and specific lesson plans that can work for you. Some of the keys for motivation include varying types of activities, constant interaction between students, and explicit instruction on learning strategies. I'll also show how to let students in a large class work at their own pace without competition, and how you can encourage your learners to become experts of the class!
Kate Kleinworth has taught English in France for over ten years, most recently in Toulouse, where she primarily works with adults and university students. She received her MA in language teaching from the University of Texas, and is one of the founding members of TESOL France Toulouse.
Themes: Teacher Training & Development & Reflective Practices
Judith Logsdon-Dubois (France) The TPRS RevolutionTeaching Proficiency through Reading and Storytelling* was created by Blaine Ray, a Spanish teacher, in the 1990’s and has evolved ever since with the contributions of hundreds of teachers using the method and exchanging their grassroots experiences on the internet, continually enriching the method with their feedback. Its main strength is in reaching students who are left by the roadside with other methods. Discover why students who are taught with TPRS produce correct language without thinking about it, and improve vastly in comprehension and writing ability.
Américaine, j’enseigne l’anglais aux francophones depuis 1967, au Québec, au Cameroun, en Suisse et depuis 1985 en France. J’ai pratiqué en primaire, au lycée et en faculté d’anglais. J’ai un DEA en études anglophones et j’ai obtenu l’agrégation en 1997
Themes: Teacher Training and Development & Reflective Practices
Colin Mackenzie (France) Learning opportunities, I’ve made a few.In this workshop I am planning to bare my soul and give examples of my teaching failures, especially those I’ve had when trying something new. I shall then look at these failures and try to see what I might have learnt from them. Then it’s over to you to share any failures you might have had, but only if you want to, and to discuss what they could tell you about your teaching or training, and perhaps in which direction to go next. Finally we’ll ask if there are ways of learning more quickly from our mistakes.
I have been teaching for 20 years, having had failures and successes in a multitude of settings, and at present teach in higher education in Nantes. I have been a member of both the TESOL France and IATEFL executives. My particular area of interest is Teacher Development.
Themes:Technology in the Classroom & Young Adult Learners
Paul Maglione (France) What We Now Know About Teaching With Video ClipsEver since YouTube became popular, creative EFL teachers have integrated video clips into their lessons. The choice of available material has now grown exponentially, the technology has become somewhat more reliable, and we now know what works and what doesn't in a video-based lesson. Today, authentic video material can be used in many ways both inside and outside of the classroom to achieve a complete language learning experience, as well as to bolster learner motivation and autonomy. This talk will cover some fundamental related pedagogical principles, and well as some useful do's and don'ts, for teaching with video.
Born in NYC, Paul Maglione studied at Brown, London Business School and Rutgers University. Following executive positions in the content, media, entertainment and technology industries, in 2009 he co-founded the innovative language learning venture English Attack, the first truly global entertainment-intensive digital platform for learning languages.
Themes: Writing Skills and Young Adult Learners
Fiona Mauchline (Spain) Putting the Creative back into Writing'I have no imagination' 'I have nothing to say' 'I have no opinion': common complaints and the let-out clauses for teen and adult learners alike, but with a gentle nudge and some fun, confidence-increasing activities that unleash a wealth of vocabulary and awaken the senses as well as the imagination, not only will your students enjoy writing creatively (and possibly listening to each other!) but you, the teacher, will have something interesting to read. Let the Muse begin to play.
Fiona Mauchline is a teacher, teacher trainer and materials writer based in Cáceres, Spain with 25 years of experience working in ELT. She regularly trains teachers in Spain, and has trained in other countries including Palestine and Turkey. She writes and/or runs 4 blogs (including macappella on teaching teenagers), and co-curates #Eltpics.
Speakers
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Theme:Listening Skills
Annie McDonald (Spain) Helping Learners Become More Effective ListenersNowadays, learners have access to various types of audio recordings. However, and despite the time spent ‘doing’ listening in the classroom, they often feel frustrated when trying to understand authentic texts. In this workshop, we’ll analyse some of the challenges learners face when listening to authentic texts. Then we’ll take a walk through a listening lesson, considering different tasks which can both ‘teach’ listening and help learners aspiring to B2 level become more effective, confident and autonomous listeners. The task-types can also be used with different texts and learners at different levels.
Annie McDonald has been involved in ELT for 25+ years, in Turkey, Brazil, the England and Spain. She holds an MSc from Aston University, co-authored Pen Pictures, a 3-level writing course for young learners, and English Result, a 4-level English adult course (OUP with Mark Hancock). Their website is http://hancockmcdonald.com.
Themes: Teacher Training and Development & Primary Learners
Amanda McLoughlin (Spain) Getting students to think in CLIL classesStudents learn effectively when they engage higher order thinking skills in the learning process. In this session I propose to give practical examples of how theory can be transferred into good classroom practice. We will begin by looking at Bloom's taxonomy, and move on to a demonstration of a science lesson for upper primary learners. Finally we will apply the theory to the activities demonstrated to decide how thinking skills are being developed at each stage. The focus of the session will therefore be practical, with lots of useful ideas for materials selection and creation. Amanda McLoughlin has been teaching EFL since 1999 in Spain and the UK. Recently she has been involved in teaching primary science and art and craft near Bilbao, and writing materials for Richmond Santillana and Vicens Vives. She is also a teacher trainer at the British Council, Bilbao.
Theme:Intercultural Issues
Gerard McLoughlin (Spain) Changing PerspectivesIn this workshop we will look at how we can exploit typical topics from the course-book by finding useful websites and video clips. In today’s digital age learners are constantly exploring the Internet in English. I believe that we can help them by introducing them to useful websites that can change their perspective on image, culture and people. Having done this with my classes I have found the learners develop their language and skills activities but also learn about the world around them through different eyes and they are encouraged to bring their ideas and views to class.
Gerard McLoughlin works as a CELTA and DELTA trainer at IH Barcelona. He is a co-author of Next Generation, a Bachillerato coursebook, for CUP. He has also written teacher’s books for McGraw Hill and Heinle. He is a board member of TESOL-SPAIN as Webmaster and Resources Officer.
Themes:Teacher Training and Development & Dogme (for the Classroom)
Luke Meddings (UK) & Chuck Sandy (Japan) Stepping Back: How to be yourself in class Teaching practice is often associated with methodology and techniques, and teaching life with professional development. No wonder it’s hard to step back and think about the place we teach from - not the coursebook or syllabus, but the teaching 'self'. Whether we think of this in Freire's terms as 'the one who teaches', or in Palmer's words as 'the soul of the teacher', we need to nurture it. In this workshop, we’ll reflect on inspirational texts and share practical activities to explore how stepping back can help us to move on to become the teachers we are.
•Luke Meddings is an ELT teacher, author and teacher trainer. In 2000 he co-founded Dogme in ELT with Scott Thornbury. Their award-winning book Teaching Unplugged was published in 2009. Luke recently set up independent e-publishing collective The Round alongside Lindsay Clandfield. Their book 52 appeared in 2012.•Chuck Sandy is a cofounder of the International Teacher Development Institute (iTDi), and an author on several courses including iTDi's English For Teachers which he wrote in collaboration with Barbara Hoskins Sakamoto, Kate Cory-Wright and twenty amazing educators from around the world. Chuck's also an avid community gardener.
Theme:Classroom Management
Nick Michelioudakis (Greece) Getting People to Like You The key to successful teaching is student motivation – and if you can get students to like you, you are half-way there! Yet ELT is mostly about what to teach and how students learn. I believe ideas and insights from such fields as Social Psychology can be translated into practical tips for effective Classroom Management – but unlike similar ones from Linguistics for instance, these discoveries can also be of help in every aspect of our everyday life (not least romantic relationships!) To find out more about the rationale behind this talk, visit YouTube and type ‘Psychology and ELT’.
Nick Michelioudakis has worked all his life in the field of ELT as a teacher, examiner and trainer. He has written numerous articles which have been published in many countries. He is particularly interested in one-to-one teaching and student motivation and has a keen interest in Social and Evolutionary Psychology.
Theme:Young Adult Learners
Steven Muir (TESOL Spain) Telly LearningIn this practical workshop we will look at a range of classroom activities inspired by clips from short films, TV and YouTube. These activities focus on a variety of language areas and skills, including listening, pronunciation, and speaking. The activities can easily be adapted to use with many other clips. Participants will get a number of teaching ideas to take away with them and use with their own students. And most importantly, students seem to enjoy them!
Steve Muir has worked in ELT for over twenty years. He has taught English to young learners and adults in the UK, Egypt, Hong Kong and Spain. He lives in Madrid and works at the University of Alcalá de Henares.
Themes:Drama-based Lessons & Grammar & Vocabulary
Anna Musielak (Poland) Can drama be all about...grammar?For many students grammar is not the most electrifying subject in the world... The aim of this workshop is to show how to make grammar lessons fun, exciting and memorable thanks to using drama games and techniques. The activities presented will show how to help students remember grammar rules and apply them to their everyday life. By using basic drama tricks we can introduce grammar points and make the lesson more interesting and challenging.By combining drama with grammar we make sure our students are involved in the learning process and acquire the skills as if by accident, naturally.
Anna Musielak graduated from the Philology Department of Silesian University as a Philosophy Doctor. She has worked as an English teacher, trainer and writer. She has also published articles on literature, culture and language teaching. She is interested in using drama, music and literature in teaching English.
Themes: Intercultural Issues & French Learners
David O'Hanlon (France) Getting in Touch with Your Inner Redneck: Exploiting Cultural Difference & Personal Narrative to Advantage in the ClassroomFrench students are often very well versed on debate procedures on a predictable range of topics like wheels rolling through well worn ruts in the road. Students go through the motions of a debate on subjects such as gun control or the death penalty even though the consensus in the room is a foregone conclusion. As the only genuine difference of opinion is usually between myself and the class it is often more profitable to provoke a genuine debate by employing the Socratic method and gently challenging students to use English to defend beliefs they hold to be axiomatic. David O'Hanlon is an Australian living in Paris where he moved with his wife in 2006. He was born in Melbourne and studied at Canterbury University New Zealand. He has taught in refugee camps on the Thai-Burma border and in Malaysia, Thailand and Japan.
Speakers
14
Theme: Reading Skills & Writing Skills
Donna Obrzut (USA) Using Reporter’s Questions for Reading Comprehension and Writing SummariesFor many students, writing a summary is one of the hardest concepts to grasp. Students will either copy the text, because they think the text can better express the main idea, or they will write their opinion or reaction to the reading selection. They don’t have the confidence to write the summary in their own words. Using reporter’s questions – who, what, where, when, why, how - will help students focus on the main details, understand the main idea, and provide an outline for effective summary writing.
Donna Obrzut has a Master’s in Reading and Language Arts, and is currently on the English/World Languages faculty at Henry Ford Community College. She has taught preschool through community college, and has created teaching materials and co-authored Capitán Español's Exploratory Spanish with Marifer Sánchez for Teacher’s Discovery Publishing Company.
Themes:Grammar and Vocabulary & Technology in the Classroom
Özge Öztürk & Nursel Çetinkaya (Turkey) Touchy, Teachy and Tech-y Vocabulary ToolsAs teachers of English, we need to improve our vocabulary teaching skills. As technology is the need of the day,why not let technology assist teachers? Inspired by the deep sea of technology, we will present you several ways to include technology tools in the process of vocabulary instruction.With these methods, we will touch learners' academic lives, teach vocabulary effectively to our techy learners. Let's get it started right now, in this presentation!
•Özge Öztürk is an English Instructor, teaching at Uludağ University in Turkey. She has been teaching English for 4 years and in addition to her full-time teaching, she is studying for her MA Degree in ELT, and is especially interested in educational technology and language teaching. •Nursel Çetinkaya is working as an English Instructor at Uludağ University in Turkey. Before her current position, she worked with young learners and had the privilege of using technology in her classes. She is also studying for her MA degree in Educational Administration and Supervision in Turkey.
Themes:Technology in the Classroom & Primary Learners
Dimitris Primalis (Greece) Literature strikes back! Teaching literature with technology.In the era of digital literacies, 21st century skills and social networking, the revival of literature seems to be more imperative and challenging than ever. How can you acquaint the generation of computer whiz kids with fiction, science fiction and other genres? How can you stimulate students’ interest to start reading? How about using technology? The split viewing/listening technique, Internet resources and free Web 2.0 tools can be powerful allies to attract learners’ attention. A workshop for tech-lovers, bookworms and teachers based on activities done with advanced (C2 CEFR) and primary school learners (A1-2 CEFR)
Dimitris Primalis has been an EFL teacher for nearly 20 years and works at Doukas (a Microsoft Mentor school). He has published 5 test booklets (Macmillan) and has presented at IATEFL, TESOL Greece, TESOL Macedonia-Thrace and ISTEK conferences. He is interested in integrating technology and innovation in everyday teaching.
Theme: Grammar and Vocabulary
Terry Prosser (Czech Republic - Sponsored by Cambridge University Press) Follow the Clues - Phrasal Verbs - Helping students to see things for themselvesThis seminar highlights the difficulties that learners often have with understanding phrasal verbs and offers some practical and contextual suggestions for presenting new language and reinforcing meaning. We’ll look at ways of clarifying literal and non-literal language through the surrounding content of text, visuals, extended examples and also suggest ways of reviewing new vocabulary for different learning styles. The presentation is accompanied by helpful handouts, articles and activities for language teachers to present and practice phrasal verbs in an enjoyable, helpful and memorable way. Terry Prosser has been a teacher and teacher trainer for 17 years and has worked extensively across Europe and the Middle East. He is an international conference presenter for Cambridge University Press and is also a book reviewer and writer for Modern English Teacher magazine (MET).
Themes: Writing Skills & English for Specific Purposes
Fabienne Quennet & Olaf Lenders (Germany) Strategies in FL academic writing: How to identify individual needs?In this workshop, we will discuss individual writing strategies of foreign language writers and how to give them individual support. Using Wyllie’s taxonomy of writing strategies, we asked learners to choose the category that best describes their own approach to writing. Following this students were asked to identify areas that cause particular problems when they engage in academic writing. On the basis of this data, we have developed teaching methods that we found to best serve the learners’ needs. We will present some of these methods and discuss them with workshop participants to exchange experiences and ideas.
•Dr. Fabienne Quennet is a researcher and lecturer of English at the Philipps-Universität Marburg, Germany.•Dr. Olaf Lenders is a lecturer of English and German as a Foreign Language at the Bonn-Rhein-Sieg University of Applied Sciences, Germany.
Themes:Teacher Training and Development & Speaking Skills
Marianne Raynaud (France) All You Need Is… MotivationThe most essential force in learning is motivation. How do you stimulate motivation? We’ll begin by analyzing our aspirations to see what impedes us from carrying out our resolutions (both private and professional). Then we’ll look at goals students wish to attain and discuss why they very often lose hope and give up. Most importantly, we'll consider practical strategies (tested by the speaker) that best stimulate motivation: clear guidelines, realistic action plans, increased participation, enjoyable oral exams, easier evaluation, etc. Expect much pair work and small group discussion. Films with students performing will illustrate the effect of enhanced motivation.
Marianne Raynaud, author of "QualityTime-ESL: The Digital Resource Book", taught 24 years at the Grenoble Institute of Technology elaborating collaborative programs in three engineering schools. Her interactive podcasts (“QualityTime-ESL”, “Your English”, “5-Minute TOPs”) are on iTunes top 200 charts in many countries. She writes for ETP, Voices and Share.
Theme: Dogme (in the classroom)
Christina Rebuffet-Broadus (France) Dogme through students' eyesDogme has created a lot of buzz since Scott Thornbury first called for a vow of EFL chastity in 2000. Teachers have taken to it, but what do students think of the approach? What does a Dogme lesson look like? How do you make sure there is coherence over longer unplugged practice to avoid “series of one-offs” syndrome? This talk will offer some answers to these questions and hopefully spark new ones that further the Dogme debate. Attendees will also come away with some practical tips to add a little Dogme to their lessons.
Christina Rebuffet-Broadus has lived in Grenoble, France since 2004 and works as a freelance teacher in companies and universities. She also writes for several language-learning magazines. Paradoxically, her interests include unplugged teaching and building learner autonomy through technology. She is regional coordinator for TESOL France Grenoble and a member of IATEFL.
Speakers
15
Theme:Teacher Training and Development
Bita Rezaei (Iran) How to promote teachers’ psychosocial competence Numerous challenges inside and outside classrooms affect the quality of teachers’ performance and they mostly lack the skills to deal with them. Sharpening the skills like Positive thinking and goal setting, effective communication and interpersonal relationships skills, coping with emotions and stress, problem solving and conflict resolution could help teachers enjoy their life inside and outside the classroom more. The presenter will share her findings regarding the ways to equip the teachers with these skills to deal with the challenges they face and discuss tips to promote teachers’ psychosocial competence.
Bita Rezaei is currently the director of studies at Hermes institute of science and technology, Tehran, Iran. She holds the Cambridge CELTA, YL Ext., and Delta. Her areas of interest in ELT include teacher training and development.
Themes:Classroom Management & Young Adult Learners
Anna Rogalewicz-Gałucka (IATEFL Poland representative) How I manage teenage learners Maintaining teenagers’ motivation can be a challenge, but let’s look at it from a bit different perspective. Let’s try to teach the meaning of life through English. Let’s learn the adolescence culture and teach the other “Culture” at the same time. Change what is shallow to something deeper. In this session, I wish to focus on some challenges connected with the teaching of speaking and reading and revising the material through the two mentioned skills. The workshop will offer some practical advice as well as activities which can take your learners another step up.
Anna Rogalewicz-Gałucka is a graduate of Łódź University where she specialized in modern British literature, with over twenty years' experience of teaching children and adults. Since the graduation, she worked for the Foreign Language Centre of the University of Łódź as a teacher, teacher trainer and examiner trainer. She also run a number of in-company courses at Polish banks, ABB and other companies. Currently, a junior high school teacher in Zgorzelec, Poland and IATEFL Poland Chief Administrative Officer and Conferences’ Manager. She has also acquired years of experience as a language examiner at many competence levels, last few years mostly worked with telc exams. Anna is a faithful fan of CLIL.
Theme: Teacher Training and Development
Jane Ryder (France) Looking in the Mirror: The place for reflective practice in teacher education Reflective practice is the process by which a teacher is brought to examine their own teaching, analyse it and learn from it. Both teachers starting out, and those in long time service who wish to develop their careers further, benefit from having reflective practice firmly embedded at all stages of their training. This talk will explain how Cambridge University\'s teacher training programmes have fully embraced this principle. Concrete examples and testimonies from the CELTA and DELTA programme in Strasbourg will be presented to show this. Finally we will look at the implications for France in general. I run a CELTA and DELTA teacher training centre in Strasbourg and have been teaching in France for 13 years. I hold a MA in Applied Linguistics and TESOL from Leicester University and I am committed to changing the status of ELT teachers in France!
Theme: Speaking Skills & Young Adult Learners
Spencer Salas (USA) Flexible formats for meaningful classroom discussionsTalking in class too often follows the sequence of a teacher offering a question, a student or students responding, and the same teacher evaluating that response. In other instances, talking is framed as a debate—with participants divided into teams less interested in co-constructing knowledge and more interested in “out-talking” the others. But it doesn’t have to be that way. The session outlines in concrete and practical ways language teachers might leverage exploratory, civil, and participatory dialogue in their classroom practices through guided practice with three flexible templates for initiating, sustaining, and assessing thoughtful and participatory classroom dialogue.
Spencer Salas is an Assistant Professor in TESL in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte.
Theme:Language Testing and Assessment
Stella Saliari & Marine Condette (The Netherlands - Sponsored by ETS) ETS scoring policies or how to evaluate speaking and writing skillsETS – creator of the TOEIC and TOEFL tests - uses both human raters and automated scoring to offer a complete and accurate indication of an applicant’s ability. While automated scoring methods have advantages, they do not measure the effectiveness of the language response and the appropriateness of its content. Human raters are needed to attend to a wider variety of features, such as the quality of ideas and content. This session will look at how writing and speaking skills are evaluated and scored by ETS, which will permit teachers to efficiently prepare students for these tests.
•Stella Saliari holds a degree in English Language and Literature and German Philology from the Technische Universität Carolo-Wilhelmina zu Braunschweig in Braunschweig, Germany. She obtained her MSc in Middle East Politics at the School of Oriental and African Studies in London. She has worked as an English and German teacher.•Marine Condette holds a double diploma in Political Sciences from the IEP of Lille and the University of Kent, UK and obtained a Master’s degree in European Public Administration at the University of Leiden, the Netherlands. She has worked at the French embassy in the Netherlands and at Laureate Online Education.
Themes: Reflective Practices & Young Adult Learners
Eduardo Santos (Brazil) Are We Facing a Creativity Crisis? Fostering Creative Thinking through Classroom ActivitiesMany classroom activities aim at helping learners acquire and practice new language – but not necessarily to think beyond grammatical structures and lexical chunks. Standardized exams and a manufactured education have helped children to become less creative than they were 20 years ago. There is potential for creative thinking in all lessons and with all age groups. This talk will discuss the importance of fostering students’ creative thinking for 21st century demands and analyze practical activities which promote students’ creativity in the English classroom.
Eduardo Santos works as a freelance academic consultant and teacher trainer based in Recife, Brazil. He also works with international companies as a Business English trainer. Eduardo holds a BA (Hons) in Languages and Literature (UFPE) and is currently finishing the Cambridge DELTA.
Themes:Business English & English for Specific Purposes
Malu Sciamarelli (Brazil - Sponsored by: Seven Idiomas) English in the workplace: from communication to working toolUnderstanding work contexts outside education and training has been a challenge to ESOL teachers. In this session I will describe my experience and observations regarding the “English Boost Programme” which was designed for a software company, as well as offering some practical examples such as the use of simulated conference calls and meetings. I will also show how the syllabus and assessment were developed through making use of these practices.
Malu Sciamarelli holds a BA in Language, Translation and Cultural Studies and also in Law. An ESOL Teacher for more than 18 years, she is also a Cambridge ESOL freelance speaker, Cambridge Speaking Examiner, IATEFL ESOL Sig Committee member and ALTE individual affiliate.
Speakers
16
Themes: Higher Education & Reading Skills
Tyson Seburn (Canada) Struggles in higher ed reading averted through collaborative reading circlesReading in higher education contexts requires learners to understand complex texts well enough to use in conjunction with graded assignments. This can be a definite struggle with regard to not only linguistics and culture, but also length and volume. In this workshop we explore how pedagogical adaptations of literature circles (Daniels 2002) to academic purposes can transform this struggle into learner engagement and stronger comprehension. Together, we will try out practical examples of noticing vocabulary patterns, thinking critically, making meaningful connections and ultimately improving text comprehension in an individual and collaborative activity. Tyson Seburn has 15 years of ELT experience as a teacher, director and publishing manager. He is currently an instructor in a content-driven EAP program at University of Toronto, promoter of teacher and learner development through technology via 4C (http://fourc.ca) and president of the TESL Toronto Executive Board.
Themes: Grammar & Vocabulary & Corpus in the Classroom
Leo Selivan (Israel - Sponsored by British Council) Does the word "synonym" have a synonymStarting with a brief look at the influence of the French language on English, the session will explore the reasons why English has developed a rich and constantly expanding vocabulary which, some claim, exceeds one million words. The result is a lexically dense language with many synonyms and near-synonyms. I will look at pedagogical implications and suggest effective ways of dealing with synonyms in class, focusing particularly on phrasal verbs.
Leo Selivan is an EFL teacher/teacher trainer and materials developer with the British Council in Tel Aviv. He has has an M.Ed in TESOL and experience teaching in Cyprus, Turkey and Russia. In addition to contributing regularly to the TeachingEnglish website, he maintains his own blog Leoxicon.
Themes:Dogme (for the Classroom) & Technology in the Classroom
Hakan Senturk (Turkey) Dogme 2.1: Using Springpad to Create an Online Coursebook for the Dogme ClassDogme ELT is considered to be an approach to language teaching that encourages teaching without coursebooks and focuses instead on conversational communication between the teacher and the learner. The place of technology in the dogme movement has been a long debated topic. However, with the help of online technology, it is possible to create meaningful dogme techniques in the classroom. In this presentation, I will show how an online notebook can become the perfect tool to create a Dogme coursebook using a bottom-up approach to language teaching.
Hakan Senturk graduated from Anadolu University’s ELT department in 1993 and started teaching at Anadolu University’s Communication Sciences Faculty. In 1998, he completed his MATEFL on Computer Assisted Language Instruction. Since 1999, he has been teaching at Yeditepe University's English Preparatory School. In 2010, he was appointed Educational Technologies Advisor.
Themes:Testing and Assessment & English for Specific Purposes
Geoff Tranter (Germany) From Placement to Proficiency - an Online Technical English Testing SystemLanguage teachers involved in Technical English have to cope with a number of specific problems. These include the high degree of flexibility that is necessary due to the wide range of specialist areas that the students come from and secondly the different levels of language skills and competences that the students have. The aim of this workshop is to demonstrate how a newly developed online test system consisting of placement and proficiency tests can offer solutions that lead to less heterogeneous groups and at the same time provide a task-based approach that promotes real communication.
Geoff Tranter is involved in higher and further education, especially vocational language testing. His experience covers CEFR-based syllabus design, examiner training, test materials, etc. He is a free-lance consultant for various organisations including German Ministries, the German CAA and airlines. His latest project is online proficiency/placement tests for Technical English.
Themes: Adult Leaners & English for Specific Purposes
Bonnie Tsai (France - Sponsored by Pilgrims) From Coach to AwakenerThis interactive workshop will be based on the skills used in coaching. Coaching is a process of helping people perform at the peak of their abilities. It involves drawing out people’s strengths, helping them to by pass personal barriers in order to achieve their best. Coaching can be developed as a skill in itself or it can be integrated into any EFL/ESL class. It is useful in guiding learners to fix useful aims for their learning process so that they will know that they have achieved something worthwhile at the end.
Bonnie Tsai is a freelance trainer. She has worked extensively with people of all ages and backgrounds. She regularly runs Teacher Training courses at Pilgrims in Canterbury, England She is co-author of Business English Recipes and Creative Resources.
Themes:Reflective Practices
Anna Varna (Belgium) Critical Thinking and How To Dance It!Do you want to teach the difference between will and going to or do you want to teach people? Do you want to help your students learn lists of vocabulary or do you want to help them learn how to reason well and make good decisions for their life? If you envisage yourself as a teacher who facilitates students to learn how to question, argue, challenge the status quo and discover new information then this session is for you: Critical Thinking in the English Language Classroom and how you can learn to dance it!
Anna Varna is originally an English Language Teacher who is now working at the Language Training Sector of the European Commission in Brussels as a pedagogical advisor. She is interested in how people can learn and develop and she blogs at inyourhands.edublogs.org
Themes: French learners & Young Adult Learners
Ana Laura Vega (France) Representations and motivation: what do French students think about learning EnglishWhat do French students really think about learning English? What does learning English mean to them and what is their relationship to the language? My talk will be based on a research project in which several French students talked about their experiences as EFL learners and the factors that motivate or demotivate them to learn a language. To understand student motivation, it is important to understand their representations, not only of the language learned and of the native speakers of the language, but of the language learning experience itself. From Costa Rica, I came to France ten years ago for my studies and have been teaching English and Spanish to young adult learners for the past four years. I will be starting my doctorate in Foreign Language Didactics in October.
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Speakers
17
Themes: Speaking Skills &Technology in the Classroom
Majid Ahmadi (Iran) The effects of students’ English short lectures on improving their linguistic skills: students’ viewpointsAccording to the syllabus usually followed in most English classes in Iranian universities, teachers are required to spend most of the class time in teaching reading comprehension.Teaching of speaking and listening comprehension is given little attention. In order to improve the students’ listening, speaking and some other linguistic abilities, two years ago my colleagues and I at the School of Paramedicine in Tehran required each student to give a ten-minute lecture through power-point. This research was intended to investigate the students’ viewpoints about the effects of these lectures on their linguistic skills.
Majid Ahmadi has been teaching English for about 25 years. He teaches French at elementary levels too. His research interests are teaching methodology, testing and ESP.
Theme:Technology in the Classroom
Amany AlKhayat (Saudi Arabia) Flipped Classroom: Towards a Creative EFL/ESL ClassroomWhat would happen if teachers reverse their teaching strategy? Is there a teaching model that can give our students the opportunity to learn at their own pace and master what they learn? Is it doable? What are the results? This poster will show the benefits of flipped classroom in an EFL/ESL setting, ways to make the classroom more creative, more interactive and also more meaningful to students. The poster will include handouts for lesson plans as well as interesting websites and ways to create videos and animations to engage students in a motivating learning process.
Amany AlKhayat is a Lecturer of English and a Coordinator of Applied Linguistics Program at Prince Sultan University. She has been teaching EFL/ESL for more than 12 years. Her research interests are corpus Linguistics, Translation, Applied Linguistics, CALL and Critical Discourse Analysis.
Themes: Speaking Skills &Young Adult Learners
Annie Altamirano (Spain) Speak your mind: an ELT odyssey?Classroom activities that develop learners\' ability to express themselves through speech would seem to be an important component of a language course but it is difficult to design and administer those activities. In this poster we shall look briefly at the theoretical principles that support the development of speaking skills. Then we shall look at different types of activities that can motivate the adolescent learner to use the language meaningfully while we keep control of the class.
Teacher and teacher trainer from Argentina, Annie Altamirano has lectured extensively in South America, Spain and Portugal. She has co-authored several primary and secondary coursebooks. She is currently developing online courses and materials for CLIL and doing research into learning difficulties. Member of TESOL-SPAIN.
Themes:English for Specific Purposes & French Learners of English
Lamia Benadla & Zoubir Dendane (Algeria) English for Science and Technology among Speakers of Other Languages.Our concern is to evaluate EST (English for Science and Technology) used by speakers of other languages from the francophone zone, at different linguistic levels (phonology, syntax, discourse), highlighting linguistic interference with the speakers' languages, questioning ‘the communicativibility’ of that version of English, and wondering about the appropriate teaching method to enhance EST “communicativibility.”
•Miss Lamia Benadla had a magister (master) degree in Sociolinguistics in 2010, and is preparing a PhD in the field. She has been concerned with Educational Sociolinguistics in Arabic settings with focus on the case of Algeria. She also cares about TESOL.•Zoubir Dendane is a Senior Lecturer in Sociolinguistics and Phonology in the English Department, Tlemcen University (Algeria). Currently a member of a national research project on issues related to Arabic diglossia and its impact on education, and also very much involved in EFL Teaching and Learning.
Themes:Reading Skills &Teacher Training and Development
Catherine Buon (Armenia) & Arthur Firkins: EFL Reading Success: Activities and Materials DesignThe first part of this poster will present a brief theoretical background concerning the teaching of reading comprehension skills. The second part will provide a rationale for text selection and examples of relevant activities. In the third and final part of the poster, participants will design their own reading activities. At the end of the poster, participants will be able to: - Understand the various stages in a reading comprehension lesson - Evaluate the quality of various reading comprehension activities - Grasp the importance of sound text selection criteria.
•Catherine Buon is an applied linguist, language specialist and teacher trainer. Her research interests are reading, writing and methods. Dr. Buon has taught in the USA, Middle East, Europe, Southeast Asia and now at the American University of Armenia as Dean of English Programs. •Arthur Firkins is an applied linguist and language specialist. He received a PhD from Macquarie University in Australia. Dr. Firkins has extensive experience training teachers, teaching EFL/ESP in Hong Kong, Singapore, and Saudi Arabia. He has published articles and presented at international conferences in the areas of literacy and ESP.
Themes:Teacher Training and Development& Adult Learners
Canan Eliçin (Turkey) Apologies in E-mails Of First Year Turkish ELT StudentsAlthough speech acts are among the most challenging components of language, ELT students are not explicitly taught how to produce them. Should they be? To what extent are ELT students (teachers-to-be) competent at performing speech acts? Are they presented with opportunities to practice speech acts in classroom? Are educational materials produced accordingly?
Canan Eliçin has a Bachelor’s and a Master’s Degree in English Language Teaching (ELT) from Boğazici University. She taught English at various levels in Istanbul. She is currently working at Istanbul Technical University as an instructor. She is an international presenter and edublog writer.
Themes: Grammar and Vocabulary Development &Technology in the Classroom
Anastasia Fetisova (Russia) The Potential of Minisagas for Developing Students' VocabularyIt is next to impossible, on the one hand, to overestimate and, on the other hand, to underrate the role of vocabulary in communication. Whether we mean reading, writing, listening or speaking, we primarily need words to put our ideas across and to understand others. Thus the problem of enlarging students' vocabulary has become one of the major challenges in the EFL classroom. The poster addresses psychological and methodological aspects of this issue and describes the effectiveness of using minisagas for expanding creativity and stretching students' thinking alongside developing their lexicon.
Currently a senior lecturer at the department of English Philology at Moscow City Pedagogical University. She is involved in research and publications in vocabulary acquisition, cross cultural communication and computer assisted language learning.Jeffrey Doonan (Turkey) The Disabled Access Friendly campaign: Using ELT to raise awareness about mobility disabilityAn awareness of the world and the belief that gaps between ideals and reality can be overcome, lie at the heart of education. Knowing that EFL can be a powerful tool to raise social awareness, the Disabled Access Friendly campaign has created a new and unique website with lesson plans and reading texts focusing on issues affecting people with mobility disability. These prompt students to think about issues of infrastructure, attitudes and behaviour. Although based in Greece the campaign is not culturally biased and is relevant and accessible to EFL teachers of all levels worldwide.
Jeffrey Doonan has been a teacher of English and Social Sciences for over 20 years in several countries in the Mediterranean region. He now teaches at Bilkent University, Ankara, Turkey. He feels that raising students\' awareness of social issues through the classroom is of paramount importance.
Poster Presenters
18
Themes:Writing Skills & Adult Learners
Linda Ghout-Khenoune (Algeria) Sequence Pictures for Enhancing EFL Learners' Narrative Essay WritingThe intent of this poster is to display the benefits of using sequence pictures, as authentic visual teaching aids, in fostering EFL learner's narrative writing ability. Sequence pictures do not only motivate and engage learners in the written expression course, but also help them acquire the underlying features of narrative writing.
Linda Ghout- Khenoune is a professor assistant at Béjaia University, Algeria. Currently, she is writing a doctoral thesis in the domain of English didactics. Her research interests are investigating learners’ learning strategies, developing learners’ matacognitive awareness and fostering autonomy in the Algerian context.
Themes: Technology in the Classroom
Elinda Gjondedaj (Greece) Blooms Taxonomy with AppsThis poster presentation has an intention to present and categorize the most useful iPad applications according to Bloom's cognitive categories: remember, understand, apply, analyze, evaluate, create.
Elinda Gjondedaj is an EFL teacher,graduate of English Language and Linguistics department,University of Athens.Her research area is new technologies in teaching in which she has made several workshops in Greece.Her keen interest on mobile learning led her to create her own iPad apps.Poster Competition Winner TESOL-FRANCE 2011, Official 'tweeter' for #TESOLGREECE
Theme:Speaking Skills &Writing Skills
Bahman Gorjian (Iran) Impact of Individual Differences on EFL Learners’ Level of Situation Specific Anxiety Affecting the Development of Oral SkillsThis poster examines the role of individual differences in EFL learners’ situation specific anxiety affecting oral presentations. Sixty participants were randomly assigned into two groups. Then both groups were given four questionnaires (Horwitz, Horwitz & Coe, 1986) on individual differences of variables such as motivation, personality, attitude and anxiety and then they were interviewed. The results of the study showed that individual differences, situation specific anxiety and oral skills of learners were significantly correlated weather positively or negatively. The results also showed that the relationship among variables was seen as high, moderate and rarely slight.
Dr. Bahman Gorjian is currently working as a faculty member and also an assistant professor in TEFL Dept., Abadan Brach, Islamic Azad University, Abadan, Khouzestan Province, Iran. His areas of interests are covering TEFL, translation studies, and teaching and testing research.
Theme:Writing Skills
Peter John Hassall (United Arab Emirates), Fujimi Sakai Tanaka (Japan) & Ken Collins (France) The Extremely Short Story Competition [ESSC]: Contexts, Successes & Opportunities for EFLSuccesses of the 50-word Extremely Short Story Competition [ESSC], discussed at TESOL France Colloquium 2009, will be presented. Devised in UAE to stimulate creativity and excellence in EFL, the ESSC was adopted by the Japanese Association for Asian Englishes and has run ten times in Arabia and Far East. Supported by EAQUALS, outputs (books, newspaper-columns, exhibitions, e-books and academic papers) from the ESSC have been presented and discussed throughout Europe. These EFL outputs, including translations into Japanese, Arabic and European languages are available:http://www.zu.ac.ae/facets and http://www.jafae.org/essc/en/ It is hoped the ESSC will prompt a conference on creativity and excellence in EFL.
•Peter Hassall, Department of Languages, University College, Zayed University is Devisor of ESSC and Director of ESSC.ZU http://50words.org. He has lectured in Middle East, SE Asia and Pacific Rim and has three times received English Speaking Union (ESU) awards at Buckingham Palace from HRH Prince Philip, Duke of Edinburgh.•Fujimi Sakai Tanaka, Shibaura Institute of Technology, Tokyo, Japan is a board-member of the Japanese Association for Asian Englishes and Chief of the ESSC Steering Committee. Professor Tanaka co-translated ‘Facets of Emirati Women’ into a bilingual Japanese/English ESSC E-Book available on Amazon Germany: http://www.amazon.de/dp/B005S682JM (also USA and UK).•Ken Collins, EAQUALS Individual Member living in Charente, France and spouse of Maggie Collins (TESOL France Member) who presented along with Peter John Hassall at the TESOL France Colloquium in 2009. Ken Collins is ESSC Coordinator in Europe and has presented and published on the ESSC at a number of significant venues in Europe and the Middle East.
Theme:Young Adult Learners
Normah Ismail & Kamalanathan Ramakrishnan (Malaysia) A Fresh Look at the Use of L1 in the ESL Classroom:A Malaysian PerspectiveThis poster examines the potential benefits of using the native language of students in a principled way by reviewing research that represents the dominant view of using only the target language (L2) against a growing body of literature that argues for principled L1 use. An attitudinal case study using 2 sets of questionnaires were used to investigate ESL students’ attitudes towards L1 use in the classroom. Findings revealed that students prefer a mixture of L1 and L2, and that the principled use of the L1 has positive effects on the learner.
Leading the Horse to Water: ESL Learners’ Experience with Language Learning ContractsThere is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This poster describes the use of learning contracts as a way for enhancing learner autonomy through the experiences of several ESL undergraduates. It also offers some implications in the use of the contracts as a strategy for language learning.
•Normah Ismail is a lecturer with the Academy of Language Studies, Universiti Teknologi MARA Johor Bahru, Malaysia. •Nathan Ramakrishnan has been teaching English for the past 25 years. He currently teaches at Universiti Teknologi Mara Johor Malaysia.
Poster Presenters
19
Theme: Writing Skills
Leila Issa (Saudi Arabia) The Round Robin TechniqueRound Robin is not just another peer or group editing activity. The Round Robin Technique is integrating editing and revising in classroom intervention practice, with special focus on individual writing strengths, weaknesses and differences.
Leila Issa is the curriculum developer and teacher trainer for a major national school in Saudi Arabia. Taught English for almost 15 years. Currently designs and conducts in-service training programs and observes implementation in a real classroom environment. Her experience is meaningful in this sense since she gets teachers' feedback.
Themes:Language Testing &Speaking Skills
Chongrak Liangpanit (Thailand) The Use of Vocabulary Learning Strategy: Research to Practice in EFL Class A great numerous previous research studies have demonstrated that good language students frequently used three types of vocabulary learning strategies namely: discovery strategies, retention strategies and expansion strategies the most. Therefore this study aims to present a great focus on the use of those three types of vocabulary learning strategies employed by good language students in EFL class. The results obtained and its implication will be discussed.
Chongrak Liangpanit: PHD in Language Studies at, Suranaree University of Technology, Thailand. Lecturer at Khon Kaen University, Thailand.
Themes:Intercultural issues &Higher Education
Olga Misechko & Inna Plotnytska (Ukraine) English as a Lingua Franca: as Ukrainian Student Teachers of English View ItUkraine is one of the Post-Soviet states that due to its centuries-long history and geographical position tends to belong to community of European countries. Is it ready to find a common language with other Europeans? This poster dwells on non-native teachers of English preparation to intercultural education at secondary schools in Ukraine. It is based on the authors' observations in the process of delivering an academic course on developing intercultural competence through English. The course aimed at raising intercultural awareness of Ukrainian BA student teachers of English and discussing the possibilities of English as a modern lingua franca.
•Olga Misechko: Doctor of Pedagogical Sciences, professor, Chair of FLT Methodology and Applied Linguistics; has over 100 publications on teacher training, ELT methodology, intercultural communication. Supervises scientific researches, delivers lectures, practical classes to pre- and in-service teachers; was accepted to present at the 42nd and 46th TESOL Conventions in NYC and Philadelphia.•Inna Plotnytska: PhD, associate professor, head of the chair of Ukrainian language; has over 100 publications on issues of communicative competence, language policy, rhetorical speech. Participates in national and international conferences. Organizes and conducts seminars on topical problems of linguistic training for state clerks. Supervises scientific researches of Master’s students and postgraduates.
Themes:Grammar and Vocabulary Development &Reflective Practices
Biljana Radić-Bojanić (Serbia) Social strategies in the comprehension of figurative meaningThis poster shows a one-year experiment with college students, who received figurative vocabulary input and were periodically tested and interviewed. Mixed methods were used in order to shed light on the phenomenon from several perspectives. The focus in this poster is a subset of language learning strategies, more precisely social strategies, as lateral and indirect, yet equally important learning processes. The author will demonstrate the scope and frequency of the use of social strategies and will show that students do not exploit them to their full potential.
Biljana Radić-Bojanić works at the Department of English, University of Novi Sad (Serbia), where she received her MA degree (2005) and her PhD degree in 2010 (thesis: Application of Conceptual Metaphor in EFL Vocabulary Acquisition). She has participated in many conferences and has published articles in Serbian and foreign journals.
Theme: Language Testing
Fouzia Rouaghe (Algeria) The Continuos Assessment within the LMD English CourseIn the not too distant past, reforms in language education have taken place at the tertiary level in Algeria. With the introduction of LMD architecture, the concept of continuous assessment (CA) came to light. Anecdotal evidence has shown that the meaning of Continuous assessment is shrouded in mystery and teachers still grade learners and rank them through assigning quizzes and formal exams. By way of consequence, the assessment taken place at the Algerian university is far from being continuous.
I'm Miss Fouzia Rouaghe from Algeria, aged 31 and holding Ma in Applied Linguistics. at present I'm Phd Candidate in English for Specific Purposes. I'm also an overseas MA student in TESOL with the university of UNISA.
Themes: English for Specific Purposes &Materials Design and Publishing
Bihimini Somananda (Sri Lanka) Designing Legal English Courses: Challenges and PerspectivesThe importance of English in the legal field has led to the emergence of English for Legal Purposes as a main sub-section of English for Specific Purposes. However, legal English course design is an arduous task for teachers in second language contexts due to numerous reasons. Over the years, many language teaching approaches have been used in the second language classroom with varying degrees of success. This presentation examines second language teaching approaches and challenges involved in legal English course design. It aims to provide a guideline to design legal English courses in second language contexts.
Bihimini Somananda is a lecturer teaching legal English at the University of Colombo, Sri Lanka. She has a B.A.(Hons)in English and M.A. in Linguistics. She is currently reading for a Ph.D in Applied Linguistics. Her research interests include English for Specific Purposes, curriculum development and using technology in language teaching.
Theme: Reading Skills
Jagoda Topalov (Serbia) Promoting Strategic EFL Reading - Classroom InterventionThe aim of this poster is to focus on practical ways in which the use of reading strategies could be promoted in a foreign language classroom. The poster will address three phases in the reading process, namely pre-reading, reading and post-reading phase from a cognitive theoretical perspective and offer examples of exercises and interventions that proved to be successful in helping students internalize strategies and achieve better results in reading tasks.
Jagoda Topalov received her MA in Applied Linguistics in 2009, and is currently working on her doctoral dissertation. She is employed at the Faculty of Philosophy, University of Novi Sad as a senior assistant. She has published several papers investigating foreign language learning.
Themes: Technology in the Classroom &Young Adult Learners
Sinem Yılmaz (Turkey) Using Edmodo, A Social Learning Network Tool, in Teaching/Learning Academic EnglishThis poster focuses on how a social learning tool, Edmodo, can be used in fostering vocabulary learning and teaching four skills in English. The data for the poster is collected from an English preparatory school of a university in Istanbul, Turkey in which teaching academic vocabulary and skills are the main targets. It is suggested in the talk that Edmodo is a useful and user-friendly tool for an interactive academic English learning environment and it fosters learner autonomy across different skills.
Sinem Yılmaz is an instructor of English at Bogazici University, Istanbul, Turkey. She had her master's degree at the Foreign Language Education Department of the same university. Her research areas focus on learner autonomy and technology in the classroom.
Poster Presenters
20
