Starts: Friday 18.00h // Ends: Saturday 20.30h
How are teachers carrying out action research and what are they discovering? How are teachers addressing some of the big issues in ELT – workers rights, gender equality, fair treatment for non-native speakers? How are teachers turning ideas into books, apps and businesses?
Meet teachers, writers and publishers from around the world. Hear their ideas and share yours. Become part of the iELT community and experience the fun and excitement that we all felt last year.
Call for papers is now closed.
If you’d like to pitch your idea, we still have some slots! Find more information here.
Andrew is an EFL teacher based in Barcelona, as well as a teacher trainer and communication coach. His background is in community safety and community regeneration. He is particularly interested in developing practical applications of critical pedagogy and is heavily involved in the ELT initiative “Mental Health Friendly”. Read Andrew’s posts on the blog […]
Angelos (Cambridge Delta, MA ELT) is based in Greece, the UK, and online. He is responsible for learning technologies and teacher training at an educational institution in Greece. He blogs, participates in and co-moderates #ELTchat weekly discussions on twitter, and is an iTDi Blog contributor.
Beata works as a teacher, trainer and Director of Studies in a language training centre in Lang LTC in Warsaw, Poland. Absurd hunter and foodie, she is a narrative techniques spotter (and thief!) who wouldn’t leave a well-written story unattended. Her literary inclinations find their way into teaching.
Ben is an English language teacher, teacher trainer and conference speaker based in Barcelona. He teaches on the online MATESOL program of the New School in New York and specialises in language teaching materials writing. He is also an ELT materials writer. For CUP, he has published two methodology handbooks: Language Learning with Digital Video […]
Billie is a teacher and teacher trainer based at Oxford TEFL in Barcelona. She has an MA in communication research and phonetics and worked as a primary school teacher before moving into EFL teaching. In August 2013 she completed the Trinity Dip. TESOL and moved into teacher training. Some of her interests are using new […]
Carles is the General Manager of “Federation Mental Health Catalonia” and “Private Foundation Mental Health Catalonia”. Both institutions are working for the rights and quality of life of the persons with a mental health problem and their relatives through awareness and social inclusion services.
Ceri is a teacher, teacher trainer and materials writer. She’s been working in ELT since 1986 and in Spain since 1998. She’s written for various course book series for adults including Inside Out, Straightforward and The Big Picture. She’s particularly interested in exploring effective learning techniques inside and outside the classroom.
Chia is a teacher trainer and a General English and Business English trainer, and has been English Teaching Professional’s resident blogger (www.etprofessional.com) for the past three years. Fascinated by the interplay between culture, language and thought, Chia is also an intercultural skills trainer and materials developer, and is now based in York, UK. She is […]
Chris has been working in both the education and academic sectors since 2005, as a teacher, trainer, and researcher. Since completing the Delta in 2014, he has been Head of Teacher Development in Centre of English Studies Dublin, with responsibility for co-ordinating CPD across 7 institutions in the UK and Ireland.
Christina Nicole is a Special Scientist for Cyprus University of Technology, an author and a teacher trainer. She holds a PhD in Applied Linguistics. Her research interests include the use of creativity, teaching practices, early language learning and the use of new technologies in language teaching.
Duncan Foord is the Director of OxfordTEFL, Barcelona. He has 30 years experience in language teaching, teacher training and school leadership and management. He is the author of From English Teacher to Learner Coach (with Dan Barber, The Round 2014), The Developing Teacher (Delta Publishing, 2009) and The Language Teachers Survival Handbook with Lindsay Clandfield […]
Elen works as an English teacher in International House (Barcelona), and also creates and conducts CLIL courses, teaching science through English for primary schools. Her TEFL career began in 1999 and she has worked as a teacher at The British Council (Italy, Egypt), International House (Spain, Portugal) and as a teacher trainer at Active Language in Cadiz.
Emma is the co-founder of Frameworks Education Group and the developer of the 2016 ELTons nominated “TEFL Preparation Course” from ELTcampus, an online platform she also co-founded and developed. She is an online learning developer, writer and English teacher since 1999. She is a practicing artist with a background in Fine Arts and Museology. Watch […]
Geoff is a global expert in m-learning and other emerging learning technologies. He is currently based at Cambridge University where he is working to create apps to teach the world to speak English. Until recently he lead a specialist Mobile Learning unit at Qualcomm in California where he and his team developed a mobile appstore […]
Helen is a Business Skills Trainer, Teacher Trainer and Materials Writer based in southern Germany. She advocates equal rights in ELT and, as Chair of the Munich English Language Teachers Association, she introduced the policy of refusing to accept job adverts which stipulated native speaker teachers only.
Jade is a teacher specializing in theatre and TPR. She is the Manager & Events Coordinator of the Barcelona TEFL Teacher’s Association (BTTA), an ESL Teacher Facebook support group with over 6,000 members from around the world. She is currently teaching and Academic Coordinator for the Kids department at Tea or Coffee School of English […]
James is a founding Director of Go English (Barcelona 2002). He is a history graduate from Oxford, who later qualified as a solicitor, before deciding there were better ways to make a living. He entered TEFL in 1995. His first TEFL job was at the Bobby Charlton Soccer School in Manchester. He thereafter fled for […]
Jamie is a teacher, trainer and international conference speaker. He is the founder of the recently relaunched Lessonstream. Jamie’s areas of interest include the use of visual materials, storytelling and video technologies in the classroom. His publications include ‘Images’ (OUP 2009) and ‘Bringing online video into the classroom’ (OUP 2014).
Jo is Head Of Product at ELTjam. He has worked in ELT since 2006, moving from classroom teaching into test writing and syllabus design and most recently eLearning and Product Management roles. He has spoken at conferences in France, Turkey and UK and is Technology Coordinator for IATEFL’s MaWSIG.
Justin is a well-experienced, DELTA-qualified teacher and teacher trainer. He focuses on speaking and helps learners achieve speaking automaticity. Having worked in Indonesia, France, Argentina and Thailand, Justin has experience with many languages, cultures and different types of students. Living and teaching in London is where Justin feels at home.
Karin is Swiss and has taught pre-school children, teenagers and adults across all competency levels. She has been working as a tutor on initial teacher training courses since 2013 and takes an active interest in teacher development and equality in the EFL industry. Karin is a full-time trainer for Oxford TEFL, the only provider of […]
Kat is a teacher and teacher trainer currently living in Spain. She has taught in Brazil, China, Japan, France and the UK where she returns every summer to teach EAP at a British university. She has a special interest in the use of new technologies for teaching and learning and shares her ideas speaking at […]
Kieran is a teacher, trainer, film producer and award-winning writer. His website on the use of film in language teaching Film English http://film-english.com won a British Council ELTons Award for Innovation in Teacher Resources. He is the author of the methodology book Film in Action (Delta Publishing).
Linda is now working as an ESOL teacher, CELTA trainer and teaching coach at Greenwich Community College, London. She also runs the New Internationalist Easier English wiki: http://eewiki.newint.org/index.php/Main_Page . She has taught and trained teachers in Brazil and Japan. Blog posts at InnovateELT: The Power of Global Justice.
Maha is a professional Teacher Trainer, Head of English Dept.at Arab Academy for Training Technology and founder of Maha ESL Training Community. She has presented at a number of international conferences: K12 Online Conference, Nile Tesol , LIF Turkey, Global Education, Reinventing the Classroom and Learning Revolution Online Conferences.
Marek has taught English in 6 countries. He’s an IELTS examiner holds BA in English, CELTA, DELTA and is doing a PhD in TESOL. He’s a blogger at www.teflreflections.wordpress.com, podcaster at www.theteflshow.com and advocate of professional equality between NS and NNS at www.teflequityadvocates.com.
Mark is a teacher and teacher developer based at The Wimbledon School of English. His development work frequently takes him abroad, recently Georgia, where he delivered the British Council Train the Trainer course. In his spare time he studies and tutors philosophy at Birkbeck College, University of London.
Marta is an English teacher and a certified educational consultant. She currently works as a Teacher Trainer for Pearson. She has been involved in education since before she can remember. When she’s not in front of a computer or talking about education, you can find her enjoying outdoor activities.
Having diplomas of Foreign Language Education and DELTA as well as certificates of Linguistics, ICELT and Testing, Mehtap has worked as an English language instructor at university settings. She has worked as level coordinator and testing unit coordinator in İstanbul Şehir University and is doing MA in PD for Language Education.
Melody was originally a therapist in London, working with children, adults and teenagers but relocated to southern Spain to be near her family. She took the CELTA at IH Barcelona and is currently involved in ELT as a teacher and teacher trainer, based in Barcelona. Her interests include storytelling and creating supportive spaces for authentic […]
Mike Howard has been involved in ELT for 20 years. For 10 years he worked as a teacher in France and since then has had a variety of roles in ELT assessment and publishing. He is currently responsible for managing Macmillan’s brands for their new digital and blended products ensuring that the teaching and pedagogy are placed right at the heart.
A freelance teacher, trainer, event organiser and materials designer, Milada has been learning to teach for almost two decades. Academic Development Manager at Lang LTC in Warsaw (Poland), she thrives on tweaking standard solutions and juicing new formats. Her lessons combine pop-up culture, improv, cooking, visual storysharing and unconferencing.
Nathan is a TEFL Express blogger, teacher trainer, school owner and teacher living in Hoi An, Vietnam. He has been teaching for nearly a decade and training teachers for nearly half of that time. He feels that the most important thing in learning of any kind is motivation.
Neil is the president of SLB as well as a freelance teacher, trainer and writer. He currently works with Oxford House and a variety of companies and organisations around Barcelona. He is a contributor to the Designer Lessons blog and a member of the TAW (Teachers as Workers) collective.
Nick Robinson is a co-founder of ELTjam. He has worked in ELT publishing since 2004, as a Marketer, Editor, and Brand Manager at Cambridge University Press; as Publishing Manager of English360; and as a freelance ELT project manager, content developer, author, trainer and conference speaker. In 2012, he founded the world’s first ELT author representation […]
Nicky is Director of Pedagogy at The Consultants-E, an award-winning online training and development organisation. She is a teacher, trainer and international speaker, and has written several award-winning methodology books on technologies in ELT. Her most recent is Focus on Learning Technologies (2016). She lives in Barcelona and is a technophobe turned technophile.
Nicola Meldrum is a teacher educator, writer and teacher. She has been involved in ELT since 1999. She is based in Barcelona and is the course director on the Trinity Dip TESOL programme at OxfordTEFL. Her areas of interest include teacher education and professional development.
Paul is a teacher, writer and organiser. He has written articles for EL Gazette and ET Professional and blogs at decentralisedteachingandlearning.com. He is the founder of two grassroots groups: Berlin Language Worker GAS and Teachers as Workers Special Interest Group (TaWSIG) which aim to improve working conditions for ELT teachers.
Peter is the founder of BusinessEnglishPod, an online platform for business English learners with 160,000 registered users and 60M lessons downloaded. He has set up 100’s of courses in many of the most popular LMSs. Frustrated by the shortcomings of these options, Peter developed his own Course Builder plugin to enable users to create their […]
Rachel has lived in Barcelona since 1993. Her academic background includes studies in Psychology, ELT and Applied Linguistics. She has over 20 years experience in TEFL, management, CLIL and publishing. She is a self-employed, qualified coach at Language Strategy Coaching and also works as a teacher-trainer and educational project consultant.
Sandra (1981) from Skopje, Republic of Macedonia, graduate ELT by profession with 9 years of experience, earned MA in International Relations and Diplomacy at University American College- Skopje. Founder of the Language School “”Step by Step-Skopje”” and responsible for implementing different methodologies and learning strategies. Involved in Teacher Training Courses by British Council Skopje. Certified […]
Sandy is a teacher and CELTA trainer. She’s worked in many different countries, mostly for International House. She is currently the Director of Studies at IH Bydgoszcz in Poland. She is passionate about her career and spends most of her life outside the classroom thinking, reading or writing about teaching. She particularly enjoys sharing what […]
Shaun Sweeney is a teacher and trainer based in Barcelona. His key interests include listening skills and closing the gap between theory and practice in ELT and teacher training. He has worked in various TEFL contexts over 17 years, with his longest spells being in Italy, the UK and Japan.
Sinem is an ex-banker, enthusiastic TESOL, CELTA and DELTA Module 2 qualified Senior Teacher at International House Izmir. Sinem worked at Citibank NA Istanbul for 10 years and decided to follow her dreams. She has been teaching for 8 years. She is also a Psychodrama co-leader.
Tim, MA Technology and Language Learning. Tim is the Development Manager at Go English Communication. He has worked in language learning for 20 years, specializing in the implementation of technology in learning, with more than 10 years’ experience in language learning in VLEs.
Words from conference organisers Duncan Foord (Oxford TEFL), Jo Sayers and Nick Robinson (ELTjam), and Geoff Stead (Cambridge English Language Assessment, Platinum Sponsor).
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Short talk organised by Pearson (Gold Sponsor). Marta Cervera will present the new Pearson Teacher Toolkit (Room 9).
60 min sessions
30 min sessions
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In this talk we will explore some ways we can get off the ground quickly with easy to implement, practical approaches to teacher development. We will watch some insider accounts showing how teachers from around the world got started by taking small steps to develop their teaching practice.
Having commentated on digital developments within ELT via the eltjam.com blog, we felt it was time to develop our own product digital language learning products. In this talk, we’ll discuss what makes an effective language learning app, how we developed ours, what went right and wrong, and what we’ve learned.
The best and most successful digital products provide a positive User Experience (UX) – something that is intuitive, simple and efficient in a satisfying and often delightful way. What can we learn about teaching English from how UX is designed? Can we create environments for learning that prioritise clarity, simplicity and efficiency? Can we remove barriers to learning? Can we create amazing Learner Experience (LX)?
Recent research has prompted much reconsideration of how we teach listening skills. Many of us express unhappiness with the enduring two-stage comprehension questions model. This workshop will equip teachers with the tools they need to plan effective listening lessons using simple, flexible, materials-light techniques. Fed up of your coursebook listenings? We'll share tips for creating effective lesson materials to engage your class and develop oft-overlooked decoding skills.
Most definitions of blended learning are centred on a blend of materials (print or digital) or learning environments (in the classroom or at home). In this talk Mike Howard explains why these definitions are no longer very useful and instead proposes a new definition that focuses on the teacher, the learning journey and the pedagogy. In doing so, he explains that rather than becoming a slave to technological features and functions, this approach empowers teachers by enabling them to see technology not as a solution in itself, but as a tool that can enable new pedagogical approaches.
Which of the current mobile trends has the capacity to transform learning, and which will quickly be forgotten? Geoff and his team invent, test, and experiment with emerging mobile & learning technologies. His previous employer, Qualcomm, has won multiple awards for their mobile learning work. Now at Cambridge English, he wants to bring the lessons learned in California out to the wider ESOL world. Join us for unique insights into the future of mobile learning.
Come and find out how developing your leadership skills can help you boss your boss and influence and inspire your colleagues and students. We will look at some situations where teachers typically feel disempowered inside and outside the classroom and explore how we can build our confidence and sense of power to bring about change.
Honey & pepper, smooth & rough, night & day, slow & swift, violent & tender, retro & futuristic, minimal & exponential. High contrast triggers unconventional lesson ideas and non-linear lesson shapes. See how my contrast-inspired lesson plans (result of a 2+1 dual lesson planning challenge) work and create your own. Taste new teacher training formats.
Lesson plans take odd shapes. So do stories. Take narrative techniques and quirky plot types and see how they inspire non-linear lesson shapes. Explore a new teacher training format, have a peek at my lessons (resulting from a 2+1 dual lesson planning challenge) before you design one yourself. For augmented experience, join Milada Krajewska’s “twin workshop” – a different take on the same topic.
If you've got an idea for a business or product that you're dying to get off the ground, then drop in to discuss it with members of ELTjam. There's no need to give any kind of formal presentation, but you should be prepared to quickly explain your idea and why you think it should exist. We'll be here to offer informal advice and feedback based on our own experience of getting a start-up off the ground. All welcome, no matter how nascent your idea!
A live presentation of Elen Evan’s winning entry for the Mental Health Friendly lesson plan competition, with an opportunity to talk to Elen and the people who were behind the Lesson plan competition about the aims and design of the lesson, and what impact they hope to make with the initiative.
The right thing is not to avoid learners’ errors, but to discover how their occurrence can turn out to be tremendously meaningful learning moments through applying a learner-centered approach, fostering students’ autonomy as well as critical thinking skills, and training them in evaluating their own work and giving peer feedback.
Creativity is not only a word which appears on ELT resources. It is an ability, attitude and a process. This session is for teachers who want to enhance their teaching through creative strategies. We will try to find our own potential. Be ready for lots of practical ideas and activities!
Seahorse English Barcelona is a teacher-led project of mine dedicated to the arts and dynamic processes of all kinds coupled with CPD. Stories and storytelling projects are also used to help ELT professional development and skills. Find out how stories and other projects are used to aid ELT CPD both off and online.
CPD should involve adopting habits and policies of experimentation in order to develop a toolbox with which to construct lessons appropriate to the situation in our classroom at the time of delivery. Such practice yields the skills required to take our teaching further into teacher development or materials writing.
Nowadays there are so many ideas, trends, resources and tools out there that it is a considerable challenge to give our students the best path to reach their desired learning outcomes. So let’s get back to basics and start with some real research about what works and what distracts in education.
This workshop will focus on the creation of learning activities for virtual classrooms. Teaching and learning effectively in video-conference environments is more complex than it may first appear. This talk will focus on overcoming these challenges. We will also see how VC Environments, when used effectively, can enhance the learning experience.
Increasingly businesses are using a 'customer experience' framework to improve their relationships with customers. Why not, as teachers, do likewise? In this workshop we'll apply 'CX' concepts such as 'customer journeys' and 'touchpoints' to course design and lesson planning, adding new dimensions to our teaching practice and--paradoxically?--empowering teachers.
Empathy may be one of the qualities which distinguishes an average teacher from an excellent teacher in the eyes of the student. In this session we will examine the importance of empathy in language education and propose practical activities which encourage teachers, teacher trainers and students to be more empathetic.
This talk describes an action research project with EFL learners, which aimed to explore some of the choices and challenges involved in a BYOD (Bring Your Own Device) approach. Based on my experience, the project led to the development of a series of parameters for mobile-based communicative task design
How can we bring politics, news topics and PARSNIPs into all levels of ELT classes and improve learners’ confidence, language, accuracy and pronunciation? Use these free online Ready Lessons and simplified texts about global justice to inspire activism, including the use of protest banners and letters to world leaders
Rob and Lis of Spanishobsessed.com built their online business from scratch, and over two years have built an international following reaching over half a million people. Find out how we did it, and what we learned along the way, with real world examples and down to earth advice.
Many teachers in the EFL field begin to look for new challenges after years of classroom experience. One path is that of language coach. We will look at the differences between teaching and coaching and what you need to take into consideration to start your own coaching business.
This workshop will provide a hands-on look at the 3 most popular plugins for using Wordpress as an LMS to deliver online English training. It’s as much about what they can’t do as what they can do and how you can overcome these drawbacks in order to get your own courses up and running with the least amount of pain.
Principles produce technique instantly. If you have language learning principles, they drive and direct your practice. Need new games? Ideas to exploit a new text? Go to your core principles. However, this raises an important issue: should we be creating a set of universal language principles to aid teachers globally?
A short presentation of my path to becoming an entrepreneur in my late twenties, stressing where the idea come from, my experience with non-formal education and how ESL teachers can be more than just teachers and be global leaders of achievement and change. I share my experience of implementing different methodologies, like experiential learning and how my school has become recognizable and popular.
Drawing on a series of case studies of collective bargaining arrangements in the ELT world, I will show the benefits to employers and teachers of collective bargaining in cultivating good working practices and enhancing standards, working together to ultimately improve the experiences of our students.
Presenters will discuss democratic language instruction as a goal and method of language education. Encouraging learner democracy fosters student empowerment and autonomy in the classroom, preparing students for better engagement in society. After presenting the pedagogical rationale, presenters will introduce some practical classroom techniques that facilitate democratic language instruction.
Why does classroom writing feel like a chore, but tweeting, texting, social media updates and instant messaging are second nature? By engaging in reflective practice, is it possible to help students extend these skills to improve their written discourse? In this talk I share some research about learners in different contexts becoming reflective practitioners, as they analyse, reflect and implement changes to improve their writing skills using instant messaging apps.
In this 10 min plenary I explain my interpretation of ‘Power to the Teacher!’. I argue that as teachers strive to become innovative in their teaching practice by experimenting with creativity and technology in the classroom, they should be empowering the learners. I suggest that, with reflective practice and action research, the power the teacher has is to encourage learners to become self-aware on their journey of language learning and to promote reflection and their own creativity.
Text messaging is very common amongst students, so why not take the advantage of it. You will not only have a memorable lesson, but also provide your students a golden opportunity for lessening their fear of writing, which encourages them to use other forms of writing. A new genre of communication will be introduced with some hands-on activities that you can easily integrate into your lesson plans.
Teachers often find teens the most difficult age group to motivate. Too young to be taught in the same style as adults, but too old to be treated like young learners. This workshop will cover different methods and theories for motivating teens.
As CPD becomes more of a priority for both educators and institutions, the necessity for a more qualitative rather than quantitative programme is growing. This talk will exam the current drive towards evidencing CPD, with a particular focus on teacher development.
When I discovered a parasitic pirate ripped off my best online study course and was selling it on Udemy, I didn't grit my teeth and bear it. I fought back. If you’re an ELT materials writer or publisher, join us! I’ll share my discoveries and checklist to mitigate piracy from the start.
This talk looks at the contrasting business models of selling content versus providing free content with advertising. I shall draw on the experience of publishing free content supported by ads at examenglish.com as well as that of selling ESL content downloads as apps, PDFs or installable software.
In a highly interactive workshop, participants will be presented with the benefits of teaching through poems. The speaker will present authentic material she has created and suggest techniques on how to apply it. Additionally, the speaker will demonstrate Action Research approaches in order to provide guidance on how participants can reflect on their own 'creative' teaching.
Open Teaching Circles can really enrich teachers with great ideas and wonderful professional development. At the same time they can do great benefit to the community. Join us and enjoy being part of these circles and help make them bigger.
The Barcelona-based cooperative SLB (Serveis Lingüístics de Barcelona) is a group of freelance English teachers, translators and writers who organise their own training, materials, accounting and marketing in a bid to improve their working conditions. This talk explains why they did it - and how you could too.
Who should give plenaries? Nicola Prentis looks at whether plenaries are the preserve of “big names” and what can happen when someone at grassroots level tries to upset the power balance in ELT.
Blogging has always been a very educational experience for me, teaching me about myself, my teaching, my students, the wider teaching community and the power of social media. This plenary will share what some of those lessons have been.
Teachers sometimes feel intimidated by their adult learners and are unable to stand up for their beliefs about language learning. Teachers sometimes need the courage to say 'Drilling the present perfect isn't going to make you good at speaking English' and 'You don't need to know all the words in English', amongst other things.
Personalisation once meant making space for your learners' lives. The term has now taken on a new significance, especially in the realms of EdTech and teachers feel great pressure to adopt it. This session reassesses personalisation, suggests alternatives and analyses if we should ultimately embrace or resist it.
In addition to conversation, jokes, poetry, songs and other enjoyable everyday things, language is used to make money, exert power and assert ownership. But can a language really belong to anyone? English is used by millions of people around the world – but exactly whose language are we teaching?
In this presentation I take aim at three ‘sacred mice’ in ELT: the market, the reflective practitioner, and edtech. Three targets, three shots, thirty minutes...
The campaign for equality between native and non-native teachers (Tefl Equity Advocates) represents a key contested space, revealing much of where we are as a profession/trade. Using the ideas of the radical feminist anthropologist Gayle Rubin, I want to explore those issues and address the possibility of Benign Diversity.
In this workshop I'll be showing you how to use EDpuzzle to design video-based lessons for the flipped classroom. You will learn to crop and edit videos to suit your lesson aim. I'll also be showing you how to add questions to videos and how to use EDpuzzle to monitor who has watched videos and completed tasks before you start the face to face part of your lesson.
Panel members Marek Kiczkowiak, Karin Krummenacher, Nicola Prentis and Paul Walsh will be answering questions from the audience on the day and questions posted by teachers on Innovate ELT Facebook thread before the conference. The discussion will be chaired by Duncan Foord and include opportunities for audience participation. We particularly welcome questions which relate to the conference theme on matters such as gender, NNESTs, teachers’ rights, teacher development, entrepreneurship and grassroots initiatives.
As language teachers, our voices are the most valuable resources that we have. Despite this, negative attitudes to teacher talk continue to permeate our profession. In this presentation, I would like to argue that outdated ideals are stifling teacher development.
This workshop will introduce you to a few of my favourite blogs, covering areas such as general and business English, young learners and more. Then I’ll show you how to manage all those blogs. Finally, we’ll look at how to take the first steps towards setting up your own blog.
In this plenary I will argue that all of us ELTers have the power to challenge, change and reshape the future of our industry. To show how this might be achieved, I will draw some lessons from the TEFL Equity Advocates campaign.
This session engages students in a discussion of the NS fallacy, or the belief that a NS is the ideal teacher. Students discuss some misconceptions concerning NS and NNS teachers, qualities of good English teachers in general and ELT recruitment discriminating NNS. Session ends with discussion and reflection with audience.
This talk aims to outline the profound influence native speakerism has had on ELT with particular regard to methodology and teacher training courses. If we are to overcome the divisive and discriminatory discourse of native speakerism, more attention should be paid during initial teacher training courses to raising trainees' awareness of the problem and to developing more critically-oriented professionals. To this end, I will suggest some activities which can be used with teacher trainees.
In this live lesson, I would like to examine the potential for teacher-led storytelling in the language classroom. I would like to demonstrate that discussion, pair work and learning opportunities can be contextualised within the framework of a teacher-managed narrative.
Do you feel constrained by the syllabus you are asked to teach to? Is the programme overcrowded? Does this all cramp your style and the creativity of your students? Find out how to slim down the syllabus, go off-piste and engage your students by encouraging informal learning as part of your course.
The native/non-native teacher debate has been hotting up recently on IATEFL online discussion groups and elsewhere. In this talk I will point out the reasons why language schools should be employing non-native speaker teachers, and highlight the benefits this practice has both to their customers and to their long-term sustainability.
How can teachers overcome resistance to change and empower both themselves and their learners? This talk will present an adaptable Process Syllabus which allows teachers in a variety of different environments to calibrate learner decision-making according to the outcomes of negotiations with their managers and learners.
Social Learning is the rich informal learning that happens in our online spaces. How could I lead a group of fossilised, tired teachers to be socially engaged autonomous learners, co-curating learning and reflecting it in their own teaching? I needed to activate change. The first change started with me.
English is now used as a lingua franca around the world but what does this mean for us? How can we oil the wheels of intercultural communication and help learners get better at adapting and accommodating? Using roleplays, Chia will explore some ways to help students become better communicators.
Immerse yourself in the sounds and patterns of a new language. Feel the frustrations and elation of a complete beginner communicating with a handful of brand new words. Then step back, reflect on and discuss the implications and the insights into the basic tools of a language classroom.
Students are motivated by success, they need to approach their learning with confidence knowing they will not fail. The materials used by teachers need to be achievable and relatable to the Generation Z student. The classroom that students respond to has changed, it needs to be interactive and enjoyable. Modern students need to take responsibility for their learning: we need to provide classroom tools that are orientated around Generation Z.
There is an increasing tendency to categorize learners, but these labels are rarely neutral and can take on lives of their own, independent of our learners’ actual opportunities to acquire language. This talk explores alternative ways of understanding learner identities following a narrative rather than a paradigmatic approach.
Carrer de la Diputació, 279, Barcelona, Spain
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