Friday 17.30-18.30Opening PlenaryFerradas, Claudia NILE/British CouncilReading across Cultures: Exploring the ‘Contact Zone’ Plen/Eng T All One of the central concerns of foreign language learning is how to communicate our changing identities in languages used to express worldviews different from our own. This presentation explores texts written in English in which intercultural encounters are highlighted and proposes activities and resources for the classroom which aim at developing the linguistic repertoire necessary to express our own meanings in English.Room: AUDITORIO

Friday 19.00-20.30KeynoteLittlewood, Andrea Hyland Language CentreUsing Music, Mime and Movement in the Primary ClassroomCTec W/Eng A1/L1,LMix/T1,2 P . * . .TAs teachers we aim to keep our children engaged and motivated with a variety of tasks that cater for their learning styles. In this session we'll be looking at ways in which music, mime and movement can help us achieve our aims and maximise participation whether we're dealing with skills work, language presentations, pronunciation activities or classroom management.Room: AUDITORIO

Presentations/workshopsRich, Josie Sintes, Joanne University of Dayton PublishingUsing Technology in the Arts and Crafts ClassCLIL/ICT Dem/Eng A1/L1/T2 P . * . .TArt and ICT can be used in a complementary way – traditional techniques sparked off by the help of ‘new’ technology. This session offers Primary bilingual teachers practical ideas on how to incorporate the IWB, free Internet resources and other useful websites into the Arts and Crafts class that aid understanding of new concepts and improvement of language skills.Room: 003

Coelho, Elizabeth University of TorontoTeaching in the Quadrants: A Framework for Content-based Language InstructionCLIL W/Eng A1,2/L All,LMix/T All P . * . .TThis workshop is for elementary and secondary school teachers who are teaching content-based or immersion classes in English. Elizabeth will present a framework for planning instruction, based on Jim Cummins' four-quadrant model. Workshop participants will see or

experience examples of guided reading, key visuals, writing frameworks, word charts, and co-operative learning.Room: 004

Redwood, Shawn Colegio Nuestra Señora de LoretoMaking Meaning and Critical Thinking of Texts Through LiteracyR/W W/Eng A2,3/L2,3/T1,2 P . * . .TLiteracy is a much needed tool to help students acquire English and to use language appropriate for different situations. In this session we will be looking at the four resources accessed by literate people, reading short texts and completing literacy activities in small groups. This workshop is of special interest to teachers in high schools, as well as university professors.Room: 006

Heron, Maria NILEThe Vocab Box: Its Possible Application in CLIL ContextsVoc/CLIL W/Eng A2,3/L All,LMix/T1,2 P * . . . TThis workshop aims to focus on the challenge facing EL teachers: how to ensure taught vocabulary is kept ‘alive’ and moves from understanding to productive use. We will discuss how a simple vocabulary box with different fun activities can help to achieve this objective and how such strategies provide support to content teachers whose vocabulary load is even more challenging.Room: 007

Castro, María Antonia Benítez, Silvia Escuela de Idiomas EbenenRevision and Recycling towards ResponseCTec/Game Talk/Eng A1,2,3/L All/T All P * . . . TIn this practical session we will intend to provide teachers with useful activities to revise and recycle language. We will try to make teachers aware of the importance of considering not only technology or ready-to-use activities, but also the classroom itself as a source of revision for our daily teaching. All aimed towards the students’ response!Room: 008

Santana Heal, James The British Institute, SevilleOnce Upon a Time... Story-telling in TEFLCTec W/Eng A1,2,3/L All,LMix/T All P * . . . TThe aim of this workshop is to demonstrate a range of short, snappy ideas based on story-telling. These activities will show that students at all levels can develop the main skills as well as grammar and vocabulary through stories. Audience participation required.Room: 009

McKenna, Joe EOI, Córdoba

Getting into Phrasal VerbsCTec/MDv W/Eng A2,3/L All/T2 P * . . . TThey're a salient feature of the English language, but for many teachers and learners, phrasal verbs remain a recurring source of difficulty. Participants in this workshop will work through six classroom activities for grounding learners in the recognition and use of phrasal verbs from elementary level on. Handout provided.Room: 201

Engquist, Brian Pearson EducationBlended Learning: A Time and Place for Everything!ICT Talk/Eng A3/L All,LMix/T All P . . *. TIn this session we will focus on Blended Learning and how using new technologies can actually humanize your classes, improve teacher-student relationships, and enable a more active and autonomous style of learning for the 21st Century.Room: 203

Williams, Stephanie Vicens VivesUsing Web-based Resources in the CLIL ClassroomICT/MDv Talk/Eng A1/L1,2/T1,2 P . * . .TProviding appropriate support in content and language is essential for successful results in teaching CLIL. This session will explore how the wealth of resources available on the Web can be used to help offer this support, and cater for different learning styles. We will analyse how to source, select and adapt appropriate Web-based material for use in the CLIL classroom.Room: 204

Bilsborough, Steve OUPThe Story of EnglishCult/WE W/Eng A1,2,3/L All,LMix/T All P . . *. TIn this workshop we will look at the origins of the language we teach, its ups and downs, its amazing expansion (against all odds) and its current position in the modern world. Through history, geography, sociology, linguistics, religion, literature and science, we will follow the fascinating adventure of English through the ages.Room: 208

Bobb Wolff, Leslie Universidad de La LagunaHelping Students Improve Their Spoken InteractionS/LT W/Eng A2,3/LMix/T All P . * . .TSpoken interaction is still the weakest skill for many students. How can we help students improve this skill when we have large classes to deal with? In this session we will work with different tools (not only learner strategies) we can use with our students to achieve greater speaking fluency and accuracy while becoming more autonomous learners.Room: 210

Saturday 09.00-10.30

KeynoteStannard, Russell University of WarwickSpeaking Activities Using TechnologyICT/S Talk/Eng A2,3/LMix/T2,3 P * . . . TAt the University of Warwick we have been experimenting with a number of tools that can be used to encourage students to do more speaking both inside and outside of the class. This presentation will look at some of these tools and demonstrate different ways that they can be used to get the students to make audio recordings which they can then send to their teachers.Room: AUDITORIO

Presentations/workshops Vale, David FreelanceOver the CLIL and Far AwayCSD/TDv W/Eng A1/L All,LMix/T All P * . . . TThis workshop demonstrates an innovative literacy-across-the-curriculum approach to CPD for KG/Primary teachers - which integrates teachers of L1, other subjects in L1, and English to young children. Critically, it demonstrates the value(s) of first language literacy in the children's classroom, and the importance to national curricula of local teachers as the creators of their own classroom materials.Room: 003

Fernández, Raquel EU Cardenal Cisneros/UDPTowards a Literacy-friendly CLIL Classroom?CTec/CLIL W/Eng A1/L1/T All P . * . .TThis workshop is intended for teachers involved in CLIL projects at infant and 1st cycle Primary levels who are interested in making their classroom more literacy-friendly. We will explore useful guidelines and effective practical resources to make our pupils more literacy-aware and to integrate literacy tasks into our everyday practice.Room: 004

Griffiths, Mark Trinity College LondonTop 10 Tips for TrinityTEA/S PrdPrn/Eng A1,2,3/L All,LMix/T All P * . . . TWant to know how to improve your students’ chances in a spoken English exam? Want to know tips and tricks for helping students pass Trinity spoken GESE exams? Then come to this session, where an experienced Senior Examiner will tell you all about the typical mistakes and quick tricks for passing the GESE spoken exam – in 10 easy tips!Room: 005

Bennett, Michael Colegios ZolaFacing CLIL in a Bilingual Primary CurriculumCLIL/MDv Talk/Eng/Span A1/LMix/T2 P . * . .T

We will present materials and methodology for CLIL teaching in a trilingual environment at the primary level. We will display how 'no book' based projects allow us to achieve our objectives in an more efficient and freer manner. There will be time for exchanging ideas and experiences amongst participants, so as to foment an enriching learning experience for everybody.Room: 006

Mauchline, Fiona FreelancePutting the Creative Back in WritingW/Ctec W/Eng A2,3/L2,3,LMix/T All P . * . .T‘I have no imagination’ is a common complaint, the let-out clause for teens and adults alike, but with a gentle nudge and fun activities that unleash a wealth of vocabulary and awake the senses as well as the imagination, not only will your students enjoy writing creatively but you'll have something interesting to read. Let the Muse begin to play...Room: 007

Fraser, Terena Hyland Language CentreSaving Lives through EnglishCLIL Talk/Eng A2,3/L2,3,LMix/T All P . * . .TWith more focus being put on CLIL in the ESL classroom, teachers are faced with having to become experts in the world around us. As the subject of ‘Health’ appears frequently in course books, why not take the students even further and teach them how to save lives? This workshop focuses on key methods for incorporating this into the classroom.Room: 008

Roland, Chris FreelanceTeen-anglesCTec/AL W/Eng A2/L2,3,LMix/T All P * . . . THere I shall try to take us one step closer to the teenage mindset when it comes to class work. We’ll look at activities, angles and approaches to really draw your students in. There will be many examples of student work from my own teens classes and I’m certain you’ll find plenty of useful ideas to take away.Room: 201

Foreman, Ann British CouncilUnderwood, Joshua Institute of Education, LondonUsing Social Media and Mobiles for Language LearningICT/LT W/Eng A2,3/L2,3/T2,3 P . * . .TSocial media and mobile devices offer new opportunities for personalised and collaborative learning, anytime, anywhere. They can support learner autonomy and connect the classroom and the outside world. Participants will explore how social media and mobiles are being used in language learning and develop plans for using these tools in their own contexts. Bring a smartphone, ideas and workshop attitude.Room: 203

George, Coral Synthetic Phonics in Spain/UDPThe Power of PhonicsCLIL/Pron PrdPrnA/Eng A1/L All,LMix/T All P . . *. TPower Phonics – a ‘Synthetic Phonics’ programme used to improve comprehension, pronunciation and literacy skills in infant and Primary Education. This session will demonstrate ways of teaching lively lessons. The DFE in the UK promotes Synthetic Phonics as the way to start reading and writing. This session is of special interest to teachers of young learners.Room: 204

Hendra, Leslie Anne CUPEmpower your Learners with Speaking Strategies!CTec/Voc W/Eng A2,3/L All,LMix/T All P . * . .TSpeaking strategies help learners manage cooperative language tasks effectively and handle unpredictable situations when their linguistic ability fails. Usually neglected in coursebooks, strategies include checking understanding, gaining thinking time, managing discussions, etc. This hands-on workshop aims at helping participants create speaking strategies lessons (post-secondary/secondary) and covers selecting appropriate goals and setting natural, high-frequency language in realistic contexts. All experience levels.Room: 208

Bilsborough, Katherine OUPLend Me Your Ears!L/CTec W/Eng A1/L1,2,LMix/T1,2 P * . . . TIn this workshop we’ll try out some classroom activities to help learners develop their listening skills and teachers to exploit the audio resources that come with most course books. We will also look at a few practical ideas to help teachers improve their pronunciation so that their pupils are exposed to good models of English in the classroom.Room: 210

Saturday 10.45-11.45KeynoteDellar, Hugh The University of Westminster/Heinle CengageBridging the Culture Gap in the ClassroomCult/CSD Talk/Eng A3/L All,LMix/T All P . * . .TCulture in the classroom causes more confusion and conflict that almost anything else. What should we be teaching students about culture? And whose culture should we be focusing on? What does intercultural competence mean? And how do we teach it? I aim to answer all these questions and more!Room: AUDITORIO

Presentations/workshops Tregenza, Alix British Council, Bilbao

What Shall We Do in Phonics Today?CTec W/Eng A1/LMix/T1,2 P * . . . TAre you stuck in a rut, doing the same old activities with phonics every class? Tired of the same old worksheet-based classes? Wanting to do something different but not sure where to start? Well, come along today and have a go at some new activities!Room: 003

Brooks, David Kitasato University, Tokyo, JapanExploring Intercultural Competence through Language Experience in World MusicCult/CLIL W/Eng A2,3/L2,3,LMix/T All P . * . .TThis workshop will focus on integrating content-based language tasks, learning strategies, and intercultural competence outcomes by highlighting the unique qualities of music and ethnomusicology as EFL course content. Novice or experienced teachers can breathe new life into language and literature courses, or create new content-based classes by capitalizing on the power of music for self-expression and exploring deeper intercultural values.Room: 004

Oxbrow, Gina Universidad de Las Palmas de Gran CanariaStrategy Training and Study Skills: A Practical ExperienceLT/CSD Talk/Eng A2,3/L2,3,LMix/T2,3 P . . *. TThis talk will describe a successful initial experience designing and implementing a course in language learning strategies for first-year Spanish university students beginning their degree in Modern Languages. Based on previous personal research and practical experience, I shall focus on the need for learner training and raising metacognitive awareness, as well as provide practical examples of classroom and out-of-class activities.Room: 005

Musielak, Anna FreelanceBreak the Ice with DramaDram/CTec W/Eng A2,3/L All,LMix/T1,2 P . * . .TDrama is being, it is performing, it is simply our everyday life. This workshop is aimed at teachers who would like to look at practical ways to implement drama icebreakers into their lessons. The hands-on session provides the teachers with a variety of fun, moving-around activities that break the ice, loosen students up and get them alert and engaged. Room: 006

Saiz de Lobado, Ester Strotmann, Birgit Universidad Europea de MadridImproving Intercultural Competence in the English Language ClassroomCult/Ctec W/Eng A2,3/L2,3,LMix/T1,2 P * . . . TThis practical workshop will explore ways of integrating intercultural activities in the English/foreign language classroom. Teachers will participate in experiential activities, including both face-to-face and computer-based interaction, which will be subsequently

analysed in order to identify differences in both types of interaction with regard to linguistic as well as meta-linguistic aspects.Room: 007

Foord, Duncan OxfordTEFL, BarcelonaFrom English Teacher to Learning CoachLT/TDv W/Eng A2,3/L All,LMix/T All P * . . . TWill our students make faster progress if we coach them more and teach them less? We will look at coaching strategies which can motivate students to learn more effectively during and after class and there will be practical examples of activities students can do on their own and with other learners.Room: 008

Bobb Wolff, Leslie Universidad de La LagunaWood Wood, Manuel Universidad de Las Palmas de Gran CanariaA Speaking Exam in Selectividad/PAU: How & WhyTEA/SES Talk/Eng A2,3/LMix/T All P . . *. TStudents’ spoken interaction can only be assessed by asking them to speak interactively. The 2008 decree stated this was the objective for introducing an oral component in the university entrance exams. We will look at how our work has evolved, how a speaking component can be included and why we think it is important to include this in this Selectividad/PAU exam.Room: 009

Mellon, Anne EOI Maria Moliner, AlmansaSomething's Rotten in Castilla La Mancha: EOI Certification RevisitedTEA/SES Talk/Eng A3/L3/T1,2 P . . *. TAn analysis of aspects of high stakes, certification exams for EOI's in Castilla la Mancha relating theory to 2011 live test materials. This talk will be of interest to language teachers interested in assessment and evaluation of L2's in a world where personal and intercultural competences are required to deal successfully with CLM's groundbreaking exam format.Room: 010

Lindsay, Diana FreelanceScaffolding Language and Learning in a Primary CLIL ClassroomCLIL W/Eng A1/L1,2,LMix/T1,2 P . * . .TIn this session we will look at lesson planning for CLIL and see that, with careful analysis of the language demands in a Primary CLIL lesson, the teacher can scaffold both language and learning through carefully chosen language support and methodological techniques, so that the Primary CLIL classroom becomes a viable forum for the development of communication, cognition and content.Room: 201

Donaghy, Kieran

UAB Idiomes BarcelonaUsing Short Films Critically and Creatively in the ClassroomVid/CTec W/Eng A2,3/L All/T2,3 P . * . .TPrint literacy will remain a key competence in the future, but it is probable that other kinds of competence such as cineliteracy, the ability to evaluate and analyse visual texts critically, will grow in importance. In this session we will consider how short films can be used critically and creatively by both teachers and students.Room: 203

O'Farrell, Roisin ELI, SevilleTime to TalkLT/S W/Eng A1/L1/T1,2 P . * . .TSpeaking activities with primary age children are difficult to set up, chaotic and quickly collapse into Spanish... or not! In this session we will look at simple routines, activites and procedures for setting up those activities, that provide children with the confidence and motivation to talk to each other in English.Room: 204

Walker, Robin OUP(Mother-) Tongue Tied?Pron Talk/Eng A2,3/L All,LMix/T All P . * . .TMost teaching is done to monolingual groups by teachers who share the learners' first language. On the surface this would seem to be far from the ideal situation for teaching pronunciation. Or is it? Could it be that there are benefits to working with learners who share the same L1? Is their mother tongue really tying these learners up?Room: 208

Suárez, María Luz Universidad de DeustoPlurilingualism, Global Citizenship and the Role of EnglishWE/CSD Talk/Eng A1,2,3/L All/T All P . . *. TThe paper addresses the role of English lingua franca in the development of a global citizenship but also faces the challenge of how to make the greatest possible number of EU citizens competent in three or more languages. What do we mean by English lingua franca? What are the pedagogical implications? Does English lingua franca affect the development of plurilingualism?Room: 210

Saturday 12.15-13.15PlenaryCrystal, David TESOL-SPAIN/Universidad de DeustoPlurilingualism, Pluridialectism, Pluriformity Plen/Eng L All/T All

Of course we want to promote co-operation between communities, people, and nations. The crucial question is 'how'? An essential first step is to understand exactly what a 'culturally diverse society' means, in linguistic terms. Just how much of a language is 'culturally distinctive'? How does this distinctiveness actually affect the task of English teaching and learning? And how are English teachers and learners to become aware of it? At a theoretical level, we need a more general notion of pluriformity, which includes pluridialectism as well as plurilingualism. At a practical level, we need an online dictionary of cultural linguistic practice.Room: AUDITORIO

Saturday 15.30-16.30KeynoteWalkley, Andrew University of Westminster/HeinleTechnology and Principles of ELTICT Talk/Eng A2,3/L All,LMix/T All P . * . .TThe distinctions between the digitally native / literate and non-native / illiterate breed insecurity about the wrong thing. The concern should be that teachers focus on language, employ principles of teaching and learning, and are paid for the hours they work. I discuss these issues, suggest how technology can follow principles but at the same time show parallel non-tech solutions.Room: AUDITORIO

Presentations/workshops Arenas, Nerea Universidad del País VascoTeaching Oral Expression: Eleanitz ProiektuaS/SLA Talk/Eng A1/L1/T1,2 P . . *. TIn this talk we will do 3 things: Analyse what aspects of the language take part in the English teaching process, enumerate the existing programmes and methodologies for the foreign language teaching, and how oral expression is worked on within these methodologies, and, finally, study how Eleanitz Proiektua works on oral expression in the 2nd cycle of Primary Education.Room: 003

Altamirano, Annie Charles Dickens, MadridAnimal Farm RevisitedCLIL/R Talk/Eng A2,3/LMix/T2,3 P * . . . TTo integrate reading experiences and develop language control, reading should be linked with purposeful communication. One way is integrating the readings done in the English class with subjects across the curriculum. In this session, I will present different tasks used to make students enjoy Orwell’s Animal Farm, relating the reading to the syllabuses of History, Philosophy and Citizenship with students of 2º Bachilerato.Room: 004

Córdoba, Dina Colegio Base

Interactive Whiteboards in the EFL classroom and the Moodle ProjectICT Talk/Eng A2/L All/T All P * . . . TAre you sick of dust and chalk? Do you find that you and your students are bored with traditional teaching methods? I am too! This talk will show you examples of lessons using the Interactive Whiteboard as well as using the Moodle platform in schools. This talk will interest secondary teachers who prepare their students for the Cambridge exams.Room: 005

Muñoz, Miguel Ángel EOI Guadalajara/UAHPromoting the Teaching Portfolio as a Development ToolTDv W/Eng A1,2,3/L All,LMix/T1,2 P . . *. TChances are you are keeping a teaching portfolio without realizing it (keeping activities that went well or photos of that trip to London). The idea behind this presentation is to help you systematize record keeping and to acquaint you with ready-made teaching portfolios (such as the European Portfolio for Teachers of Languages) that can help you develop as a teacher.Room: 006

Mayne, Sheila University of PennsylvaniaRecognizing and Creating Voice in Student WritingW Dem/Eng A2,3/L2,3/T All P . * . .TWriting with 'voice' is an esteemed yet enigmatic skill. Not all experts, however, agree that 'voice' has any significance for student writing. Nonetheless, I ask my intermediate and advanced students to consciously look for 'voice' in others' writing and to purposely create 'voice' in their own. I will demonstrate how I teach 'voice', giving its challenges and rewards.Room: 007

Rogers, Paul University of Dayton PublishingBuilding Bridges with Little BridgeICT/CBk PrdPrnA/Eng A1/L1/T2 P . * . .TLittle Bridge is a 6 level interactive course for young learners of English, used in schools and at home. In this presentation the author will illustrate how an English Language resource can build bridges between the learner and the English speaking world, between traditional teaching methods and the latest computer technology, and can bridge the gap between work and play.Room: 008

Reid, Alec British Council, AlcaláNo, not a coursebook gap-fill song again!L W/Eng A1,2,3/L All/T All P * . . . TQuite a lot of language schools are based around a series of books such as Headway or New English File. In Alcalá half of our courses use these books. My workshop will be about how to use the given songs in the coursebook in a more varied and fun manner.Room: 009

Lara Terrero, Clara UABCoursebooksELT Coursebooks and the Elite: Examining Social Representations in ESLCBk/MDv Talk/Eng A1,2,3/L All,LMix/T All P . . *. TThis session analyzes sexism and racism in coursebooks. Following Van Dyke’s Discourse Studies, I will demonstrate how the ideologies of mainstream social groups are reproduced in classroom materials, which may create tensions and conflicts. I suggest that in a heterogeneous society, coursebooks should be coherent with the diverse lifestyles of our learners as well as of those of the target language.Room: 010

McDonald, Annie Freelance'Marking' SpeakingTEA/S Talk/Eng A3/L All/T2,3 P . * . .THow can we 'mark' students’ oral production? In this session, we will look at suitable tasks for classroom assessment. We will then look at criteria with which both teacher and students can evaluate speaking. You will leave the session with strategies for creating ‘marking menus’ which are balanced and appropriate for different tasks and levels.Room: 201

Fitzpatrick, Liam Express Publishing-edebéDifferentiated LearningLT/Ctec Talk/Eng A1,2/L All,LMix/T All P . . *. TWhen it comes to teaching, one size does not fit all. We should take this into consideration, along with our students’ different learning profiles. Differentiated instruction does not change what is taught, but how it is taught. All students work towards the same objectives; the key difference is that they are provided with multiple pathways to learning the same content.Room: 203

Moliner Bernabé, María OUPPhonics Teaching: A Child's Passport to LiteracySLA Talk/Eng A1/L2,3/T1,2 P . . *. TResearch shows that systematic phonics practice results in better reading accuracy among children of all abilities. In this session we will consider the importance of learning to read and reading to learn, simultaneously and continuously, from pre-school onwards. We will also look at strategies for struggling students and ways to implement a systematic approach in the teaching of literacy.Room: 204

Gerdes, Teresa Universidad Pontificia ComillasPavón, Víctor Universidad de CórdobaPlurilingualism and Constructing Space for L1 in the L2 ClassroomSLA/CLIL Talk/Eng A1,2,3/L All,LMix/T All P . . .* T

The concept of plurilingualism has recently made its way into educational circles, especially in the context of CLIL and bilingual education. In this presentation we will explore the educational philosophy of plurilingualism and some of its applications in the classroom namely, the use of the L1 as a strategy for the learning of L2.Room: 208

Uruñuela, Borja St. James Language CenterWe Did It Last Week, Remember?CTec Talk/Eng A1,2,3/L All,LMix/T All P * . . . TMemory is usually defined as the ability to store and recall past information. At the same time, ability is some kind of power that can be developed. So, how can we help our students increase this power to remember the language they’re learning? I will demonstrate some activities which make language more memorable and lessons more participative and enjoyable.Room: 210

Saturday 17.00-18.00KeynoteHancock, Mark CUPPronunciation as a Listening Skill: Understanding Authentic EnglishPron W/Eng A2,3/L2,3/T All P . . *. TPronunciation is just as important for listening as for speaking. In this workshop, we will see how to help learners to understand authentic English by focusing on pronunciation. Specifically, we will look at features of connected speech and accents. Participants will leave with lots of practical ideas of how to help students cope with real spoken English.Room: AUDITORIO

Presentations/workshops Pollock, Elspeth ELI, Seville10 Websites and Tools for Teaching KidsICT/CTec W/Eng A1/L1,2,LMix/T All P * . . . THave a look at 10 sites and tools for teaching English to 8-13 year-olds. They've all been tried and tested and this session includes lots of practical ideas and tips for their use with both large and small groups for fun, entertaining classes.Room: 003

Villafañe, Noelia Sejas, Gema Pozo, Elena IES Ángel Corella Integrated Teaching Results in Successful Learning: A CLIL ExperienceCLIL/MDv Talk/Eng A2/L2/T1,2 P . * . .T

This presentation is of special interest to teachers or prospective teachers working in CLIL. Participants will have the opportunity to see how to manage the features of one experience of integrated teaching/learning: identifying the objectives, content, time sequence, methodology, ICT material, coordination sessions and assessment with a cross-curricular approach (Natural Science, Social Studies, English Literature and literacy). Room: 004

Steel, Jo Universidad Complutense, Madrid/FreelanceFirst Steps in Your Online Professional DevelopmentTDv/ICT Talk/Eng A1,2,3/L All,LMix/T All P . . *. TMany teachers and trainers, regardless of their experience, are realising the need to use ICT in their teaching, training and professional development. We will look at how to start your professional development online as a springboard to using ICT in your teaching or training. This session is useful for teachers and trainers of all backgrounds with little knowledge of technology.Room: 005

Russo, Liliana López, María José Universidad Pontificia ComillasSimon, Marisa Santa María H.H. MaristasLarrea, AnaSEFYSPractical ideas to be Used in the Secondary ClassCTec/MDv W/Eng A2/L1,2/T1,2 P * . . . TThe importance of collaborative teaching is gaining momentum and I would like to show the results of working with a group of students from the master’s course for Secondary school teachers. These teachers were my students and we had the idea of presenting together thus showing the practical side of what they've learnt.Room: 006

Robinson, Nick English360Making It Relevant: Dogme, the Web and Teaching MaterialsICT/CBk W/Eng A3/LMix/T1,2 P . . *. TIn 2005, Scott Thornbury laid out the principles of dogme ELT. They describe the classroom as an engaging, interactive space with the learner at its centre, free from the constraints of 'third-party, imported materials'. Can coursebooks and Web materials be part of the dogme classroom? I'd argue yes, especially when personalised and localized. Reference will be made to English360.Room: 007

Mulcahy, Fiona St. James Language CenterGetting it WriteW/CTec W/Eng A2,3/L2,3/T1,2 P * . . . T

Most of us consider ourselves 'good communicators', yet often we forget about written communication, especially in class. Students often reject writing as boring and uninspiring. This workshop will look at a variety of communicative techniques to get your students writing better and getting their imagination going through stimulating and challenging activities.Room: 008

Barber, Daniel Oxford TEFL, BarcelonaReader Coaching: Supporting Learners in their Reading LivesR/LT W/Eng A1,2,3/L All,LMix/T All P . * . .TMore than ever, written texts form an integral part of learners’ lives but classroom reading bears little relation to the variety of reading the real world presents us with. This workshop addresses the issues surrounding reading as a skill to promote and encourage, and suggests ways we can coach our learners to read more eagerly, with more variety… just more!Room: 009

Frank, Jonathan British CouncilTeen Learner Diaries: Supporting and Analyzing NeedsCR/LT W/Eng A1,2/L1,2/T1,2 P . * . .TWhy are teenagers in our classrooms? What motivates them? Are they willing to voice their goals? This workshop will look at how learner diaries were implemented to answer these questions in an action research project at British Council Madrid Young Learners. Drawing on participant experience, it will then identify and suggest ways of developing this tool in other contexts.Room: 010

Martín, Daniel Helbling LanguagesRepetition, Repetition, Repetition…Voc/CTec Talk/Eng A2,3/L All/T All P . . *. TDid you know that about 80 per cent of what we learn is gone within 24 hours? In this practical talk I will be sharing different techniques and activities that can provide repetition and recycling in the language classroom in creative, contextualised and memorable ways. The focus will be on productive knowledge of grammar and vocabulary and chunks of language.Room: 201

James, Ian Universitat Autònoma de BarcelonaSpeaking OnlineICT/S Talk/Eng A2,3/L2,3,LMix/T All P . * . .TThis talk will present a series of speaking activities using some of the most interesting voice recording applications available on the internet. Emphasis will be put on suggesting appropriate tools for specific tasks, rather than trying to find tasks to suit specific tools.Room: 203

Rosquete, Javier Treehouse Proyectos Educativos S.L.

Narrowing the Breach in Playing and LearningCTec/Game Product PresentationEng A1/L All/T1,2 P . * . .TIn this workshop we present games and activities for language acquisition and learning. Games have always played an important role in our everyday life, providing us with the necessary tools to interact and acquire new skills. Learning to speak a language requires practice and rehearsal, and these are just a few of the things play provides us with.Room: 204

Binns, Hamish Saint Louis University, Madrid CampusBring the World to your ClassroomCTec/Cult Talk/Eng A1,2,3/L2,3,LMix/T All P * . . . TIn this talk we will look at how English has adapted to local cultures around the world, and then at some classroom activities based on those cultures. The aim of these interactive activities is to enhance EFL study techniques and language skills while raising the students’ cultural awareness. Activities range from interpreting Aboriginal symbols to arranging a weekend in Nairobi.Room: 208

Robinson, Anne University of Cambridge ESOLDistraction in ListeningL/TEA Talk/Eng A2,3/L All/T All P . * . .TIn this session, we will consider the factors that can distract and negatively affect the ability to listen and how we can train our students to overcome them and to actively improve their listening skills. We will also consider the deliberate use of distraction in Cambridge ESOL listening tests to test listening comprehension.Room: 210

Sat 18:15 Missing a talk for room 004 – David Bradshaw from waiting list? Will confirmSaturday 18.15-19.15KeynotesPickard, Sam Burlington BooksAround the English Speaking World in 80 MinutesCult Talk/Eng A2,3/L All,LMix/T All P . * . .TAs English teachers we pride ourselves on our knowledge of the language but how much do we know about the many and varied cultures that use it? In this humorous but informative talk, we use a quiz style format to take a look at some cultural differences and curiosities from around the English speaking world.Room: AUDITORIO

Dawes, Julie CUP

Facts and CLIL- Join In!CLIL/CTec W/Eng A1/L1/T All P * . . . TThis workshop will look at how to introduce CLIL into an ELT classroom, in a fun yet meaningful and practical way. Bring the outside world into your classroom through experiments related to Geography, Biology and Science, and make your lessons memorable. I dare you join me and enjoy yourself; it's for sure your students will!Room: 208

Presentations/workshops Bonte, Heather Cultivating MindsCo-operative Learning through Music and Games with Genki EnglishICT/Mus PrdPrn/Eng A1/L1/T1,2 P . * . .TDiscover this new method straight from Japan. My experience with students has been extremely effective. The lesson plans overlap each other perfectly allowing us to review previous concepts quickly and introduce new ones. We will then move on to understand the mechanics behind this method and we will do lots of classroom activities that require everyone's participation.Room: 003

Cardoso, Willy St George International, LondonClassroom Dynamics: Decentralizing = EngagementCTec Talk/Eng A2,3/L All,LMix/T All P . . *. TOne of our greatest quests is finding and understanding the right conditions for learning to take place, isn’t it? Diving into ecological perspectives on language learning, I found a refreshing mindset that helps me deal with classroom management and increase learners’ attention and participation. Practical ideas and activities that promote self- and other-awareness are at the core of this session.Room: 005

Lewis, Samantha British Council, Alcalá de HenaresGet Your Teens Talking!S/CTec Talk/Eng A2,3/L All,LMix/T1,2 P . * . .THow can I support my teenage students during speaking activities? How can I motivate them to communicate? How can I make them feel more confident with the speaking skill? Reflect on the nature of speech and participate in practical activities to find responses to these questions and help your students become more successful at interactive communication in English.Room: 006

Elliott, Karen British CouncilIntegrating Phonics and EFLCTec/Pron Talk/Eng A1,2,3/LMix/T All P . * . .TBased on the alphabetic code, Synthetic Phonics presents the sound-spelling relationships of English in a systematic and easily understood way. A valuable tool for learning the 44

phonemes of the language, it simplifies the rules of spelling. Phonics is becoming an increasingly popular method for developing good pronunciation and literacy skills at all ages and at all levels of EFL.Room: 007

Peachey, Nik Bell Educational TrustDigital Tools for Teacher TrainingTDv/ICT DemoEng A1,2,3/LMix/T2,3 P * . . . TThis session will look at a range of web-based tools and how they can be used within mainstream teacher training courses to enhance and support teacher development.Room: 008

Moreno Fuentes, Elena EU de Magisterio Sagrada FamiliaPalacios Maroto, Luisa María Universidad de JaénUntie Your Tongue! Speaking Skills in the FL ClassroomS/CTec W/Eng A2,3/L2,3,LMix/T All P . * . .TWhenever we try to get our students to participate in the classroom, no excited faces are found around us. We will offer activities to encourage students to use English as a means of communication. A dynamic approach is proposed for acquiring basic speaking skills since we believe that using dynamic exercises is an effective motivator to create 'appropriate pieces of communication'.Room: 009

Viana, Marina Escola S/3, PortoCheap and EasyMDv/Voc W/Eng A2,3/L2,3,LMix/T All P * . . . TTaking the title of the conference as its theme, this hands-on presentation will start by challenging participants to find out more about Portuguese; Brazilian Portuguese; Spanish; Basque and English using fruits, vegetables and herbs. This will be followed by a bizarre auction and finally a recipe production. Come and sample the true taste of Plurilingualism with both challenging and enriching activities.Room: 010

Ortega Etcheverry, Ane Opportunities and Models of CLIL in Primary School Talk/Eng Abstract to followRoom: 201

Spain, Tom British CouncilCreative HomeworkLT/CTec Talk/Eng A2,3/L All,LMix/T All P * . . . T

I've been experimenting with homework tasks for some time now. The goal is to try and link the tasks to students' interests and hobbies and in that way to actively encourage learner autonomy. We also have regular sharing and feedback in the classroom. There'll be lots of ideas to try out!Room: 203

Moore, Yvonne British Council Somosaguas Teaching CentreOn the Road to Sounding BetterCTec/Pron W/Eng A1/L1,2,LMix/T1,2 P . * . .TYoung learners enjoy playing with language, perhaps because they do not feel uncomfortable in front of their peers. This session will look how we can get young learners on the road to pronouncing lexical items well, and going onto show how we as teachers can work on our students sounding more natural, through work on intonation and connected speech.Room: 204

Griffiths, Mark Trinity College LondonStop! Think Before you Test!TEA/S PrdPrn/Eng A1,2,3/L All,LMix/T All P . . *. TOur primary aim as English teachers is to enable students to communicate flexibly and spontaneously, and we employ tests to measure progress. But not all tests are the same…This talk encourages teachers to stop and scrutinise their chosen communication tests - the ingredients, not just the label. Is your chosen test telling you what you need to know?Room: 210

Sunday 09.30-10.30KeynoteGoldstein, Ben FreelanceQuestions of IdentityCult/WE Talk/Eng A2,3/L2,3/T All P . . *. TThis talk looks at how international intelligibility rather than native-speaker imitation will become the benchmark in English language classrooms of the future. We will emphasize the significance of empowering learners to fashion their own voice in a second language and conclude that maintaining a sense of one’s own cultural identity becomes of prime importance in today’s globalized world.Room: AUDITORIO

Presentations/workshops Streames, Dominic Watkins, Kyra St Patrick´s English School, San SebastiánTalk for WritingCTec/S W/Eng A1/L1,2,LMix/T All P * . . . T

This workshop will look at techniques for getting children to tell and write stories. We will look at activities which build up the learner's confidence step by step, allowing even children with lower abilities to tell simple stories. We will then show various techniques for using this as a basis for writing stories.Room: 003

Gerena, Linda York College NYC/Universidad Autónoma, MadridPreparing Bilingual Teachers and Developing Effective Bilingual ProgramsTDv/CLIL Talk/Eng A1,2,3LMix/T All P . . *. TThis talk is based on the powerful and passionate level of commitment that the educational community in Spain has made to prepare bilingual teachers and develop effective bilingual programs. Therefore, it will be a two-fold presentation: What do bilingual teachers need to know to be effective, and, how can bilingual teachers plan for communicative and interactive classrooms that promote bilingualism?Room: 004

Guerrini, Michele C. MCG Content and Language NetworkDeveloping Effective CLIL MaterialsMDv/TDv W/Eng A1,2/L2/T1,2 P . * . .TYou have the content topic, but what next? How do you go from topic to CLIL material? By focusing on key features of CLIL and using three practical 'tools', participants discover guidelines for developing effective CLIL materials. Participants will apply the guidelines to authentic texts and images drawn from content websites to develop readings, games, graphics and role plays.Room: 005

Hall, Michael UCP Marjon, Plymouth UKEnhancing Learning through Membership of a Community of PracticeLT/CR Talk/Eng A2,3/L2,3,LMix/T2,3 P . * . .TThis talk explores the concept of 'community of practice' (CoP) through a research project conducted in a TESL teacher education programme, and considers the value of the social dimension in learning. It suggests membership of a CoP for teachers and students can deepen the learning environment and strengthen the capacity of individuals to learn effectively.Room: 006

Rubio Alcalá, Fernando David Universidad de HuelvaPlan de Educación Plurilingüe de la Universidad de HuelvaCLIL Talk/Span A3/L2,3/T All P . * . .TLas experiencias de plurilingüismo en la universidad en España son novedosas y llenas de incertidumbres. En esta sesión se expondrá la experiencia que se está llevando a cabo en la Facultad de Educación de la Universidad de Huelva desde 2009, tanto su creación como su desarrollo, incluyendo actitudes de alumnos y profesores, y otros aspectos.Room: 007

Whiteside, Richard Active Language, CádizProfessional Development: Online Networks and Personal Learning EnvironmentsTDv Talk/Eng A1,2,3/L All,LMix/T All P . . *. TThis talk is aimed at teachers or trainers interested in online professional development. I will present findings from my MA dissertation which focussed on Twitter, but will expand this into a discussion of how building and maintaining a professional network and developing a Personal Learning Environment can enable teachers to learn, seek advice and look for career advancement opportunities online.Room: 008

Gavilán, Igor EIH SchoolThe Challenge of Enjoyable and, Therefore, Effective TeachingCTec/Voc Talk/Eng A2,3/L2,3/T2 P * . . . THolding your students' attention throughout the lesson is a real challenge but using some of the techniques shown in this session will help considerably. We will study how we can incorporate some enjoyable material, inspirational quotes, proverbs and idioms into our lessons, so we will feel ready to face the challenge of teaching professionally, creatively and enjoyably.Room: 009

Muir, Steven British CouncilTelly LearningVid W/Eng A2,3/L2,3,LMix/T1,2 P * . . . TIn this workshop we will look at a range of classroom activities inspired by clips from film, TV and YouTube. These activities focus on a variety of language areas and skills and can be easily adapted to use with many other clips. Participants will get a number of teaching ideas to take away and use with their own students.Room: 201

Collins, Helen ELI, SevilleDo you Blog?ICT/W Talk/Eng A1,2,3/L All,LMix/T All P * . . . TDo you spend hours searching for online materials only to lose them again? Are you looking for new ideas to engage your students in reading and writing tasks? This talk explores how blogs can be used in the EFL classroom. No knowledge required and lots of examples and practical ideas to get started. Of special interest to teachers of pre-teens and teens.Room: 203

Gobel, Gregory British Council Somosaguas Teaching CentreHomework: Can It Be More Interesting?CTec W/Eng A1,2,3/L All,LMix/T1,2 P * . . . TCan homework be more than workbook exercises? Can homework be fun and engaging? Can homework help to link one lesson to the next? Can homework focus on skills work rather than

just dry grammar gapfills? This session demonstrates a handful of activities that link homework with classwork in order to help to make homework more interesting and more meaningful.Room: 204

Fitzpatrick, Liam Express Publishing-edebé10 Practical Rules for the EFL Primary ClassroomLT/Ctec Talk/Eng A1/L All,LMix/T1,2 P . * . .TIn this session we shall focus on how to put theory into practice. Using the structure of a standard lesson, we will attempt to define what is considered 'good' practice methodologically and demonstrate how to ground this practically in the world of everyday primary teaching.Room: 208

Raynaud, Marianne TESOL-FranceLaughter: The Best Medicine in the ESL ClassroomCTec/S W/Eng A2,3/L2,3,LMix/T All P * . . . TWe will demonstrate six activities requiring little preparation that bring smiles and laughter into the classroom. You can easily initiate and sustain laughter without being a comedian or showing funny YouTube clips. Teachers will participate as 'students' in pairs or small groups. The idea is to laugh together—not at someone while training language skills. (Digital worksheets available upon request.)Room: 210

Sunday 10.45-11.45KeynoteJones, Ceri FreelanceUnleashing the Power of ImagesCTec/AL W/Eng A2,3/L All,LMix/T All P . * . .TFrom digital cameras to mental snapshots, images have the power to stimulate, activate and motivate. They can be springboards, centrepieces or memory hooks. They build bridges with the world outside the classroom. In this hands-on workshop we’ll be exploring how to unleash their power through a series of detailed practical lesson ideas aimed at a range of levels and backgrounds.Room: AUDITORIO

Presentations/workshops Higueras, Manuel FreelanceSongs and Storytelling in the English ClassMus/Dram Talk/English/Spanish A1/L1,2/T1,2 P * . . . TDidactic song and storytelling are the two tools that we will see through a practical application, in which Manuel Higueras will explain his methodology in a practical, fun and participatory way.Room: 003

DePoy, Cynthia FreelanceIbáñez Gilabert, Alfredo San Enrique School, ValenciaCollaborative Learning in CLIL Teaching and TrainingCLIL/MDv Talk/Eng A1,2,3/L All,LMix/T2,3 P . * . .TThis presentation focuses on collaborative learning in the classroom and within a CLIL training program, providing practical examples and the relationship to learners’ autonomy, creativity, generating materials, and working with different English levels in the classroom. It is appropriate for primary and secondary teachers, teacher trainers and CLIL and English teachers. There will be time for questions from the audience.Room: 004

Hadkins, Helen British Council, Madrid AdultsKeeping It Real: Authenticity and Culture in the ClassroomMDv/Cult W/Eng A2/L2/T1,2 P . * . .TWhat kinds of 'authentic materials' are useful for teenage learners nowadays? This talk will look at a wide range of different types of material, and different types of tasks, with the aims of promoting cultural awareness and of helping students deal with what they will meet outside the classroom. The session will involve some audience participation.Room: 005

West, Debbie TESOL-FranceUsing Cultural Activities to Enhance Speaking in the ClassroomCTec/Cult W/Eng A1,2,3/LMix/T3 P * . . . TThe aim of this presentation is to demonstrate some activities based on traditions and cultural holidays (primarily in the US, as Debbie is American) but also from other English speaking countries. We will look at how to develop the vocabulary, cultural awareness, role plays, listening skills, ideas for writing etc...Room: 006

García Laborda, Jesús Litzler, Mary Frances Universidad de AlcaláPropuestas y realidades para la PAU oralTEA/SES Talk/Span A2/LMix/T All P . . *. TLa presentación muestra los trabajos sobre la nueva PAU y sus tareas orales que está financiado el MEC a través del programa de Estudios y Análisis 2011. Así primero debate el estado de la cuestión y posición de universidades y MEC, después analiza los probables tipos de ítems para el examen y finalmente realiza recomendaciones sobre cómo preparar a los profesores y alumnos.Room: 007

Hughes, John Freelance

The Three I’s of Graded Video: Inspire, Inform, IntegrateVid/MDv PrdPrnA/Eng A2,3/LMix/T1,2 P . * . .TAuthentic video has the power to inspire learners but graded video also has the ability to inform learners at different language levels and it’s easier to integrate into your lessons. In this workshop I’ll illustrate the three i’s by using National Geographic videos and trying out some practical video activities you can use in the classroom tomorrow.Room: 008

Marín Serrano, Francisco Universidad Pontificia de Salamanca.Error or Lapses: Error Analysis in Students of ESLSLA Talk/Eng A1,2/LMix/T1,2 P . . *. TBased on the compilation of a corpus of written compositions by students of ESL at the Faculty of Education, Salamanca, this study performs an analysis, diagnosis, description and classification of students’ deviance with the aim of helping to improve the learning-teaching process in a Second language.Room: 009

Kaplan, Nora Bautista Martín, Santiago Universidad Pontificia de SalamancaMaking the Most of Authentic Texts in Bilingual ClassesMDv/CLIL W/Eng A2,3/LMix/T All P . * . .TAuthentic texts are a useful resource for CLIL classes as they provide genuine models of L2. Participants will have the opportunity to look at different genres, identify their language features and suggest strategies for adapting authentic texts to suit learners’ different ages and linguistic levels. It is of special interest to secondary school EFL and subject teachers in bilingual sections.Room: 010

Rasikova, Silvie Hyland Language CentreLet's Have Fun: Speaking Activities and Changing PairsCTec/Game W/Eng A2,3/L All,LMix/T1,2 P * . . . TDo you feel your students should speak more and/or do you have troubles changing or assigning pairs? In this session we will be looking at different changing pairs techniques and my favourite speaking activities, most of which require close to zero preparation time.Room: 201

Lyon-Jones, Sue esolcourses.comTeaching with Technology: Plan BICT/CTec W/Eng A1,2,3/L All,LMix/T All P . * . .TThis presentation will offer practical suggestions for keeping lessons flowing if the technology fails in the classroom. I will demonstrate some quick fixes for common equipment problems and we will discuss and evaluate free tools that can be used to create offline activities, and explore some teaching unplugged ideas to use when technology based lessons don't turn out as planned.

Room: 203

Ciborowska, Hannah British Council Madrid Young LearnersNeeds Analysis in the Primary ClassroomCTec/AL W/Eng A1/L1,2/T All P . * . .TNeeds analysis is firmly established in ELT but how can it be adapted successfully to the primary classroom? This session explores needs analysis methods tried and tested from classroom research. We will see how to implement the results and cater for individual learner needs making lessons more successful. Participants will be invited to give opinions and share experiences.Room: 204

Grundtvig, Andreas Cambridge Examinations Centre, HamburgESL Projects: Random Acts in Everyday CreativityCTec/CLIL W/Eng A2/L2,3,LMix/T3 P . * . .TThe human brain can remember in more detail and for a longer period of time if emotions are involved in the learning process. This discovery can help us deliver lessons which have the potential to transform the ordinary into the extraordinary. We’ll look at how long term projects spark the curiosity of learners making learning an motivational and memorable experience.Room: 208

Frankel, Wendy UEM Universidad Europea de MadridEvents in English: Dare to Be InnovativeTBL/S W/Eng A1,2,3/L All,LMix/T All P * . . . TYour school thinks English is important but you are hidden away in a classroom. Dare to be different. Turn your favorite activities into bigger events. Be innovative and enjoy your teaching again. Publicize what you do and make a big splash on campus. Try 3 of my activities today and reach your own conclusions.Room: 210

Sunday 12.15-13.15KeynoteDellar, Hugh The University of Westminster/Heinle CengageTranslation: Tackling the TabooTDv/CTec Talk/Eng A2,3/L All,LMix/T All P . * . .TFor too long, translation has been taboo in too many classrooms. This blanket ban stems from both native speaker dominance AND a failure to appreciate the many benefits translation can offer, resulting in a deskilling of teachers – particularly non-natives. In this taboo-busting talk, I will explore the uses (and, of course, abuses) of L1 use in class.Room: AUDITORIO

Presentations/workshops Salaberri Ramiro, Sagrario Sánchez Pérez, María del Mar Universidad de AlmeríaCLIL Lesson Planning in Primary Education: A Case StudyCLIL/CSD Talk/Eng A1/L2,3,LMix/T All P . . *. TThe lack of appropriate teaching materials and lesson planning guidelines in CLIL education has required research on strategies to be implemented in multilingual classrooms. This study intends to analyze a lesson planning procedure of a CLIL Primary Science lesson and its consequences in the classroom in accordance with a CLIL planning tool offered by Do Coyle (2005): the 4Cs-Framework.Room: 003

Evnitskaya, Natalia Universitat Autònoma de BarcelonaLearning about Our Ancestors, Learning about Ourselves in EnglishCLIL/MDv W/Eng A2/L2,LMix/T3 P . * . .TAn innovative CLIL unit 'Daily Life in the Upper Palaeolithic' allowed EFL students find out that ‘prehistoric’ did not mean ‘primitive’. Students carried out cooperative tasks through which they discovered new facts about our ancestors and improved their communicative and social skills and content-related competences. Audience participation is essential as the materials will be demonstrated and used for a discussion.Room: 004

Ares, Josefina FreelanceIntegrated Activities for AdolescentsCTec/S W/Eng A2,3/L2,LMix/T1,2 P * . . . TIt is always difficult to motivate adolescents and make them participate in the activities we do in the classroom. This session will look at a range of activities which integrate the four skills and maximise opportunities for collaboration and communication. The session requires YOU to participate while enjoying the session and taking away practical ideas for the classroom.Room: 005

Arcos Sorando, MariCruz Centro de Profesores y Recursos, TeruelPaintings in EFL and CLIL: Research ResultsCLIL/CR Talk/Eng A2,3/L All, LMix/T All P . . *. TThis talk provides answers to the research questions of our study: are paintings used in EFL and CLIL course-books? Does the use of paintings influence learners’ attitude towards writing? Do paintings motivate learners to develop the four skills? The rationale for the use of paintings in EFL and CLIL will be provided. Different ways of using paintings will also be suggested.Room: 006

Kennedy, Helena Hyland Language CentreBack to Basics in a Material WorldCTec W/Eng A3/L3/T1,2 P . * . .T

Do you find that your classes are too teacher-centred? Are you too dependent on materials? In this session we'll look at a new approach to teaching which is materials-light, conversation-driven and learner-centred. There will be practical ideas to use with General English classes of all levels so come ready to participate!Room: 007

Beale, Adam Lam, Noreen IH SantanderLearning from Learner DiariesCR/TDv Talk/Eng A1,2,3/L1,2/T All P . . *. TA reflection on the practice of using learner diaries over a broad range of student levels and ages. How can these diaries help to shape a course syllabus, create a more learner-centred teaching environment and build stronger student-teacher relationships? We will discuss ways of incorporating learner diaries into the classroom routine and using them as a source of personal development.Room: 008

Gejo-Santos, M. Isabel Usobiaga Guisado, Isabel IES Francisco Salinas, SalamancaNew Spaces and Forms of Identity in a Global SocietyCLIL Talk/Eng A2/L2,LMix/T2 P . * . .TWithin the context of a classroom in a High School, exploring and understanding about the meaning of identity and culture in a global society. There is a need for teenagers to understand their identities and to develop a sense of belonging in order to educate for diversity and for a wider multi-ethnic/cultural society.Room: 009

Holden, David British Council, AlcobendasRound Robins or How to Assess Students’ Speaking EffectivelyS/CSD Talk/Eng A2,3/L All/T All P . * . .THow can we assess our students’ speaking effectively? This session will first of all look at the problems faced when trying to evaluate our students’ speaking and then propose a Round Robin activity as a solution. It will describe what a Round Robin activity is and discuss, with practical examples, how to go about designing and using one in the classroom.Room: 201

Goosey, Martin British CouncilWhy Webwikiblogstream? Online Engagement for Trainers, Teachers and LearnersICT/TDv Talk/Eng A1,2,3/L All,LMix/T2,3 P . * . .TWhat’s livestreaming? How can you easily start your own TV channel – for free? British Council Spain has utilized various online options for professional development purposes, and here we illustrate the pros and cons of websites, wikis, streaming, and blogs, with practical insights for trainers and teachers. Participants discover, through interactive demonstration, practical applications of online technologies to their own contexts.

Room: 203

Arpaia, Edith Mary SEK International School Santa IsabelKids Power-up 4 Knowledge: Virtual Comminity WIKI for PrimaryICT/CTec Dem/Eng A1/L2,3,LMix/T All P * . . . TWhen was the last time you had your students doing homework voluntarily? With this project anything is possible! This talk will present Kids Power-up 4 Knowledge (KPUK), a virtual community of inquiry-based learning for upper primary students, using wikis, followed by step-by-step instructions on how to help your students create their own virtual community.Room: 204

McLoughlin, Gerard IH, BarcelonaSpeaking: Accuracy to FluencyLT/Gram W/Eng A3/LMix/T1,2 P . * . .TStudents often sound halting as they search for grammar or lexis while speaking. How can we help them develop effective communication strategies? We'll explore ways to help our students sound more natural when speaking, building on accuracy to develop fluency, providing them with useful chunks of language and the importance of listenership in conversation.Room: 208

Maglione, Paul English Attack!Motivation Through GamificationGame/MDv Talk/Eng A2,3/L2,3/T All P . * . .TMotivation can be a problem in EFL/ESL, particularly for teens and young adults. The profession can learn and adapt strategies and approaches from the growing 'gamification' movement, replacing stress-inducing assessment with healthy challenge and creating motivational mechanisms that transform what seem like learning chores into discovery and self-development opportunities.Room: 210

Sunday 15.00-16.00KeynoteStanley, Graham British Council, BarcelonaGamify Your Classroom!Game/ICT W/Eng A1,2,3/L2,3/T All P . * . .TLearn how to make the most of computer games to practise language skills in class and motivate your students to do more at home. We'll be looking at six games, including a fun reward/behaviour management for primary students, an adventure game to encourage reading for homework with pre-teens and a game to encourage discussions with teenagers about social responsibility.Room: AUDITORIO

Presentations/workshops Palomino, José Manuel Colegio Maravillas/EdelvivesWays of Evaluating Student Learning in CLILCLIL Talk/Eng A1/L1,2/T1,2 P . . *. TThe way we evaluate our students’ learning has a major effect on how we approach that learning. Evaluating both content adquisition and competence in English has become an area in which a variety of opinions can be heard. In this session I will lead you through a variety of evaluation experiences and help clarify this essential element of any teaching programme.Room: 003

Muñoa Barredo, Inma Ikastolen ElkarteaReversing Language Shift through MultilingualismCLIL/CR Talk/Eng A1,2,3/L All,LMix/T2,3 P . * . .TTo those schools aiming at recovering a minority language, the challenge of multilingualism might be especially difficult to meet, since reversing language shift (RLS) is often considered to be incompatible with the multilingual nature of globalised society. In this talk, we will argue that promoting multilingualism within RLS schools can, in fact, benefit the recovery of the minority language itself.Room: 004

Dolakova, Sylvie Masaryk University, BrnoProject Topic Book: A Tool to Store and Retrieve KnowledgeAL/TBL W/Eng A1,2/L All,LMix/T All P * . . . TProject books enormously increase children’s interest in working with (not only) foreign language and facts. It is a wonderful way of attracting your students for new forms of work with multicultural information, facts, knowledge and manual skills. Participants will be given an opportunity to see a few examples of those project books.Room: 005

García Alamán, Marta Diez Velasco, Olga Isabel EOI El Fuero de LogroñoImplementing Intercultural Competence in the Language Classroom: The AIELT/Cult Talk/Eng A2,3/LMix/T All P . . *. TIn this talk, we aim to show how the intercultural dimension of language can be effortlessly integrated in the classroom by means of the usage of the Autobiography of Intercultural Encounters. Our goal is to make students aware of the fact that there exists an intrinsic connection between a language and its culture that goes well beyond remembering the national festivities.Room: 006

Thurbon, Imogen British Council, University of Alcalá

Exploiting L1 in the EFL ClassroomCTec/Cult Talk/Eng A3/L3,LMix/T2,3 P . * . .TOver thirty years ago, Peter Wilburg stated that using students L1 allows us 'to release and transfer the immense charge and reservoir of meaning embedded in the mother tongue to the target language'. My presentation seeks to provide up-to-date and practical examples of how this can be done in the monolingual classroom by an experienced teacher.Room: 007

Xerri, Daniel University of MaltaMulticultural Poetry in ELTCult/CTec Talk/Eng A2,3/LMix/T1,2 P . . *. TThis talk explores how teachers can incorporate multicultural poems in their English lessons in order to address the needs of culturally and linguistically diverse students. By engaging with such texts students are able to overcome traditional biases and develop an appreciation of contemporary society’s vibrant cultural variety. At the same time a plurilingual perspective is allowed to enrich English learning.Room: 008

Heyderman, Emma Lacunza-IH San SebastiánGetting Teens to SpeakS/MDv W/Eng A2/L1,2/T1 P * . . . TPlurilingual citizens who can interact at C1 level? How can we achieve this if our teens won’t speak in class? In this practical workshop, the audience will participate in activities which encourage these reluctant learners to speak. This workshop will also consider how the introduction of assessed speaking tasks in our school has led to a greater willingness to speak.Room: 201

Walton, Tom IH, BarcelonaHow to Design Good 21st Century Language Learning TasksICT Talk/Eng A2,3/L2,3,LMix/T All P . * . .TDo the tasks we set our language learners really take advantage of what 21st century technology offers and do they actually lead to lots of language learning? In this session, we'll be looking at examples of tasks designed by ordinary teachers, who had only basic knowledge of technology, and how they could be - and were - improved.Room: 203

Bradshaw, David Colegio Alameda de OsunaWriting Activities for the Primary ClassroomW/CTec Talk/Eng A1/L1,2/T1,2 P . * . .TThis talk aims to present different writing activities which can be used in the Primary classroom, both in groups and individually. Each activity will be explained and ideas for adapting it to different classroom environments will be provided, paying particular attention to the CLIL classroom.Room: 204

Roland, Chris FreelanceLet's Talk about DisciplineCTec/AL Talk/Eng A1,2,3/L2,3,LMix/T All P . * . .TClassroom discipline: What is it? Why do we want it? How do we get it? This is a talk for teachers of primary, secondary and adult classes in both schools and language academies. Come to this talk and I’ll offer you some real, solid answers to these questions and hopefully something that will actually come in useful.Room: 208

Morley, Catherine British CouncilTeaching Advanced Classes: Unplugged and Plugged inCTec W/Eng A2,3/L3/T All P . * . .THave you ever felt that your Advanced coursebook does not fully meet your students’ needs? In this practical session, I will look at both low and high-tech ways of supplementing the coursebook in order to provide a greater focus on collocation, deal effectively with persistent L1 interference, and promote greater exposure to authentic English inside and outside the classroom.Room: 210

Sunday 16.15-17.15Closing PlenaryClandfield, Lindsay Macmillan ELTGiving the World a VoiceMDv Plen/Eng A1,2,3/L All,LMix/T All P . . *. TWhat does world English sound like? The recognition that learners should be exposed to a variety of accents and kinds of English has finally begun. Some have been recommending this for years, it seems now our materials are catching up. This talk looks at the effect that world English is having on contemporary ELT especially in the area of listening.Room: AUDITORIO