2012 IATEFL Conference Programme

Contents Index

Page

Welcome from the IATEFL President ……………………………..…..………….................................

2

Pre-Conference Events and Associates’ Day..………………………………………...........................

3

General Information…………………………………………………………………......................................

5-11

What’s New?.............………………………………………………………………….....................................

12

IATEFL Scholarships and Winners ........................................................................................

13-18

Thank You to our Sponsors ............................................................……………………................

19-21

Daytime Tours & Evening Events.…..……………………….....……….............................................

23-25

ELT Resources Exhibition Floorplan.……………………….....……….............................................

On the Exhibition divider

List of ELT Resources Exhibitors……………………....…………………………...................................

27

ELT Resources Exhibitors’ Details..…………………………………………………................................

28-36

IATEFL Special Interest Groups (SIGs) Information………………………………….........................

37

SIG Days ............…………………………………………………………………………………...….....................

38-44

Conference Programme……………………………………..........…………………………………………........

- Poster Presentations…………………………………………...............…………………………....……….

- Tuesday 20 March ….………………………………………………………….................……...…….........

Page for your notes…..………………….………………...……………...…………..................………...

- Wednesday 21 March ..……………………………………………………………...……........................ .

- Thursday 22 March .....………….……………………………………………………..................... . ........

- Friday 23 March .…………..…....………………………………………………….......................... ........

45-160 45-49 51-80 81 83-115 117-146 149-160

Quick Reference pages..……………………………………........……………………………………....... ........

- Areas of Interest……………………………………………...……………...…………..................………..

161-198 161-168

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Index of Presenters…….……………………...………………………………………………......................

169-179

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Abbreviations, Acronyms and Initialisms for the IATEFL conference………………………....

180-181

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IATEFL Committee Members, Volunteers & Staff…………….........………………...................

182-183

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AGM Agenda & Reports…………………………….....………………………………………....................

184-194

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Conference Feedback Form……………………………………………………………………..................

195-196

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Day planner (for you to fill in sessions you wish to attend)....………………………….……......

197-198

Maps of the SECC and the Crowne Plaza Hotel ............................................................ .. .. .. ..

199-204

Conference Overview Pages………………………………………………………………………….................

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This Conference Programme is sponsored by Collins ELT -1-

Buy a badge – Show you care

Welcome from the IATEFL President Welcome to Glasgow, and welcome to the 2012 IATEFL conference! Whether you are an IATEFL-veteran or this is your first time at our conference I’m sure there will be a lot to keep you busy, get you thinking, and entertain you over the next few days.

As usual we have a programme bursting at the seams: How-To sessions first thing in the morning (including one on how to make the most of the conference); five interesting and exciting plenary sessions; around 500 talks, workshops, debates and symposiums; and last but by no means least evening social events to let you connect with like-minded individuals from around the world.

If you’d like to get an overview of new books, exams, online materials and more, why not browse the exhibition where over 50 organisations will be happy to bring you up-to-speed on latest developments. While you’re there why not drop by the IATEFL stand and meet some of the Special Interest Group coordinators, Associate representatives and other volunteers and members? And if you’re on the lookout for a change of direction or a new challenge why not visit the Jobs Market and see if there’s a new opportunity awaiting you.

As you can imagine an event of this size has taken quite some effort to put together. I’d like to thank in particular the Conference Committee for their dedication and hard work, the staff in our Head Office who have been preparing for this week for the best part of the year, and our local committee whose knowledge of the location is invaluable in planning the local events.

A big thank you is also due to the British Council who have made Glasgow Online possible, allowing many thousands of people who are unable to attend in person to take part from every corner of the world.

And finally, if this programme gets a bit too heavy for you and you’d prefer to have all of the information on your smartphone, why not download the iOS or Android app now. Not only will you be able to see details of all the sessions and build your own events planner, you’ll also be able to connect with other users of the app via Twitter, Facebook or LinkedIn; you might even find yourself sitting next to someone who shares the same interests as you right now!

I hope you enjoy the conference, and look forward to bumping into you in one of the sessions or online.

Buy a badge – Show you care

Eric Baber

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Pre-Conference Events & Associates’ Day Pre-Conference Events (PCEs) Pre-Conference Events (PCEs) held on Monday 19 th March were specifically for delegates who wish to concentrate on a particular topic. PCEs are planned as professional development days and participants receive a certificate of attendance.

Please visit www.iatefl.org for details on next year’s Pre-Conference Events (details online from June 2012) and for details on all other SIG events, held throughout the year throughout the world.

This year, the Special Interest Groups who organised Pre-Conference Events were: Business English on English as a Lingua Franca – what should we be teaching?

English for Specific Purposes on Cutting-edge developments in teacher education, materials design, and assessment and testing in ESP and EAP ES(O)L on ESOL and family, society and work: preparing learners for participation Global Issues on From theory to practice: bringing y(our) global issues into class Leadership & Management on Developing people through effective performance management Learner Autonomy on Autonomy in action – across borders Learning Technologies on Challenges and limitations in MALL Literature, Media & Cultural Studies on Glasgow literature, Glasgow film Pronunciation on Masterclass in teaching pronunciation Research on How to combine teaching and researching: focus on learners and classroom language learning Teacher Development on Drama techniques for creative teaching Teacher Training & Education on Teacher training and education worldwide: sharing experiences Testing, Evaluation & Assessment on The art of assessing writing Young Learners and Teenagers on The younger, the better?

IATEFL Associates’ Day (sponsored by University of Cambridge ESOL Examinations) IATEFL has around 100 Associate Members. An Associate is another Teacher Association (TA) that has entered into a mutually beneficial relationship with IATEFL. A benefit of becoming an Associate lies in linking up to a network of international TAs, and through this, a network of language educators from all over the world and from a range of diverse backgrounds and nationalities.

The Associates' Day on 19th March is a chance for representatives of these TAs to get together and discuss matters of common concern. One of the overarching aims of most TAs is to build professional communities.

We thank our sponsor, University of Cambridge ESOL Examinations, for this opportunity.

We recently held a competition where WMS members were invited to send in 30-second video clips of themselves stating what WMS membership had meant for them. The winners would receive a prize of up to £1,000 towards their expenses for attending this annual conference in Glasgow. Thanks are due to all members who took the trouble to send in entries and we are sorry that we couldn't have more winners. We had 14 entries, and short listed three. The winner was chosen at the Coordinating Committee meeting in November, and we are pleased to announce that the competition was won by mother and daughter team, Mirjana Micetic (daughter) and Irena Micetic (mum) of the Associate organisation in Croatia, HUPE. Their video clip will be shown on the IATEFL stand. Many congratulations to Mirjana and Irena!

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Visit us at Stand 54 A leading provider of English Language and Performing Arts Qualifications

Trinity College London is proud to sponsor two IATEFL scholarships this year.

These scholarships enable professionals in the field to present their work to a wider audience by conducting a session at the IATEFL annual conference.

An award of £1,000 + IATEFL membership and conference registration fees will be made to the winners of each category.

Congratulations to the 2012 winners!

Please come along to their presentations at the IATEFL 2012 Conference: Q Trinity College London Language Exams Scholarship Yuliya Siderova from Bulgaria: ESP test design — a challenge to the ELT practitioner Q Trinity College London Teacher Trainer Scholarship Tarun Kumari Kharbamon from India: Peer translating — a teacher’s strategy in difficult circumstances Please look on IATEFL agenda for further details

www.trinitycollege.co.uk

Charity no: 1014792

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The following pages contain –

Pages 5-11

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General information

Page 12

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What’s new?

Pages 13-18

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Scholarships and this year’s winners

Pages 19-21

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Conference sponsors

General Information

GENERAL INFORMATION, SCHOLARSHIPS & SPONSORS

General Information

General information Welcome Welcome to this year's IATEFL international conference in Glasgow.

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

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

Registration and exhibition opening times Registration Monday Tuesday Wednesday Thursday Friday

Exhibition 1030-1800 0800-1730 0830-1730 0830-1730 0830-1200

Tuesday Wednesday Thursday Friday

0830-1730 0830-1730 0830-1730 0830-1200

Registration Your name badge entitles you to access all sessions and evening events. Please note the room capacity for each session, shown in the left-hand column of the presentation pages. Access to sessions is strictly by badge only and is on a first-come-first-served basis. The ELT resources exhibition (in Hall 2) is open to all.

Catering A complimentary tea/coffee will be served in the exhibition hall during the coffee breaks (see catering locations on the exhibition floorplan – on the Exhibition divider).

During the lunch break there will be hot and cold food served just outside Hall 2 in the concourse. All food will be offered on a cash basis.

Catering and bar facilities are available in the main concourse and in the Crowne Plaza hotel throughout the day for delegates to purchase snacks and drinks at other times.

Administration Photocopying facilities are provided by the SECC venue staff at the Business Centre/Information Desk located on the concourse. Copies will be charged at 10p per A4 page and 13p per A4 colour page (no OHP transparencies).

We regret that no responsibility can be taken by IATEFL or the SECC in the event of machine failure.

Conference photography The conference supplement photographer will be taking photographs for use in the post-conference supplement for Voices , on the cover of Conference Selections , on our website, and possibly in other advertising and promotional materials. The photographer will seek permission before photographing individuals. If you do not wish your photograph to be used, please inform the photographer at the time.

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General information Information desk IATEFL’s information desk (sponsored by Trinity College London) will be staffed by our stewards during the registration opening times to assist with general information about the conference.

Messages Message boards will be located in Hall 1 near the registration desk. You are welcome to leave messages for other delegates. Please look frequently at the message boards for any messages which may have been left for you.

Please also keep checking the presentation message boards, also located near the registration desk, for changes and cancellations to the programme.

Collection for WMIS – global initiative Following our success last year in Brighton, where we raised over £900, we are happy to sell the newly-designed badge in Glasgow for the Wider Membership Individual Scheme.

To help IATEFL raise more funds for the scheme, delegates have the opportunity at conference to buy a badge to show their support. A minimum donation of £2 is required, but we are very happy to accept larger donations!

Buy a badge – Show you care

Badges will be available at our IATEFL registration desk and our IATEFL exhibition stand and delegates will be wearing their badges with pride.

The Wider Membership Individual Scheme, launched in 2007, is designed to enable individual IATEFL members to sponsor memberships for colleagues in the less economically developed world where there are no local TAs who are Associates of IATEFL. A number of members of the profession agreed to be scheme founders and started a fund which we use to match members’ donations. So by donating £48 you can enable a teacher to become a full IATEFL member for two years. However, smaller donations are also very welcome – so buy a badge to help make this initiative a success.

ELT resources exhibition There is an ELT resources exhibition, open to all for the length of the conference, showing the latest published materials, teaching resources and equipment, computer software and services. Do take time to visit and re-visit the exhibition stands during the conference. You do not need to register to access the exhibition.

Look out for the competitions, discounts and, maybe, freebies! See our exhibitors’ details on pages 27-36. The exhibition is open from 0830 to 1730 Tuesday to Thursday and from 0830 to 1200 on Friday. For safety and security, please do not try to enter the exhibition outside these times.

Delegates will be given a quiz sheet to complete if they wish for the chance to win a free registration at the 2013 IATEFL Conference in Liverpool. The clues will guide you to visit the participating exhibition stands!

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General information Internet lounge The Cambridge English Teacher Internet Lounge is sponsored by University of Cambridge ESOL Examinations. IATEFL is most grateful to them for providing the financial support to offer this opportunity. The Internet Lounge is situated in a prime position in the exhibition area and will be open throughout the exhibition opening times.

As well as checking emails and the web, the Internet Lounge is a great place to play an active part in Glasgow Online (http://iatefl.britishcouncil.org/2012).

Annual General Meeting The IATEFL Annual General Meeting will be held in Lomond on Wednesday from 1225 to 1330. All members are invited to attend. AGM Reports are located on pages 185-194. The AGM Agenda is located on page 184.

IATEFL jobs market Now in its third year, the Jobs Market offers a unique space where top organisations can find and recruit highlyqualified teachers and ELT professionals from around the world. The Jobs Market offers opportunities for both recruiters and jobseekers.

Whether you are actively looking for a new role in ELT or simply just want to see what’s out there, the IATEFL Jobs Market is the perfect place to start. Jobseekers can review current vacancies from a range of employers, discuss a career or location move with company representatives and, for many posts, submit applications and have interviews on site.

The IATEFL Jobs Market is free for everyone. Visit us on stand 47-48.

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

Thank you to our IATEFL local conference committee IATEFL is extremely grateful for the help given by local ELT friends from the Glasgow area.

Fenanda Bersabe, Sharon Chalmers, Andy Cowle, Cathy Crawford, Celia Fisher, Marilena Ireland, Carol Irvine, Marion Kirby, Adell Mitchell, Janvier Nkurunziza and Mandy Watts.

Their local knowledge has been invaluable and we thank them for their support over the past year.

Conference app This year we have launched a conference app for iPhone/iPad and Android phone users.

The app allows you to: browse and search the conference programme; select individual sessions and add them to a conference planner; view a map of the conference venue and help you navigate the event; see what others are saying about the conference via an integrated Twitter channel; share your location and thoughts via a variety of social media connections; access the IATEFL Online site; and more.

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General information The IATEFL Conference Farewell Thanks to the sponsorship from ETS TOEFL® & TOEIC®, we are able to offer delegates a snack before they leave the conference. All who attend the final plenary session and closing, from 1340 to 1500 on Friday, are welcome to join us as we say farewell until Liverpool 2013!

Glasgow City Marketing Bureau Glasgow City Marketing Bureau will be in attendance at the conference, situated in Hall 1, and will have details on local events, local cuisine, things to do and see, travel information, etc. IATEFL thanks Glasgow City Marketing Bureau for their help. They will be in Hall 1 at the following times: Tuesday 0830-1730, Wednesday 1030-1130, Thursday 1100-1200.

Cloakroom There are cloakroom facilities located in the main concourse near Hall 1. The cost is £1 per item. The cloakroom closes 30 minutes after the last session each day. On Friday a left luggage area will be set up to accommodate your suitcases too (£1 per item). A sign at the cloakroom will let you know the location of this area.

Certificates of attendance Certificates of attendance, sponsored by Mailability, will be available for you to print. Please see page 12 for details.

General Please turn your mobile phone/cell phone off during sessions.

Since 2007, smoking is prohibited inside all buildings in the UK. We regret that no responsibility can be taken by IATEFL for the loss of personal belongings or for accidents.

Important Programme note This Conference Programme contains full information on the academic sessions. This information replaces the provisional Preview of Presentations listed in the Preview Brochure that you received earlier this year. The information contained in the Preview Brochure is no longer current.

Programme changes and cancellations Changes made to the programme after the printing of this Conference Programme will be displayed on notice boards located in Hall 1. Please check the presentation message boards frequently for last-minute changes and cancellations.

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General information “How To...” track These morning sessions aim to inform and support delegates across a range of areas they may be unfamiliar with. The sessions will take place from 0815 to 0845, giving you time to get to the plenary sessions.

TUESDAY 20TH MARCH 0815-0845 in Alsh 1 How to get the most out of this conference with Susan Barduhn This session is for new IATEFL conference participants as well as those of you who have attended many conferences... but feel your experience could go deeper. We will analyze the programme, form learning groups for those who wish to jigsaw their conference experience, and share conference time management tips.

0815-0845 in Alsh 2 How to Reflect on Research Talks at the Conference with Simon Borg Many IATEFL conference sessions present research undertaken in various English language teaching settings.

This session highlights issues which conference participants might consider when reflecting on the research they hear about during the conference and considering its relevance to their own professional contexts.

0815-0845 in Boisdale 1 How to write an article for a teachers’ magazine with Helena Gomm The editor of English Teaching Professional will talk about the advantages of getting articles published, what editors are looking for, how best to present your work, and how to increase the chances of having it accepted.

WEDNESDAY 21ST MARCH 0815-0845 in Alsh 1 How to give a presentation at an international conference with Catherine Walter Giving a presentation can be a stressful experience. This session will give you ways of organising yourself before your presentation and conducting yourself during your presentation to reduce that stress. The aim of the session is to make your presentation a more satisfying experience for you and for your participants.

0815-0845 in Alsh 2 How to get published in an online magazine with Hania Kryszewska In this session, the editor of Humanising Language Teaching website magazine will explain the types of contributions you can make and the advantages of publishing online. We will look at some sample contributions, brainstorm topics for possible articles and explore approaches that work most effectively.

0815-0845 in Boisdale 1 How to move into language school management with Andy Hockley This session will look at starting the transition from teacher to manager - including reasons why you might think about making that move, ways of developing to prepare yourself to take on new responsibilities, and issues that you might want to be aware of. Come and see what is involved.

THURSDAY 22ND MARCH 0815-0845 in Alsh 1 How to write successfully for IATEFL Conference Selections with Tania Pattison Are you presenting at IATEFL? If so, you may write up your session for consideration for IATEFL’s annual Conference Selections publication. The editor will provide guidance on how to prepare your report, will show examples of past submissions that were accepted for publication, and will answer any questions you have.

0815-0845 in Alsh 2 How to move from being a teacher to becoming a trainer with Silvana Richardson It is often a challenge to go from being a teacher to a teacher trainer. In this session, I will describe how you can develop the skills and knowledge that you need for the role, as well as formal progression routes.

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General information 0815-0845 in Boisdale 1 How to create a Personal Learning Network (PLN) with Nik Peachey Having a healthy PLN can help you get new ideas, keep in touch with what's happening in the world and become a key part of your professional development, but how do you create and maintain one? Come along and find out how to make your PLN work for you.

FRIDAY 23RD MARCH 0815-0845 in Alsh 1 How to get published in a refereed journal with Keith Morrow This session will look at why you might want to get published in an "academic" journal, and how to go about it. The editor of ELT Journal will share tips and suggestions for getting your work in print.

0815-0845 in Alsh 2 How to get the most out of social media with Nicky Hockly Wondering what social media such as Twitter, Facebook or Google+ have to do with teachers, school owners and language teaching? Whether you're a teacher, trainer, DoS or school administrator, this session will help you think about how to create and engage with online social networks.

0815-0845 in Boisdale 1 How to get the most from your MA course with Shelagh Rixon In this session I will draw on my experiences as an MA tutor and on the perspectives of some recent MA students, collected by questionnaire and interviews. Themes will include 'How I chose my course', 'My worst mistake', 'What I would definitely do again/never do again'.

Tribute session The tribute session is an opportunity to remember colleagues who've died during the year since the last conference. If you've lost a colleague or former colleague, you'll have an opportunity to say a few words in their memory and, if you wish, to bring along a memento (book, teaching materials, etc.). Or you may just want to come to the session to hear about colleagues who are no longer with us, and perhaps to add any memories you may have.

The tribute session will take place on Wednesday 21st March from 1130 to 1215 in Shuna.

Symposiums The symposiums are timetabled in the afternoons of the first three conference days. They are a chance to treat one subject in depth, hear experienced voices on the topic and to stay with the same colleagues for the length of the symposium. Once you have chosen a symposium and attended, please stay with it. The symposiums will not work well if delegates pop in and out of them.

Interactive Language Fair Introduced in Harrogate 2010, this is our third Interactive Language Fair, taking place on Wednesday from 1335 to 1535 in Forth. This is an event not to miss... and is the conference format of the future! 17 presenters race through thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their interests with them, making use of posters, realia, handouts and a wide range of interactive computer and paper-based materials. The topics explored include CPD and social networks, EAP, global issues, learner autonomy, learning technologies and World Englishes in the language classroom, and include accounts of classroom practice and summaries of research. A feast of presentations in a single two-hour interactive format.

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General information Hornby scholar & alumni presentations The name of A.S. Hornby is highly regarded in the ELT world, not only through his publications and ideas on teaching methods but also through the work of the A.S. Hornby Educational Trust, set up in 1961. This was a farsighted and generous initiative whereby a large proportion of Hornby's income was set aside to improve the teaching and learning of English as a foreign language, chiefly by providing grants to enable English teachers from overseas to come to Britain for professional training.

On Tuesday, the Hornby scholars this year will present their experiences of how aspects of ELT work successfully in very different contexts across the globe. Aspects to be explored include ways of teaching, motivating learners, educational leadership and planning, and ELT materials design, and show what factors support their success and help ELT work in action. The presentation, will be facilitated by Martin Wedell, Leeds University.

The scholars this year are: Awgichew Arega Abebe, Getachew Melaku Yitbarek, Baka Timothy Hyua, Yosra Hamid Abdelkareem, Hawpage Dona Bimali Niroshini, Mala Palani Palanichamy, Manisha Kundanmal Dak, Evelin Amada Ojeda Naveda, Ricardo Llanos Garcia, Nargiza Kuchkarova, Akhter Jahan, Yohana Gratiana, Fadhel Mohammed Ahmed Abdullah, Nadeem Abdulbaqi Abdullah Al-Murshedi Two Hornby Alumni will also be presenting. They will present on new perspectives in ELT they have been exploring following their Masters. The alumni are Laxman Gnawali (Kathmandu University, Nepal) presenting on Showcasing a trainer preparation programme for ELT (on Wednesday) and Florence Muluh (Cameroon) presenting on Overcoming the challenges of teaching speaking in a multilingual context (on Thursday).

British Council/IATEFL ‘Glasgow Online’ Online coverage of the 2012 Annual IATEFL Conference We aim to make the conference accessible to many thousand more participants, both members and nonmembers, through Glasgow Online. Remote delegates will be able to watch live video sessions and recorded highlights of the conference on the Glasgow Online website and access a wide range of multimedia resources including video, audio and PowerPoint presentations of the majority of the sessions. Online delegates will also be able to participate in discussion forums linked to the main conference themes and post messages about individual presentations.

Glasgow Online will also feature video interviews and a large photo gallery where at-venue delegates will be able to share their thoughts and experiences with online delegates.

As coming to the conference in person isn’t possible for all members, we hope that Glasgow Online will give online participants the opportunity to take part in much of the action of the face-to-face event.

This initiative, started at the 2007 annual conference, is brought about by collaboration between IATEFL and the British Council in line with our aim of linking, developing and supporting ELT professionals worldwide. Our sincere thanks go to the British Council for providing the infrastructure and human resources as well as the generous support without which this initiative would not be possible.

How you can get involved Whether you've brought your own laptop with you or you use the Internet Lounge, do consider playing an active part in the day-to-day proceedings by sharing photos, tweets or your reflections if you have a blog of your own; get involved with the forums, especially if you have a special interest dear to your heart.

Over 40,000 remote participants will get involved with live chats, twitter and may even be holding a local event in their area with a teacher training focus around the online conference.

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

Join in and follow all the action as it happens at http://iatefl.britishcouncil.org/2012 -11-

What’s new?

What’s new?

The conference app This year we have launched a conference app for iPhone/iPad and Android phone users. The app allows you to: browse and search the conference programme; select individual sessions and add them to a conference planner; view a map of the conference venue and help you navigate the event; see what others are saying about the conference via an integrated Twitter channel; share your location and thoughts via a variety of social media connections; access the IATEFL Online site; and more.

Certificates of attendance This year we are trying a new innovative ‘print on demand’ system for certificates of attendance. Just scan your badge barcode and a copy of your certificate will be printed. In previous years we have pre-printed and brought them with us and, unfortunately, returned back to head office with a large proportion of them. We are hoping this new system will save time, money and trees and be a better service to our delegates. PCE certificates will be emailed to PCE participants during early April.

The scanning station will be near the registration desk and you can print out your certificate at any time during the conference when registration is open. Please note that the certificate printer will be closed at 10.00am on Friday. We do hope that you find this new system works well for you.

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EĞǁ ŝŶ ϮϬϭϮ ^Y W ƉƉůŝĞĚ WƌĂĐƟƟŽŶĞƌ ^ƚƵĚŝĞƐ ŝŶ d ^K> ůĞǀĞů ϭϬ SQA PDA i-TESOL &Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ Visit www.tesoltrainginscotland.co.uk Email info@tesoltrainginscotland.co.uk Call 01224 279883 or 07780 80274

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IATEFL scholarships and winners The Scholarship Working Party IATEFL has a Scholarship Working Party (SWP) whose job it is to raise scholarship funds, create new scholarships, publicise the existence of the current scholarships to teachers worldwide, and select scholarship winners. The SWP also works to improve the conference experience for scholarship winners and applicants. To these ends there is a scholarship stand in the exhibition this year – located by the IATEFL stand – and someone from the SWP will be there during the morning coffee break each day and on-and-off at other times to answer questions and receive generous offers of sponsorship for new scholarships, so whether you are a current or past scholar, a potential applicant, or a potential sponsor, do come along for a chat.

Scholarships We now offer 26 scholarships to enable teachers, trainers and ELT professionals to attend the annual conference.

IATEFL thanks all of our scholarship sponsors for their generous support. Please visit www.iatefl.org/scholarships from late May 2012 for details of how to apply for a scholarship to attend the 2013 conference in Liverpool.

The Consultants-E Online scholarship This scholarship, funded by Consultants-E, is for teachers unable to attend our annual conference in person but who participate actively in the online conference Moodle by making relevant and thoughtful postings. You do not have to be a member of IATEFL to apply for this scholarship. The scholarship consists of a fully funded two-week online course selected from the Consultants-E course list. Applications must be submitted within two weeks after conference.

Please visit www.iatefl.org/scholarships for details of how to apply.

Brief details of each scholarship Below are brief descriptions of all the scholarships but please visit www.iatefl.org/scholarships for full details: Africa Scholarship - This scholarship enables teachers or teacher trainers from African countries to attend the annual IATEFL conference.

BE SIG Facilitator Scholarship – Awarded to a teacher who is interested in starting up and facilitating local business English events and contributing to BE SIG. Cactus to Conference Scholarship - This scholarship is for a newly qualified teacher with between one and three years’ experience in the ELT profession to come to conference.

Cambridge ESOL Best Practice in English for Academic Purposes Scholarship - A scholarship giving the opportunity for any teacher involved with teaching EAP to attend the conference.

Cambridge ESOL Best Practice in Language Assessment Scholarship - The aim of this scholarship is to enable anyone with an interest in language assessment to come to the conference.

Cambridge ESOL Best Practice in State Education Scholarship – A scholarship enables a teacher involved in state education to attend the conference.

Cambridge ESOL Best Practice in Teacher Training Scholarship - This scholarship provides an opportunity for a teacher trainer involved with the training and development of teachers to attend the conference.

Frank Bell Scholarship - This scholarship is run by the Bell Educational Trust in memory of their founder. The purpose of the scholarship is to help teachers to attend IATEFL’s annual conference for the first time.

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IATEFL scholarships and winners Gill Sturtridge First-Time Speaker Scholarship - This scholarship is awarded from the donations made in memory of Gill by her family and friends in IATEFL. It is intended to encourage IATEFL members with between three and ten years’ experience in the ELT profession to give their first talk at our annual conference.

Gillian Porter-Ladousse Scholarship - Gillian Porter-Ladousse was the driving force in setting up the IATEFL Teacher Training & Education SIG conference fund to enable a trainer/trainee to attend our conference. After Gillian’s untimely death in 2002, the SIG renamed the scholarship in her honour.

International House Global Reach scholarship - This scholarship has been set up to help teachers unable to benefit from cheap airfares to reach the UK and attend the conference for the first time.

International House John Haycraft Classroom Exploration Scholarship - This scholarship, originally offered on a one-off basis for Exeter 2008 by Jane Willis and Corony Edwards, has since been funded by International House in memory of their founder, John Haycraft. The aim is to encourage teachers to embark on small-scale classroom exploration projects.

International House Training & Development Scholarship - This scholarship, funded by International House London, enables a teacher trainer/developer to present at the IATEFL conference.

Latin America Scholarship - This scholarship was set up in 2009 with funds generated at the previous annual conference. This scholarship brings a teacher or a teacher trainer from Latin America to the annual conference.

Leadership & Management SIG Scholarship - This scholarship enables a person in an ELT leadership/management role to attend the conference.

Learning Technologies SIG Diana Eastment Scholarship - A scholarship to commemorate Diana Eastment, the founder of MUESLI (now the LT SIG). The scholarship is open to all and enables the winner to attend the conference. The winner is expected to become actively involved in the LT SIG. Learning Technologies SIG Travel Scholarship - Funded by the IATEFL Learning Technologies SIG, this scholarship is open to LT SIG members and assists the winner with travelling expenses to come and present at conference.

OISE Young Learners Scholarship - This scholarship is to enable a practising teacher of young learners (18 years old or younger) to attend the conference and present for the first time.

Peter Hargreaves Scholarship - Sponsored by Cambridge ESOL, in memory of Dr Peter Hargreaves, this scholarship is open to anyone who works in the fields of ELT or language assessment.

Pilgrims Humanising Language Teaching Scholarship - This scholarship is for a practising teacher who has recently explored a person-centred approach in ELT and who will be a first time presenter.

Pilgrims Teacher Trainer Journal Scholarship - This scholarship is for a practising teacher or teacher trainer to lead a workshop at the annual conference.

Ray Tongue Scholarship - This scholarship was set up in memory of Ray Tongue, an IATEFL Treasurer, with donations from many colleagues and friends. It helps IATEFL members from the countries he worked in (Hong Kong, India, Indonesia, Malaysia, Singapore, Sri Lanka and Thailand) to attend our conference and give a presentation.

Teacher Development SIG Articulating Development Scholarship - This scholarship is for a member of TD SIG to attend the conference and undertake to write three short articles on their own development for the SIG newsletter.

Trinity College London Language Examinations Scholarship - This scholarship enables an ELT professional working in the field of examinations development to present in the Testing, Evaluation and Assessment SIG Day. Trinity College London Teacher Trainer Scholarship – A scholarship to enable a trainer working in the field of teacher qualifying courses to give a talk or lead a workshop at conference.

W R Lee Scholarship - Bill Lee was the founder chairman of IATEFL and this scholarship, set up as a memorial to him, assists IATEFL members from the countries he worked in (Czech Republic, Slovakia, Bulgaria, Romania, Poland and Hungary) to attend and present at conference.

Please check www.iatefl.org/scholarships from late May 2012 for information and to apply for a scholarship for our 2013 conference in Liverpool.

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IATEFL scholarships and winners This year’s 33 scholarship winners are...

Africa Scholarship Winner

Africa Scholarship Winner

Africa Scholarship Winner

Catherine Zeh Moto Cameroon

El Hani Aissam Morocco

Ester Monteiro Cape Verde

Cactus to Conference Scholarship Winner

Cambridge ESOL Best Practice in EAP Scholarship Winner

Cambridge ESOL Best Practice in Language Assessment 2010 Scholarship Winner

Elizabeth Pinard UK

Maggie Swannock UK

Susana Dichiera Argentina

Cambridge ESOL Best Practice in Language Assessment Scholarship Winner

Cambridge ESOL Best Practice in State Education Scholarship Winner

Cambridge ESOL Best Practice in Teacher Training Scholarship Winner

Cristina Rodriguez Spain

Emese Enyedi Hungary

Ana Cabral Uruguay

Cambridge ESOL Dr Peter Hargreaves Scholarship Winner

Frank Bell Scholarship Winner

IATEFL BE SIG Facilitator Scholarship Winner

Raluca-Dana Sarghie Romania

Marcos Koffi Ngoran Ivory Coast

Jennifer Verschoor Argentina

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IATEFL scholarships and winners IATEFL Gill Sturtridge First-Time Speaker 2010 Scholarship Winner

IATEFL Gill Sturtridge First-Time Speaker Scholarship Winner

IATEFL Gillian Porter Ladousse Scholarship Winner

Bijoy Basu Bangladesh

Clare Fielder UK

Shyam Bahadur Pandey Nepal

IATEFL Latin America Scholarship Winner

IATEFL Latin America Scholarship Winner

IATEFL Leadership & Management SIG Scholarship Winner

Ronaldo Lima Jr Brazil

Carmen Carmona Chile

Wiktor Kostrzewski Poland

IATEFL Learning Technologies SIG Diana Eastment Scholarship Winner

IATEFL Learning Technologies SIG Travel Scholarship Winner

IATEFL Ray Tongue Scholarship Winner

Bruno Andrade Brazil

Jitendra Kumar Singh India

Atanu Bhattacharya India

IATEL TD SIG Articulating Development Scholarship Winner

IATEFL W R Lee Scholarship Winner

International House Global Reach Scholarship Winner

Michele Garcia USA

Agnieszka Mirowska Poland

Baidy Dia Senegal

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IATEFL scholarships and winners International House Global Reach Scholarship Winner

International House John Haycraft Classroom Exploration Scholarship Winner

International House John Haycraft Classroom Exploration Scholarship Winner

Sarita Dewan Nepal

Sandy Millin UK

Ana Ines Salvi Argentina

International House Training & Development Scholarship Winner

OISE Young Learners Scholarship Winner

Pilgrims Humanising Language Teaching Scholarship Winner

Blerta Mustafa Kosovo

Alicja Galazka Poland

Jennifer Ayzen Israel

Pilgrims Teacher Trainer Journal Scholarship Winner

Trinity College London Language Examinations Scholarship Winner

Trinity College London Teacher Trainer Scholarship Winner

Milada Krajewska Poland

Yuliya Siderova Bulgaria

Tarun Kumari Kharbamon India

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IATEFL scholarships and winners Scholarship winners presenting at conference One of the true pleasures of the IATEFL Conference is the opportunity it provides to celebrate the work of colleagues who have contributed to the professional lives of us all. These include the IATEFL scholarship winners whose sessions are scheduled as follows: The IATEFL BESIG Facilitator Scholarship winner, Jennifer Verschoor, whose talk on ‘Teaching Business English with technology in Latin America’ takes place on Thursday at 1550.

The IATEFL Gill Sturtridge First-Time Speaker 2010 Scholarship winner,, Bijoy Basu, whose talk on ‘Critical pedagogy and appropriation of English in ELT in Bangladesh’ takes place on Tuesday at 1650.

The IATEFL Gill Sturtridge First-Time Speaker 2011 Scholarship winner,, Clare Fielder, whose talk on ‘EAP study skills: contrasting views on ‘what/where/when/how’ takes place on Thursday at 1430.

The IATEFL Gillian Porter-Ladousse Scholarship winner, Shyam Bahadur Pandey, whose talk on ‘Mentoring in ELT: firsthand or hoary fashion?’ takes place on Tuesday at 1605.

The IATEFL Leadership & Management SIG Scholarship winner, Wiktor Kostrzewski, whose talk on ‘From chefs to ninjas: habits in TEFL management’ takes place on Wednesday at 1610.

The IATEFL Learning Technologies SIG Diana Eastment Scholarship winner, Bruno Andrade, whose talk on ‘Technology speaks volumes: enhancing integration, participation and speaking abilities’ takes place on Tuesday at 1650.

The IATEFL Learning Technologies SIG Travel Scholarship winner, Jitendra Kumar Singh, whose talk on ‘Collaborative elearning and m-learning (ME-learning) management’ takes place on Tuesday at 1605.

The I ATEFL Ray Tongue Scholarship winner, Atanu Bhattacharya, whose presentation on ‘ALE, VLE and affordance: gibberish or possibilities? View from India’ takes place on Friday at 1140.

The I ATEFL W R Lee Scholarship winner, Agnieszka Mirowska, whose talk on ‘A reflective approach in developing communicative skills in advanced learners’ takes place on Wednesday at 1655.

The International House John Haycraft Classroom Exploration Scholarship winners, Ana Ines Salvi, whose talk on ‘Combining autonomy-oriented pedagogy and practitioner research via exploratory practice’ takes place on Wednesday at 1025, and Sandy Millin, whose talk on ‘Go online: encouraging your students to use internet resources’ takes place on Wednesday at 1755.

The International House Training & Development Scholarship winner, Blerta Mustafa, whose talk on ‘Lessons learned from beginning teachers’ experiences: perspectives on teacher development’ takes place on Thursday at 1550.

The OISE Young Learners Scholarship winner, Alicja Galazka, whose workshop on ‘Empathetic teaching through drama in the ELT classroom’ takes place on Tuesday at 1215.

The Pilgrims Humanising Language Teaching Scholarship winner, Jennifer Ayzen, whose talk on ‘The importance of teaching higher order thinking skills (HOTS)’ takes place on Tuesday at 1400.

The Pilgrims Teacher Trainer Journal Scholarship winner, Milada Krajewska, whose workshop on ‘Drill thrills. Engaging grammar drills for adults’ takes place on Tuesday at 1735.

The Trinity College London Language Examinations Scholarship winner, Yuliya Siderova, whose talk on ‘ESP test design -a challenge to the ELT practitioner’ takes place on Wednesday at 1610.

The Trinity College London Teacher Trainer Scholarship winner, Tarun Kumari Kharbamon, whose talk on ‘Peer translating: a teacher’s strategy in difficult circumstances’ takes place on Tuesday at 1400.

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

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Thank You to our sponsors IATEFL Glasgow saw the launch of a new and exciting sponsorship programme. In the past, individual items have been sponsored; we are now pleased to offer Platinum, Gold, Silver and Bronze packages as well.

The IATEFL annual conference is a fantastic platform to showcase your brand, products and services to educators, researchers and students in the field of ELT, and these packages are designed to maximise the exposure and impact that your brand can make on our conference attendees.

IATEFL is most grateful for the financial support from all these sponsors. We are always looking for new sponsors and new ideas to be sponsored to enable IATEFL to host a memorable conference for our members and delegates. If you are interested in sponsoring a part of IATEFL's next Annual Conference in Liverpool, April 2013, please see Alison Wallis, IATEFL Marketing & Sponsorship Officer, at conference or contact her at the IATEFL Head Office on awallis@iatefl.org

IATEFL would like to thank and acknowledge the following sponsors for their generous contribution to the success of this conference:

PLATINUM SPONSORS British Council for sponsoring Glasgow Online The British Council is the UK’s cultural relations organisation. We provide global access to English for teachers and learners through classroom teaching and online resources. We make UK qualifications available in over 100 countries.

Join us at: our stand to find out more about the British Council offer and to try out our latest teaching resources; our networking event at 1840 on Tuesday in the Crowne Plaza hotel; and the Extensive Reading Foundation Reception and Awards Ceremony at 18.45 on Wednesday in Clyde.

Collins ELT for sponsoring the Conference Programme & Bookmark, a Day Planner page, the Speaker Quiet Room and a joint evening event Welcome to Glasgow, home of Collins since 1819. Come and see us at stands 26/27 to benefit from a 20% IATEFL discount and find out all about the brand new Collins and COBUILD ranges for business, exams, and general English. Celebrate the launch of our Agatha Christie Readers with us by taking part in our Agatha Christie Murder Mystery, and win a hamper full of our favourite HarperCollins books, e-books and a Kindle. We’re looking forward to seeing you!

ETS TOEFL® & TOEIC® for sponsoring the Conference Bags, Conference Farewell Snacks, the Wednesday Overview Page at the back of the Programme and the Preliminary Online Conference Brochure (JuneDecember 2011) Nonprofit ETS is the world’s largest educational research and assessment organization. ETS is dedicated to providing fair and valid assessments (including the TOEFL® and TOEIC® tests), research, and related products and services to help educational institutions make informed decisions concerning admissions, awards, and placement; facilitate teaching and learning; and provide useful information to the public on the quality of programs and services. Please stop by stand 52 to learn more about the TOEFL® and TOEIC® tests or visit www.ets.org.

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Thank You to our sponsors University of Cambridge ESOL Examinations for sponsoring the SVA Dinner on 18th March, Associates’ Day on 19th March, the Thursday Overview Page at the back of the Programme and the Internet lounge University of Cambridge ESOL Examinations (Cambridge ESOL) develops and produces Cambridge English exams – the most valuable range of qualifications for learners and teachers of English in the world. Over 3.3 million people take our exams each year in 130 countries. Around the world, more than 12,000 universities, employers, government ministries and other organisations accept our qualifications. Cambridge ESOL is a not-for-profit department of the University of Cambridge and part of the Cambridge Assessment group.

GOLD SPONSOR IELTS for sponsoring the Delegate Badges & Lanyards, the Stewards and the Tuesday Overview Page at the back of the Programme IELTS is the world's leading English language test; delivered in over 130 countries and recognised by over 6000 organisations. Last year more than 1.5 million candidates took IELTS to demonstrate English language proficiency for education, migration or employment. The British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations jointly own IELTS - their program of academic research, test development and validation ensures it remains the expert test, recognised and trusted worldwide.

SILVER SPONSOR

The Scottish Government for sponsoring the IATEFL Jobs Market and raffle prize The Scottish Government is delighted to sponsor the Jobs Market at the IATEFL conference in Glasgow. The Adult English for Speakers of Other Languages (ESOL) Strategy for Scotland was launched in 2007 and aims to provide a blueprint for the direction and structure of publicly-funded ESOL provision in Scotland. The website esolscotland.com contains information on national ESOL developments in Scotland, including resources, information about ESOL courses for learners and professional development for practitioners.

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Thank You to our sponsors BRONZE SPONSORS Macmillan Education for sponsoring the Preview Conference Brochure (December 2011-March 2012) Macmillan Education and Macmillan English Campus are thrilled to be at IATEFL Glasgow this year. Visit our stand to enjoy 20% off selected titles, explore our new and exciting Digital offerings, browse our award-winning books, check talk times, or just chat to our lovely and informative staff. We’re always finding ways to improve, so drop by the Macmillan stand to browse and engage with all of our new products... and make sure you find out about our party on Wednesday... everyone’s invited!

Pilgrims for sponsoring the Glasgow IATEFL Conference Selections (published January 2013) Pilgrims runs one and two week courses to motivate and inspire teachers. We also run courses and workshops in your country. We publish two magazines, The Teacher Trainer Journal (www.tttjournal.co.uk) and Humanising Language Teaching (www.hltmag.co.uk). Come and see us at our stand to discuss what we can do together!

GENERAL SPONSORS IATEFL is also grateful to the following general sponsors for their generous contribution: Crowne Plaza Hotel Glasgow for sponsoring subsidised hotel rooms for the plenary speakers, IATEFL staff and president.

D. Isom Print for sponsoring the conference posters and signage around the venue.

English Speaking Board for sponsoring the participant list.

Mailability for sponsoring the delegate certificates of attendance Pearson for sponsoring the Pecha Kucha evening event Scottish Qualifications Authority for sponsoring the coffee breaks on Tuesday telc – language tests for sponsoring the coffee breaks on Wednesday, Thursday & Friday Trinity College London for sponsoring the information desk.

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Join us on Tuesday 20 March

Wednesday 21 March

British Council Signature Event: Global Primary ELT Issues

British Council Publication Launch – Managing Change in ELT: Lessons from Experience

With Gail Ellis and John Knagg Venue: SECC Time: 1730–1840

Come and join in the discussion

British Council Networking Event: Our launch of LearnEnglish Teens website

Venue: Crowne Plaza Hotel (next to the SECC) Time: 1840–2100

Extensive Reading Foundation Reception and Awards Ceremony

Hosted by Jeremy Harmer Venue: Clyde Auditorium Time: 1845–1945 Supported by the British Council

Check out British Council sessions on topics ranging from online teacher training to research, mobile learning and digital literacy.

Meet us at our stand (22) to find out more about what the British Council has to offer you and to try out our latest products for teachers and learners.

Glasgow Online Follow live sessions at the conference via the Glasgow Online website: http://iatefl.britishcouncil.org/2012

www.teachingenglish.org.uk

www.britishcouncil.org/learnenglish

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www.britishcouncil.org/learnenglishkids

DAYTIME TOURS AND EVENING EVENTS

Don’t forget to take time out to relax!

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Tours for delegates (bookable on a first-come-first-served basis)

-

Our evening events (open to all conference attendees)

Tours and Evening Events

The following pages contain information on –

Tours and Evening Events

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Daytime tours & evening events Tuesday 20th March British Council 1840-2100 in Argyle, Crowne Plaza The British Council will be hosting a networking reception to launch our brand new website – LearnEnglish Teens.

This new website is aimed at teenagers around the world who are learning English as a foreign language and will accompany the popular LearnEnglish, LearnEnglish Kids and TeachingEnglish websites. All delegates are very welcome.

Collins ELT Scottish Shindig 1900-2130 at the University of Glasgow, Hunterian Museum Welcome to Glasgow, home of IATEFL 2012 and the home of Collins Publishers since 1819! We at Collins ELT would like to invite IATEFL delegates to join us at an authentic Scottish shindig where you will be treated to local cuisine and tipple, and the sound of a pipe band. Tickets will be allocated on a first-come-first-served basis from the Collins ELT stand. For more details about our exciting new publications, go to www.collinselt.com

Macbeth’s Murderous Mayhem, and other stories 1930-2030 in Clyde A Shakespeare extravaganza presented by David, Hilary and Ben Crystal.

We are very pleased to give you the opportunity to see our Patron and family portraying some Scottish themes in literature.

Celebrating 50 years of Teacher Training with International House 1930-2100 in Forth The first teacher training course was devised by John and Brita Haycraft and launched in International House London 50 years ago. Join us for an informal event to mark 50 years of teacher training with International House, with some memories, some conversation, and some VERY interesting people! Invitations available from the IH London stand.

Oxford University Press & ELTchat Social Networking & Golden Giveaway from 2000 at Horton’s Bar & Kitchen Are you trying to expand your Personal Learning Network? Do you know about ELTchat? Come and meet the forward thinkers in social media and grow your connections. Food will be provided, as will our special gold cocktail, and there’ll be a chance to win some prizes. More information on the OUP stand, or follow @oupeltglobal.

Venue: Horton’s Bar & Kitchen, 92 West George St, Glasgow G2 1PH.

Wednesday 21st March Extensive Reading Foundation Reception and Awards Ceremony 1845-1945 in Clyde Hosted by Jeremy Harmer, who will present the 2011 Language Learner Literature Awards and the John Milne Innovation Award to Robert O’Neill. Sponsored by the British Council, IATEFL, Black Cat, CUP, Helbling, International Language Teaching Services, Macmillan, OUP and Pearson.

Cambridge University Press English Grammar in Use 4th edition Drinks Reception 1900-2030 at the Hunterian Museum Cambridge are delighted to invite you to a drinks reception at the Hunterian Museum to celebrate the 4th edition of the world's favourite grammar book - now online! Guest of honour Raymond Murphy. Open to all delegates but tickets allocated on a first come, first served basis. Please collect your invitation from the Cambridge stand.

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Daytime tours & evening events Oxford University Press English File third edition Launch Party 1900-2030 at the Glasgow Science Centre Celebration of the launch of English File third edition, an evening full of things that will get you talking. Open to all delegates. Join us for drinks and nibbles at the Glasgow Science Centre. Come to our stand for more information or look for details on twitter @oupeltglobal.

Macmillan goes mobile!

1900-2130 at The Ferry, Anderson Quay This year the Macmillan Party is designed to get you moving in more ways than one… Scottish dancing, drinks, nibbles and fun, AND everyone is invited! Venue: The Ferry, Anderson Quay (we’ll show you the way!) Come to our stand to find out more…

Seal Skins, Elf Kings, Singing Bones and Stranger Things 1930-2100 in Forth A celebration of Scottish tales with storytellers Andrew Wright and David Heathfield. Pull up a chair and lend your ears as tales of wonder, wit and weirdness wend their way through twilight.

Thursday 22nd March Voices of Spring 1900-2000 in Alsh 1 The perfect way to end your day and let your hair down. Nikolina Korecic, lyric coloratura soprano or Croatian nightingale, will lead you through activities to help you relax and re-energize for the end of the conference. We will do some vocal warm-ups, breathing and visualization exercises. Finally, each of us will share some of our national chants. Come to this enchanting world of senses where reality seems to fade away, and you are in a perfect harmony with the universe.

Pecha Kucha sponsored by Pearson 1930-2130 in Clyde This year's IATEFL Pecha Kucha evening will be facilitated by Jeremy Harmer. By now you should know the format: each speaker is allowed a slideshow of 20 images, each shown for 20 seconds, giving a total presentation time of 6 minutes and 40 seconds before the next speaker is up. This year's Pecha Kucha features several new speakers and the enjoyment will be the same as ever. Do not miss this event!

The IATEFL International Quiz evening 2000-2200 in Forth Come along to the now infamous IATEFL Quiz. Pit your wits against your colleagues from around the world. Drink, make friends and see just how much you know (or don't) about the world we live in (or is it on?). There'll be prizes and lots of FUN had by all. So come and join your host for the evening - Adrian Tennant - for yet another chaotic night!

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mobile

full assessment

online

There’s something new coming blended learning videos to grammar... diagnostics

immediate feedback

d

d b

blended learning

k

mobile

immediate feedback online

diagnostics

videos

full assessment Bring this page to Pecha Kucha for an exclusive gift.

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EXHIBITION

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

The following page lists exhibitors numerically by stand number to make sure you find them easily.

Hot & cold food on sale during the lunch breaks

CONCOURSE Male Toilet

Coffee Point

Female Toilet Exhibitor Posters

Recycling

Female Toilet

Male Toilet

Female Toilet

Male Toilet

Information Desk

Registration Desk

Delegate Bag Collection

Catering Pod

Exhibitor Posters

Coffee Point

Jobs Market Interviewing

Poster Presentations

Certificates of Attendance

Exhibition

This section contains details of all exhibitors, entries listed alphabetically by exhibitor name.

Your Y o career our ca areer sta rts here here starts February ary 2012

February ry 2012

Summerr 2012

Exhibition

a ‘Lecture and seminar’ strand specifically focused on listening skills in academic contexts, based on University of Cambridge and lectures. seminars an nd lectur es.

Martin Hewings will be giving a presentation on English for Academic Purposes on Wednesday 21 March.

Find out more at the Cambridge Stand (23).

approach oach with each unit u covering all four skills. a Integrated skills appr structure ucture allows teachers to dip d in and out to focus on a Flexible stru different particular ar aareas eas to suit courses of dif fferent lengths, as well as from finish following tthe he course fr om start to fin ish course ourse contains authentic a PLUS! Thee DVD available with the co lectures lectur es by rrenowned enowned speakers such as a David Crystal, seminars pops about ut their own experiences and vox po ops of students talking abo university of universit ty life.

For more information For informattion on Cambridge Academic Engl English lish, please contact your local Cambridge representative, r representative , or visit www.cambridge.org/elt/academicenglish www.cambrridge.org/elt/academicenglish

www.cambridge.org/elt/academicenglish www .cambrid dge.org/elt/academicenglish h

List of ELT resources exhibitors Centre

IATEFL

26-27

Collins ELT

Centre

IATEFL Associates

28

Bournemouth English Book Centre

Centre

IATEFL Scholarship Working Party

29

Net Languages

1

MONDIALE-Testing GmbH

30

English Language Bookshop

2

Norwich Institute for Language Education

31

University of Exeter

3

RendezVu - ExamSpeak

32

English UK

4

SATEFL

33

Pavilion Publishing

5

Express Publishing

34

Global ELT

6

LCL International Booksellers Ltd

35

International House London

8

GrowStoryGrow Ltd

36

City & Guilds International (Hungary) KFT

9

University of Stirling, CELT, School of Education

37

National Geographic Learning

10

Pilgrims

38

Helbling Languages

11-12

telc - language tests

39+41

Garnet Education

13

Black Cat Publishing

40

English360 Ltd

14

King’s College London

42

Macmillan Education

15

St Giles International

43

Oxford University Press

16

Live Language

44

University of Cambridge ESOL Examinations

17

Worldteachers

45

IELTS

18

Liverpool Convention Bureau

46

IATEFL Local Conference Committee

19

University of Glasgow, Language Centre

47-48

IATEFL Jobs Market

20

The New School – MATESOL Program

49

Richmond

21

Scottish Qualifications Authority

50-51

Pearson

22

British Council

52

ETS TOEFL® & TOEIC®

23

Cambridge University Press

54

Trinity College London

24

Teachitworld

55

ELI Publishing Ltd

25

Bell Educational Trust

Our exhibitors were given the opportunity to post materials on the Glasgow Online website. Check out our virtual conference site at http://iatefl.britishcouncil.org/2012.

The exhibition is open from 0830 to 1730 Tuesday to Thursday and from 0830 to 1200 on Friday. For safety and security, please do not try to enter the exhibition outside these times.

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ELT resources exhibitors’ details Bell Educational Trust (Stand 25) Red Cross Lane, Cambridge, CB2 0QU, UK Come and visit our stand and learn more about Bell.

Black Cat Publishing (Stand 13) Via Venezia 93, 16035 Rapallo (GE), Italy Tel: +39 0185 1874329 www.blackcat-cideb.com

Email: info@blackcat-cideb.com Contact Name: Daniele Vecchiotti, International Representative

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

Bournemouth English Book Centre - BEBC (Stand 28) Albion Close, Parkstone, Poole, Dorset, BH12 3LL, UK Tel: +44 333 8001900 Email: elt@bebc.co.uk www.bebc.co.uk Contact Name: Charles Kipping, Marketing Manager As the UK’s first ELT/ESOL specialist, we have built up a reputation for a fast, efficient and friendly service. We supply books and CDs from all the ELT publishers to all EFL professionals – schools, colleges, universities, both in the UK and worldwide. Available from our stand at discounted prices we have the latest publications from: British Council, Brookemead*, Gem Publishing, Global ELT, North Star ELT, York and others. *sharing our stand.

British Council (Stand 12) Bridgewater House, 58 Whitworth Street, Manchester, M1 6BB, UK www.britishcouncil.org/english The British Council is the UK’s cultural relations organisation. We provide global access to English and Exams for teachers and learners through classroom teaching and online resources. You can join a community of like-minded teachers, discuss areas of interest, get advice on professional development and access resources for the classroom. Join us at our stand to find out more about what the British Council has to offer you.

Cambridge University Press (Stand 23) University Printing House, Shaftesbury Road, Cambridge, CB2 8BS, UK Tel: +44 1223 325819 Email: apriestley@cambridge.org www.cambridge.org/elt Contact Name: Alex Priestley, Senior Manager, ELT Promotions Welcome to the Cambridge where you can: -browse exciting new Cambridge ELT materials - find out about Cambridge talks and workshops (and how to get your free copies!) as well as competitions, events and special offers -receive at least 20% discount on purchases at our Bookshop -find out how to transform your classroom with new online and digital products -collect your invitation to our drinks reception to celebrate English Grammar in Use.

City & Guilds International (Hungary) KFT (Stand 36) Peterdy u. 15, 1071 Budapest, Hungary City & Guilds is the leading provider of skills-based qualifications, both in the UK and internationally. As part of its rich offering, City & Guilds offers a range of English language examinations, including International ESOL and Spoken ESOL. The examinations excel with their communicative focus as well as their international recognitions and enable learners to demonstrate their language competencies at all the six levels of the CEFR. The exams are also available on demand.

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ELT resources exhibitors’ details Collins ELT (Stand 26-27) 77-85 Fulham Palace Road, London, W6 8JB, UK Welcome to Glasgow, home of Collins since 1819. Come and see us at stands 26/27 to benefit from a 20% IATEFL discount and find out all about the brand new Collins and COBUILD ranges for business, exams, and general English. Celebrate the launch of our Agatha Christie Readers with us by taking part in our Agatha Christie Murder Mystery, and win a hamper full of our favourite HarperCollins books, e-books and a Kindle. We’re looking forward to seeing you!

ETS TOEFL® & TOEIC® (Stand 52) Rosedale Road, Princeton, New Jersey, 08541, USA www.ets.org Nonprofit ETS is the world’s largest educational research and assessment organization. ETS is dedicated to providing fair and valid assessments (including the TOEFL® and TOEIC® tests), research, and related products and services to help educational institutions make informed decisions concerning admissions, awards, and placement; facilitate teaching and learning; and provide useful information to the public on the quality of programs and services. Please stop by stand 52 to learn more about the TOEFL® and TOEIC® tests or visit www.ets.org.

ELI Publishing Ltd (Stand 55) c/o ELI, Via Brecce snc, 60025 Loreto, Italy Tel: +39 3351368334 www.elionline.com

Email: intersales@elionline.com Contact Name: Augusto Andreoli, International Marketing and Sales Manager

A leading international publisher offering a wide range of ELT publications: coursebooks from pre-school to upper secondary, readers, exams and culture books, language games, activity books, sundry teacher’s resources and a 30-year popular set of class magazines at various learning levels. Novelties at the IATEFL Conference: new titles in the series New ELI Readers; ESP publications; new resources; new games.

English360 Ltd (Stand 40) The Quorum, Barnwell Road, Cambridge, CB5 8RE, UK We’re delighted to be at IATEFL. Come and see us at our stand.

English Language Bookshop (Stand 30) 31 George Street, Brighton, East Sussex, BN2 1RH, UK Tel: +44 1273 604864 Email: anthony.forrester@elb-brighton.com www.elb-brighton.com Contact Name: Anthony Forrester, Partner The English Language Bookshop was established in 1985 and is one of the leading suppliers of ELT materials in the UK & internationally. We have many special offers for IATEFL 2012 with discounts ranging from 20% to 30%. Books can be bought at the conference or ordered and shipped after the conference is over.

English UK (Stand 32) 219 St John Street, London, EC1V 4LY, UK Tel: +44 20 76087960 www.englishuk.com

Email: training@englishuk.com Contact Name: Tom Weatherley, Professional Services Manager

English UK is the national association for accredited English language providers in the UK. The association has over 450 members including private schools, educational charities, further education colleges and universities. English UK’s mission is to improve the ELT experience for international students and raise quality standards within the industry. Come to our stand to learn more about how you can benefit from our quality professional development activity including qualifications, courses, training events, and consultancy services.

Express Publishing (Stand 5) Liberty House, Greenham Business Park, Newbury, Berkshire, RG19 6HW, UK www.expresspublishing.co.uk Independent publisher dedicated to producing quality ELT material, recognised as a leading publisher.

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ELT resources exhibitors’ details Garnet Education (Stand 39 & 41) 8 Southern Court, South Street, Reading, Berkshire, RG1 4QS, UK Tel: +44 118 9597847 Email: sophie@garneteducation.com www.garneteducation.com Contact Name: Sophie Webb, Marketing Assistant Garnet Education, a global reputation forfor quality andand innovation in the of Education, an an independent independentUK UKpublisher, publisher,has hasestablished established a global reputation quality innovation in field higher higher education.

Following this year’s publication of Progressive Skills in English , in 2012 we will be launching new education. In 2012 we will launch an updated English for Academic Study series, additional titles in the award-winning editionsfor of Specific the English for Academic series, additional in the award-winning English for young Specific Academic English Academic PurposesStudy (ESAP ) series, two newtitles Business English courses and our first adult reader Purposes (ESAP) two exciting new Business coursesfor and first teenager andbe young adultthe reader series. series . North Starseries, ELT, an independent publisher ofEnglish ELT materials allour ages and levels, will sharing Garnet stand.

Global ELT (Stand 34) 60 Pankhurst Avenue, Brighton, BN2 9YN, UK Tel: +44 1273 251907 Email: orders@globalelt.co.uk www.globalelt.co.uk Contact Name: Lawrence Mamas, Marketing Manager Global ELT is an independent ELT publishing company that produces exam preparation materials for most of the ELT exams such as Cambridge ESOL, IELTS, TOEFL, TOEIC, Michigan, City & Guilds ESOL, EDI Jetset, ESB, and Pearson Tests of English. In addition to exam preparation materials, we also publish a wide variety of ELT books such as grammar books, skills books, ELT dictionaries, vocabulary books, idioms and phrasal verbs and graded ELT readers. Special offer for IATEFL: all books with CD: £10.

GrowStoryGrow Ltd (Stand 8) 5/2 Links Gardens, Edinburgh, EH6 7JH,UK www.growstorygrow.com GrowStoryGrow is the largest online library of stories, specially structured to help children learn a language (English, Spanish, French, German, Mandarin and more). The stories are special because of the way they ‘grow’! The result is tangible progress, which instils confidence and a desire to read and learn. Come to our stand and watch this wonderful resource in action. We offer a 10% discount if you subscribe on the day. Or, why not sign up for a free trial by going to our website www.growstorygrow.com.

Helbling Languages (Stand 38) Kaplanstrasse 9, 6063 Rum/Innsbruck, Austria & 1a Pope Street, London, SE1 3PR, UK Tel: +358451318936 Email: r.dacosta@helblinglanguages.com www.helblinglanguages.com Contact Name: Riitta da Costa, International Business Development Helbling Languages creates high quality innovative publications. Launches include The Photocopiable Resource Series inspiring creative classroom activities; Thinking in the EFL Class in The Resourceful Teacher Series; Hooray! Let’s Play!, a course for 3 to 5 year-olds; Grammar Practice, for students from 9+; new titles in the Helbling Young Readers and Helbling Readers series; and For Real Beginner, the new starter level for For Real, our young adult course. Special offers and samples available!

IATEFL (Centre stand) Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK Tel: +44 1227 824430 Email: generalenquiries@iatefl.org

www.iatefl.org

The International Association of Teachers of English as a Foreign Language, founded in 1967, has nearly 4,000 members worldwide. Working in cooperation with around 100 worldwide teaching associations, we aim to link English language teachers and professionals from around the world and help to provide opportunities for personal and professional development. Visit the IATEFL stand to find out more about the benefits of membership, our 14 Special Interest Groups, our other events around the world, and next year’s conference in Liverpool (8-12 April 2013).

Visit us on Twitter (@iatefl)

, Facebook

or download our conference app

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IATEFL Associates (Centre stand) www.iatefl.org IATEFL has around 100 Associates. An Associate is a Teachers’ Association that has entered into a mutually beneficial relationship with IATEFL. Increasingly, the real benefit of becoming an Associate lies in linking up to a network of teachers’ associations all over the world, and through this, a network of language educators all over the world. Associates send examples of their newsletters, events, publications and publicity material that colleagues can browse through at the Associates stand.

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ELT resources exhibitors’ details IATEFL Jobs Market (Stand 47-48) Contact: Alison Castle, jobsmarket@iatefl.org If you’re seeking employment, or just want to see what’s out there, the Jobs Market is the perfect place to start. Some of the best employers in ELT have joined us, and they’re recruiting for excellent positions around the world. Jobseekers can: access all current vacancies, discuss a career move with representatives, join in our presentations about working for key employers or advancing your career, and apply for, and interview for, jobs on site.

IATEFL Local Conference Committee (Stand 46) The Local Conference Committee would like to welcome you warmly to Glasgow and Scotland. We think this is a great place to hold a conference and the perfect destination for study and courses of all kinds at one of our excellent ELT institutions or universities. Come and make contact with local fellow professionals by visiting our stand.

IATEFL Scholarship Working Party (SWP) (Centre stand) www.iatefl.org/scholarships Our stand is always staffed during the morning coffee breaks and on-and-off for the rest of the time. It’s the place to come if you have any questions about applying for scholarships or if you’d like to volunteer to sponsor a scholarship. Comments, criticisms, and suggestions will be taken on board as well. And it also serves as a meeting point for this year’s winners and the Scholarship Working Party members, sponsors, and friends. We look forward to seeing you.

IELTS (Stand 45) British Council, Bridgewater House, 58 Whitworth Street, Manchester, M1 6BB, UK Tel: +44 161 9577755 Email: generalenquiries@britishcouncil.org www.ielts.org Contact Name: Kristen Selwood, Marketing Administrator (Events) IELTS is the world’s leading English language test; delivered in over 130 countries and recognised by over 6000 organisations. Last year more than 1.5 million candidates took IELTS to demonstrate English language proficiency for education, migration or employment. The British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations jointly own IELTS – their program of academic research, test development and validation ensures it remains the expert test, recognised and trusted worldwide.

International House London (Stand 35) 16 Stukeley Street, London, WC2B 5LQ, UK www.ihlondon.com With over 50 years’ experience, IH London is known around the world for excellent quality language teaching and teacher training. Find out more at our stand. Join us for an informal event to mark 50 years of teacher training with International House on Tuesday night. Invitations available from our stand.

King’s College London (Stand 14) Waterloo Bridge Wing, Franklin Wilkins Building, Waterloo Road, London SE1 9NH, UK Tel: +44 20 78483104 Email: martin.dewey@kcl.ac.uk www.kcl.ac.uk Contact Name: Martin Dewey, Lecturer in Applied Linguistics Come and find out about our MA in ELT & Applied Linguistics and our PhD programme in the Centre for Language, Discourse and Communication. The MA in ELT and Applied Linguistics at King’s College London is designed for experienced language teachers looking to enhance their understanding of the theoretical and practical issues that impact on language learning and teaching. The programme team and a PhD student will be on hand to answer all your questions.

LCL International Booksellers Ltd (Stand 6) 104-106 Judd Street, London, WC1H 9PU, UK Email: sales.lcl@btinternet.com www.lclib.com Contact Name: Vic Nicholas We are London’s leading EFL booksellers with the biggest range of materials available from stock. On show will be something for everyone – games, photocopiables, books for teachers, readers for children and adults, coursebooks for Cambridge ESOL exams including IELTS, Trinity and Business exams. As well as stocking materials from all EFL publishers, LCL are distributors for a number of publishers including Black Cat (CIDEB), ELI, Express Publishing and MM Publications. Come and say hello!

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ELT resources exhibitors’ details Live Language (Stand 16) 15 Sandyford Place, Sauchiehall Street, Glasgow, G3 7NB, UK Tel: +44 141 2210793 Email: info@livelanguage.com www.live-language.com Contact Name: Adell Mitchell, Director Learn more about Live Language Glasgow and our student and teacher training courses. We are a friendly language school based in Glasgow with a variety of general English, IELTS, exam and teacher training courses to meet your and your students’ needs. Sign up as an agent to receive a complimentary bottle of whisky and learn more about how Glasgow is a fantastic destination for your student.

Liverpool Convention Bureau (Stand 18) The 2013 IATEFL Conference & Exhibition will be held in Liverpool (8-12 April 2013). Come and visit us at our stand to find out more about what this fantastic city has to offer.

Macmillan Education (Stand 42) Between Towns Road, Oxford, OX4 3PP, UK Tel: +44 1865 405903 Email: s.iseard@macmillan.com www.macmillanenglish.com Contact Name: Saskia Iseard, Marketing Executive Macmillan Education and Macmillan English Campus are thrilled to be back at IATEFL. Come to our stand to enjoy 20% discounts, discover our exciting digital offerings, browse our award-winning books and apps, check talk times, and chat to our lovely and informative staff. This year we’re celebrating MLearning, so drop by our stand to find out what it’s all about.. .

And be sure not to miss our ‘mobile’ party on Wednesday… everyone’s invited!

MONDIALE-Testing GmbH (Stand 1) Obermatta 41, CH 3984, Fiesch, Switzerland Tel: +41 27 9711791 Email: beck@mondiale.de www.mondiale-testing.com Contact Name: Martin Beck, Managing Director MONDIALE-Testing offers a large portfolio of various online language tests based on the CEF. We are recognized as an independent language testing organization and are operating worldwide. To our customers belong universities, schools, test suppliers as well as publishing houses, commercial enterprises and staff agencies. We are a member of the ICC and the EALTA. New: MONDIALE Technical English Test – a scaled exam on a modular basis.

National Geographic Learning (Stand 37) Cheriton House, North Way, Andover, Hampshire, UK Tel: +44 1264 332424 Email: elt.info@cengage.com www.elt.heinle.com Contact Name: Michelle Cresswell, Marketing and Communications Manager National Geographic Learning (part of Cengage Learning) is a leading provider of English language teaching materials for the K-12, academic and adult education markets worldwide. Incorporating Cengage, National Geographic School Publishing, Summertown and other respected imprints. Visit our stand to see our latest publications, meet our authors and learn about our partnership with the National Geographic Society.

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ELT resources exhibitors’ details Net Languages (Stand 29) Trafalgar 14, Barcelona, 08010, Spain Tel: +34 93 2687146 Email: info@netlanguages.com www.netlanguages.com Contact Name: Fiona Thomas, Director of Education Net Languages is an online language school which produces and sells a wide range of online English and Spanish language courses to a wide variety of clients including language schools, universities, primary and secondary schools as well as government and corporate institutions. We also produce apps for language learners and are involved in the new social network for learners of English: English Corner Online http://english-corner-online.com

Norwich Institute for Language Education (NILE) (Stand 2) 82 Upper St Giles Street, Norwich, NR2 1LT, UK Tel: +44 1603 664473 Email: sarah@nile-elt.com www.nile-elt.com Contact Name: Sarah Mount, Assistant Director NILE invites you to take a virtual walk through our brand new state-of-the-art teaching and learning centre in Norwich.

Meet members of the NILE team, have a slice of Scottish Shortbread and discover why we have become one of the world’s leading providers of professional development courses and qualifications for ELT professionals.

Oxford University Press (Stand 43) Great Clarendon Street, Oxford, OX2 6DP, UK Tel: +44 1865 556767 Email: elt.enquiry@oup.com www.oup.com/elt Contact Name: Customer Services Welcome to Glasgow! If you're looking for some inspiration, come along to our stand to meet our friendly and knowledgeable team, ask them questions and take part in digital demonstrations. Find out more about English File Third Edition, Solutions Second Edition, Oxford Learn, digital books, and much more. And remember, all books on the stand are on special offer throughout the conference!

Pavilion Publishing (Stand 33) Rayford House, School Road, Hove, East Sussex, BN3 5HX, UK Tel: 0844 8805061 Email: info@elt-knowledge.com www.elt-knowledge.com Contact Name: Fiona Richmond, Marketing Manager eltknowledge is the new independent language training website that will quite possibly change your approach to English language teaching – forever! Our new website has decades of know-how taken from English Teaching Professional and Modern English Teacher magazines, two of the most popular English language teaching magazines. All the material is ready for you to put straight into everyday practice. Visit our stand, pick up your free magazine and get a 50% discount on your first year’s eltknowledge subscription.

Pearson (Stand 50-51) Edinburgh Gate, Harlow, Essex, CM20 2JE, UK Tel: +44 1279 623411 Email: maureen.coulson@pearson.com www.pearsonelt.com Contact Name: Maureen Coulson, Marketing Manager

Come and look, or try, or chat with our team at the Pearson stand. Don’t miss out on our presentations and signature event (Thursday11.45am, Lomond), and don’t forget our Pecha Kucha event on Thursday evening, hosted by Jeremy Harmer.

Pilgrims (Stand 10) Theatre House, 4-6 Orange Street, Canterbury, Kent, CT1 2JA, UK www.pilgrims.co.uk Pilgrims runs one- and two-week courses to motivate and inspire teachers. We also run courses and workshops in your country. We publish two magazines, The Teacher Trainer Journal (www.tttjournal.co.uk) and Humanising Language Teaching (www.hltmag.co.uk). Come and see us at our stand to discuss what we can do together!

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ELT resources exhibitors’ details RendezVu-ExamSpeak (Stand 3) NovaUCD, Belfield Innovation Park, UCD, Dublin 4, Ireland www.rendezvu.com We’re delighted to be at IATEFL. Come and see us at our stand to find out more about us.

Richmond (Stand 49) 58 St. Aldates, Oxford, OX1 1ST, UK Tel: +44 1865 595244 Email: info@richmondelt.com www.richmondelt.com Contact Names: Cathy Smith, International Sales & Marketing Director Laura Orchard, Marketing Assistant We’re delighted to be back at IATEFL this year with a new look, a new team and plenty of new materials. Come and see us to find out more about our author talks, our special offers and the competition of the day!

SATEFL (Stand 4) c/o 11 Craigievar Gardens, Kirkcaldy, Fife KY2 5SD, UK Tel: +44 1592 571335 www.satefl.org.uk Contact Name: Kathleen Henderson, Chairperson Please visit the stand to meet SATEFL members and see our programme for this year.

Scottish Qualifications Authority (Stand 21) The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ, UK Tel: +44 303 3330330 Email: mycentre@sqa.org.uk www.sqa.org.uk SQA is the national accreditation and awarding body in Scotland. As an awarding body, we work with schools, colleges, universities, industry and government to provide high quality, flexible and relevant qualifications. We strive to ensure that our qualifications are inclusive and accessible to all, that they recognise the achievements of learners, and that they provide clear pathways to further learning or employment. Visit our stand to find out more.

St Giles International (Stand 15) 154 Southampton Row, London, WC1B 5JX, UK Tel: +44 20 78370404 Email: londoncentral@stgiles.co.uk www.stgiles-international.com Contact Name: Garth Cadden, Head of Teacher Training We’re delighted to be at IATEFL. Come and see us at our stand to find out more about St Giles International.

Teachitworld (Stand 24) 11 Charlotte Street, Bath, BA1 2NE, UK Tel: +44 1225 788852 Email: support@teachitworld.com www.teachitworld.com Contact Name: Lucy Palmer, ELT Editor Teachitworld is an extensive online library of adaptable ELT lesson plans, worksheets, ideas and activities, contributed by teachers active in the field. The website includes an audio library and image bank, weekly news-based items and related resources. Members can also access a suite of specially designed computer-based interactive units that address the challenges of learning a language. telc – language tests (Stand 11-12) Telc GmbH,, Bleichstrasse 1, 60313 Frankfurt am Main, Germany www.telc.net telc stands for The European Language Certificates, offering over 60 examinations in 10 different languages. Specialist testing includes examinations for School, Business, Hotel & Restaurant and Technical purposes. telc – language tests are developed according to the Council of Europe's Common European Framework of Reference for Languages and enjoy international recognition and acceptance at universities, companies and governmental institutions. For more information and free mock examinations, visit us at our stand or our website www.telc.net.

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ELT resources exhibitors’ details The New School – MATESOL Program (Stand 20) 68 5th Ave, Mezzanine, New York, NY 10011, USA Tel: +1 212 2295372 Email: diazmagg@newschool.edu www.newschool.edu/matesol Contact Name: Gabriel Olaz, Director, MATESOL Join us at our stand to learn more about The New School’s groundbreaking graduate program in TESOL. Recognizing English as a global language, our 30-credit master’s program connects our global faculty and students, uniting theory and practice within an international curriculum delivered online and on-campus. Some of our faculty include Scott Thornbury, Jeremy Harmer and John Fanselow. Gabriel Diaz Maggioli, Director of the MA TESOL and Department Chair, will be available to answer questions.

Trinity College London (Stand 54) 89 Albert Embankment, London, SE1 7TP, UK Tel: +44 20 78206100 Email: info@trinitycollege.co.uk www.trinitycollege.co.uk Contact Name: Clinton Rae, Director of Business Development (UK & Ireland) Assessing English language since 1938. Trinity’s English language examinations are offered in 60 countries worldwide and are taken by hundreds of thousands of candidates each year. Accredited by Ofqual and mapped to the CEFR, GESE, ISE and SEW are accepted by universities and businesses as evidence of English language proficiency. Trinity also offers worldrenowned TESOL qualifications for English language teacher training – CertTESOL, DipTESOL and Cert IBET. Visit our stand to find out more!

University of Cambridge ESOL Examinations (Stands 44) 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 1223 553997 Email: esolhelpdesk@cambridgeesol.org www.cambridgeesol.org Contact Name: ESOL Helpdesk University of Cambridge ESOL Examinations (Cambridge ESOL) develops and produces Cambridge English exams – the most valuable range of qualifications for learners and teachers of English in the world. Over 3.3 million people take our exams each year in 130 countries. Around the world, more than 12,000 universities, employers, government ministries and other organisations accept our qualifications. Come and visit us at our stand.

University of Exeter (Stand 31) Graduate School of Education, St Luke’s Campus, Heavitree Road, Exeter, EX1 2LU, UK Tel: +44 1392 724837 Email: ssis-admissions@exeter.ac.uk www.exeter.ac.uk/education Contact Name: Samantha Phillips, Postgraduate Administrator The Graduate School of Education is ranked 5th in the UK for world leading and internationally excellent research (RAE 2008). We offer an extensive range of high-quality postgraduate TESOL programmes: PG Certificate; PG Diploma; full-time and summer intensive Masters, as well as Doctor of Education. MPhil/PhD opportunities also exist. Academic staff and current students will be available during IATEFL to answer any questions you may have about the programmes. We look forward to meeting you.

University of Glasgow, Language Centre (Stand 19) Hetherington Building, Bute Gardens, Glasgow G12 8RS, UK www.glasgow.ac.uk/efl The University of Glasgow is one of the world's top universities. We deliver a wide range of high quality courses. For teachers: MEd in English language teaching; initial teacher training; intensive in-service professional development. For students: outstanding preparation for academic study: a year-round course leading to specialist Academic bridging courses. Our staff will be available at our stand to answer any questions about our programmes. We’re looking forward to meeting you.

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ELT resources exhibitors’ details University of Stirling, CELT, School of Education (Stand 9) Pathfoot B33, Stirling University, Stirling, FK9 4LA, UK Tel: +44 1786 467934 Email: celt@stir.ac.uk www.celt.stir.ac.uk Contact Name: Anne Stokes, Director of CELT CELT offers a range of English language courses, including General English for seven weeks in Feb – March and an English Language Summer School in August. Short courses for teachers can also be provided for groups of 12 minimum by special arrangement. The centre also offers the following degree programmes: MSc TESOL (Teaching English to Speakers of Other Languages), MSc TESOL and CALL (Computer Assisted Language Learning), MSc TESOL and Applied Linguistics, and PhD TESOL.

Worldteachers (Stand 17) Homelea, Faith Avenue, Quarrier’s Village, Renfrewshire, UK www.worldteachers.net

Visit the British Council stand (22) in the exhibition hall See live demonstrations of our LearnEnglish and TeachingEnglish websites Talk to us to find out more about what the British Council has to offer you Find out more about our latest products for teachers and learners

www.teachingenglish.org.uk

www.britishcouncil.org/learnenglish

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www.britishcouncil.org/learnenglishkids

IATEFL SPECIAL INTEREST GROUPS (SIGs)

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

SIG Days are selections of talks and workshops related to a specific SIG area.

Each SIG Day includes an Open Forum. A SIG Open Forum is an opportunity for you to hear about the SIG’s activities.

SIG Days

SIG Days

IATEFL Special Interest Groups (SIGs) What are the SIGs? •

The aim of the IATEFL Special Interest Groups is to extend the work of IATEFL into several specialist areas, to enable professionals with special interests in ELT to benefit from information regarding new developments and local and international events in their areas of special interest.

Why should I join a SIG? •

• • •

Each Special Interest Group aims to provide its members with three mailings (newsletters, updates, other publications) per year. The SIG newsletters often include key articles in the field, as well as informing the membership of the proceedings of conferences and one-day events which members may have been unable to attend.

Each Special Interest Group aims to organise a minimum of one event (in the UK or outside the UK) per year. These events frequently include the most informed and stimulating speakers in the field.

In addition there are other benefits for SIG members, which vary from one SIG to another, such as websites, internet discussion lists, internet chat forums, scholarships, etc.

Full Individual Members of IATEFL are entitled to join one Special Interest Group included in their membership fee.

Who are the SIGs? Business English Global Issues Learning Technologies Research Testing, Evaluation & Assessment

English for Specific Purposes Leadership & Management Literature, Media & Cultural Studies Teacher Development Young Learners & Teenagers

ES(O)L Learner Autonomy Pronunciation Teacher Training & Education

You can be active in IATEFL: Be active – Join an IATEFL SIG For more information about the SIGs, come to the IATEFL stand in the exhibition or contact IATEFL at generalenquiries@iatefl.org or visit www.iatefl.org

What is a SIG Day? On the following pages, the Special Interest Groups list their SIG Days. These are selections of talks and workshops which are a sample of the breadth and variety of work being done around the world in each field of special interest. Each SIG Day includes an Open Forum, which provides an opportunity for both members and non-members to hear about the SIG’s activities and to talk to other members of the SIG. See you there!

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Special Interest Group Days Business English Thursday 22 March – Carron 1 3.1

1025-1110

Applying m-theory to m-practice: adult learners with mobile devices Claire Hart & Kristen Acquaviva

3.2

1145-1245

Rehearsals for life. Boosting performance in role-plays and presentations Damian Corcoran

3.3

1345-1415

The lessons we learn from 'sales terms and conditions' Natasa Gajst

3.4

1430-1515

L+C=EC: language + culture = effective communication Kirsten Waechter

3.5

1550-1620

Teaching Business English with technology in Latin America Jennifer Verschoor

3.6

1635-1720

Developing language skills through business simulations Stephanie Ashford & Tom Smith

3.7

1735-1835

Business English Special Interest Group Open Forum

English for Specific Purposes Tuesday 20 March – Carron 2 1.1

1040-1140

A closer look at classroom discussions Devrim Demirezen Uygan

1.2

1215-1300

Developing academic writing skills at Masters-level in a British university Clare Furneaux

1.3

1400-1430

Innovations in EAP oral assessment: the IOA project Prithvi Shrestha

1.4

1445-1530

English for Specific Purposes Special Interest Group Open Forum

1.5

1605-1635

Using keyword analysis to create ESP materials: identifying lexical layers Michael Nelson

1.6

1650-1720

Helping ELT students to develop academic writing Manuel Pedro

1.7

1735-1805

Risk versus reward: the EAP recruitment dilemma Christopher Macallister

1.7

1805-1835

Academic English support program for ESL/EAL university students Sarah ter Keurs

Special Interest Group (SIG) representatives will be introducing sessions on these SIG Days and will be present at the Open Forum. They will also be available on the IATEFL Stand should you wish to talk about the work of the SIGs in more detail. (Please go to the IATEFL Stand to find out when a representative from the group you are interested in will be available.) Don’t forget to look through your Programme to see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

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Special Interest Group Days ES(O)L Wednesday 21 March – Morar 2.1

1025-1055

ESOL in Scotland and the social practice approach Mandy Watts

2.2

1130-1215

In support of phonology in the ‘skills for life' classroom Pamela Southall

2.3

1335-1420

ES(O)L Special Interest Group Open Forum

2.4

1435-1535

Making your materials manage the 'mixedness' Lorraine Downey & Grainne Carley

2.5

1610-1640

EAL provision in England: combining theory and practice or not?

Clare Wardman

2.6

1655-1740

SQA TESOL: professional development in Scotland Jennifer MacDougall

2.7

1755-1840

What is effective practice for participation in the community?

Catherine Rice & Pauline Blake-Johnston

Global Issues Wednesday 21 March – Barra 2.1

1025-1055

ELTDP: Enquiry-based project design and teacher development Rachel Bowden

2.2

1130-1215

Evaluating internationalism in the curriculum Alan Mackenzie

2.3

1335-1420

Becoming a global teacher: ten steps to an international classroom Kip Cates

2.4

1435-1535

Self-evaluation of critical global educators using CHAT Maureen Ellis

2.5

1610-1640

Raising awareness of ELF in an internationalising university Rachel Wicaksono

2.6

1655-1740

Global Issues Special Interest Group Open Forum

2.7

1755-1840

English language teachers and their work: changing trends?

Sara Hannam

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Special Interest Group Days Leadership & Management Wednesday 21 March – Leven 2.1

1025-1055

How do you go from good to great?

George Pickering

2.2

1130-1215

Performance management of teachers Vic Richardson

2.3

1335-1420

Leadership & Management Special Interest Group Open Forum

2.4

1435-1535

Facilitating change in ELT practice Susan Barduhn & Beth Neher

2.5

1610-1640

From chefs to ninjas: habits in TEFL management Wiktor Kostrzewski

2.6

1655-1740

Putting the C and the P into CPD! Josh Round

2.7

1755-1840

Influencing Steve Flinders

Learner Autonomy Thursday 22 March – Morar 3.1

1025-1110

Putting the learner at the heart of the curriculum Jonathan Rowberry

3.2

1145-1245

Making sense out of chaos: professional development with social media Ann Foreman

3.3

1345-1415

Magic moments: when do students feel a sense of progress?

Stephen Shelley

3.4

1430-1515

Outside the comfort zone: getting comfortable with challenging your students Geoff Hardy-Gould

3.5

1550-1620

Implementing self-directed language learning in higher education Veronica Dal-Bianco

3.6

1635-1720

How learning strategy instruction helps develop learner autonomy Anna Uhl Chamot

3.7

1735-1835

Learner Autonomy Special Interest Group Open Forum

Special Interest Group (SIG) representatives will be introducing sessions on these SIG Days and will be present at the Open Forum. They will also be available on the IATEFL Stand should you wish to talk about the work of the SIGs in more detail. (Please go to the IATEFL Stand to find out when a representative from the group you are interested in will be available.) Don’t forget to look through your Programme to see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

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Special Interest Group Days Learning Technologies Tuesday 20 March – Carron 1 1.1

1040-1140

Let's turn you on! Switch on to rhythmic mobile learning!

Carole Nicoll

1.2

1215-1300

Pervasive playfulness and mobile technologies for embodied language learning Paul Driver

1.3

1400-1430

Ideas to implement mobile phones in the English classroom Maria do Carmo Ferreira Xavier

1.4

1445-1530

Are you up to standard? Introducing the TESOL Technology Standards Philip Hubbard & Sophie Ioannou-Georgiou

1.5

1605-1635

Collaborative e-learning and m-learning (ME-learning) management Jitendra Kumar Singh

1.6

1650-1720

Technology speaks volumes: enhancing integration, participation and speaking abilities Bruno Andrade

1.7

1735-1750

Learning Technologies Special Interest Group Open Forum

1.7

1750-1835

The story of Debbie and Nyan Jamie Keddie

Literature, Media & Cultural Studies Tuesday 20 March – Leven 1.1

1040-1140

Creative writing as process and product Alan Maley

1.2

1215-1300

Reading and discussing literature online Chris Lima

1.3

1400-1430

Literature, Media & Cultural Studies Special Interest Group Open Forum

1.4

1445-1530

www.worldstories - wonder wit wisdom David Heathfield

1.6

1650-1720

Is a picture really worth a thousand words?

Veronika Rot Gabrovec

1.7

1735-1835

It was a dark and stormy night: narratives at work Fitch O'Connell

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Special Interest Group Days Pronunciation Thursday 22 March – Ness 3.1

1025-1110

Listening Hotspots - where angels need to tread Richard Cauldwell

3.2

1145-1215

Creating an IEP pronunciation center: procedure and findings Sophie Farag

3.2

1215-1245

Mumbling - a technique highlighting the importance of sentence stress Mark Hamilton

3.3

1345-1415

Sound advice: improving listening, pronunciation and intonation with the internet Suzanne Cloke

3.4

1430-1515

The 3 Ps of a speaking syllabus: poems, plays, presentations Barry Cusack

3.5

1550-1620

Can and should we teach intonation?

Pamela Rogerson-Revell

3.6

1635-1720

Pronunciation in the movies Wayne Rimmer

3.7

1735-1835

Pronunciation Special Interest Group Open Forum

Research Thursday 22 March – Barra 3.1

1025-1110

Early language learning in Europe: are we delivering the promise?

Janet Enever

3.2

1145-1245

Discovering research – a teacher-friendly approach Deborah Bullock

3.3

1345-1415

Academic oral presentations: look who's talking!

Maggi Lussi Bell

3.4

1430-1515

Researching ELT in Bangladesh: practice, perils and pitfalls Manzoorul Abedin

3.5

1550-1620

Critical thinking: from creative to academic writing Larysa Sanotska

3.6

1635-1720

Teacher research - an organisational approach Clare Walker & Niamh O Leary

3.7

1735-1835

Research Special Interest Group Open Forum

Special Interest Group (SIG) representatives will be introducing sessions on these SIG Days and will be present at the Open Forum. They will also be available on the IATEFL Stand should you wish to talk about the work of the SIGs in more detail. (Please go to the IATEFL Stand to find out when a representative from the group you are interested in will be available.) Don’t forget to look through your Programme to see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

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Special Interest Group Days Teacher Development Tuesday 20 March – Ness & Lomond 1.1

1040-1140 Ness

From 'English teacher' to 'learning coach' Duncan Foord

1.2

1215-1300 Ness

The Se7en deadly sins of ELT Anthony Gaughan

1.3

1400-1430 Ness

Teacher Development Special Interest Group Open Forum

1.4

1445-1530 Lomond

A proposal: for active interventionist teaching Jim Scrivener

1.5

1605-1635 Ness

Memory - it's on the tip of my tongue Andrew Howitt

1.6

1650-1720 Ness

Motivation: how to keep the ball rolling Reggie Agulha

1.7

1735-1835 Ness

Observation and feedback: are they really necessary for teacher appraisal?

Amanda Howard

Teacher Training & Education Thursday 22 March – Carron 2 & Lomond 3.1

1025-1110 Lomond

Six key questions for teachers and trainers at the crossroads Jeremy Harmer

3.2

1145-1245 Carron 2

How a coursebook can make you a better teacher Nick Sheard & Charlie Ellis

3.3

1345-1415 Carron 2

Furnished imagination: what new teachers take to work Richard Kiely

3.4

1430-1515 Carron 2

The impact of teacher education on in-service teachers’ beliefs Simon Borg

3.5

1550-1620 Carron 2

Being a new language learner while learning how to teach Bahar Hasirci

3.6

1635-1720 Carron 2

Using mobile phones to support ELT in Bangladeshi schools Tom Power, Christopher Walsh & Claire Hedges

3.7

1735-1835 Carron 2

Teacher Training & Education Special Interest Group Open Forum

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Special Interest Group Days Testing, Evaluation & Assessment Wednesday 21 March – Ness 2.1

1025-1055

Does blended learning have an impact on exam results?

Dianne Davies

2.2

1130-1215

You wash my back, I'll...

Thom Kiddle

2.3

1335-1420

TOEPAS: a test of oral English proficiency for academic staff Pete Westbrook

2.4

1435-1535

Using VoiceThread as a tool for self-assessment Tamatha Roman

2.5

1610-1640

ESP test design -a challenge to the ELT practitioner Yuliya Siderova

2.6

1655-1740

Testing, Evaluation & Assessment Special Interest Group Open Forum

2.7

1755-1840

What implications does International English have for testing and assessing?

Judith Mader

Young Learners & Teenagers Wednesday 21 March – Carron 1 & Lomond 2.1

1025-1055 Carron 1

Cyberella versus Cinderella Esra Girgin

2.2

1130-1215 Lomond

Tools for digital storytelling Russell Stannard

2.3

1335-1420 Carron 1

Teaching screenagers: how the digital world is changing learners Paul Davies & Tim Falla

2.4

1435-1505 Carron 1

Bilingual stories - circle of learning Sebnem Oral

2.4

1505-1535 Carron 1

Vocabulary choice for tailored language courses – IT-based methods Helena Metslang & Mare Kitsnik

2.5

1610-1640 Carron 1

Speak and spell: online phonics for YLs Jo Hayes

2.6

1655-1740 Carron 1

Blended learning for young learners: it's all about the ingredients!

Lulu Campbell

2.7

1755-1840 Carron 1

Young Learners & Teenagers Special Interest Group Open Forum

Special Interest Group (SIG) representatives will be introducing sessions on these SIG Days and will be present at the Open Forum. They will also be available on the IATEFL Stand should you wish to talk about the work of the SIGs in more detail. (Please go to the IATEFL Stand to find out when a representative from the group you are interested in will be available.) Don’t forget to look through your Programme to see what other interesting talks and workshops related to your area of special interest are being held throughout the conference.

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PRESENTATIONS

The following pages contain the details of the conference presentations –

Pages 45-49

-

Poster presentations (on display in the exhibition area)

Pages 51-80

-

Tuesday sessions

Pages 83-115

-

Wednesday sessions (including the IATEFL Annual General Meeting 1225-1330 in Lomond)

Thursday sessions

Pages 149-160 -

Friday sessions

Presentations

Pages 117-146 -

Come and visit us on stand 44

Presentations

www.CambridgeESOL.org

Poster presentations During the conference there will be a Poster Forum located in the exhibition hall.

Presenters will be present at their to discuss it with delegates and to During the conference there will be a poster Poster Forum located in the exhibition hall. answer any questions on it atat the times showntobelow.

Presenters will be present their poster discuss it with delegates and to answer any questions on it at the times shown below.

Poster 1 Tuesday 1215-1220 LA

Poster 2 Tuesday 1230-1235 TEA, YLT

Poster 3 Tuesday 1245-1250 LA, TEA

Poster 4 Tuesday 1415-1420 YLT

Poster 5 Tuesday 1430-1435 TTEd

Poster 6 Tuesday 1445-1450 MD

Examining students' experiences toward self-study through focus group discussions Yuki Hasegawa (Kanda University of International Studies) Examining students' experiences toward self-study through focus group discussions Yuki Hasegawa (Kanda University of International Studies) This poster will show the result of students' responses collected through focus group discussions. The students had participated in a course where they learned strategies to study English independently and discussed their experiences and perceptions of the course. Quotes from the discussion will be presented and participants will be able to learn about the students' experiences of learning autonomously.

Choosing criteria for primary school EFL speaking assessment in RSA Charlotte Mbali (Retired, Durban, South Africa) Choosing criteria for primary school EFL speaking assessment in RSA Charlotte Mbali (Retired, Durban, South Africa) Utilizing band descriptors of CEFR A2, analysis will be done of elicited learner language from formal tests (adapted from UCLES KEY materials) as well as of recorded classroom language. Some questions will be asked as to how to select and combine criteria for the specific purposes of oral language of learning at primary schools in South Africa.

Creating diagnostic frameworks for supporting focused, effective, self-directed learning Brian Morrison (Kanda University of International Studies) Creating diagnostic frameworks for supporting focused, effective, self-directed learning Brian Morrison (Kanda University of International Studies) Kanda University in Japan is a specialist language university. To support students’ self-directed learning, diagnostic framework materials have been created to develop students’ understanding of their strengths and weaknesses related to their specific learning goals. This poster presentation will provide samples and discuss how students become more self-aware and are guided to make more effective decisions about their own learning.

Learning English in a Brazilian school – a new approach Fernando Sartori (Sao Paulo, Brazil) Learning English in a Brazilian school – a new approach Fernando Sartori (Sao Paulo, Brazil) The poster will display a timeline with the changes introduced to achieve better results with bigger groups in a secondary school. It will show how courses are structured and a different approach to coursebooks and readers. Also, the plans for the future and how technology can help this project will be shown.

Construction of identity in teacher candidates Birsen Tutunis (Istanbul Aydin University) Construction of identity in teacher candidates Birsen Tutunis (Istanbul Aydin University) Research into teacher identity concentrates on the development of personal beliefs, the effects of these beliefs on the way an individual understands him/herself, the role expectations and how these influence professional identity. The formation of teacher identity is seldom conceptualized as a learning process.

This poster will focus on the learning processes and construction of identity.

Practices from EFL textbooks in Japan and China Linfeng Wang (The University of Tokyo) Practices from EFL textbooks in Japan and China Linfeng Wang (The University of Tokyo) This presentation reports on the way in which practice on a number of seventh-grade authorized English textbooks is designed. Practice exercises, activities or associated tasks that reinforce language competence. It reveals that the same points of information are treated in different ways, due to the historical and theoretical perspectives on English education in Japan and China.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

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RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

Poster presentations Poster 7 standards for EFL in Austria During theEducational conference there will be a Poster Forum located in the exhibition hall.

Tuesday Hans Platzer (Fachhochschule Wiener Neustadt) & Desiree Verdonk (University of Applied Sciences PresentersWiener willNeustadt) be present at their poster to discuss it with delegates and to 1500-1505 TEA foreign language standards, Swiss educational authorities took a markedly different approach answer anyRegarding questions on it at the times shown below. to their German/Austrian counterparts. While the Swiss implemented minimum standards whose attainability was verified in several surveys, Austrian/German authorities stipulated average standards Examining students' experiences toward self-study through focus group without prior empirical investigation.

Hence, this poster discusses the discussions attainability and interpretability of Yuki Hasegawa set (Kanda University of International Studies) education in Austria. exit-standards for English at the end of upper-secondary Poster 8 Tuesday 1515-1520 TTEd

Digital and communicative competences enhancement through learning subject content Stefania Dugovicova (Comenius University Bratislava) My poster will present the objectives and outputs of a European project on behalf of my partners – experts from six European countries. The project addresses the need to integrate the development of digital and Choosing criteriacompetences for primary school EFLlearning speakingof assessment in RSA at schools and, through exemplars, communicative with the subject content Charlotte Mbali (Retired, Durban, South Africa) demonstrates models of good practice for student teachers in initial teacher training.

Poster 9 Tuesday 1615-1620 GEN

The future of English Suncana Tuksar Radumilo (University of Pula, Croatia) The English language has sprung many varieties – different “Englishes”. We could expect the status of English to change during the unprecedented social and economic global changes. What is the possible Creating diagnostic frameworks for supporting focused, effective, self-directed learning long-term impact on English due to globalisation, and how should we treat different Englishes in a Brian Morrison of International Studies) teaching method(Kanda of the University 21st Century?

Poster 10 Tuesday 1630-1635 GEN

False friends - true enemies Gjurgjica Mimica Bezjak (Sveuciliste u Splitu - Split University) False friends are pairs of words in two languages that sound alike but have a different meaning. They can cause difficulty for language learners who often identify the words erroneously due to "negative transfer" from their mother tongue. The teacher’s role is to point out the most frequent sources of confusion and Learning Englishuse in aofBrazilian school – a new approach drill the correct the words.

Fernando Sartori (Sao Paulo, Brazil) “Getting to know you” in the adult business English classroom Roberto Anero (Cologne Business School / LSG Lufthansa Service Holding) First impressions are very important – in the classroom as in life. I've experimented with ways of making a good first impression as teacher in the first class and also of helping my new students feel as comfortable Construction teacher candidates as possible inofa identity foreign in language.

My poster will present some of the techniques and tricks I’ve used as a Birsen Tutunis (Istanbul Aydin University) non-native speaker.

Poster 11 Wednesday 1030-1035 BE

Poster 12 Wednesday 1045-1050 EAP, ESP

Emphasizing concept-mapping for academic English research writing Dennis Balint (Khalifa University) Concept-mapping, a graphic organizing technique, is useful in helping EFL learners construct their understanding of and organize and synthesize related information of multi-faceted topics. The presenter Practices from textbooksand in Japan anduse China will display theEFL instruction multiple of concept-mapping integrated into the process of writing Linfeng (The of Tokyo) researchWang papers in University EAP courses at a university in the United Arab Emirates.

Poster 13 Wednesday 1145-1150 GEN

Explaining your culture: an activity framework for cultural communication Simon Capper (The Japanese Red Cross Hiroshima College of Nursing) Most intercultural communication textbooks emphasize learning about the ‘other’ culture, but intercultural communication is a two-way street, and participants in such exchanges need to understand and be understood. Learners need to be able to explain their culture and lifestyle. This poster introduces a useful framework activity with which to develop this ability.

Poster 14 Wednesday 1200-1205 LT

Promoting professional development in TEFL: using wikis as collaborative tools Elvina Castillo (Universidad Nacional Experiemental Francisco de Miranda) This presentation will show how wikis can be used, as e-tools to promote professional development, in EFL teaching. The purpose of this presentation is to demonstrate how wikis can be used to run professional development workshops and to motivate teachers to create their own e-activities.

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Poster presentations Poster 15 theUse blogging to excite the interest in language learning During conference there will be a Poster Forum located in the exhibition hall.

Wednesday Marilia Constantinides & Maro Neophytou (Cyprus University of Technology) PresentersThewill beofpresent their poster toandiscuss with delegates and to 1345-1350 benefits applying ICTat in language learning are indisputableit fact.

Blogging has been incorporated ESP, LT language learning. This poster presentation will examine and evaluate the use of blogging in second answer anyin questions on it at the times shown below. language classrooms at tertiary level, by analyzing specific data extracted from questionnaires and online blog statistics. Recommendations and practical suggestions will be made based on the findings.

Examining students' experiences toward self-study through focus group discussions Yuki (Kanda of International grammar Studies) and vocabulary knowledge?

Poster 16 How Hasegawa does reading affectUniversity reading comprehension, Wednesday Nina Daskalovska (Goce Delcev University) 1400-1405 A number of studies have demonstrated that reading has a positive effect on language learning. This GEN poster presents a case study in which the participant, a 14-year-old EFL learner, read 15 graded readers of her choice in the course of two months. The results of post-tests showed that there was improvement in reading comprehension, grammar and vocabulary knowledge.

Choosing criteria for primary school EFL speaking assessment in RSA Charlotte Mbali (Retired, Durban, Africa) Poster 17 Speaking course design via onlineSouth tools in virtual classes Wednesday Muzeyyen Nazli Demirbas & Mustafa Akin Gungor (Gazi University) 1415-1420 This poster will serve as an eye opener for online tutors and learners in terms of improving speaking LT skills and web literacy level. Experiences from a distance education language program are shared to gain more insight in using online interactive tools with appropriate cultural themes. Implications for webbased course and material design are also provided.

Creating diagnostic frameworks for supporting focused, effective, self-directed learning Brian Morrison (Kanda University of International Studies) Poster 18 Intensive English Programme for international students Wednesday Melvin du Preez (Stellenbosch University) 1430-1435 This poster presentation highlights a seven-week English course offered to prospective international EAP postgraduates. While some South African universities demand a TOEFL or IELTS score, one institution does not; the cost of these exams are often too expensive for students, especially those from African countries. A critical analysis of the Intensive English Programme and its implications are addressed.

Poster 19 Wednesday 1445-1450 EAP, LA

Poster 20 Wednesday 1500-1505 RES, TD

Poster 21 Wednesday 1515-1520 TD, TTEd

Learning English in apeer Brazilian school – a newin approach Cultivating effective feedback strategies an academic writing course Fernando Sartori(Kanda (Sao Paulo, Brazil)of International Studies) Danielle Fischer University This poster presentation focuses on how a syllabus was structured and classroom materials used to help students in an academic writing course become less dependent on the teacher for drafting, writing, and editing assignments. The main focus is on how students were trained to use peer feedback strategies and how feedback sessions were conducted in class.

Construction of identity in teacher candidates Birsen Tutunis (Istanbul Aydin University) Questioning dichotomies in English language teaching William Green (Sapporo University) This poster critically reviews three dichotomies common in ELT discourse (the “BANA-TESEP” distinction, the “native vs. non-native speaker” dichotomy, and “teacher- and learner-centred” education) in the light of findings from a study conducted with Japanese EFL teachers. The dichotomies obscure important similarities in teachers’ cognitions which should be made the focus of teacher development.

Practices from EFL textbooks in Japan and China Linfeng Wang University Tokyo) in FL teacher education Integrative use(The of the narrativeofportfolio Riitta Jaatinen (University of Tampere) The presentation is based on my research and practices as a teacher educator. I explain how theoretical studies and teaching practice are integrated using a narrative portfolio. I present the structure and content of a 10-step model, i.e., the process to become an FL teacher in the University of Tampere, Finland. I illustrate the steps with photographs.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

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RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

Poster presentations Poster 22 University students' and teachers' of a computer-assisted language environment hall.

During the conference there willperceptions be a Poster Forum located inlearning the exhibition Wednesday Tugba Kucuk (Bilkent University) Presenters be conducted presentwithin at their poster to discuss it with delegates and to 1615-1620 This will study was a particular institution, Zonguldak Karaelmas University Preparatory LA, LT School. It examined the perceptions of students and teachers of computer’s role and teacher’s role in a answer any questions on it at the times shown below.

CALL setting. Other institutions can make use of these suggestions and comments to promote the quality of CALL practices.

Examining students' experiences toward self-study through focus group discussions Yuki Hasegawa (KandainUniversity of International Studies) Poster 23 English for accountancy postgraduate academic support courses Wednesday Evelyn J Naoumi (Meiji University, Japan) 1630-1635 Acquisition of low frequency vocabulary in accountancy and facilitation of case methodology presentations BE, EAP in English were key issues in an academic support program at a Japanese university. This poster will describe how students from a variety of English learning backgrounds were prepared for study abroad in a sheltered program taught by a content specialist with no language teaching experience.

Choosing criteria for primary school EFL speaking assessment in RSA Charlotte Mbali (Retired, Durban,the South Africa) Poster 24 Needs, needs, needs: investigating university-workplace interface Wednesday Jemma Prior (Free University of Bozen/Bolzano) 1645-1650 The Free University of Bozen/Bolzano is a multilingual university situated in South Tyrol, Italy, where ESP, RES students study subjects taught in German, Italian and English. This talk investigates the English language needs of a set of companies in South Tyrol and whether our graduates are equipped linguistically for the local workplace after studying in English for three years.

Creating diagnostic frameworks for supporting focused, effective, self-directed learning Brian Morrison (Kanda University International Studies) Poster 25 A three-year intercultural exchange of project for EFL pupils in Taiwan Wednesday Fanghui Wu (Taiwan) 1700-1705 What could secondary school pupils learn in a three-year intercultural exchange project, organized by the LT British Council, in the UK, Korea and Taiwan? This poster will present what the pupils learned from the task-based project combining visits to three countries and also provide practical guidelines on how this kind of project can be incorporated into teaching effectively.

Poster 26 Thursday 1030-1035 GEN

Poster 27 Thursday 1045-1050 EAP

Poster 28 Thursday 1200-1205 GEN

Poster 29 Thursday 1215-1220 ESP, MD

Learning English a Brazilian school – a new approach Oral or written peer in feedback in EFL writing classes?

Fernando Sartori (Sao Paulo, Brazil) Sibel Digin (Ozyegin University) For effective implementation of peer feedback in EFL writing classes at tertiary level, should students provide feedback on their peers’ texts orally or in writing? This poster presentation aims to report and discuss the results of a study investigating whether oral and written modes of peer feedback delivery affect the way students produce comments and the adoption rate of feedback.

Construction of identity in teacher candidates Birsen Tutunis University) You're using THAT(Istanbul for your Aydin paper?!

Evaluating web sources Susan Gilfert (Kwansei Gakuin University, Japan) Undergraduate students increasingly look to the internet for research sources -- but not always successfully. This poster presentation shows a lesson plan for helping English as a Foreign or Second Language students in writing classes how to find and evaluate online information for building information literacy strategies and skills. Participants can take away a sample resource-evaluation checklist.

Practices from EFL textbooks in Japan and China Linfeng Wang (Theemotions University of strategies Tokyo) A study of gestures, and in English communication Emiko Izumi (Kyoto University of Education) This study focused on gestures, emotions and strategies that Japanese EFL learners often use in communication. Communicative tasks were implemented in pairs and their conversations were videotaped, transcribed and analyzed. Participants also filled out questionnaires and reflected on their performance. Several characteristics were observed and will be discussed from the emotional, cultural and language perspectives.

Designing purposeful learning activities Erika Jeret (Parnu College of the University of Tartu) ELT in tertiary education is closely linked with curricula and skills that students are expected to obtain before entering the world of work. The poster covers some aspects, tasks, learning outcomes and ICTs engaged in teaching English for professional purposes. It provides some examples of materials design and learning processes involved.

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Poster presentations Poster 30 Extensive reading forthere reluctant EFL readers During the conference will be a Poster Forum located in the exhibition hall.

Thursday Eleanor Kane (University of Shimane, Japan) Presenters be present theirinterventions poster to discussEFLitreaders: with delegates and to 1230-1235 Thiswill presentation considers at practical for reluctant phonics training, buddy LMCS reading, and reading tasks. While Sustained Silent Reading secures time to read, simply allocating time answer any questions on it at the times shown below. and books is not enough. This presentation shows tried and tested activities from a large-scale university SSR programme. It shares the successes and pitfalls of implementing SSR throughout an institution.

Examining students' experiences toward self-study through focus group discussions Yuki Hasegawaof (Kanda University strategies: of International Studies) Poster 31 Reconsideration communication English as a lingua franca perspective Thursday Mayu Konakahara (Waseda University) 1400-1405 This poster examines communication strategies (CS) in English as a lingua franca interaction. Taking an AL, EAP interactional approach, it analyzes how international graduate students in a British university negotiate meaning by use of CS in an informal talk. What facilitates a mutual understanding is not alreadydocumented CS but others (e.g., explication and reformulate). Implications for English language teaching Choosing criteria for primary school EFL speaking assessment in RSA will be discussed.

Charlotte Mbali (Retired, Durban, South Africa) Poster 32 Project-based teaching practice for Japanese elementary school EFL learners Thursday Rieko Nishida (Kansai University) 1415-1420 One public elementary school in Japan conducted a teaching project utilizing drama. Fifth grade students, YLT who love to sing songs and act in front of their parents and teachers, participated in a musical performance. In this presentation, I will focus mainly on how I organized the project and explain the Creating diagnostic frameworks for supporting supporting theory (Self-Determination Theory). focused, effective, self-directed learning Brian Morrison (Kanda University of International Studies) Poster 33 Learning communication strategies and speech acts through animation Thursday Kimiko Ochi (Matsuyama University) 1430-1435 The purpose of this poster is to show how communication strategies and speech acts can be learned ES(O)L, MD effectively from animations such as Shrek and Ice Age. Animation provides a great variety of examples that illustrate how native speakers of English use the language for successful communication. Through engaging exercises, our students acquire confidence in communicating in English.

Learning English in a Brazilian school – a new approach Fernando Sartori (Sao Paulo, Poster 34 MyStory – the encounter of me, Brazil) online, writing and academia Thursday Anna Rolinska (Freelance) 1500-1505 I present a proposal of an online project, MyStory, allowing participants (international students on a preEAP, LT sessional course) to: reflect on the issue of ‘self’ by perusing topics of family, career field/major, entertainment and community history; build personal digital narratives/artefacts meditating on the above; Construction of identity in teacher candidates create academic narratives exploring the background of the topics; and acquaint oneself with and/or Birsendigital Tutunis (Istanbul Aydin University) develop literacy.

Poster 35 Thursday 1600-1605 LT

Just another VLE / LMS? Experience with OLAT (among others) Jody Skinner (Universitaet Koblenz) While many might know Moodle as one example of a Virtual Learning Environment or used as a Learning Management System, another open-access platform called OLAT is being implemented especially in Practices from EFL textbooks in will Japan and Chinamy experiences with this Online Learning and Training German universities.

My poster document Linfeng Wang (The University of Tokyo) too in person or virtually. platform, and I welcome your experiences

Poster 36 Thursday 1615-1620 TD

ICT competence of language teachers through an online course Svetlana Titova (Lomonosov Moscow State University) This poster presents an online professional development course (ICT Integration into Language Classroom), which is taught at a large Russian university for teachers who would like to acquire professional ICT competence. It also reports the results of a research review on running this course, providing additional results based on trainees' feedback and reflection.

Poster 37 Thursday 1630-1635 ESP

Making English for specific purposes a challenging learning experience Vesna Vulic (Polytechnic in Pozega, Pozega, Croatia) This poster will share my experience of teaching English for specific purposes to Croatian students of Viticulture and Oenology. We will look at a range of learner-focused, needs-based motivating activities for bringing the appropriate texts to life, and for practising the grammar they present. Examples will be taken from the book Grapes of Knowledge.

The Poster Forum is located in the exhibition area.

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A world of ELT jobs.

Discover a brand-new service from the number one resource and community site for English language teachers. www.onestopenglish.com/jobs

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1.8 million visitors 190 countries 10 years online

0800-1730: Registration Desks Open 0815-0845: How To... Track

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

0800-1730 Registration desks open 0815-0845 IATEFL How to... track Alsh 1

How to get the most out of this conference with Susan Bardhun This session is for new IATEFL conference participants as well as those of you who have attended many conferences... but feel your experience could go deeper. We will analyze the programme, form learning groups for those who wish to jigsaw their conference experience, and share conference time management tips.

Alsh 2

How to reflect on research talks at the conference with Simon Borg Many IATEFL conference sessions present research undertaken in various English language teaching settings. This session highlights issues which conference participants might consider when reflecting on the research they hear about during the conference and considering its relevance to their own professional contexts.

Boisdale 1

How to write an article for a teachers’ magazine with Helena Gomm The editor of English Teaching Professional will talk about the advantages of getting articles published, what editors are looking for, how best to present your work, and how to increase the chances of having it accepted.

0830-1730 Exhibition open 0900-1025 Opening Announcements and Plenary Session The conference will be opened by the IATEFL President, Eric Baber, with welcomes as well from Bill Maxwell from Education Scotland and a representative from the Lord Provost’s office.

Clyde (2000 audience)

Plenary session by Adrian Underhill I work as a consultant with schools wishing to develop their organizational intelligence, and as a trainer conducting programmes on facilitation and leadership skills. Current positions include educational consultant to Study Group UK, principal tutor on the Oxford University summer seminar for EL teachers, and trainer on Pilgrims teacher programmes. Prior to 1999 I was Director of the International Teacher Training Institute at IH Hastings. Outside ELT I am an Associate of the National School of Government, and spent six years as tutor for Leaders UK, a Cabinet Office initiative to develop connected up leadership across UK public services. I also tutored on leadership development programmes for the Bath University MBA. I have enjoyed a long association with IATEFL, starting the Teacher Development SIG in 1984, and serving as IATEFL President. I am series editor of the Macmillan Books for Teachers, author of Sound Foundations: Learning and Teaching Pronunciation, and recently brought out SOUNDS: The Pronunciation App . Current interests include applications of action inquiry and reflective practices in professional learning, and the role of improvisation in teaching.

Mess and progress ELT has been characteristically open to influences and feeder fields. I would like to draw attention to two emerging and connected fields which, though perhaps less discussed, already impact on our profession.

1. Systems thinking and action – developed in the last few decades to enable us to see and talk about the complex ‘messes’ we find ourselves in, and to act in the midst of them.

2. Post-heroic leadership practices (emerging out of the failure of traditional forms of leadership to deal adequately with ‘messes’) which resonate well with the activity of teaching.

These two fields can embrace almost any human activity, and they also connect with a third more familiar field, that of learning at organisational and individual levels. I will highlight some ways in which these fields taken together afford us different perspectives on our work in education, and offer some suggestions from the systemic perspective.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.1 : 1040-1140

1040-1140

Session 1.1

Barra 65 audience Workshop YLT

Fun with flashcards Weronika Salandyk (Freelance) Are you looking for ways to break the monotony of your flashcard activities? This practical workshop offers a variety of simple and engaging flashcard games which help to revise the vocabulary with kindergarten or primary students. Find out how to spice up your flashcard lessons with movement, games and everyday objects such as an egg timer or plastic toy hammers.

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Jura 30 audience Restricted Workshop YLT

Video projects or how to make it work for teens Monika Zaczek (British Council, Romania) Ever been in a classroom filled with teenagers who seemed unable to focus on anything but their phones? Visual materials enhance teens’ motivation and provide a springboard for a variety of skills-developing tasks and language activities. This workshop will demonstrate how to use films and short video clips to create stimulating and inspiring lessons.

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Orkney 35 audience Restricted Workshop TEA

Tests with a human face Marta Rosinska-Trim (DOS Teacher Training Solutions) I would like to share my reflections over more informal testing methods and show how these can enhance learner motivation. I will be presenting lots of practical ideas, to help you introduce some variety to your testing techniques. Come for a healthy mixture of 'practical theory' and a great range of classroom activities.

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Shuna 65 audience Workshop LA

Helping students to learn more effectively through CLIL Andrew Drought (British Council, Tokyo) This is a hands-on workshop to demonstrate materials created as a part of action research into whether the CLIL framework can be applied to current affairs classes for adults, and whether, as a result, students learn language better because they are more cognitively engaged. I also demonstrate an innovative mind map activity to help students systematically organise and use vocabulary.

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Staffa 65 audience Workshop LA

Teaching English the silent way Roslyn Young (Une Education Pour Demain) Can we consistently replace teacher talk with student talk? Can we keep our students interested all the time? Yes and yes, but only if we have suitable techniques. I have been a Silent Way teacher for 40 years. I will use several mini-lessons to show why the Silent Way is such a potent approach to learning and teaching English.

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Clyde 500 audience

A.S.Hornby Educational Trust Scholars’ Presentation ELT in action: what works and what makes it work in different contexts?

This year’s Hornby scholars will present their experiences of how aspects of ELT work successfully in very different contexts across the globe. Aspects to be explored include ways of teaching, motivating learners, educational leadership and planning, and ELT materials design. They will show what factors support their success and help ELT work in action.

The scholars are: Awgichew Arega Abebe (Ethiopia), Getachew Melaku Yitbarek (Ethiopia), Baka Timothy Hyua (Nigeria), Yosra Hamid Abdelkareem (Sudan), Hawpage Dona Bimali Niroshini (Sri Lanka), Mala Palani Palanichamy (India), Manisha Kundanmal Dak (India), Evelin Amada Ojeda Naveda (Venezuela), Ricardo Llanos Garcia (Mexico), Nargiza Kuchkarova (Uzbekistan), Akhter Jahan (Bangladesh), Yohana Gratiana (Indonesia), Fadhel Mohammed Ahmed Abdullah (Yemen), Nadeem Abdulbaqi Abdullah AlMurshedi (Yemen). Facilitated by Martin Wedell (Leeds University).

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.1 : 1040-1140 Forth 300 audience Workshop AL, MD

Focus on grammar: learning processes and teaching strategies Dave Willis (Birmingham) I will take a brief look at the English verb system to show that learning involves a complex interaction between at least three learning processes: recognition, system building and exploration. We will devise exercise types for each of these processes, and look at ways in which these activities supplement one another.

Gala 1 60 audience Workshop BE

Global business etiquette 101 Nikolina Korecic (Universite Stendhal Grenoble 3, France) Why do some businesses fail in some countries, and do well in others? The secret may lie in culture. Globalization has enabled divergent cultures to interact with one another despite cultural differences. Business English trainers serve as mediators in teaching entrepreneurs how to conduct business worldwide by not only teaching the language, but also the culture needed to communicate effectively.

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Gala 2 60 audience Workshop GEN

Having a regional Latin American Caribbean ELT event... dreams come true!

Leonor Marin Caceres (IATEFL Peru) In this workshop, I will present educational facts about LAC countries, the source being research and interviews with Associations' Presidents. A draft Programme will be shared subject to participants' suggestions which will be taken into account, and the country where this regional event will take place will be chosen that day. A pot porri of music from each country will be sung/danced?

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Alsh 1 96 audience Workshop GEN

Creative teaching, creative learning Carol Read (Freelance, Spain) This highly practical workshop explores the concept of creativity through an engaging, interactive story. Participants are invited to consider and discuss key questions such as the differences between creative teaching, teaching for creativity and creative learning, and big ‘C’ and little ‘c’ creativity. A range of easy-to-implement strategies are offered to promote creativity in teaching learners of all ages.

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Alsh 2 96 audience Workshop GEN

Using mind maps in the classroom Miles Craven (Author/publisher, Cambridge, UK) Mind mapping is a useful technique that can be effectively employed with classes of all ages and abilities. This workshop will give participants a thorough insight into what mind maps are, and how they can help students develop key language skills. Participants will prepare their own mind maps and be shown various communicative exercises to use with their students.

ie, s, a pub

Boisdale 1 100 audience Workshop TTEd

Why do we teach that?

Peter Bendall (Embassy CES Cambridge) Does the analysis of contrasting tenses help students to use them more appropriately? Do the rules we give them actually conform to native speaker use? Do scanning tasks really help students read better? Do discourse markers really improve students’ writing? This workshop will give you the opportunity to make up your own mind.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.1 : 1040-1140 e, a prod prom

Boisdale 2 100 audience Workshop GEN

Listen up and take notice: using (semi) authentic listening resources productively Rachael Roberts (Freelance) More and more authentic (or semi authentic) listening texts are appearing in published materials. In this session we will look at the reasons for this and at how such materials can be exploited fully to provide not just more realistic listening practice but also a rich resource for developing learners’ own language and speaking skills.

Lomond 620 audience

CAMBRIDGE UNIVERSITY PRESS SIGNATURE EVENT It’s all very well in theory, but...

Speaker: Penny Ur Some people claim that research-based theory is an essential source of teacher knowledge. Others say it is fairly irrelevant, and that what is important is classroom experience and reflection. Penny Ur’s own position is that insights founded in research may often inform teaching – but their practicability needs to be evaluated cautiously and critically. In this session Penny will discuss a selection of interesting research studies and their possible implications for teaching, with the aim of pinpointing when, and why, such studies may be more, or less, useful to the practitioner.

Carron 1 88 audience Workshop YLT, LT SIG Day

Let's turn you on! Switch on to rhythmic mobile learning!

Carole Nicoll (Worldwide) Catchy songs, music and rhythm, or Earworms, are proven aids to retaining large chunks of language along with its correct pronunciation. Let your subconscious do all the work!

Embrace our digital era and experience how you can use smartphone apps, iPods or iPads anytime, anywhere! This fun workshop will change your life forever! Take control!

Audience participation encouraged!

ie, p, s, a prod prom

Carron 2 88 audience Workshop EAP, ESP SIG Day

A closer look at classroom discussions Devrim Demirezen Uygan (Sabanci University, Istanbul, Turkey) Classroom discussions are commonly used in EAP settings as a classroom and assessment tool. Yet, approaching it systematically seems to be a challenge for many institutions. Having contributed to the research for and the writing of speaking guidelines at my institution, I would like to share with participants the sub skills, strategies, and language that would enhance effective discussions.

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Dochart 1 88 audience Workshop BE, TEA

Bringing BEC Vantage to life Marjorie Rosenberg (University of Graz, Graz, Austria) This workshop will provide practical tips and ideas to trainers preparing learners for the Cambridge ESOL BEC Vantage exam. This interactive workshop aims to help trainers through practical activities created to help learners with both exam tasks and their knowledge of business and specialised vocabulary. Some activities will be taken from the new edition of Pass Cambridge BEC Vantage.

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Dochart 2 88 audience Workshop MD

Using corpora to supplement coursebook vocabulary Ken Lackman (Freelance) This session presents classroom activities that implement corpora searches based on coursebook vocabulary. It will be demonstrated how corpora can provide information about variations in the form of a word, its most frequent collocates and, for verbs, the ones most commonly used in particular grammatical structures. The activities will be demonstrated to show how students can learn from the corpora.

e, ie, s, t, a

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.1 : 1040-1140 Session 1.2 : 1215-1300 Leven 100 audience Workshop LMCS SIG Day

Creative writing as process and product Alan Maley (Leeds Metropolitan University) I will outline the key differences between creative and expository writing, then offer some simple but highly productive writing activities. We will discuss the advantages of creative writing for learners and teachers, its value for language learning and also for the texts produced, which can be used as input. I will relate this to the work of the Asian-teacher writers group.

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Morar 20 audience Restricted Workshop YLT

Designing TEYL project-based courses – frameworks for getting started Sarah Troughear (British Studies School of English, Oxford) Planning an effective sequence of lessons for young learners can appear overwhelming with so many factors to consider. This hands-on workshop will give you the opportunity to try out strategies for generating and sequencing ideas as a way to developing a short integrated project-based language course for young learners aged 8 to 11 years old.

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Ness 50 audience Workshop LA, TD SIG Day

From 'English teacher' to 'learning coach' Duncan Foord (OxfordTEFL, Barcelona) Will our students make faster progress if we spend more time coaching them and less time teaching them? 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 some authentic activities students can do outside class.

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1140-1215

Coffee break (sponsored by Scottish Qualifications Authority)

Exhibition hall

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

1215-1300

Session 1.2

Barra 65 audience Talk AL

Does pre-teaching vocabulary have a role in facilitating reading comprehension?

Matilda Wong (University of Macau) This session investigates how EFL secondary school teachers in Macau teach vocabulary in reading lessons and their rationale for pre-teaching vocabulary in a typical reading lesson. It discusses the arguments for supporting or disapproving pre-teaching vocabulary and examines whether pre-teaching vocabulary in any way facilitates students’ reading comprehension.

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Jura 30 audience Restricted Workshop TEA, YLT

Feel the fear and write it anyway Bess Bradfield (Richmond) This workshop explores ideas for banishing ‘blank page syndrome’! We will share tips for helping students to conquer fear, generate ideas, and develop their exam writing skills.

We will test a range of activities suitable for teenagers and young adults, using examples from Target FCE . With the right inspiration, even the most reluctant student can write with confidence!

e, ie, s, t, a prod prom

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.2 : 1215-1300 Orkney 30 audience Restricted Talk TTEd

How to survive and pass an online DELTA course Jill Coleman (Bell International College, Cambridge) Are you considering doing an online DELTA? This talk gives a full insight into the experience from a participant’s viewpoint. You will learn how such a course works, what it covers and how you can best cope. You will hear about the benefits and difficulties involved and gain some valuable tips on how to get through successfully!

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Shuna 65 audience Talk TEA

Scottish Qualifications Authority’s (SQA) Higher ESOL qualification Jill Murray (SQA) This talk will look in depth at SQA’s Higher ESOL course, its content and methods of assessment, in particular for speaking. As well as considering the theory behind the development of the course, it will look at a case study of a successful programme which delivers the qualification to secondary age school pupils to allow them access to Higher education.

ie, s, a prod prom

Staffa 65 audience Talk RES, TTEd

Non-native English teachers on 4-week initial training courses: a study Jenny Johnson (Cactus Worldwide) How do ‘non-native’ teachers get on on 4-week pre-service training courses such as CELTA or CertTESOL? In this talk I present the results of a study into whether the experiences of the ‘NNS’ trainees on these courses make them feel in any way inferior or at a disadvantage because of their ‘non-nativeness’. Trainers’ expectations and viewpoints are also presented.

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Clyde 500 audience Talk TEA

Good at listening or good at listening tests?

John Field (University of Bedfordshire) Using verbal reports, this presentation examines what test takers actually do during listening tests. There is evidence that conventional formats encourage learners to adopt strategies which play no part in real-world listening. When designing local progress tests, teachers should be free to use more innovative formats which represent the skill more accurately.

e, s, t, a pub

Forth 300 audience Talk YLT

Exam preparation: what do we mean by 'skills development'?

Malcolm Mann (Freelance writer, Athens, Greece) We'll look at the needs of students and teachers – in terms of preparing adequately for English language exams. We'll examine what the term 'skills development' really means, and we'll explore successful ways to develop our students' ability to deal with reading, writing, listening and speaking. Some examples will come from Laser, a course for young teenagers published by Macmillan.

e, ie, s prod prom

Gala 1 60 audience Talk GI, TTEd

English curriculum reform in China: ten years on Dave Huxtable (British Council China) In 2001, China embarked on a curriculum reform to equip 300 million learners with English for communication. Ten years on, much has been achieved but there are still hurdles to overcome. This session describes practical approaches to the challenge, with valuable lessons for those involved in training the large numbers of educators seeking further development at home and overseas.

e, p, s

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.2 : 1215-1300 Gala 2 60 audience Talk TTEd

Perceptions of the role of reflection in student-teacher development Carla Gastelum (Universidad de Sonora) Reflection has been promoted and encouraged in student-teachers as a means for professional and personal development in the B.A. in ELT at Unison. The aim of this session is to describe some activities that have been carried out by some student-teachers and the impact that these have had on their ability to reflect and critically evaluate their practice teaching.

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Alsh 1 96 audience Talk LT, MD

From book to web – practical tips for innovative course design Rui da Silva (Bellerbys College) Using the concrete example of Access EAP by Argent and Alexander, this session explores how we can synthesise coursebooks with learning technologies to increase motivation, personalisation and learner confidence. We will present our VLE-based course and discuss how the different activities linked to the target language can add real value to the learning experience.

e, ie, s, t, a prod prom

Alsh 2 96 audience Talk LT

IELTS in virtual reality - a case study Iffaf Khan (Languagelab) I have delivered an IELTS Preparation course in virtual reality, specifically on a platform called Second Life. This talk comments on the implementation of these IELTS classes, which I designed, and lessons learned from their delivery and format. I will look at the successes and challenges of this particular course and what makes a competent virtual learner.

e, ie, a prod prom

Boisdale 1 100 audience Talk GEN

Shaking up grammar: a context- and goals-based approach Leslie Anne Hendra (Cambridge University Press) Compare: "If I miss the next train, I’ll be late." "If you like sushi, you’ll love this restaurant." The second is truly context-based and meets the CEF goal ‘give recommendations’. Using examples from English Unlimited (CUP), we’ll examine ways to make grammar presentation more meaningful and help learners achieve real-life CEFbased goals by using this motivating context- and goals-based approach.

e, ie, a prod prom

Boisdale 2 100 audience Talk BE

Training virtual communication skills for business English Jackie Black & Jon Dyson (York Associates) After briefly presenting the technology available for trainers wishing to simulate virtual meetings and presentations in class, we will outline a set of best practices (based on our experience and research into this type of communication), which will help develop greater learner competence and confidence in this international skill set.

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Lomond 620 audience Talk MD, YLT

Teaching thinking to young learners Marion Williams (OISE) In this talk I shall first discuss the teaching of thinking to children and outline some of the thinking programmes available. I shall then present a number of activities for primary EFL learners, designed to teach thinking through English while at the same time developing language skills, drawing from Herbert Puchta and Marion Williams’ book Teaching Young Learners to Think.

e, p prod prom

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.2 : 1215-1300 Carron 1 88 audience Talk LT SIG Day

Pervasive playfulness and mobile technologies for embodied language learning Paul Driver (University of Tras-os-Montes e Alto Douro) Urban games reclaim play from the disembodied virtual worlds of the computer screen and return it to the physical and social spaces of the real world. In this session I will discuss the learning potential of technology-enhanced pervasive games, their design and implementation and I will illustrate this with concrete examples drawn from an ongoing research project.

e, s, t, a

Carron 2 88 audience Talk ESAP, ESP SIG Day

Developing academic writing skills at Masters-level in a British university Clare Furneaux (University of Reading, UK) This talk explores the experiences of a group of ELT/Applied Linguistics students at a British university on a one-year MA as they developed their academic writing skills. They came from a range of academic, linguistic and professional backgrounds. The talk discusses the challenges they faced in writing and how they dealt with them.

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Dochart 1 88 audience Talk TEA

Integrating international exams into the Spanish school system Desmond Nicholson (Spain) This presentation discusses Cambridge ESOL’s work with mainstream education in Spain.

Cambridge ESOL has been working providing advice and training to schools wishing to introduce external assessment. The presentation highlights the schools as examples of good practice in English language teaching and the role of external assessment in assisting schools in increasing the English language proficiency of students.

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Dochart 2 88 audience Workshop TTEd

From me to you - yeah, yeah, yeah Alan Green (Pilgrims) The presenter uses his lifelong passion for The Beatles to suggest ways in which their music and biographies can be utilised to promote the learning of language, culture, communication and study skills. Be prepared to participate. Come and travel on the Long and Winding Road - join him on a unique Magical Mystery Tour!

e, ie, p, s, t, a prod prom

Leven 100 audience Talk TTEd, LMCS SIG Day

Reading and discussing literature online Chris Lima (The Open University) Can reading and discussing literature online have any positive impact on English language teachers' professional development? In this talk we will take a look at the ELT Online Reading Group, analyse the forms of interaction happening there, and discuss how literature and computer-mediated communication can be constructively used in ELT teacher education.

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Morar 30 audience Restricted Workshop TTEd, YLT

OISE YOUNG LEARNERS SCHOLARSHIP WINNER Empathetic teaching through drama in the ELT classroom Alicja Galazka (University Of Silesia, Katowice, Poland) The workshop will demonstrate some of the drama strategies which provide empathetic holistic emotional and multisensory language learning. Drama stimulates and uses different parts of the brain. In drama there is a safe and distanced opportunity to recognize and talk about emotions together developing a L2. Drama focuses significantly on non-verbal messages and supports the understanding of sub text.

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Ness 50 audience Talk TTEd, TD SIG Day

The Se7en deadly sins of ELT Anthony Gaughan (Hamburg School of English) Communicative language teaching has succeeded in purging classrooms of the following 'vices': 1) drilling; 2) translation/L1 use; 3) dictionary use; 4) teacher explanations; 5) reading aloud; 6) telling students they're wrong; 7) teacher talk time. I want to present the case for the defence for these techniques and persuade you to give in - occasionally and consentingly - to temptation.

e, ie, a

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.3 : 1400-1430

1300-1400

Lunch break

1400-1430

Session 1.3

Barra 65 audience Talk LA, YLT

Students' conferences: towards an era of sustainable autonomous learners Nesreen ElNesr (Ministry of Education, Egypt) Leading students to be autonomous has become the aim for educational organizations.

One way of achieving this is through directing students to share in and conduct conferences. The presenter will offer practical simple ideas of how to conduct student-led conferences, and reflect on the benefits gained for students, teachers and the institution.

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Jura 65 audience Talk YLT

PILGRIMS HUMANISING LANGUAGE TEACHING SCHOLARSHIP WINNER The importance of teaching higher order thinking skills (HOTS) Jennifer Ayzen (Nes Ziona High School, Israel) I will clarify what HOTS are, differentiate them from lower order thinking skills, and explain why it’s essential to teach these skills. I’ll discuss changes made within the Israeli education system with regard to HOTS. Then I’ll present an example of how to teach various HOTS in the classroom, giving practical tips and examples of how to get pupils really thinking.

e, ie, s

Orkney 20 audience Restricted Talk TTEd

TRINITY COLLEGE LONDON TEACHER TRAINER SCHOLARSHIP WINNER Peer translating: a teacher’s strategy in difficult circumstances Tarun Kumari Kharbamon (The English and Foreign Languages University, Meghalaya, India) Translation has always been understood as an art of decoding and encoding a text from the source language (SL) into the target language (TL). However, translation, if judiciously used, can be effectively employed as a teaching strategy to facilitate the process of second language learning among the non-native speakers.

Shuna 65 audience Talk TEA

How can assessment support learning? A learning oriented approach Miranda Hamilton (University of Cambridge ESOL Examinations) This talk summarises and locates learning oriented assessment within the assessment landscape. Learning oriented assessment brings together notions of summative and formative assessment with learning located at the heart of the process. I will explore how assessment data can be used to profile and monitor learners’ progress, informing teacher decision-making and planning and enabling students to engage in focused self-study.

e, ie, s, t, a

Staffa 30 audience Restricted Talk GEN

Partnership working in ELT Tony Jones (British Council HQ, London) Recently the British Council has been working in partnership with Microsoft and other digital corporations to provide ELT support to very large-scale global education programmes. This presentation will consider aspects of materials design and adaptation of existing materials as well as the strategic benefits to the British Council and to UK ELT in general.

e, s, a prod prom

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.3 : 1400-1430 Clyde 500 audience Talk GEN

Seven features of spoken grammar Ken Paterson (Freelance) Corpus-based grammars have revealed some interesting aspects of spoken English. We’ll look at seven of these (including heads, tails, exaggerations, vague language, ways of reporting speech and structures with 'know' and 'think'), and suggest how we can bring them into the classroom for learners to use. I’ll refer to A Handbook of Spoken Grammar, published by DELTA.

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Forth 300 audience Talk GEN

English for migrant workers in rural Scotland Hamish Kirk (Isle of Bute, Scotland) After spending 40 years in EFL in Europe, Africa and the Middle East, the speaker now finds himself in a rather different game. He is teaching as an unpaid volunteer in a rural area of Scotland. What are the differences? Should there be a tolerance of unpaid voluntary work while we have qualified teachers who are unemployed?

a

Gala 1 60 audience Talk ES(O)L, RES

An ESOL study: its impact on a developing Scottish context Margaret Allan (Scottish Qualifications Authority) This talk considers how research, supported by the Scottish Qualifications Authority, into the discourses of ESOL learners and practitioners will be helpful in supporting assessment literacy among ESOL teachers and in the continued development of ESOL and TESOL qualifications. It discusses how research can support both pedagogic and developmental change within the context of Scotland’s Curriculum for Excellence.

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Gala 2 60 audience Talk TTEd

Teacher-educator research and the design of methodology courses Livia Donnini (School of Education, Universidade de Sao Paulo, Brazil) This talk discusses the role of research carried out by the teacher-educator as a means to achieve a more organic relationship between theory and practice in the design of methodology courses. To elucidate this discussion, results of a research project involving the introduction of autobiographical narratives as the core component of an undergraduate program of teacher education will be presented.

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Alsh 1 96 audience Talk LA, RES

Collocations and lexical notebooks - their classroom problems and solutions Shaun Dowling (Cultura Inglesa, Brasilia, Brazil) This session will present a new study into lexical notebooks and demonstrate the difficulties faced in addressing collocation teaching in the classroom. We will discuss current theories in lexical teaching and the problems they pose to both teachers and learners. The session will show how these can be overcome and finally how participants are able to produce their own lexical notebooks.

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Alsh 2 20 audience Restricted Talk LA, TTEd

Learner autonomy in a team-taught introductory graduate course in Japan Bruce Malcolm & Haruyo Yoshida (Osaka Kyoiku University) Employing two teachers in the same classroom simultaneously is a relatively new educational phenomenon in Japan. The effects of a Japanese and native English speaker team-taught semester-long graduate introductory course, conducted only in English, were investigated. An analysis of standardized spoken test scores revealed significant improvements, which correlated with increases in both learner autonomy and fluency.

ie, t

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.3 : 1400-1430 Boisdale 1 100 audience Talk AL, YLT

Young learners’ language achievements in a longitudinal perspective Magdalena Szpotowicz (Educational Research Institute, Warsaw, Poland) This talk provides an analysis and discussion of young learners’ productive and receptive skills, observable after the first few years of learning a foreign language at school.

Including a focus on language achievements and on how listening and speaking skills develop in the longitudinal perspective, it aims to show how these skills begin to interact with emerging literacy abilities.

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Boisdale 2 100 audience Talk LAM

Changing schools: reasons, roles and the human factor Maria Araxi Sachpazian (Input on Education) Change is necessary in any educational setting but what brings about change in our classroom? Who spearheads change and who follows? This session aims to present and analyse a case study regarding the role of the modern school owner and directors of studies in connection with change management. Theories related with the sociology of change will also be presented.

e, s

Lomond 620 audience Talk TEA

IELTS introduction - a gentle way into the academic version Sam McCarter (Freelance writer, London) The talk will look at teaching strategies that blend the four main skills in IELTS for lowlevel learners at Score Bands 3-4, using examples from IELTS Introduction and other textbooks. Techniques that help introduce students to IELTS without burdening them with lots of information, but are still relevant to IELTS, will be explored.

e, ie, t, a prod prom

Carron 1 88 audience Talk LT SIG Day

Ideas to implement mobile phones in the English classroom Maria do Carmo Ferreira Xavier (Cultura Inglesa S.A.) This talk will show how the language learning process can be enriched through the use of mobiles and interactive whiteboards. For 18 months, the presenter experimented with different types of mobiles (including smartphones) with her learners. This classroombased experiment showed how technology can positively affect students' motivation in class, making language learning more meaningful and real.

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Carron 2 88 audience Talk EAP, ESP SIG Day

Innovations in EAP oral assessment: the IOA project Prithvi Shrestha (OpenELT, Department Languages, The Open University) This talk reports on findings from a pilot study of academic listening and speaking skills designed for and delivered through a voice response system powered by Learnosity®. The findings, based on students’ experience, suggest the possibility of this system as an attractive option in open and distance learning. A number of pedagogical implications based on the findings will be presented.

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Dochart 1 88 audience Talk YLT

Parents’ roles in language learning of their children Mandana Arfa Kaboodvand (Islamic Azad University, Central Tehran Branch) Parents play major roles in their children’s language learning. By adopting a positive or negative attitude towards the language, teachers and schools, they can have a direct impact on their children’s performance. In this talk, based on research, some of their expectations and some ways to help build a rapport between parents and language teachers will be investigated.

e, ie, s

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.3 : 1400-1430 Session 1.4 : 1445-1530 e, ie, t

Dochart 2 88 audience Talk AL, TEA

Creating new norms for English language testing in Sri Lanka Dilini Walisundara (Department of English, University of Sri Jayewardenepura) The recent World Bank sponsored English language development programmes in national universities in Sri Lanka is expected to increase the ‘employability’ of the graduates. The talk will explore the validity of some of these assumptions and question its implications relating to testing and assessment of English language in Sri Lanka.

Leven 100 audience LMCS SIG Day

IATEFL Literature, Media & Cultural Studies Special Interest Group Open Forum Come along to meet the committee, hear about what we have been doing in the past year and what we have planned for the coming year. It will also be a chance for you to get involved, make suggestions of what you’d like us to do, and to hear each of the committee members read a Scotland-related poem, to get you in the right Glasgow mood.

Morar 50 audience Talk TTEd

Listening to the right people: managing relationships in teacher training Claire Ross (British Council Lebanon) & Damian Ross (Wider Europe) Lebanon, 2009-date: three international organisations worked together to develop a teacher training programme for 255 teachers of English from the Palestinian community.

There were significant developments in classroom practice as a result. We will outline success factors and lessons learned that can be applied to your own teacher training context.

Ness 50 audience TD SIG Day

IATEFL Teacher Development Special Interest Group Open Forum Interested in professional development, your own and that of others? Want to take more responsibility for your personal and professional growth? Come to the TD SIG Open Forum to find out what we are doing and are going to do, to discuss what you want from the SIG and to see if you would like to become more involved.

1445-1530

e, ie, p

Session 1.4

Barra 65 audience Workshop TTEd

CLIL activities Liz Dale (Hogeschool van Amsterdam, University of Applied Sciences) & Rosie Tanner (Utrecht University, Centre for Teaching and Learning) A very participatory workshop for subject and language teachers where you do CLIL (content and language integrated learning) activities. These activities will activate you and your secondary students to work on and keep a balance between language and content.

Discover how 'CLIL' you are, experience some classroom tasks and consider how subject and language teachers can work together.

e, s prod prom

Jura 65 audience Talk TTEd

Teachers of teachers at the crossroads: signposts and potential directions Gabriel Diaz Maggioli (The New School University, New York, USA) The field of teacher education/training has remained mostly unchanged for decades. With the expansion of programs offered worldwide, it is time to think about the direction our profession is going. This talk will address four perspectives in teacher education which have the potential to promote a rebirth of the field and better serve our trainee population.

e, t

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-62-

Session 1.4 : 1445-1530 Orkney 30 audience Restricted Workshop BE

Team presentations: expanding the learning experience Vibeke Hostvedt & Bo Zdzitowiecki (OISE Cambridge) Using English in the international arena requires a wide range of skills that go beyond just language. We will show how regular group presentations have helped our students develop these skills. Working in teams, researching topics and performing to an audience builds skills and confidence, is challenging and gives a tremendous sense of achievement.

And it’s fun!

e, ie, a

Shuna 65 audience Talk LAM

Five star approach to quality language education Martin Beck (MONDIALE-Testing GmbH, Switzerland) For teachers, test providers and schools there is a demand for a standardized quality framework for courses, tests and teacher training. Working with a Quality Assurance matrix opens the door for further accreditation of the services offered. The talk will give an insight into how to start and implement a QA process and how to fulfill the requirements needed for accreditation.

ie, a

Staffa 65 audience Workshop MD, TTEd

Observing teachers in action: a DVD series for teacher educators Lesley Dick (British Council) This workshop focuses on the development of the DVD series of films in the Tamil Nadu Project teacher training project. Local teachers were filmed in their classrooms and the materials were developed to form the basis of face-to-face and self-access teacher training courses. Participants will be able to view and use the materials.

e, ie, p prod prom

Clyde 500 audience Talk LA

Learning Management Systems for different age groups N Dawson (Pearson) Learning Management Systems extend the teacher's controlling hand beyond the classroom but fail to train learners in the self-management required for life-long learning. The session contrasts classrooms with private learning and reviews the history of learning management systems used in distance learning. Changes are needed to promote self-management and learning independence.

e, s, a prod prom, pub

Forth 300 audience Talk GEN

Language, motivation and opportunity: three things that get learners speaking Tim Herdon (Oxford University Press) Learners need plenty of opportunities to practise their speaking in order to become effective communicators in English. But helping them speak is always a challenge. This practical session shows how this can be achieved by balancing the elements of language support, motivation and opportunity. We will be trying out some stimulating classroom activities, taken from OUP’s English File 3rd edition.

e, ie, a prod prom

Gala 1 60 audience Workshop BE

Facebook - a friend or foe Evelina Miscin (College of Business and Management, Zapresic, Croatia) The aim of this workshop is to show the ways to use Facebook in class. It can be used both in General English, as well as in business English classes. The workshop is based on the project carried out at the College of Business and Management where students had to create their own ‘fictional’ facebook which was later used.

e, ie, t

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.4 : 1445-1530 Gala 2 60 audience Talk TEA

Making a plan: choosing tools for project-based assessment Kathleen Nickle (Toyo University) A challenge for teachers is effectively and fairly grading student projects such as presentations and posters. In this practical session, the presenter will walk through designing an assessment plan for group or individual projects and will discuss rubrics, checklists, observation sheets and peer feedback forms. The focus will be on creating time-efficient, reliable tools that offer accessible feedback to students.

ie, t

Alsh 1 96 audience Talk TEA

Cambridge English: Advanced for higher education Annie Broadhead (Freelance) What English language skills do students need for successful study at Higher Education institutions where the medium of instruction is in English? This presentation looks at what a student must be able to do at university (speak in seminars, listen in lectures, etc.) and draws on Cambridge ESOL’s Cambridge English: Advanced exam to illustrate the underlying skills and levels required.

e, ie, s, t, a prod prom

Alsh 2 96 audience Talk GEN

Affective effective learning: promoting self-esteem and motivation through films Vera Cabrera Duarte (Pontifical Catholic University of Sao Paulo) Drawing on principles of educational psychology, this presentation proposes the use of films as triggers for investigating self-esteem and motivation among despondent EFL learners at a secondary school. The activity was implemented and tested in a teacher development course and results helped shed light on the important role of the affective component in foreign language learning.

e, ie, t, a prod prom

Boisdale 1 100 audience Talk LT, MD

Exploring Culture World: people, behaviour and culture(s) Susan Holden (Swan Communication) The talk discusses ways in which a foreign culture can be explored productively with elementary and pre-intermediate learners by finding similarities and differences with the learner’s own world. The blended learning approach uses location video and classroom interaction to develop listening and speaking skills, and to encourage intercultural awareness. The session uses interactive online material from Culture World.

e, ie prod prom

Boisdale 2 100 audience Talk GEN

Understanding English however it is spoken Ian Badger (BMES, Bristol) I will discuss the value of using authentic recordings to prepare our students for the listening challenges they meet in the real world. I will demonstrate key differences in using authentic recordings compared with scripted ones in terms of accents, ‘mistakes’, fragmented sentences, etc. I will refer to example recordings from the new Collins ELT Listening Skills series.

e, ie, s, t, a prod prom

Lomond 620 audience Talk TTEd, TD SIG Day

A proposal: for active interventionist teaching Jim Scrivener (Bell Educational Trust) We say we are ‘communicative’ but do we just do ‘whatever's in the coursebook’? Is our methodology hit and miss? Does much contemporary teaching (fluency tasks, communicative focus, fear of ‘teacher talk’ or of being ‘teacher-centred’) sidestep real learner needs? This talk proposes an urgently-needed muscular reinvigoration of teaching: alert, active and getting closer to where the learning is.

e, ie, s, t, a

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.4 : 1445-1530 prod prom

Carron 1 88 audience Talk TTEd, LT SIG Day

Are you up to standard? Introducing the TESOL Technology Standards Philip Hubbard (Stanford University) & Sophie Ioannou-Georgiou (Cyprus Ministry of Education & Culture) How can language teachers and language learners implement technology effectively? To address this question, TESOL has developed sets of Technology Standards for language teachers and language learners. The presenters, members of the TESOL Technology Standards Task Force, invite all teacher educators, teachers and administrators to come and find out more.

Carron 2 88 audience ESP SIG Day

IATEFL English for Specific Purposes Special Interest Group Open Forum The purpose of the Open Forum is to review cutting-edge developments that have taken place in the past year. Participants will have an opportunity to access the SIG's most recent report, examine its most recent publications (e.g. a brand new 3rd book on English for Work and a brand new issue of the journal), network with fellow professionals, and to hear about the new groundbreaking collaboration between the ESP SIG and TESOL ESP IS!

Dochart 1 88 audience Workshop TTEd, YLT

They will never forget! Earworm tunes and PMA Charles Goodger (FunSongs Education) Can you recall the songs and rhymes you learned as a child? Yes? In this dynamic and enjoyable workshop I will illustrate my FunSongs Method, now used by teachers and learners in over 80 countries. When language chunks are presented, taught and performed in earworm action songs that fully engage the learner, they will seldom be forgotten.

e, ie, p prod prom

Dochart 2 88 audience Talk MD, YLT

What really shapes materials?

Seyit Omer Gok (University of Leicester) This talk examines the pre-design, while-design and after-design and development stages of a locally created coursebook series for young learners in order to gain an insight into the factors that shape the eventual form of materials. The coursebook series, T h e Learning Ladder , has been created by SELT Publishing (a local publishing house in Turkey).

e, p prod prom

Leven 100 audience Workshop LMCS SIG Day

www.worldstories - wonder wit wisdom David Heathfield (INTO University of Exeter & Freelance) Seven ways to inspire our students with simple, powerful, spoken and written, interlingual and intercultural stories. New website www.worldstories develops language skills, cultural awareness and creativity. Each story is audio-recorded and transcribed in both English and its original language. Discover what this new and free collection of authentic, illustrated stories, developed by charity Kids Out, offers you and your learners.

e, ie, p, s, t, a prod prom

Morar 50 audience Talk TTEd

What do language teacher educators need?: global skills, local practice Sue Leather (Sue Leather Associates) & Leila Tehrani (Freelance) What qualities and skills do language teacher educators need? How do we go about developing those skills on training courses? What do we include and leave out? What can we do before the course to prepare participants, and how can we support them afterwards? This presentation is based on our experience of developing a trainer development course for Iranian teachers.

e, ie, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.4 : 1445-1530 Session 1.5 : 1605-1635 Ness 50 audience Talk TTEd

English language in international development - evaluating ETTE’s contribution Jean Wilson (Independent Consultant) & Mirza Tariq Beg (British Council Bangladesh) How, and in what circumstances, can ELT contribute towards the achievement of the Millenium Development Goals? This talk examines the evaluation findings from a British Council teacher development project in Southern Asia: English for Teaching-Teaching for English (ETTE). The evaluation provides a case study to stimulate discussion of the circumstances in which EL can support international development.

1530-1605

Coffee break (sponsored by Scottish Qualifications Authority)

Exhibition hall

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

1605-1635

Session 1.5

Barra 1605-1835 65 audience Symposium

e, p, s

The Psychology of Language Learning symposium This symposium will explore the psychology of language learning. Up until fairly recently, the field has been largely dominated by research investigating motivation, but as this symposium hopes to show, there are other fascinating, vitally important constructs that have much to contribute to our understandings of our learners and language learning processes. The symposium aims to highlight the connections between a range of different psychological constructs and to consider the ways in which these constructs are encountered in classrooms across various cultures. The audience will be invited to share their experiences related to the research presented and take part in ongoing discussions throughout.

The symposium will begin with a general introduction to the topic of language learner psychology by the convenor Sarah Mercer (University of Graz) who will focus on understandings of the self as a hub connecting together various dimensions of psychology. She will pose a series of questions that the symposium seeks to address. These will guide the discussions throughout and will form the basis for the final discussion to round off the afternoon.

The first talk of the symposium by Florentina Taylor (University of York, UK) and Barbara Roosken (Fontys University, Netherlands) considers a specific aspect of the self, namely, identity perceptions. Reporting on a large-scale, British Council funded study, their research shows that both learners and teachers sometimes display identities they think are expected of them, even though these may be different from what they truly believe about themselves. The practical implications of this identity display will be discussed and, as with all the talks, the audience will be invited to share their own experiences in relation to these findings.

In the second talk, Stephen Ryan (Senshu University) introduces the concept of mindsets. This refers to the framework of beliefs that an individual holds about the role of natural talent and effort in language learning achievement. Based on the findings of research conducted in Japan, this presentation discusses the practical value of an understanding of mindsets in the language classroom and opens up a discussion about the cultural dimension of constructs.

CONTINUED...

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-66-

Session 1.5 : 1605-1635 The Psychology of Language Learning symposium CONTINUED Moving on to a construct closely interlinked with mindsets, the third talk considers attributions, which are the reasons students give for their perceived successes and failures in FL learning. Informed by empirical research, this presentation, by Ana Sofia Gonzalez (ISCED - Luanda), considers the different variables which may affect the formation of students' success/failure perceptions. In particular, the audience will be invited to take part in a discussion about how certain cultural parameters may influence such perceptions.

In the final talk of the afternoon, Su Yon Yim (National Institute of Education) explores individual learner variables associated with English learning anxiety amongst young FL learners in Korea. Reporting on a quantitative study, the talk discusses the role of learner background variables and the interrelatedness of anxiety with other aspects of learner psychology such as feelings of competence. There will again be opportunity for the audience to consider their own experiences in relation to the factors discussed.

The afternoon will end by returning to the series of questions posed at the outset and a final discussion with all members of the symposium and the audience. We look forward to sharing our ideas and learning about your own experiences in the fascinating area of language learning psychology.

Jura 65 audience Talk TTEd

Learner-centered teaching Veena Kapur (University of Delhi, India) Concern over the quality of school education and development in learning theories are pushing for a more learner-centred approach. Pre-service teacher training that prepares teachers for their new role as a facilitator becomes an essential element. The presenter will discuss her approach and experience as a teacher trainer.

e

Orkney 30 audience Restricted Talk TTEd

IATEFL GILLIAN PORTER-LADOUSSE SCHOLARSHIP WINNER Mentoring in ELT: first-hand or hoary fashion?

Shyam Bahadur Pandey (Brilliant Multiple Campus, Kathmandu, Nepal) Mentoring, a way to guidance, support and sharing classroom problems and practical solutions by an experienced teacher to a novice one, varies in its form. This study reports on a study on the Nepalese trends of adaptation in mentoring. It highlights the discrepancies between the Nepalese ELT scenario and other EFL classroom practices.

e, ie, p, s

Shuna 65 audience Talk YLT

Collaboration in writing: peer feedback in a Japanese high school Noriko Kurihara (Aioi Senior High School, Japan) This presentation reports how process writing impacted on senior high school students in Japan. After getting writing instruction and peer feedback training, third-year students started writing speech drafts, on which their peers gave feedback. Questionnaires and interviews were conducted to examine how/whether students were influenced by peer feedback. Pre- and post-essay tests were administered to observe students’ writing performance.

e, s

Staffa 65 audience Talk AL

Explicit teaching of conversational strategies and IELTS candidates' speaking performance Saeede Haghi (American/British Culture Organization, Language Schools) The impact of awareness-raising activities and explicit teaching of conversational strategies on language learners’ fluency has been considered as a critical issue in the last few decades. The presenter will report on findings of a study providing teachers with strategies that can help students to enhance their performance in testing contexts, namely IELTS speaking test, regarding fluency, and accuracy.

e, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-67-

TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.5 : 1605-1635 Clyde 500 audience Talk TTEd

Learner and teacher perceptions of sense of progress Sarah Shaw (British Council Thailand) This presentation is based on research into the factors teachers and adult learners feel affect learners' sense of progress whilst studying in part-time English courses. The research is part of an East Asia initiative to develop English courses which meet the expressed needs of learners. The findings will be used to inform course design and teacher development.

e, ie, a

Forth 300 audience Talk LA, TTEd

Using a process syllabus for teacher training programs Elton LaClare (Sojo University) This talk will present a case study of a teacher training program designed to prepare South Korean elementary school teachers to teach English in English. The objectives of the program included the creation of a ‘Phrasebank’ of English expressions intended to address the communicative needs of the teacher as they arise during the course of a routine lesson.

e, t

Gala 1 1605-1835 60 audience Symposium

Innovations in TEYLs – lessons from Asia and the Middle East symposium This symposium could be aptly renamed teaching children and teenagers in rapidly changing times considering the extent certain countries in Asia and the Middle East have been making headlines. The contexts where the symposium presenters work are experiencing unprecedented reforms in political, social and/or educational spheres. These are represented by a number of seminal events including the Egyptian revolution, Qatar’s positioning as a regional educational leader and the release of political prisoners in Burma. We aim to demonstrate how the push for change and innovation in our contexts is also happening in YL ELT and to offer you fresh, creative, groundbreaking ideas to adapt for your own teaching repertoire. Our five mini workshops collectively cater for teachers of all age groups as we take you on a whirlwind tour over oceans and continents, across the young learner spectrum, from early years in primary to upper secondary. Get ready to be super active as we will have a plethora of demonstrations, new approaches to using authentic, tailor-made and published materials, as well as group thought showers and video extracts from YL lessons. By the end of the symposium, you will be inspired to take the children and teenagers that you teach on your own innovative journey…

1605–1610 David Valente Brief outline of the symposium and introduction of the presenters 1610–1640 Neil Winston, British Council Cairo, Egypt Storytelling: practical applications This workshop focuses on an innovation in Egypt, Kids Read, for early years and lower primary teachers to encourage their YLs to read extensively (i.e. for pleasure). This is achieved by incorporating storytelling into the curriculum and I will demonstrate practical storytelling techniques, as well as ways to maximise YLs’ participation and foster their love of storybooks.

1640–1710 Ann Veitch and Ryan Parmee, British Council, Doha, Qatar Bridging the gap We will share a newly developed course and materials pioneered with pre-A1 primary learners in Qatar who are making the transition from phonics to the communicative approach with an emphasis on reading skills development. Participants will work in groups to experience how a lesson, based on the new course, is scaffolded and then compare with a video extract.

CONTINUED...

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.5 : 1605-1635 Innovations in TEYLs – lessons from Asia and the Middle East symposium CONTINUED 1710–1740 Teresa Doguelli, British Side English Language School, Istanbul, Turkey (speaking on behalf of Macmillan) Jekyll and Hyde in the primary English language classroom I will draw on my experience of working with primary English teachers (in Turkey, Georgia, Iran, the Middle East, Central and Eastern Europe and Central Asia) to address what stops them implementing a YL methodology they accept and believe in. I will offer real solutions and activities to help teachers adapt the new methodology in Macmillan’s English World. Participants will take part in a range of creative hands-on tasks, songs and chants.

1740–1810 Mona Majzoub, National Centre for Educational Research and Development/Houssam Hariri High School, Beirut, Lebanon Middle East revolutions: a teachable moment This workshop explores the impact of social media on both revolutionary events as well as secondary English language learners. I will demonstrate how I enabled my learners to analyse political cartoons, online interviews and blogs to promote genuine communication and develop their critical literacy skills.

Participants will consider topics they can use to ignite debate and motivate teens.

1810–1835 David Valente, British Council, Rangoon, Burma A parsnip a day keeps intolerance away – GLEE! in Burma My workshop showcases some innovative lesson materials for Burmese upper-secondary learners based around the hit TV series GLEE! I will demonstrate selected activities from the materials used to promote tolerance and develop the teens’ language skills. I will also share personalised responses to the materials including lesson extracts and interviews with teachers and learners.

Gala 2 60 audience Talk AL

The effects of Arabic on English writing of Jordanian students Ahmad Al-Hassan (Petra University) In this talk, I will investigate the interference effects of Arabic (L1) on the English (L2) writing of Jordanian students. This talk is based on a sample of 40 essays of a given topic and the results of a placement test consisting of 100 multiple choice items. The errors will be classified, categorized and tabulated according to the levels of grammar.

e, p, s

Alsh 1 96 audience Talk MD

Speech acts and politeness in the secondary TEFL in Japan Toshihiko Suzuki (Waseda University) This session sheds light on how pragmatic components, speech acts and politeness, have been treated by Japanese secondary EFL teachers in their lessons and how they think these should be incorporated from now on in pursuit of the CLT, based on the written data provided by 17 Japanese secondary EFL teachers in August 2011.

ie, s

Alsh 2 30 audience Restricted Talk RES, TTEd

Action research for professional development: an ideal or ‘real’ construct?

Paula Rebolledo (University of Leeds) This talk reports on a PhD research which investigated the action research component of an INSETT course in Chile, in order to explore how it may have influenced teachers’ classroom practices and contributed to their professional development. In this session I will discuss the feasibility of action research in less supportive contexts and the factors which may hinder its occurrence.

e, ie, s, t, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-69-

TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.5 : 1605-1635 Boisdale 1 100 audience Talk LT

Which is better? F2F or e-learning? Apples or oranges?

Przemyslaw Stencel (WebLang) Which is better? A face-to-face course or the same course taught online? In this talk I will discuss some of the reasons why the conclusion is often that the F2F course is better than its online equivalent and suggest possible ways to alleviate this. I will also argue that maybe the question itself is not the one we should ask.

e, ie, t, a pub

Boisdale 2 30 audience Restricted Talk GEN

Identity, motivation and autonomy of newly-qualified EFL teachers in Taiwan Heng-Yu Shao (Wenzao Ursuline College of Languages) This session reports on a study to investigate the possible links between the identity, motivation and autonomy of beginning primary teachers in Taiwan through a qualitative case study approach. In sum, the research highlighted that these three concepts interact and play equally crucial roles in the development of language teachers.

e, ie, p

Lomond 620 audience Talk YLT

Inspiring young children to enjoy their first experience of English Karen Jamieson (Collins) Young children have a natural curiosity about the world around them, and an innate aptitude for learning language which can be activated through fun, child-centred input.

This talk introduces First Words, a new picture dictionary from Collins, and provides insight into the principles behind the selection of themes and headwords.

e, ie, p prod prom

Carron 1 88 audience Talk LT SIG Day

IATEFL LT SIG TRAVEL SCHOLARSHIP WINNER Collaborative e-learning and m-learning (ME-learning) management Jitendra Kumar Singh (N S Patel Arts College, Anand, India) Based on learnings from developing and maintaining VCALP.com (a free, collaborative learning platform), issues and best practices for VLEs with a blend of e-learning and m(obile)-learning (‘ME-learning’) are discussed. The talk will have practical hints for teachers, especially from ‘resource-poor regions’, for developing such a collaborative website with support for mobile learning objects and QR codes on a shoestring budget.

e, t prod prom

Carron 2 88 audience Talk EAP, ESP SIG Day

Using keyword analysis to create ESP materials: identifying lexical layers Michael Nelson (University of Turku Language Centre) Specialist texts consist of lexical ‘layers’ that can be exploited to create more accurate teaching materials. This talk will report on a corpus-based approach used to investigate specialist texts in order to create accurate classroom materials. In this case anatomy texts were used, but this is a method suitable for all areas of ESP/EAP. Practical examples will be given.

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Dochart 1 1605-1835 88 audience Symposium

Assessment for learner autonomy symposium Convenor: Lucy Cooker While learner autonomy is often lauded as an important goal in language education, language teachers have debated if it is a construct that has been given proper attention in terms of assessment. This symposium explores the notion of assessing learner autonomy from different perspectives: formative and summative, qualitative and quantitative, and self, peer, and teacher driven.

The first presenter, Fumiko Murase (Tokyo University of Agriculture and Technology, Japan), will briefly discuss the measurability of learner autonomy, and then describe the development of a survey instrument for quantitatively measuring language learner autonomy from its multidimensional perspectives. She will present findings from statistical analysis on the survey data, and explore how a quantitative measurement could contribute to the theories and practices of learner autonomy.

CONTINUED...

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-70-

Session 1.5 : 1605-1635 Assessment for learner autonomy symposium CONTINUED Then Maria Giovanna Tassinari (Freie Universitat Berlin, Language Centre, Germany) will present on tools and approaches for self-assessing learner autonomy. She will describe how learners can assess their own learning competences in autonomous learning processes and how language advisors and teachers can support them. Finally, she will present a tool for self-assessment: a dynamic model with descriptors for learner autonomy. She will show how it can be used both in advising and in classroom settings to provide a framework for reflection and goal-setting.

Lucy Cooker (The University of Nottingham, UK) will also describe the development of a tool for formative self-assessment as autonomous learning. She will describe how the tool was conceived using a taxonomy of learner-generated autonomy modes. She will explain how the autonomy modes were developed using Q-methodology and qualitative interview data and how they represent viewpoints about ways to be autonomous which learners adopt in order to identify strengths and weaknesses and thus develop their learner autonomy.

The self-assessment theme continues with Carol Joy Everhard (Aristotle University, Thessaloniki, Greece) who will discuss peer- and self-assessment in EFL higher education. She will argue that despite the inconclusive evidence, learner involvement in language assessment has long been recognised as contributing to improved learning and the development of autonomy. She will then present encouraging results from triangulated self-, peer- and instructor-assessment of writing and speaking skills, using criterial checklists, on the 5-year Assessment for Autonomy Project (AARP) in a Greek Higher Education EFL context.

Diane Malcolm (Arabian Gulf University, Bahrain) focuses on self-directed projects for language improvement which have long been a requirement of the academic English courses at Arabian Gulf University, Bahrain. She discusses how differing teacher expectations and learner interpretations of what makes a “good” self-directed project may affect their assessment, and counteract the autonomypromoting intention of this initiative.

Finally, Linda Murphy (recently retired from The Open University, UK) will discuss how the gap between the rhetoric and reality of assessment for autonomy can be bridged. She explores the scenario where assessment practices do not support or acknowledge learner autonomy, or the capacities for critical reflection and decision-making on which it depends, despite the increasing focus on autonomy in language programmes. She describes an intervention aimed at enabling autonomy to be exercised even in such circumstances before considering the outcomes and potential wider relevance.

There will be a few minutes for questions after each presentation, and the symposium will end with an opportunity for discussion amongst the presenters and audience members.

Dochart 2 88 audience Talk AL

English language classroom anxiety: affect or metacognition?

Christina Gkonou (The University of Essex) This talk focuses on the importance that metacognitive strategies take on alleviating the English language classroom anxiety (ELCA) of students in private language school settings in Greece. A selection of student diary entries will be presented with a view to analyzing how metacognition can work effectively. The teacher’s role in stressing the value of self-study will also be discussed.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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e, ie, a

TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.5 : 1605-1635 e, ie, p

Leven 100 audience Talk RES, YLT

Children's experience and perception of adaptation and intercultural encounters Samaneh Zandian (University of Warwick) This talk explores children’s perception of intercultural encounters and transitional experiences, in particular the understanding of children of 11 years of age, in the host countries which in this study is England. These findings can provide some practical guidelines for the teachers and the host schools. It can also have some implications for the international families who come to England.

Morar 1605-1835 50 audience Symposium

Special needs and inclusive learning symposium Special Educational Needs covers a very broad range of issues and in this symposium we will concentrate on the topics of visual impairment, dyslexia, asperger’s syndrome/autism, attention deficit hyperactive disorder and challenging behaviour that significantly impacts on the ability of learning in schools. The overall theme of the symposium will focus on inclusive approaches in mainstream schools and ideas and strategies supporting teachers based on good practice.

Each topic will be presented by the speaker for 25-30 minutes followed by questions and discussions. The topics will be dealt with separately though there will be obvious commonalities across the topic areas and the ideas and strategies discussed. We hope participants will leave the symposium with solutions they can apply in their own contexts.

Phil Dexter (The British Council, London) will present the aims of the symposium, introduce the speakers and outline the themes of special needs and inclusive learning that will be discussed. He will focus specifically on the importance of integrative approaches encouraging good classroom practice supporting learners with special needs.

Biljana Pavlovic (Vuk Karadzic Primary School) will talk about her experiences of working with primary learners with visual impairment in Serbia. She will discuss successful learning strategies and methods she has used in catering for the needs of learners with visual impairment.

Sally Farley (British Council) will explore practical methods in anticipating and implementing a culture of inclusive learning and celebration of difference in the classroom. She will discuss and share practical strategies and activities for teachers which encourage participation and achievement of all learners, focussing specifically on learners with dyslexia, Asperger’s Syndrome and Attention Deficit Hyperactive Disorder.

Noreen Caplen-Spence (British Council) will discuss through examples and activities how to introduce successful strategies for supporting learners with specific learning difficulties. She will specifically focus on how to bridge the gap between theory and practice, enabling teachers to implement such strategies easily in their own context.

Marie Delaney (British Council/Pilgrims) will focus on the effects of trauma, loss and disruptive attachment in a child’s early years and how this impacts on their ability to learn and behave in class. She will present a framework for understanding challenging behaviour and blocks to learning and strategies for dealing with this in the classroom.

Ness 50 audience Talk TD SIG Day

Memory - it's on the tip of my tongue Andrew Howitt (Central School of English & OISE) What is memory and what is memorable? Why do we forget? This short talk with practical demonstrations and activities aims to raise awareness of the internal and external factors which enhance or inhibit storage and subsequent recall/retrieval of information by referencing Baddelley & Hitch's model of working memory as well as Lazanov and Krashen among others.

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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e, a prod prom

Session 1.6 : 1650-1720

1650-1720

Session 1.6

Barra 1605-1835 Symposium

The Psychology of Language Learning symposium (see pages 66-67 for details)

Jura 20 audience Restricted Talk TTEd

The problems of mentoring at an ELT department in Turkey Aysun Yavuz (Canakkale Onsekiz Mart University) A mentor and six final year ELT students participated in the study. Data were collected through semi-structured interviews. The findings demonstrated important issues about the nature, functions, benefits, and problems of the mentoring, such as organising regular meetings and seminars, the need for developing selection criteria and training programmes for mentors. Drawing on the data, recommendations and implications are suggested.

e, a

Orkney 35 audience Talk GI

IATEFL GILL STURTRIDGE FIRST-TIME SPEAKER 2010 SCHOLARSHIP WINNER Critical pedagogy and appropriation of English in ELT in Bangladesh Bijoy Basu (University of Dhaka, Bangladesh) The role of critical pedagogy has been emphasized by academics in dealing with the ‘dangers’ of English language teaching, particularly in the aftermath of the publication of Phillipson’s Linguistic Imperialism in 1992. Based on the experiences and views of EFL teachers in Bangladesh, the talk aims to highlight ways in which the English language can be ‘appropriated’ in EFL/EIL contexts.

p, s, t, a

Shuna 65 audience Talk LT, RES

Effect of native language on EFL learners using metadiscourse markers Nasim Shangarffam (Islamic Azad University, Central Tehran Branch) I'll present on a study which sought differences between Iranian and Canadian students’ use of metadiscourse markers in emails written to their professors. Emails were analyzed based on participants' use of textual and interpersonal metadiscourse markers and the common features of digital writing. The study has theoretical and practical implications for teaching, cross-cultural communication, syllabus design, discourse/metadiscourse researches, and learning psychology.

e, ie, a

Staffa 65 audience Talk TTEd

Argentina: new perspectives in foreign language teacher education Daniel Fernandez (Universidad Nacional del Litoral – Centro de Idiomas) On the basis of a new document issued by the Ministry of Education in Argentina, I aim to present the policy underlying foreign language teacher education in the country, analyse the future professional profile and describe the disciplinary axes that cut across teacher educational programmes. Though context embedded, the concepts I will explore can be adapted to new educational environments.

e, s, t

Clyde 500 audience Talk GEN

Exploring reflective practice discourse in a language teacher education context Brona Murphy (University of Edinburgh) This session uses a 120,000 word Corpus of Reflective Practice (CoRP), to investigate how developing teachers engage in reflection in both written and spoken teacher education reflective contexts. The talk will investigate frequently-occurring words as well as lexicogrammatical patterning. It will also explore how typologies of reflective practice can benefit from a discourse-informed perspective.

e, ie, t, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-73-

TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.6 : 1650-1720 ie, p

Forth 300 audience Talk RES

Singaporean parents' perceptions of progress in the classroom Matt Winchester (British Council Singapore) This presentation outlines the research conducted in British Council Singapore concerning how the parents of our primary four school students perceive the progress of their children with regards to English language development. We will identify how parents perceive tests, the teachers, and our other methods of evaluating and messaging progress.

Gala 1 1605-1835 Symposium

Innovations in TEYLs – lessons from Asia and the Middle East symposium (see pages 68-69 for details)

Gala 2 60 audience Talk AL, MD

Humour in TEFL: an investigation of materials and learners' reactions Milena Mendes (Queen's University Belfast) This presentation investigates the presence of humour in printed materials designed for FL learners and how learners react to some of these texts. By analysing both materials and learners’ comments on the reception of humour, the aim here is to reflect on practices for a beneficial inclusion of humour in EFL curriculum.

a

Alsh 1 96 audience Talk TEA

Testing to teach: collaborative dialogue between teacher and learners Nupur Samuel (University of Delhi, India) This session argues that testing is an integral part of teaching and through collaborative dialogue it is possible to assess learners’ abilities while helping those abilities to develop.

It shows examples of 1) scaffolding while learners collaborate on a task, 2) L2 learners’ emergent abilities in writing through dialogue and 3) language learning resulting from that interaction.

t

Alsh 2 96 audience Talk AL

Challenging monolithic models of English: an online tutorial Christopher Hall (York St John University) This talk describes a project (supported by the British Council) which seeks to challenge monolithic views of English as a pedagogical model, by developing teachers’ sensitivity to English as a Lingua Franca and ‘plurilithic’ approaches to language. An interactive online tutorial, based on research with practising TEFL practitioners in China, the UK and Gaza, will be presented.

e

Boisdale 1 100 audience Talk GEN

Learning through a movie project: successful practices Khulood Al-Balooshi (Ministry of Education, Bahrain) Can teachers use movies to stimulate learning? Help students achieve higher scores?

Provide an authentic environment for learning? This project aims at exploring successful ways and practices to incorporate movies in the language classroom. I will discuss a study that was carried out to enhance language learning using movies.

e, s

Boisdale 2 100 audience Talk GEN

Connotations of Japanese returnee English maintenance and usage Carol Begg (Kanda University of International Studies) Few would argue that learning a language in the country where it is spoken is optimal to acquisition. However, the role of L2 in the returned learner’s L1 context is less clear. A recent, small-scale study demonstrated that returnee L2 within the Japanese context Kikokusei English - was more cosmopolitan and instrumentally motivated than current ELT practice supports.

e, s, t

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-74-

Session 1.6 : 1650-1720 Lomond 620 audience Talk GEN

Text analysis in the virtual reality Lesley Painter-Farrell (The New School) This presentation will illustrate how wikis can be used to examine text in depth and facilitate vocabulary development, in and outside the classroom, and how this application can encourage and develop both learner autonomy and collaborative work. The presenter will also discuss the benefits and challenges of working in a virtual environment.

e, a

Carron 1 88 audience Talk LT SIG Day

IATEFL LT SIG DIANA EASTMENT SCHOLARSHIP WINNER Technology speaks volumes: enhancing integration, participation and speaking abilities Bruno Andrade (Cultura Inglesa, Rio de Janeiro, Brazil) This talk will focus on how the webtool Skype can enhance integration, participation and speaking abilities. I will highlight how it can be put into use in order to get students practicing, and therefore, improve their speaking along with a powerful contextualization that technology can pipe into the classroom and help in terms of integration, motivation and participation.

e, a

Carron 2 88 audience Talk ESP SIG Day

Helping ELT students to develop academic writing Manuel Pedro (ISCED - Luanda) A gap between students’ entry level of writing proficiency and school expectations often makes it difficult for them not only to use writing as a tool for learning, but also to meet graduation requirement – the completion of a long dissertation. This talk shares how and what has been done to overcome such a problem.

e, ie, a

Dochart 1 1605-1835 Symposium

Assessment for learner autonomy symposium (see pages 70-71 for details)

Dochart 2 88 audience Talk MD, YLT

Will Russian state educational primary school standard change EFL market?

Vera Bobkova (Private School 'VENDA' & British Council, Moscow, Russia) The talk is targeted at primary school teachers, publishers, material and software developers interested in growing Russian market and educational reforms. We will look at how Russian State Educational Standard for Primary Schools has recently changed, and what skills it now prioritizes. The focus will be on the new role of ICT and teachers’ new demands.

e, ie, p

Leven 100 audience Workshop LMCS SIG Day

Is a picture really worth a thousand words?

Veronika Rot Gabrovec (Faculty of Arts, University of Ljubljana) When teaching (about) literature, we often neglect illustrations. Not only that – it is often claimed that picture books are meant mostly for young, aspiring readers. In my workshop I intend to explore the “grammar” of illustrations and prove that reading pictures can be inspiring for readers of all ages.

e, ie, s, t

Morar 1605-1835 Symposium

Special needs and inclusive learning symposium (see page 72 for details)

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-75-

TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.6 : 1650-1720 Session 1.7 : 1735-1835 Ness 50 audience Talk LA, TD SIG Day

1735-1835

Motivation: how to keep the ball rolling Reggie Agulha (Regent Oxford) I will be discussing learners' motivation and the importance it has in the outcome of a lesson on a daily basis and how it could affect the overall outcome of a course. Finally, I will be presenting easy to prepare activities and techniques to promote challenging lessons for learners as well as different strategies to identify learners' motivation.

e, ie, a

Session 1.7

Barra 1605-1835 Symposium

The Psychology of Language Learning symposium (see pages 66-67 for details)

Jura 30 audience Restricted Workshop GEN

Using Kagan cooperative learning structures to engage EFL learners Imane Nejjar (Ecole Normale Superieure- Rabat, Morocco) Spencer Kagan Cooperative Learning Structures are simple, step-by-step instructional strategies or techniques designed to increase student engagement, cooperation and achievement. In this highly interactive workshop, participants will experience first-hand effective use of Kagan Structures in the EFL classroom. They will be experimenting with efficient instructional strategies which can help create an enjoyable classroom atmosphere where students learn, cooperate and develop.

e, ie, p, s, t

Orkney 30 audience Restricted Workshop MD

PILGRIMS TEACHER TRAINER JOURNAL SCHOLARSHIP WINNER Drill thrills. Engaging grammar drills for adults Milada Krajewska (Poland) Strangely enough, my adult students enjoy grammar drills. In this workshop I will share some classroom-tested repetition-based tasks which are fun, memorable and relevant to adult learners. Rejuvenate your drilling repertoire with just a few basic ingredients: microstories, humour, props and teacher-friendly visual technologies. And leave the room with a handful of practical lesson and homework ideas, drilled to bits!

e, ie, a

Shuna 65 audience Workshop BE

Boardroom to classroom: design thinking and modern creativity techniques Natalja Gorohova (Private practice) An engaging workshop on the classroom application of Design Thinking techniques, such as IDEO method cards, used by the leading business consultants to promote innovation.

You will use the creative thinking framework to share your insights on how to assist your students in acquiring problem solving and communication skills in a meaningful and fun way.

e, ie, s, t, a prod prom

Staffa 1735-1805 65 audience Talk YLT

Finding the voice of the child Maria Dolors Romeu-Font (Iemer Nursery, Lleida, Spain) This talk focuses on how to help children communicate from a very early age and become competent learners of a foreign language. It will deal with methods to help babies and infants react to the world around them by means of pictures, music and games, and show how they progress linguistically through the different ages.

e, ie, p

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-76-

Session 1.7 : 1735-1835 e, ie, p

Staffa 1805-1835 65 audience Workshop YLT

Grandma starting from the nursery school Maria Estela Ribeiro Jardim Rondon (Freelance) Come along and see how I taught the tots and older kids. Have a lot of fun with some very easy, practical and highly motivating activities for children starting from the age of one year and a half. Teaching little ones is not only a new demand of the market, but also a magic world of love and discovery.

Clyde 500 audience

BRITISH COUNCIL SIGNATURE EVENT Global primary ELT issues Speakers: Gail Ellis & John Knagg Teaching more English at ever younger ages is a defining characteristic of the global ELT scene over the last decade. Gail Ellis and John Knagg will paint a picture of the primary ELT world from the perspectives of children, teachers, and political decision makers. They will highlight findings from freely available recent research and quality improvement initiatives. Primary practitioners can place their own work within this wider global context, and others will benefit from an overview of the big issues in the field.

Forth 300 audience Workshop GEN

52: a year of subversive activity for the ELT classroom Lindsay Clandfield (Freelance, Spain) & Luke Meddings (Freelance, UK) Can one new idea per week make a difference? This is the question we’ve tried to answer in our new e-book 52 , using radical texts, subversive images and lateral thinking. This workshop will explore how to get you and your learners thinking critically about life inside and outside the classroom – from teaching and learning to advertising and human rights.

Gala 1 1605-1835 Symposium

Innovations in TEYLs – lessons from Asia and the Middle East symposium (see pages 68-69 for details)

Gala 2 1735-1805 60 audience Talk TTEd

The occupational choice of student teachers of English: gender-specific differences Senem Ozkul (Augsburg University) This presentation reports on a PhD research about the occupational and subject field aspirations of English-teachers-to-be as well as their stability of career decisions. The presenter will explore the results of a written questionnaire which was conducted with 1709 student teachers of English at 19 German universities. Are men really motivated by pragmatic reasons whereas women by pedagogic reasons?

e, ie, t

Gala 2 1805-1835 60 audience Talk TTEd

EFL teachers' entry career motivations in Germany, Japan and Turkey Ece Topkaya (Canakkale Onsekiz Mart University, Turkey) & Mehmet Sercan Uztosun (University of Exeter, Graduate School of Education) This study explores career motivations of undergraduate ELT students from Germany, Japan and Turkey. Data were collected through a questionnaire from 85 students.

Differences were found between countries regarding ability perceptions, intrinsic and social motivations. Choosing teaching as a fallback career was the least reported motivation for Turkey while for Germany and Japan, this was the most highly rated dimension.

e, t

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-77-

e, ie, s, t, a prod prom

TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.7 : 1735-1835 Alsh 1 96 audience Workshop GEN

Inspiration with TED! Using www.ted.com to wow your students Claire Hunter (Basil Paterson College) The free TED website is a rich resource, a store of videoed talks and presentations by some of the world’s best and most engaging thinkers. This workshop examines ways of exploiting this authentic source with different class levels and types, including for exam preparation. Activities presented include a focus on exploiting the inspirational content, as well as on language work.

e, ie, a prod prom

Alsh 2 1735-1805 30 audience Restricted Talk TTEd

Effective INSET programmes for CLIL teachers in an EFL context Shigeru Sasajima (Saitama Medical University) & Makoto Ikeda (Sophia University) CLIL is gradually attracting attention outside Europe and more CLIL classes are being provided to EFL students. However, there are a variety of CLIL approaches in different contexts, so teachers are faced with a fundamental question: what is CLIL? To answer this question, we are trying to develop effective INSET programmes for EFL teachers who seek for an innovative classroom.

e, ie, s, t

Alsh 2 1805-1835 96 audience Talk GEN

English and national identity Nada Eljack (Sudan University of Science and Technology) National identity should be given priority in education. Languages are carriers of peoples’ cultures, values, etc, and should help students to develop positive attitudes towards the others and live in peace. The presenter shows how English develops national identity in the Republic of Sudan (with reference to a study carried out by the presenter), and the Republic of South Sudan.

e, p

Boisdale 1 100 audience Workshop BE, LAM

The Yes Factor, an experiential approach to coaching negotiation skills Mark Powell (Mallorca) This interactive workshop will look at issues such as: what is the absolute worst thing you can do to a negotiator? What do master negotiators do more than twice as often as mediocre ones? And what are the six simple psychological switches you can flip to make any negotiator much more likely to say yes?

e, ie, a prod prom

Boisdale 2 100 audience Workshop GEN

Your CLIL – identifying and activating general academic language Keith Kelly & John Clegg (Freelance education consultant) In many CLIL contexts, schools import L1 textbooks for classroom use. Naturally, these textbooks tend not to make language explicit for learners. Participants will be invited to discover the 'hidden' language of a number of content tasks (including examples from onestopenglish.com’s bimonthly Your CLIL resource) and to discuss the importance of an explicit approach to teaching language in CLIL classrooms.

e, ie, p, s prod prom

Lomond 620 audience Workshop GEN

Follow-up workshop relating to Adrian Underhill’s plenary This workshop will offer practical ways to engage with the content of my plenary talk Mess and Progress in the context of your own work. And it will provide opportunities to ask questions and develop issues of interest that have been raised.

Carron 1 1735-1750 88 audience LT SIG Day

IATEFL Learning Technologies Special Interest Group Open Forum Come and meet other LT SIG members, find out more about us and how you can become involved. During the Open Forum we will be talking about what we have been doing over the last year and what lies in store for the future. All welcome! We look forward to seeing you there.

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Session 1.7 : 1735-1835 Carron 1 1750-1835 88 audience Talk YLT, LT SIG Day

The story of Debbie and Nyan Jamie Keddie (NILE) For many of us, generational gaps between teacher and learners mean cultural divides in the classroom. In this practical talk, we will look at three viral video case studies and examine issues of creativity, collaboration and copyright along the way. In doing so, we will set out to understand the minds, the culture, and the driving forces behind generation YouTube.

e, ie, p, s, t, a

Carron 2 1735-1805 88 audience Talk EAP, ESP SIG Day

Risk versus reward: the EAP recruitment dilemma Christopher Macallister (Durham University English Language Centre) A growing dilemma for the university EAP unit is whether to recruit teachers who have had a communicative ELT career; or teachers with an academic background who hold a postgraduate qualification in linguistics/TESOL. This paper will argue that there are potential risks and rewards associated with both choices and that this is a decision with consequences for the wider profession.

e, ie, a

Carron 2 1805-1835 88 audience Talk EAP, ESP SIG Day

Academic English support program for ESL/EAL university students Sarah ter Keurs (University of British Columbia) How do we support ESL/EAL students once they’ve been accepted into university and yet still struggle with the challenges of academic English? This talk will describe a pilot program that was designed to enhance students’ academic success once they’ve started their university studies. Mostly online, the program combines courses, self-access sites and English language coaches.

ie, a

Dochart 1 1605-1835 Symposium

Assessment for learner autonomy symposium (see pages 70-71 for details)

Dochart 2 1735-1805 88 audience Talk LA, MD

Working with an ELP-inspired learner diary Rachael Fionda (Swan Training Institute, Dublin) How best to provide students with an approachable, portfolio-based method of recording their learning, tracking progress and encouraging learner autonomy which also fits into your busy school environment? We piloted an ELP inspired learner diary at our large, Dublin city centre language school, collected feedback from students and teachers, and report on the results here.

ie, t, a

Dochart 2 1805-1835 30 audience Restricted Talk RES, TEA

Teachers' perceptions of the effectiveness of the learning portfolio Zeynep Kirecci (Bilkent University School of English Language) In this study we explore teachers’ perceptions about their involvement in the design and implementation of a new Learning Portfolio (LP) initiative in an English Language Preparatory School in Turkey. Our analysis of the questionnaire revealed some conflicting ideas regarding teachers’ beliefs in the effectiveness of the LP and their involvement in the design of the LP.

e, ie, t

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-79-

TUESDAY

Tuesday 20 March

TUESDAY

Tuesday 20 March Session 1.7 : 1735-1835 Evening events: 1840-2130 Leven 100 audience Workshop LMCS SIG Day

It was a dark and stormy night: narratives at work Fitch O'Connell (WordPowered) Drawing on the experiences of the WordPowered and BritLit projects, this workshop will explore how using short narratives and poetry from contemporary sources will engage students in creative reading and lead to creative writing. Delegates will be presented with an array of freely available resources, and will be expected to contribute to the narratives being revealed.

Morar 1605-1835 Symposium

Special needs and inclusive learning symposium (see page 72 for details)

Ness 50 audience Workshop LAM, TD SIG Day

Observation and feedback: are they really necessary for teacher appraisal?

Amanda Howard (British University in Dubai) The presence of a classroom observer, and subsequent feedback relating to the way in which this lesson was taught and teaching and learning goals were achieved, can be problematic for observers, teachers and learners. In this workshop, both participant experience and research data will be used to investigate classroom observation, and to evaluate the potential alternatives.

1840-2130

e, ie, s, t

e

Evening events

British Council 1840-2100 in Argyle, Crowne Plaza The British Council will be hosting a networking reception to launch our brand new website – LearnEnglish Teens. This new website is aimed at teenagers around the world who are learning English as a foreign language and will accompany the popular LearnEnglish, LearnEnglish Kids and TeachingEnglish websites. All delegates are very welcome.

Collins ELT Scottish Shindig 1900-2130 at the University of Glasgow, Hunterian Museum Welcome to Glasgow, home of IATEFL 2012 and the home of Collins Publishers since 1819! We at Collins ELT would like to invite IATEFL delegates to join us at an authentic Scottish shindig where you will be treated to local cuisine and tipple, and the sound of a pipe band. Tickets will be allocated on a first-come-first-served basis from the Collins ELT stand. For more details about our exciting new publications, go to www.collinselt.com

Macbeth’s Murderous Mayhem, and other stories 1930-2030 in Clyde A Shakespeare extravaganza presented by David, Hilary and Ben Crystal.

We are very pleased to give you the opportunity to see our Patron and family portraying some Scottish themes in literature.

Celebrating 50 years of Teacher Training with International House 1930-2100 in Forth The first teacher training course was devised by John and Brita Haycraft and launched in International House London 50 years ago. Join us for an informal event to mark 50 years of teacher training with International House, with some memories, some conversation, and some VERY interesting people! Invitations available from the IH London stand.

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Thinking space

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MA in ELT & Applied Linguistics

If you are an experienced ELT professional and you wish to develop your understanding of the various theoretical and practical issues that impact on language learning and teaching, then this course is for oek$ ?j eù[hi Wd effehjkd_jo \eh oek je h[Ô[Yj ed oekh [nf[h_[dY[" explore the practical applications of theory and recent research, and develop expertise in specialist areas of your profession.

Ef[d Zeehi je d[m YWh[[h fWj^i _d ;BJ =W_d W feij]hWZkWj[ Z[]h[[ \hec W mehbZ#h[demd[Z research university ;nfWdZ oekh ademb[Z][ e\ j^[eho WdZ fhWYj_Y[ J^[ Yekhi[ YWd X[ ijkZ_[Z \kbb#j_c[ el[h ed[ o[Wh WdZ fWhj#j_c[ (evenings) over two years <Wij jhWYa efj_ed \eh ^ebZ[hi e\ :[bjW%Jh_d_jo 9ebb[][ :_fbecW$ “Studying for the MA in ELT and Applied Linguistics enabled me to pull together my experiences as a teacher and to expand on the areas I was most interested in, as well as introducing me to fresh ideas,

research and concepts surrounding language. My time at King’s made an invaluable contribution to my career and my outlook on teaching.”

Paul Martin, MA graduate.

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For further information, see mmm$aYb$WY$ka%ijkZo%f]%_dZ[n$Wifn eh YedjWYj j^[ fhe]hWcc[ Z_h[Yjeh0 :h$ D_Ya 7dZed" :[fWhjc[dj e\ ;ZkYWj_ed Fhe\[ii_edWb IjkZ_[i" A_d]Êi 9ebb[][ BedZed" <hWdab_d#M_ba_di 8k_bZ_d]" MWj[hbee HeWZ" BedZed I;' /D> J[b0 &(& -.*. )-'+ ;cW_b0 d_Ya$WdZed6aYb$WY$ka Equality of opportunity is College policy

Distinguish yourself

We´re back – and so are our authors: Bess Bradfield Ben Goldstein Paul Seligson Visit us at Stand 49 to meet the new team, celebrate the launch of The Big Picture and try your luck in one of our daily competitions.

richmondelt.com

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Wednesday 21 March 0900-1010: Plenary Session

0815-0845 IATEFL How to... track Alsh 1

How to give a presentation at an international conference with Catherine Walter Giving a presentation can be a stressful experience. This session will give you ways of organising yourself before your presentation and conducting yourself during your presentation to reduce that stress. The aim of the session is to make your presentation a more satisfying experience for you and for your participants.

Alsh 2

How to get published in an online magazine with Hania Kryszewska In this session, the editor of Humanising Language Teaching website magazine will explain the types of contributions you can make and the advantages of publishing online. We will look at some sample contributions, brainstorm topics for possible articles and explore approaches that work most effectively.

Boisdale 1

How to move into language school management with Andy Hockley This session will look at starting the transition from teacher to manager - including reasons why you might think about making that move, ways of developing to prepare yourself to take on new responsibilities, and issues that you might want to be aware of. Come and see what is involved.

0830-1730

Registration & Exhibition open

0900-1010 Plenary Session Clyde Plenary session by Diana Laurillard (2000 audience)

Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading externally-funded research projects on: i) developing a learning design support environment for teachers, and ii) developing software interventions for learners with low numeracy and dyscalculia. This work relates closely to her roles as Pro Director for Open Mode learning, and as a founder member of the Planning Board for the cross-institutional Centre for Educational Neuroscience (IOE, Birkbeck, UCL).

Previous roles include: Head of the e-Learning Strategy Unit at the Department for Education and Skills, where she developed the first cross-sector e-learning strategy on ‘Harnessing Technology’; Pro-ViceChancellor for learning technologies and teaching at The Open University, Visiting Committee on IT at Harvard University and previously worked on the Technology Enhanced Language Learning programme.

Current roles include: Royal Society Working Group on Educational Neuroscience, Boards of the Observatory for Borderless HE, Supervisory Council for Fern Universitaet in Hagen, Governing Board of the UNESCO Institute for IT in Education.

She has given many international keynote addresses, published in many academic journals and books, and her book Rethinking University Teaching: A conversational framework for the effective use of learning technologies (2002, RoutledgeFalmer) is one of the most widely cited in the field.

Supporting the teacher as innovative learning designer Teachers who wish to update and upgrade their teaching by using learning technologies have some difficult issues to confront, and we have to recognise that teachers deserve far more help with discovering how best to exploit digital methods. The presentation starts from the premise that only teachers have the knowledge, experience, and appropriate context for developing the new forms of pedagogy made possible by digital learning methods. Effective use of learning technology will not come about unless teachers are at the helm of innovation. In the context of TEFL, digital technologies can enhance the learning experience in so many different ways – through analytical tools, online communication through text, audio and video, multimedia presentations, digital games, virtual reality environments… almost every type of digital technology can enhance some aspect of language learning. There is so much language teachers could do with technology-based innovation. But this is a huge demand on teachers: to discover how to use new types of technology, which are changing continually, alongside delivering more and better teaching also demanded of them. The presentation will argue that we need to pay more attention to supporting the teacher as innovator, and will propose the kinds of tools and resources that are needed to help the language teaching community develop this new specialised knowledge and skill base.

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WEDNESDAY

0815-0845: How To... Track 0830-1730: Registration & Exhibition Open

Wednesday 21 March Session 2.1 : 1025-1055

WEDNESDAY

1025-1055

Session 2.1

Barra 65 audience Talk TD, GI SIG Day

ELTDP: Enquiry-based project design and teacher development Rachel Bowden (British Council East Malaysia) This presentation introduces delegates to the English Language Teacher Development Project, a mentoring programme based in 600 primary schools in East Malaysia.

Focussing on the central role of enquiry in our approach to teacher development and project planning, we demonstrate how this approach is informed by, and allows us to realise, our principles of relationship building, participation and sustainability.

p

Jura 65 audience Talk LMCS, MD

Culture and English language teaching in Iran Mahdi Dahmardeh (The University of Tehran) This presentation arises from a three-year cross-sectional investigation into English language teaching in Iranian schools and aims to discuss the role of the culture of English speaking countries within the above context. It will be explained how the situation can be improved within both Iran and other countries with similar cultural constraints.

e, ie, p, s

Orkney 35 audience Talk TTEd

The impact of INSET on teaching practice Mohammed Al Ghafri (Ministry of Education, Oman) This session presents the results of a study that explored teachers’ and teacher trainers’ perceptions of the impact of two in-service training courses in the Sultanate of Oman government schools. The study aims to discover the amount of transfer and the factors that facilitate and/or hinder the impact of these courses on the classroom teaching practice.

e

Shuna 65 audience Talk LT

Learning via dubbing Paulina Burczynska (Poland) The aim of this talk is to determine whether dubbing can affect teaching and learning foreign languages and to what extent it enhances listening, writing, pronunciation and intonation skills and the acquisition of new vocabulary. To investigate this issue, selected scenes from the comedy film Gnomeo and Juliet will be analyzed.

ie, s

Staffa 65 audience Talk LMCS

Literature teaching within EFL/ESL contexts Suhair Al-Alami (Al Ghurair University, Dubai, UAE) With quality education in mind, this session offers thought-provoking suggestions on how literary texts can be utilised to promote students’ communicative competence, as well as enhance their critical thinking skills. The talk is based on empirical research undertaken in the United Arab Emirates. I will make recommendations in light of the study’s findings.

e, a

Clyde 500 audience Talk BE

Effective business communication skills for the international manager Emma Sue Prince (esp consulting) LCCI have recently developed a new Diploma in Business English for International Managers. This talk will briefly outline some of the latest thinking in developing effective business communication skills for those in senior positions and explain how preparing learners for this diploma can support teachers. There will be a brief explanation about the qualification, format and target audience.

e, ie, a

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Forth 300 audience Talk LT

Digital media and English in India Vandana Jain (British Council, India) The talk will showcase British Council’s partnership with a leading dish TV (DTH) provider and the launch of an English learning channel. This innovative partnership enables learners to improve their conversational skills at a nominal cost and also highlights an effective use of digital media. An extremely successful model, it can be easily replicated in other countries.

e, ie, a prod prom

Gala 1 20 audience Restricted Talk AL, RES

Boosting lexical creativity via internet: ways to change the language Yulia Sergayeva (English Philology Department, Herzen State Pedagogical University of Russia, Saint Petersburg) The presentation explores lexical, pragmatic and didactic aspects of word-coining aimed at filling blank spaces in the system of language. The presenter focuses on the contribution of online communities to compiling databases of new words. Based on interaction and collaboration, these resources boost PC users’ creativity in shaping the language and reveal the modern speaker’s perception of the reality.

t, a

Gala 2 20 audience Restricted Workshop LA

Incorporating coaching into English language teaching Oliver Beaumont (Regent London) The session will focus on adapting and using coaching activities in an English teaching environment, in both one-to-one teacher/student and student/student sessions, as well as with the whole class. The session will include a series of practical activities and discuss the benefits of employing these to develop skills and autonomy in students and teachers alike.

e, a

Alsh 1 96 audience Talk TD, TTEd

The expertise of teachers and medical doctors Masataka Kizuka (Kyoto Prefectural University of Medicine) The talk focuses on similarities in the expertise of school teachers and medical doctors.

Six features common to both of them are scrutinised. In addition, one framework, which is composed of the six common features and which underpins both works, causing them both to be considered professional, is discussed. The intention is eventually to enhance the current status of teachers.

e, ie, a

Alsh 2 96 audience Talk TD, TTEd

AzETA as a learning school Sevinj Rashidova (Language Services Direct) We often speak about teacher development and view teacher training courses, conferences and seminars as an opportunity for teacher development. However, sometimes teachers find it challenging to apply what is presented in professional development experiences to their classroom. The use of projects can be used as a catalyst in teacher development.

e, a

Boisdale 1 100 audience Talk EAP, TTEd

Taking the stress out of writing long essays Rachel Clark & Madeleine du Vivier (University College London Language Centre) Many students find writing long essays a daunting process. This talk outlines how to make it more manageable for students and tutors. We draw on our experience of preparing a group of 26 teachers for Delta Module Three and show how we implemented a systematic approach, combining self-study tasks, face-to-face input and online written feedback to achieve exceptional results.

e, ie, t, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Session 2.1 : 1025-1055

Wednesday 21 March WEDNESDAY

Session 2.1 : 1025-1055 Boisdale 2 100 audience Talk RES, TD

Do qualifications and experience affect teachers’ attitudes to peer observation?

Andrew Hart (Bell Switzerland SA) In a reflective context, teachers are the initiators of their own development and peer observation has a role to play in this process. This talk reports on the results of an investigation into teachers’ perceptions and understanding of peer observation as a tool for professional development, and provides academic managers with practical suggestions to facilitate the implementation of peer observation.

e, a

Lomond 620 audience Talk EAP, TD

Who needs a teacher’s book?

Olwyn Alexander (Heriot-Watt University) We learned how to teach EAP through materials written by others and, as authors of the Access EAP books, we hope that our own materials contribute to EAP teacher development. The teacher’s book seems to be an obvious place to explain the different approaches in EAP and General ELT, but can we be sure that teachers will engage?

e, t prod prom

Carron 1 88 audience Workshop LT, YLT SIG Day

Cyberella versus Cinderella Esra Girgin (Terakki Foundation Schools) Considering today's world and the profile of the 21st Century learner, the time seems particularly ripe for combining the digital world with classical stories to provide a new learning experience. In this session, we will explore several web tools such as Kerpoof, Bubblr, Storybird; discuss ways to create digital stories; and ways to assign students a project using digital storytelling tools.

e, ie, p, s

Carron 2 88 audience Talk TD, TTEd

Training on air in Kurdistan-Iraq Himdad Abdul-Qahhar Muhammad (Salahaddin University-Erbil, Iraq) This talk examines the role of radio broadcasts in teacher development at the largest teacher training institute in Kurdistan of Iraq, Salahaddin University-Erbil. The talk evaluates the benefits and challenges of integrating the radio series into the syllabus of the English departments. There will be opportunities to listen to extracts from the programmes.

ie, a

Dochart 1 88 audience Talk LA, RES

INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORATION SCHOLARSHIP WINNER Combining autonomy-oriented pedagogy and practitioner research via exploratory practice Ana Ines Salvi (Argentina) In this talk I will present a completed research project on the exploration of the impact a learner-centred pedagogy can have on language learners' development, and the feasibility of incorporating the principles of learner autonomy and exploratory practice into my practice in both a summer school course for teenagers, and an EAP university course for postgraduate students, in the UK.

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Dochart 2 88 audience Talk ESP, ESAP

Filling the gaps: targeted English for struggling ESP undergraduates Adrian Millward-Sadler (Joanneum University of Applied Sciences) This presentation reports on the ongoing findings of a tertiary level project group to provide online materials to supplement undergraduates studying ESP in engineering and design subjects. In an inter-departmental collaboration, instructors from different fields identify common areas of student weakness and tailor input and activities in multimodal form with the assistance of the university’s department for e-learning.

e, t

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Leven 100 audience Talk LAM SIG Day

How do you go from good to great?

George Pickering (George Pickering Consultancy) What factors are needed to take an organisation from being good to great? This talk will seek to identify those factors that make the difference. Reference will be made to leadership, vision, strategy, culture, coaching, benchmarking, continuous improvement and feedback. The evidence for this talk will come from my own management experience and consultancy work in a number of contexts.

Morar 50 audience Talk ES(O)L SIG Day

ESOL in Scotland and the social practice approach Mandy Watts (Education Scotland) Find out about the progress of the Adult ESOL Strategy for Scotland and how policy has related directly to practice development. Learn about the social practice approach and how this has been effectively used to engage learners in a variety of diverse settings. The talk will provide an informative session on ESOL in Scotland.

e, ie, a

Ness 50 audience Talk RES, TEA SIG Day

Does blended learning have an impact on exam results?

Dianne Davies (Innsbruck University) This talk will compare the results of two semesters‘ worth of data on an ESL lexical based tertiary level course which was offered as a conventional F2F course and as a blended learning course. Qualitative feedback in the form of student course evaluations on the perceived impact of the ‘blend‘ will also be presented.

e, t

1055-1130

Coffee break (sponsored by telc – language tests)

Exhibition hall

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

1130-1215

Session 2.2

Barra 65 audience Talk GI SIG Day

Evaluating internationalism in the curriculum Alan Mackenzie (British Council India) In India, the International School Award has been used for the past eight years to promote global citizenship and international understanding. The successes of the programme revealed by the recent independently conducted evaluation will be highlighted. The role of English and other languages will be explored. Finally, it critically examines issues and illustrates further initiatives to promote internationalising the curriculum.

e, ie, p, s

Jura 65 audience Talk EAP, LA

Helping low level IELTS students realise their ideal L2 selves Philip Patrick (British Council Tokyo) What is the students’ ideal L2 self when considering the motivation of lower-level IELTS classes? I demonstrate how carefully-structured programmes of autonomous learning integrated with the course syllabus can improve motivation and all-round language development. The programme helps the learner to be confident and closer to their ideal L2 selves in fulfilling their goals to study abroad.

e, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Session 2.1 : 1025-1055 Session 2.2 : 1130-1215

Wednesday 21 March WEDNESDAY

Session 2.2 : 1130-1215 e, a

Orkney 35 audience Workshop TTEd

Does CELTA provide for the needs of new teachers?

Ruth Hamilton (ILS English) The aim of this workshop is to explore to what extent initial teacher training courses (Cambridge ESOL CELTA or Trinity CertTESOL) provide for new teachers’ needs in the workplace. This will be considered from the point of view of recently qualified and employed teachers, course tutors and those responsible for the recruitment and support of new teachers (employers/directors of studies).

Shuna 65 audience

Tribute Session The tribute session is an opportunity to remember colleagues who've died during the year since the last conference. If you've lost a colleague or former colleague, you'll have an opportunity to say a few words in their memory and, if you wish, to bring along a memento (book, teaching materials, etc.). Or you may just want to come to the session to hear about colleagues who are no longer with us, and perhaps to add any memories you may have.

Staffa 65 audience Talk LMCS, MD

Out of the media and into the classroom Heather Buchanan (Leeds Metropolitan University) Many teachers are in favour of using authentic materials in the classroom but lack the time to find appropriate materials and prepare tasks to exploit them. With a specific focus on current affairs TV/radio programmes, this session will provide you with straightforward selection procedures, recommended sources and some recyclable frameworks for exploiting them.

e, ie, t, a

Clyde 500 audience Talk GEN

Five minds for the future: implications of a new theory Hanna Kryszewska (Pilgrims Language Courses, UK & University of Gdansk, Poland) Since 1983 Gardner’s theory of Multiple Intelligences has inspired many language teachers. In 2006 Gardner proposed a new educational framework. It focuses less on how we learn, and more on how education prepares for adult life in a rapidly changing globalised world. The session will outline the theory, propose ELT implications and assess current and future implementation.

ie, s

Forth 300 audience Talk EAP, MD

EAP in practice: integrating skills, language, tasks, and critical thinking Edward De Chazal (Freelance) Teaching EAP can be challenging and complex. This talk focuses on an approach which integrates accessible micro-skills, academic language, and critical thinking tasks within a syllabus led by the four skills. Grounded in the general EAP classroom, this principled yet flexible approach is illustrated using sample material from the new Oxford EAP course.

e, t prod prom

Gala 1 60 audience Talk ESP, LT

Building and using field-specific corpora to enhance ESP teaching Manuela Reguzzoni (Genova, Italy) Material design is quite often a 'must do' in ESP teaching. Hard work, but are we always pleased with its final results? If not, why stop there? Let's go on to 'corpus design'. In this practical 'corpus-building' session, you will discover how you can exploit the materials you use to create your own pedagogic corpus and make a difference.

ie, s, a

Gala 2 30 audience Restricted Talk LA, LT

From nomads to iPads - are we pocketing education?

Giselle Santos (Cultura Inglesa) The number of educational apps launched, here and now, speaks volumes about the role of mobile learning. A natural taste for mobility, instant feedback, and flexibility have reshaped learning experiences. Has education been pocketed? Is mobile-learning for all or just a blind innovation? This presentation suggests ways of looking beyond apps and facilitate learning instead of a line of products.

e, ie

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Alsh 1 96 audience Talk TD, TTEd

Why webwikiblogstream? Using online support in teacher development Martin Goosey (British Council Madrid Young Learners) In recent years, British Council Spain has utilised wide-ranging online support options for professional development. This talk reports on the experience of moving from website, to wiki, streaming, and blog, for engagement with a wider audience of educators. Through interactive demonstration of readily available technologies, participants are encouraged into the practical application of our experiences to their own training contexts.

e, p, s

Alsh 2 96 audience Talk BE, RES

Developing business skills through real recorded meetings Almut Koester (University of Birmingham) Business skills, for example for meetings or negotiations, are essential for Business English learners; however the language taught for these skills is not usually based on real business interactions. Drawing on examples from Business Advantage , this talk shows how real business meetings can be used to teach skills in ways that more accurately reflect real usage.

ie, t, a prod prom

Boisdale 1 100 audience Talk LT, TD

English language education 2.0 Joanna Trzmielewska (Macmillan English Campus) In recent years, the internet has moved education from the one-model-fits-all approach to the possibility of various technology-enabled solutions that can be customized for each student. This talk will discuss new trends in education and how they can improve learning.

We will focus on the usage of social media and blogs as learning and teaching tools.

e, ie, pub

Boisdale 2 100 audience Talk GEN

'Live listening': bringing teachers' voices back to the classroom Bill Harris (Freelance teacher trainer) 'Live listening' in the classroom is in contrast to learners listening to pre-recorded material. In our obsession with reducing teacher talk time, we forget that teachers' personalised stories are a rich source of language and a model for students' own output. I will give feedback on my survey of trainers, teachers and learners as well as teaching a model lesson.

e, ie, s, a

Lomond 620 audience Talk LT, YLT SIG Day

Tools for digital storytelling Russell Stannard (University of Warwick) This talk will focus on some of the tools that we can use to encourage students to speak.

New web 2.0 tools make it possible to load up pictures, Powerpoints, videos or even documents and then add voice narration to them. The students can then share their oral work via the internet.

e, s, t, a

Carron 1 88 audience Talk LMCS

Ways in, ways out: before- and after-reading activities Robert Hill (Black Cat Publishing) Has anyone ever handed you a book, open at the first page, and told you to start reading?

Probably not. This session will show how to easily create motivating before-reading activities as well as entertaining after-reading activities. All the ideas, which can be used at any level, will be exemplified with a short story from a Black Cat reader.

ie, p, s prod prom

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Session 2.2 : 1130-1215

Wednesday 21 March WEDNESDAY

Session 2.2 : 1130-1215 Carron 2 88 audience Talk LA, LT

Informed teaching: re-placing the teacher in and outside the classroom Nick Perkins (Colombia) How is the use of new technologies changing the role of the teacher? Blended learning solutions enable students to spend more time learning outside of the classroom. We will discuss how this can have a wide-ranging positive impact on what happens in the classroom and also change the teacher/student dynamic. Examples will be taken from MyEnglishLab (Pearson).

e, ie, t, a prod prom

Dochart 1 88 audience Talk LA, TD

If you don’t want to forget something, make a list Katja Thornton (Bell Bedgebury Language Centre) Students often note vocabulary in lists that do not contain much more information than the word plus translation. This session aims to show how word processing can help to make vocabulary learning more flexible, where vocabulary can still be stored in lists, but is available to be turned into a personal dictionary over time, as information is added as needed.

ie, a

Dochart 2 88 audience Talk GEN

Will it blend? Integrating face-to-face and online learning Irana Morrish (Cambridge ESOL) This presentation showcases examples from Cambridge ESOL’s range of blended learning courses, including the Cambridge B1 Online and a BULATS preparation course. Directors of Studies who have run the courses in their own schools and institutions share their experiences of the blended learning model in practice and how they successfully integrated online and face-to-face teaching and learning.

e, ie, s, t, a prod prom

Leven 100 audience Talk TTEd, LAM SIG Day

Performance management of teachers Vic Richardson (EmbassyCES UK) This interactive talk will present a case study in setting up a performance management system for a global chain of medium to large private language schools. It will address both big picture issues and specific issues and how we did or didn’t resolve them. It will be of interest to school managers, DoSs, Teacher Trainers, and of course teachers!

e, t, a

Morar 50 audience Talk PRON, ES(O)L SIG Day

In support of phonology in the ‘skills for life' classroom Pamela Southall (Morley College, London) This presentation reports on tutors' views on teaching pronunciation in the ‘skills for life’ classroom and explores reasons why phonology might be a neglected aspect of ESOL, EFL and literacy language programmes. This talk also offers suggestions as to how we as teachers, teacher trainers and managers can change this situation.

e, ie, a

Ness 50 audience Talk TEA SIG Day

You wash my back, I'll...

Thom Kiddle (Norwich Institute for Language Education) Over 20 years since Weir's 'Communicative Language Testing' and still the multiplechoice question and its variations are the dominant item-type in language assessment.

This session looks at a range of item types and discusses ways to make exam practice and preparation activities communicative rather than just a mechanical process of taking and reviewing past papers.

ie, a

1215-1335

Lunch break

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March 1225-1330

Annual General Meeting

Lomond

Notice of Annual General Meeting The 2012 Annual General Meeting of IATEFL will be held in Lomond, at the SECC, Glasgow, UK, on Wednesday 21st March 2012 from 1225 to 1330 All members are invited to attend AGENDA 1.

Minutes of the AGM held in April 2011 at the Brighton Centre

2.

Matters arising

3.

Treasurer’s report

4.

Presentation and receipt of accounts for 2010-2011

5.

Re-appointment of Larkings as auditors

6.

Presentation by the President and Executive Committee chairs on general issues, the work of the Coordinating and other committees, the SIG representative’s report, and Associates’ representative’s report

7.

Appointment and reappointment of new Trustees

8.

Thanks to out-going Vice President, and welcome to new post holders and other new volunteers

9.

Date of next meeting 10th April 2013 in Liverpool, time and venue to be confirmed.

By order of the Board Zeynep Urkun Company Secretary International Association of Teachers of English as a Foreign Language, Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK

1335-1420 Barra 65 audience Talk LMCS, GI SIG Day

Session 2.3 Becoming a global teacher: ten steps to an international classroom Kip Cates (Tottori University, Japan) One of the most important tasks for educators today is to help students learn about the diverse peoples in our multicultural world and the global issues that face our planet.

Language teachers have a special role to play. This talk will outline 10 steps we can take to become “global teachers” and to add an international dimension to our classrooms.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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ie, t

WEDNESDAY

Session 2.3 : 1335-1420

Wednesday 21 March WEDNESDAY

Session 2.3 : 1335-1420 Jura 65 audience Talk GEN

Cambridge English: Proficiency – a new exam for a new century Ron Zeronis (Cambridge ESOL) Cambridge English: Proficiency was launched in 1913 as a 12-hour examination. Testing methodology and practices have evolved considerably since then and so has Cambridge English Proficiency. The latest update of CPE will be launched to coincide with the exam centenary in 2013. This presentation will detail Cambridge ESOL’s examination revision process and describe the new exam’s format and content.

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Orkney 35 audience Talk TTEd

Bringing the stage to the classroom Laura Vinas-Valle (Universidad de Castilla-La Mancha) Spanish primary school English teachers often complain that teacher trainees lack voice projection and body language. This talk will show the process and results of a drama experience, carried out in the EFL classroom with second-year students in a Spanish teacher training college, aimed at finding a solution to this problem.

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Shuna 65 audience Talk EAP, RES

How well are we preparing our EAP students for seminars?

Belinda John-Baptiste (London Metropolitan University) Are we teaching the language and skills that our EAP students really need for seminars?

This talk looks at the findings of a research project seeking to answer that exact question.

Using the findings from my research, I will be comparing the seminar language and skills we currently teach to those really used in seminars in the UK.

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Staffa 65 audience Talk TD, TTEd

From teacher to trainer: sustainable trainer development projects in China Keith O'Hare (British Council China) & Charlotte Thompson (British Council Hong Kong) This talk presents a new collaboration between the British Council, teachers and education authorities to support the needs of English teachers in China’s developing rural areas. Extending our learning from past training projects, we outline the phases in a trainer development programme which takes teachers into a trainer role, and share some trainer reflections on the challenges they face.

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Clyde 500 audience Talk GEN

3Fs - foster, fluency, faster!

Paul Seligson (Richmond) Highly practical, focusing on ‘teachering’,i.e. on well-established teachers’ tactics which look ‘pedagogically good’ but are often ‘dinosaurian’ and limit/hinder fluency, especially at lower levels, this lively talk offers simple, pragmatic alternatives. Areas include defining fluency, strategies, ‘syllabus reduction’ to make space for fluency, eliciting, L1 use, recording vocabulary, reading aloud, classroom recordings, transcript analysis, correction, and a 30-point checklist.

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Forth 1335-1535 100 audience ILF

The IATEFL Interactive Language Fair (ILF) This is an event not to miss... and is the conference format of the future! 17 presenters race through thumbnail outlines of presentations on a wide variety of topics and then invite you to explore their interests with them, making use of posters, realia, handouts and a wide range of interactive computer and paper-based materials. The topics explored include CPD and social networks, EAP, global issues, learner autonomy, learning technologies and World Englishes in the language classroom, and include accounts of classroom practice and summaries of research.

Facilitated by Graham Hall, this is a feast of presentations in a single two-hour interactive format on a range of topics: CONTINUED...

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Session 2.3 : 1335-1420 The IATEFL Interactive Language Fair (ILF) CONTINUED CPD through social networks: Web2(too).0(verwhelmed)? The light at the end of the tunnel Konstantina Ntomprou (Eurognosi S.A.) What can the internet do for EFL teachers? What sort of opportunities can social networks like facebook and twitter offer? Does professional development actually exist online? What free software is available and how can it be used in class? Join me as we answer these questions. I will provide useful links and showcase my work using short videos.

Creating a culture of reading: Is English a barrier or opportunity?

Ganesh Gnawali (Precious National College) Many public schools' students think English is the barrier to their success In Nepal. It is because of the lack of enough access and practice in English including the reading skill, reading being the receptive skill which has a powerful means of comprehension. My research focuses on the difficulties that they face in reading tests and suggests some ways to minimize those problems.

English for academic purposes: Educational environment developed with L3S model for teaching EAP Irina Yunatova (Russian Neurosurgical Institute) This session is about a special educational environment based on an L3S (Lifelong Learning Space) model, and a suggested methodology for developing a syllabus for Academic Reading. The audience will learn how to design a syllabus bringing learners with different entry language levels to the required level described in terms CEF and see a real example of a designed syllabus.

English for academic purposes: Peer commentary made better Natalia Eydelman (Novosibirsk State University, Russia) Academic writing course activities through which the students learn to write more effective peer comments on each others’ essays in blogs and wikis will be presented. I will share a step-by-step procedure used to let the students learn to comment on different aspects of each others' writing from content and organization to vocabulary, mechanics and style.

English for specific academic purposes: English for Academic World (a special course for university students) Elena Velikaya (National Research University Higher School of Economics) The presenter will focus on ways of developing students’ professional communication skills and equipping them with skills necessary to write a resume, prepare for a job interview, to write for publication and give a talk at an international conference. The talk will be based on the use of some commercial books (e.g.

English for Scientists) and specifically developed materials.

General: Detextualizing Japanese college conversation courses David John Wood (Chikushi University) Japanese universities are largely text-dependent. Text-independence and content-contextualization, however, can educe achievable activities when based on situational needs analyses. We will identify contextualized topic series before detailing a text-free approach rationale and its related implications, and discuss content negotiation and evaluations to show how text-free teaching can facilitate the most appropriate remediation and development of communicative ability in many contexts.

CONTINUED...

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Forth 1335-1535

Wednesday 21 March Session 2.3 : 1335-1420

WEDNESDAY

Forth 1335-1535

The IATEFL Interactive Language Fair (ILF) CONTINUED General: Private language schools/institutes vs. public/state schools; Iran Alireza Talebzadeh (Ministry of Education) I will present on a study which focused on the differences between the two major sectors responsible for teaching EFL in the Iranian context: the private sector and public state sector. I will outline the reasons why the private sector has overtaken the public sector, concerning textbooks, teachers and settings.

Global issues: Fostering critical thinking in mass higher education: challenges and prospects Ekua Amua-Sekyi (University of Cape Coast, Ghana) Students develop critical thinking when they engage critically and thoughtfully in the intellectual dialogue of the disciplines. Large classes create problems which contribute to less effective teaching. However, current research suggests that teacher expertise is a more significant determinant of student learning than class size. Lecturers will have to learn new skills to foster criticality in students.

Global issues: New ideas of multicultural approach to foreign language teacher education Lyudmila Khalyapina (Kemerovo State University) The process of foreign language education should be based on the learning of the conceptual world picture of native speakers in comparison with their own world. We have developed an approach which helps students to understand that one and the same universal cultural concept (friendship, family, etc.) has both similarities and differences in its realization in different cultures.

Global issues: Teachers of English between the hammer and the nail Srour Shalash (Syrian Educational Publisher) & Nibal Hanna (Ministry of Education, Syria) In our workshop we will focus on some of the challenges of teaching English in the third world. We are going to show some pictures. The participants will be asked to guess and share ideas about the demerits of such situations, then discuss with them some solutions which we have reached through our long experience (more than 30 years).

Learner autonomy: Encouraging student evaluation of language learning resources Elizabeth Lammons (Kanda University of International Studies) We will discuss methods to assist learners in evaluating resources (print, online, audio, and film) that they can use for their language learning. Exploring how learners choose language learning resources can be beneficial for empowering learners to own their language learning by making more informed choices about the resources they use for their language learning goals.

Learning technologies: Hurdles and solutions to online teaching Kiros Langston (British Council) This workshop will analyse the advantages and disadvantages of two new, innovative British Council online courses, English for IT and SecondLife Business English, recently trialled in Tunisia. By learning from and sharing our experiences, we hope to offer useful insights into how online learning can be successfully delivered, particularly in developing countries.

Learning technologies: Learning vocabulary in today’s world Maria Lucia Sciamarelli (Cultura Inglesa/Cambridge ESOL Brazil) For students of other languages, the issue of how to learn and consolidate new words has always been important. However, how can students get the most from today’s technology to achieve this? Memorable experiences in tandem with enjoyable technological activities might be one of the answers! Based on practical classroom examples, we’ll look at how to get the best from technology.

CONTINUED...

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Session 2.3 : 1335-1420 The IATEFL Interactive Language Fair (ILF) CONTINUED Motivating learners in practice: Maximize teachable moments: building bridges via music Raquel Oliveira (SBCI) How to recognize and make the most of teachable moments in EFL classrooms? Is it a sparkle when learners are particularly engaged demanding further exploration collaboratively? In this talk, we will discuss our experiences with a group of A1 learners whose noticeable interest in music resulted in a singalong project including peer teaching and collaboration which maximised their affordance potential.

Teacher development: Paying it forward - coaching colleagues to ICT integration Anne Fox (Freelance, Denmark) Delegates will sample activities from the VITAE course, developed to teach peer coaching skills through the use of pedagogically useful Web 2.0 tools. Peer coaching of colleagues is an effective form of professional development. These digital tools also facilitate becoming a learning coach. Teachers gain their coaching skills through simple online tools that can also extend their classroom skills.

World Englishes in the language classroom: Botswana English and vocabulary instruction in schools Modupe Alimi (University of Botswana) The presentation proposes the inclusion of features of Botswana English in vocabulary instruction in schools in Botswana. The proposal, which challenges the ‘centrifugal’ perspective, is premised on the benefits, pedagogical and socio-cultural, that such a move will offer learners. The talk also highlights some challenges that the move might pose to researchers, teachers and language policy makers in Botswana.

Young learners and teenagers: Kids read!

Caroline Lisa Cameron (British Council Qatar) I will explore the various components of the MENA Kids Read primary literacy initiative, which has been implemented in government primary schools in 13 MENA countries, to encourage reading for pleasure inside and outside the classroom. We will look at how successful the project has been from the Ministry of Education, student, teacher and parent perspectives and lessons learnt.

Gala 1 30 audience Restricted Workshop LT, TD

Using E-portfolios for alternative assessment Suzanne Mordue & Sirin Soyoz (British Council) In this workshop we will look at ways to use E-portfolios as an assessment tool. We will also present and give feedback on both hi and low-tech portfolios currently in use.

Participants will also have the opportunity to assess a range of E-portfolio tools for use in their own context.

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Gala 2 60 audience Talk LT, TTEd

Indeterminate articles and unaccountable nouns. Teaching NS CELTA trainees grammar Jo Gakonga (Solihull College) Native English speaker teacher trainees often have the experience that they do not know the nomenclature or systems of the language (the examples in my title are authentic!).

This talk will describe the short course I have developed using a virtual classroom to address this and consider the feedback I have had from participants about the course and the technology.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Forth 1335-1535

Wednesday 21 March WEDNESDAY

Session 2.3 : 1335-1420 Alsh 1 96 audience Talk BE, LT

Situated cognition and virtual worlds Shiv Rajendran (Languagelab.com) & Jessica Driscoll By the age of 17 the average child has learned 5,000 words per year for 15 years, largely through encountering the new words in everyday situations. Learning new words in classrooms occurs at a much slower rate. This presentation talks about how this style of learning can be stimulated using virtual worlds.

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Alsh 2 96 audience Talk EAP

Applications of corpus analysis in EAP: research, learning and teaching Martin Hewings (University of Birmingham) The talk outlines recent research employing corpus analysis for EAP, considers the effectiveness of learner investigations of corpora in ‘data-driven learning’, and explores the kinds of discoveries teachers can make from corpora. The focus will be on applying corpus analysis in classroom activities and materials, and participants will have the opportunity to compare their intuitions about language with corpus evidence.

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Boisdale 1 100 audience Talk LT

Technology and principles in language learning Andrew Walkley (University of Westminster / Heinle) The 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.

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Boisdale 2 100 audience Talk GEN

Making the link - connecting ideas in advanced level writing Amanda Jeffries (Oxford University Language Centre) Linking ideas in writing is a major challenge for students at all levels, even advanced. I will draw on authentic student samples, and tasks from Global Advanced. I will look briefly at linking expressions and devices. I will explore practical ways of helping students write more fluently and coherently. We will see how this abstract could be improved by linking!

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Carron 1 88 audience Talk LT, YLT SIG Day

Teaching screenagers: how the digital world is changing learners Paul Davies (Oxford) & Tim Falla (Kingsbridge, Devon) Born into a digital world, today’s students have a short attention span but a talent for multi-tasking. Should we tailor our material and our teaching-style to reflect the ‘screenage’ mind? Using examples from New Solutions (Falla & Davies, 2012, OUP), we’ll discuss how best to exploit currently available digital resources and look briefly at emerging technologies and their potential.

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Carron 2 88 audience Talk LT, MD

Creating a language learning app – concept to app store Kim Ashmore (UK) & Graham Bradford (Italy) This presentation concentrates on the lessons learned by a group of professionals working independently from commercial publishers with significant experience in the development of multimedia language learning materials as they develop a pedagogically sound mobile language learning app within a limited budget. The presentation will provide an insight into what to do and what not do when developing an app.

e, s, a prod prom

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Dochart 1 88 audience Workshop LT, MD

Zooming into the reading class: Prezi Hakan Senturk (Yeditepe University) Web 2.0 tools have changed teaching completely. One web 2.0 tool which combines both teachers’ and students’ search for new experiences is Prezi. Prezi is a unique and efficient application that can be easily adapted to the language classroom. Knowing how to prepare language lessons with Prezi will provide new dimensions in the language classrooms.

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Dochart 2 88 audience Talk EAP

A proficiency and needs-based approach to IELTS Mary Spratt (UK-based freelance) This talk aims to introduce the audience to a new series of IELTS course books Mission IELTS . It highlights the distinguishing features of the series: addressing a full range of IELTS students' needs, i.e. exam, language and learner needs. It also walks the audience through the series, giving a rationale for approaches and tasks, and multiple tips for classroom use.

e, ie, t, a prod prom

Leven 100 audience LAM SIG Day

IATEFL Leadership and Management Special Interest Group Open Forum Come along to the Leadership and Management SIG Open Forum and meet the committee and other leaders and managers; find out about LAM SIG activities; and learn and practise some simple coaching techniques you can use to coach yourself and colleagues.

Morar 50 audience ES(O)L SIG Day

IATEFL ES(O)L Special Interest Group Open Forum The ESOL SIG brings together international language professionals who work with asylum seekers, refugees, migrant workers and settled migrant communities. This year we are celebrating our 10th anniversary in Glasgow! Why not join us for some refreshments and find out more about our work from our committee? You could also win some great prizes! We look forward to seeing you there.

Ness 50 audience Talk EAP, TEA SIG Day

TOEPAS: a test of oral English proficiency for academic staff Pete Westbrook (University of Copenhagen) As a result of the rapidly increasing growth in internationalisation at the University of Copenhagen, the university set up the Centre for Internationalisation and Parallel Language Use. This talk will describe the purpose and activities of the Centre, focusing particularly on a new performance-based test of English proficiency for university lecturers developed at the Centre.

1435-1535 Barra 65 audience Workshop GI SIG Day

a

Session 2.4 Self-evaluation of critical global educators using CHAT Maureen Ellis (Open University) Cultural Historic Activity Theory (CHAT) encapsulates philosophical, theoretical, psychosocial development. It offers practitioners a sound, analytical framework for evaluation.

Placing human consciousness at its core, it focuses on discourse, communicative language as performance of identity, and learning as development of holistic individuality.

Policy-makers, academics and practitioners are invited to this friendly informal application.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Session 2.3 : 1335-1420 Session 2.4 : 1435-1535

Wednesday 21 March WEDNESDAY

Session 2.4 : 1435-1535 Jura 30 audience Restricted Workshop BE

Easy business presentations and help of digital technology Ana Maria Leiras (Elmec Informatica spa - Italy) Participants discuss and clarify the basic characteristics, elements and objectives of business presentations. Helped by a list of introductory phrases and flow-chart, groups design and deliver presentations while peers assess success/failure using a practical checklist. Followed by discussion and exchange of ideas on the incorporation of smartphones and tablet PCs into the different stages of the lesson and outside the classroom.

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Orkney 1435-1505 20 audience Restricted Talk ESAP

Writing a memoir: helping students transform their self and life Junga Lee (KOSETA) I helped my 10th grade Korean female students experience transformation in their self and English through a series of autobiographical writing for one school year through a practice of writing workshop. My students could celebrate their academic and self development with the culminating activity of memoir writing and publishing it in the genre of picturebook.

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Orkney 1505-1535 35 audience Talk LT TD

Lurking, listening - discussing, developing: learning about learning through distance Rachel Lindner (University of Paderborn) The shift in distance education from isolated correspondence courses to online social learning groups is inextricably linked with emerging technologies and the growing popularity of (social) constructivist pedagogy. This presentation reports on how tangling with technology in the course of studying towards a distance MA significantly impacted on the language teaching practice of three TESOL teachers.

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Shuna 1435-1505 65 audience Talk TTEd

Collaborative language teacher supervision through videos of classroom teaching Sandra Mari Kaneko Marques (IFSP-Federal Institute of Sao Paulo) This presentation aims at discussing teacher supervisors’ roles in different supervision models, highlighting the importance of collaborative dialogues between supervisors and supervisees supported by video recordings. Results from a qualitative study developed in an EFL teacher education course will be presented, then, some actions and implementations to improve language teacher supervision in different teacher education programs will be discussed.

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Shuna 1505-1535 65 audience Talk EAP, TD

Promoting teacher development in a university context Nicholas Northall (The University of Sheffield) As part of our Teacher Development Programme, one to three articles are disseminated to teachers weekly. By reading these articles, it is hoped teachers will incorporate new ideas into their teaching, take part in discussion groups and be inspired to write about their own teaching. This paper will discuss the effectiveness of this programme in achieving these aims.

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Staffa 1435-1505 65 audience Talk TD

Training English language teachers in rural secondary schools: a study Arifa Rahman (University of Dhaka, Bangladesh) This paper investigates the impact of a training program on English language teachers of rural secondary schools in Bangladesh. The relevance of this training and the existing challenges are examined in terms of three issues: teacher beliefs, local context and educational culture. It is argued that these issues need to be considered to formulate a principled approach towards teacher development.

e, s

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Staffa 1505-1535 65 audience Talk RES, TTEd

Conflicting issues in the training programme for Bangladeshi English teachers Rubaiyat Jahan (Bangladesh) & Md. Akhtar Hossain (Sher-e-Bangla Agricultural University, Bangladesh) This study evaluates the prevalent situation of teacher training programmes for English teachers in Bangladesh, and enquires about the beliefs and expectations of both teacher trainees and trainers. It reports on the result of a study based on classroom observations, interviews and questionnaires, which clearly shows that the provided training programmes failed to meet the English teachers’ expectations.

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Clyde 500 audience Panel discussion GEN

Managing change in ELT: lessons from experience Christopher Tribble (King's College London), Chris Kennedy (University of Birmingham), Harunur Khan (East West University, Bangladesh), Wendy Arnold (ELT Consultant) & John McGovern (Tenterfell Consulting) This British Council panel discussion will consider the challenges policymakers and implementers face in making ELT reform successful. Insights from a new British Council publication Managing Change in ELT: Lessons from Experience, which editor Christopher Tribble will introduce, and comments from a panel comprising Chris Kennedy, Harunur Rashid Khan, Wendy Arnold and John McGovern, will stimulate general discussion.

e, ie, p, s, t, a

Forth 1335-1535 ILF

The IATEFL Interactive Language Fair (ILF) (see pages 92-95 for details)

Gala 1 30 audience Restricted Workshop LT, TTEd

Online and blended initial teacher training – challenges and solutions Ken MacDougall (Stevenson College Edinburgh) A workshop on the emerging area of certificated online or blended learning initial teacher training qualifications. Pulling on our experiences delivering SQA PDA TESOL and Cambridge ESOL CELTA we discuss the pros and cons of online delivery of input sessions and different models of organising teaching practice for blended learning.

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Gala 2 1435-1505 30 audience Restricted Talk TD

Realistic teacher development for inexperienced teachers on summer school courses Duncan Jamieson (OISE) This session looks at realistic teacher development for fairly-inexperienced teachers on summer school courses. It includes setting up induction, practical observation and peer observation models, encouraging reflective teaching through a 'thought for the day', providing lesson plan packs, and giving senior teachers the tools and resources to deliver short developmental workshops. There will be time to share the audience's experiences.

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Gala 2 1505-1535 20 audience Restricted Talk LT, TTEd

Technologies for ELT learning in Venezuela: benefits of screencasting Miguel Mendoza (Universidad Central de Venezuela and British Council) & Luz Ortuno (British Council Venezuela – ELT Projects Coordination) This session will present the way The British Council Venezuela uses technology to improve the ELT knowledge nationwide. The presenters will describe the BC online offer, focusing on the teacher development course Learning Technologies, and will also show how screencasting has been used in teacher development sessions for the British Council, English Village Online and an ESP course in Venezuela.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Session 2.4 : 1435-1535

Wednesday 21 March WEDNESDAY

Session 2.4 : 1435-1535 Alsh 1 1435-1520 96 audience Workshop LMCS

Eco what?

Mojca Belak (University of Ljubljana, Slovenia) It’s got something to do with ecology and literature, or more precisely, with the way nature is represented in literature. It’s newish and has a fancy name, but above all it’s a great way to explore literature. In this workshop we’ll look at Emma Donoghue’s novel Room through ecocriticism and do some eco activities you can use in class tomorrow.

e, ie, p, s, t, a

Alsh 2 96 audience Workshop LT, TTEd

Past IT - from CALL to EdTech: a history Gavin Dudeney (The Consultants-E) Having worked with EdTech in teaching and training since 1990, I have seen a wide range of tools come and go over the years. In this session we will look at the history of EdTech and examine where we are today: what have we learnt from the past, which technologies survive and where are we heading?

e, ie, p, s, t, a

Boisdale 1 1435-1505 100 audience Talk LA

Student-directed feedback on writing Jennifer Schumm Fauster & Nancy Campbell (University of Graz, Austria) Do you ever feel that the time you invest in correcting students’ work does not always result in substantial improvement in their writing? This talk addresses this problem by presenting a student-directed approach to feedback. A positive side effect of this approach is that teachers do not waste valuable time on corrections which students may ignore.

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Boisdale 1 1505-1535 100 audience Talk LT, TD

Feedback: read it or hear it?

Marwa Atieya (The British University in Egypt) & Yasmine Shehata (The American University in Cairo) We present the main focus of our study to explore the benefits of audio feedback on written tasks of intermediate college students. The study analysed and compared teachers’ reactions and students’ responses to both traditional written feedback and technology-enhanced feedback. The aim was to show how audio feedback improves learning progression and increases the level of interaction between teachers and learners.

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Boisdale 2 1435-1520 100 audience Workshop RES, TTEd

Making sense with metaphor in language teacher training Richard Chinn & Marie Willoughby (IH London) Metaphor is a tool used by trainers to help trainees understand difficult concepts. This interactive workshop will examine the beliefs and insights of experienced trainers and incorporate feedback from trainees of when metaphor is useful and when it can hinder clarity. The session will include discussion, practical activities, metaphors that delegates can take away and use in their own teaching.

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Lomond 620 audience

MACMILLAN SIGNATURE EVENT Enhancing students’ language acquisition through mobile technologies Speakers: Nicky Hockly, Agnes Kukulska-Hulme plus guest speakers Learning is changing, language is mobile and the way that our students expect to approach their own learning experience is evolving dramatically. This panel discussion will consider the reality of how Mobile Learning is affecting different aspects of education: from language to pedagogy and to investigating the environment that best suits its delivery. The panel discussion invites you to join practitioners who will share their valuable lessons as we consider the effects and opportunities mobile learning is already providing and will continue to provide in the future.

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Carron 1 1435-1505 88 audience Talk YLT SIG Day

Bilingual stories - circle of learning Sebnem Oral (Sisli Terakki Foundation Schools) If we make YLs listen to or read a story bilingually over and over, would we trigger their intrinsic motivation to discover new vocabulary, expression or chunks? This presentation which includes interviews and YL studies, aims to discuss whether bilingual stories could be a constant flow of target language and thus be seen as comprehensible input plus one.

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Carron 1 1505-1535 88 audience Talk EAP, YLT SIG Day

Vocabulary choice for tailored language courses – IT-based methods Helena Metslang & Mare Kitsnik (Tallinn University) Every year migrant students join classes of various age groups at different schools.

Supportive language courses are conducted to help the non-native students to cope with science, history and other subjects. The teachers need to know what the crucial vocabulary to teach is. This talk details how to use simple IT tools to create an word lists for language courses.

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Carron 2 88 audience Workshop LMCS

A lacuna in your classroom: traditional folk songs David A Hill (Freelance) While pop, rock and contemporary folk songs have long been used in language classrooms, research shows that few teachers use traditional folk songs. There is a wealth of wonderful material to tap into. Though related to the speaker’s Traditional Folk Songs of Britain & Ireland (Helbling), this distinct, practical workshop will show ways of using one song, with live performance.

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Dochart 1 1435-1505 88 audience Talk TD, TTEd

NESTs and NonNESTs: who's worth more?

Nenad Jovanovic (Matilda Language Center, Serbia) This talk will pose the controversial question of whether native or non-native Englishspeaking teachers are worth more to students, language schools and to the teaching profession in general. In doing so it will discuss diverse subjects ranging from the ownership of English to the challenges and opportunities associated with being a NonNEST.

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Dochart 1 1505-1535 88 audience Talk EAP

A formative model of Turnitin use in a pathway college Ben Brown (Kaplan International Colleges [Glasgow]) The talk presents research into how a formative model of Turnitin use was piloted in a pathway college preparing international students for higher education. The research explored a model of Turnitin implementation as part of a cohesive framework for addressing plagiarism which combines the aims of both prevention and detection.

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Dochart 2 1435-1505 88 audience Talk LT

Extensive reading through guided web-based book clubs Ian Rogers (Zayed University, Dubai) This talk will outline the methodology and provide the materials for delivering an extensive reading project as a web based or face-to-face book club. Geared towards adult and teenage learners, this program targets a diverse audience and is intended for use with fiction, but can be adapted to capitalize on a wide variety of reading materials.

e, ie, s, t, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-101-

WEDNESDAY

Session 2.4 : 1435-1535

Wednesday 21 March WEDNESDAY

Session 2.4 : 1435-1535 Session 2.5 : 1610-1640 Dochart 2 1505-1535 88 audience Workshop LA

Using metacognitive strategies to enhance reading comprehension Diana Pena Munoz (The Anglo Mexican Foundation LABCI) Proficient readers use one or more metacognitive strategies to extract meaning from texts. But what exactly are they and how can we teach students to use them? During this workshop there will be an opportunity to examine such strategies in more detail, and experience ways to model them to students to help them become more successful readers.

e, ie, p, s, t, a

Leven 100 audience Workshop TD, LAM SIG Day

Facilitating change in ELT practice Susan Barduhn (SIT Graduate Institute) & Beth Neher (Education Consultant, Brattleboro, Vermont, USA) The intent of most in-service teacher education is progress toward alignment with best practices. However, growth in teachers who regularly participate in teacher development is not always observable. In this workshop, we examine factors impacting teachers’ ability to make lasting changes in their practice, articulate institutional goals for teacher development, and generate plans for future professional development activities.

e, ie, p, s, t, a

Morar 50 audience Workshop MD, ES(O)L SIG Day

Making your materials manage the 'mixedness' Lorraine Downey & Grainne Carley (City of Dublin Vocational Education Committee) Based on the experience of the CDVEC in working with newly arrived refugees, this practical workshop will explore the challenges posed by mixed ability classes, identify strategies to cater for differentiation and to develop critical thinking skills necessary to engage with the secondary curriculum. Finally, participants will have the opportunity to examine and discuss sample materials developed on this project.

e, ie, p, s, a

Ness 50 audience Workshop LT, TEA SIG Day

Using VoiceThread as a tool for self-assessment Tamatha Roman (Kanda University of International Studies) This presentation investigates the usage of VoiceThread, a collaborative and interactive web program, as a means for self-assessment in the ESL or EFL classroom. The presenter will provide an overview of VoiceThread , introduce several activities that encourage self-assessment, show examples of student work, and lead a hands-on practice session with the program.

e, ie, a

1535-1610

Coffee break (sponsored by telc – language tests)

Exhibition hall

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

1610-1640

Session 2.5

Barra 65 audience Talk MD, GI SIG Day

Raising awareness of ELF in an internationalising university Rachel Wicaksono (York St John University) International students are often blamed for communication problems in UK university classrooms where English is a lingua franca. This is despite emerging evidence that it is sometimes UK students who lack the language awareness necessary for effective international communication. This presentation contrasts two different approaches to language awareness and makes some practical suggestions for materials developers.

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-102-

e, t

Wednesday 21 March Jura 1610-1840 65 audience Symposium

Pragmatics and ELT – what we need to know symposium Pragmatic competence has been widely recognised as being of vital importance to an L2 speaker, and in recent years ELT has sought to promote this ability through instructional pragmatics. This symposium will address a range of topics in the field of pragmatics and how they are taught in language classes. Our aims are to encourage colleagues to question the manner in which pragmatics is covered in ELT and to propose ways of improving L2 learners’ pragmatic competence through classroom language and instructional pragmatics. The symposium will enable you to evaluate pedagogical pragmatics from a wide range of perspectives, including the current status of English in the world, pragmatic awareness raising through classroom discourse and instructional pragmatics, materials development, teachers’ attitudes to pragmatics teaching and how linguistic choices affect pragmatic meaning.

The first presenter, Peter Grundy, Durham University, UK, will argue that approaches to the teaching of pragmatics in the language classroom differ depending on whether we view English as a foreign/second language for use in cross-cultural communication or as a lingua franca for use in intercultural communication. He will critique most former approaches and call for a new direction, outlining areas which he considers important.

The next two speakers will focus on learner data. Rachele De Felice, Centre for Research in Applied Linguistics, University of Nottingham, UK, will show how the tools for linguistic research into politeness and pragmatics find practical applicability in the ELT domain by enabling fine-grained comparisons of features such as adverb use and the distribution of expressions of time. Lubov Tsurikova, Voronezh State University, Russia, will discuss the importance of teaching pragmatics in an EFL context and enhancing cross-cultural sociopragmatic sensitivity in EFL learners. Her presentation will focus on the results of a research project used to assess the pragmatic (in)adequacy of discourse produced by the EFL speakers in spontaneous communication and the communication problems they may face in real-life interaction with English speakers.

The four final presenters will address pedagogic issues, often in an interactive way that will involve the audience. Helen Basturkmen, Department of Applied Language Studies and Linguistics, University of Auckland, New Zealand, will report a small scale study that aimed to gather information for planning a teacher education program in which teachers would develop materials for teaching pragmatics in their own classes using authentic/semi-authentic texts. The first part of the presentation describes the study and the second part reports key findings concerning the teachers' reports of their current practices and which aspects of pragmatics and pragmatics-focused instruction they were interested in finding out more about.

Donna Tatsuki, Kobe City University, Japan, will dispel the mystery surrounding the creation of materials for pragmatic instruction. She will draw on her own experience creating materials and editing collections to give examples of activities for form-focused instruction of speech act sequences, involving awareness raising, identification and/or comprehension exercises, and opportunities for both controlled and guided practice. Tarja Nikula, University of Jyvaskyla, Finland, will help the audience explore and problematise pragmatic competence and awareness in the context of CLIL classrooms, with the target language as the means of instruction in content lessons. Applying a discourse-pragmatic perspective, attention will be drawn to how Finnish secondary level students orient to social-interpersonal dimensions of interaction when conducting their classroom activities in English. Finally, Esra Ozdemir, Istanbul University, Turkey, will focus on the aspects of pragmatics that can be taught, and the ‘whys’ and ‘hows’ of the teaching of pragmatics in ESL/EFL classrooms. The focus will be on instructional pragmatics and how it has improved in both theoretical and practical dimensions encompassing a variety of instructional approaches and activities that aim to raise awareness of pragmatic aspects of the target language.

There will be opportunities for audience participation at various stages and the symposium will conclude with an open discussion.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-103-

WEDNESDAY

Session 2.5 : 1610-1640

Wednesday 21 March WEDNESDAY

Session 2.5 : 1610-1640 Orkney 30 audience Restricted Talk RES

Effects of reflective learning in university EFL classes Eri Osada (Kanda University of International Studies) I will report on an exploratory study on the effects of students’ reflective learning, which analyzes the reflective journals which 48 freshmen in a department of international studies kept and the questionnaires about their perceptions of learning situations, as well as their English proficiency. One of the findings is that the students learned better when taught in clearly understandable terms in their L1.

e, ie, t

Shuna 65 audience Talk TD, ESAP

ESP teacher development through European teaching staff mobility programmes Dietmar Tatzl (FH JOANNEUM University of Applied Sciences, Graz, Austria) This talk exemplifies how three European teaching staff’s mobility activities have contributed to the speaker’s development as an ESP instructor in aeronautical engineering. Mobility programmes create opportunities for ESP practitioners to gain a deeper understanding of content disciplines. This talk should encourage colleagues to embark on teaching staff exchange not only as an internationalisation measure but also for professional development.

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Staffa 65 audience Talk

HORNBY TRUST ALUMNUS Showcasing a trainer preparation programme for ELT Laxman Gnawali (Kathmandu University, Nepal) This session discusses how teacher trainers are prepared in the Nepalese context. It will look at the local conditions and how the course has been developed to meet the local needs. It will discuss how participants themselves reflected on the course and put what they learned into practice. It will also discuss lessons to help others establish a similar programme.

Clyde 500 audience Talk LA

Helping Chinese learners to learn English better Xiaobing Wang (English language teacher in the UK) Despite reforms to the English language teaching in China, many students are still taught and learn English in traditional approaches. This causes problems later when they are expected to learn more independently. Based on my experience and research, I will explore how Chinese learners can be helped to develop effective learning strategies and critical thinking skills in different global contexts.

ie, a

Forth 300 audience Talk TD, TTEd

Innovation and road shows - training YL teachers in China Dede Wilson (Freelance) There are 11 million English teachers in China, enthusiastic people keen to receive training in new methodologies. This practical session will highlight how innovative training has been provided: from large-scale courses at the Beijing Institute of Education for hundreds of YL teachers with only three trainers and team teaching to ELT Roadshows for thousands of YL teachers across the country.

e, ie, p, s

Gala 1 60 audience Talk TTEd

Through the wicket gate? From ELT to state sector QTLS Ben Beaumont (Ealing, Hammersmith & West London College) In this ever changing world, appropriate qualifications to move between sectors in the UK has become more of a ‘must have’. This talk will outline new ways for diploma-qualified teachers to gain a Cert Ed/PGCE (and QTLS) through a distance learning programme accredited by the University of Westminster, allowing them to teach in secondary and tertiary education. The world’s changing!

e, ie, t, a prod prom

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-104-

Wednesday 21 March Gala 2 60 audience Talk GEN

Promoting vocabulary retention and recall through corpus-based and cognitive approaches Yuho Kokubu (University) What strategies are available to help learners expand their vocabulary knowledge and retention? The application of a corpus-based and cognitive linguistic approaches are two possible approaches to enhance vocabulary retention and stimulate recall. The findings indicate the potential of using corpus-based word frequency lists and lexical networks to teach formulaic sequences.

e, ie, s, a

Alsh 1 96 audience Talk TTEd

Teacher education: what should it provide and why?

Marina Bendtsen (Abo Akademi University) What do student teachers expect from teacher education? How are these expectations realized and how is teacher education viewed after a few years of working as a teacher?

These questions will be focused in this talk where results from a qualitative longitudinal study conducted in a Finnish-Swedish setting will be discussed and problematized.

e, ie, a

Alsh 2 96 audience Talk AL, ESAP

Strategies to help students construct individualized voice in academic writing Elvan Eda Isik Tas (Middle East Technical University Northern Cyprus Campus) Contrary to the traditional belief that academic writing is impersonal, recent research reveals that it is not totally devoid of author’s voice. Based on contrastive analysis of selfmention strategies adopted by expert and novice writers, this talk gives clues about how student writers might be supervised to utilize self-mention strategies of expert writers in constructing individualized voice in academic writing.

e, ie, t, a

Boisdale 1 100 audience Talk TTEd

Dialogue in teacher training: a sociocultural perspective Willy Cardoso (St George International - London) By analyzing dialogues between teacher trainers and trainees, we can see that the processes that occur in teacher learning extend those processes of sociocultural participation, in which dialogic processes serve as a “thinking device”. This talk is an exploration of the critical aspects of dialogues and a contention that co-construction of knowledge is more relevant than input.

e

Boisdale 2 100 audience Talk AL, RES

Negotiated identity in discoursal communities: insider or outsider?

Ya-Hui Chang (School of Education, University of Stirling, UK) Identity issues have attracted much attention in second language writing. This research study reports a longitudinal case study on how international postgraduate students position themselves in academic writing. The results are presented from a practical aspect, discussing how identity is negotiated within the academic writing process and factors contributing to the development of identity in different discoursal communities.

e, t, a

Lomond 620 audience Talk GEN

Getting learners to ask the questions Tony Lynch (English Language Teaching Centre, University of Edinburgh) This talk focuses on the advantages of getting learners to devise questions on a listening text, rather than using the teacher's or author's questions. I present classroom episodes in which the learners composed their own questions and evaluated the answers given by their peers. The approach is designed to build self-confidence and support a move towards learner autonomy.

ie, a

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-105-

WEDNESDAY

Session 2.5 : 1610-1640

Wednesday 21 March WEDNESDAY

Session 2.5 : 1610-1640 e, p prod prom

Carron 1 88 audience Talk LT, YLT SIG Day

Speak and spell: online phonics for YLs Jo Hayes (British Council Paris) Teach English with the super space spy spellers! In this talk we will explore fun and interactive ways of exploiting phonics in the YL EFL classroom for pronunciation and spelling. The talk will focus on a new set of materials developed for the British Council website, LearnEnglish Kids, based on the UK phonics programme Letters and Sounds.

Carron 2 1610-1840 88 audience Symposium

Creating a culture of reading symposium Convenor: Daniel Xerri (University of Malta) This symposium will explore how the creation of a culture of reading induces students to move from a dependence on the teacher to the cultivation of a greater sense of autonomy. Research suggests that extensive reading leads to an improvement in word recognition, increased motivation, faster reading speed, inductive learning of reading strategies, and a development in students’ ability to use context for comprehension. The strategic use of readers and other texts capitalises on the contributions made by L2 learners and helps to improve their reading in English by equipping them with skills that allow them to read more broadly. Our aim is to encourage you to evaluate different ways to promote a heightened sense of reading engagement inside and outside the classroom.

The first presenter, Daniel Xerri (University of Malta), will analyse the role that teachers play in encouraging students to read for pleasure. He will examine the idea that teachers who enjoy reading can act as role models for their students, especially when they use literary texts in a student-centred method.

Another teacher’s perspective on how learners may be helped to practise extensive reading in their own time is that of Rhoda McGraw (Ecole des Ponts ParisTech). Her talk will focus on free silent reading periods during class meetings and she will offer practical suggestions for implementing them. Rhoda will also examine their effects on subject interest, identity expression, learner autonomy, and reading styles.

Then Vanessa Esteves (Escola Superior de Educacao, Oporto) will take a look at how to motivate and engage so-called “unteachable” (disruptive and demotivated) students in the reading process. She will focus on activities that can be used in any classroom to promote cross-curricular learning and to develop learner autonomy and critical thinking skills.

The next presenter, Robert Campbell (freelance author and editor of its-teachers ), will ponder the question of how the class reader should adapt to the needs of today’s learners and teachers as the publishing world adapts to new digital formats. His talk will be based on his own experience as an author of readers, including readers that make use of podcasts, blogs, videos and students’ own work.

In the final presentation Mark Brierley (Shinshu University) will discuss the benefits of using the Extensive Reading Foundation’s Online Self-Placement Test (ERFOSPT). This test is designed to check the fluent reading ability of second-language readers and match that to a suitable graded reader series or level.

Mark will explain how the test was made, and how teachers can use the test and become involved in its trialling and development.

This symposium will offer the audience a number of opportunities for participation and it will finish with an open discussion.

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-106-

Wednesday 21 March Dochart 1 1610-1840 88 audience Symposium

ELT coursebooks: past, present, and possible symposium Convened by Richard Smith and John Gray It is surprising that so little research has been carried out into ELT coursebooks, despite their continuing importance to teachers and students in so many classrooms around the world. This symposium has been arranged by way of redress - to showcase some recent research into coursebooks, to illustrate different kinds of research that can be undertaken; and to encourage more such research. The six presentations report on recent investigations of both ‘global’ and ‘locally produced’ coursebooks and will be of interest to teachers, materials writers and publishers alike. After each presentation there will be 5 minutes for questions, and some time for overall discussion at the end.

Richard Smith (University of Warwick) begins with A Very Brief History of ELT Coursebooks, highlighting past developments which have shaped the contemporary ‘shape’ of ‘the global coursebook’. Richard focuses in particular on books issued by UK publishers, and on developments up to the 1980s, illustrating both achievements and ‘roads not taken’ with reference to books in the ELT Archive (www.warwick.ac.uk/go/elt_archive), and with an emphasis throughout on the present-day value of historical research.

Diana Freeman (University of Essex) examines questions accompanying coursebook readings in her talk It’s a Question of Questions. What should such questions achieve? Are some ‘better’ than others? Diana presents her taxonomy of question types, demonstrates its practical application for teachers and analyses the questions accompanying readings in the four editions of Headway Intermediate (Soars & Soars 1986, 1996, 2003 and 2009), revealing some perhaps surprising results.

John Gray (Institute of Education, University of London) next considers Neoliberalism, Celebrity and ‘Aspirational Content’ in ELT Textbooks for the Global Market. He takes the view that popular UKproduced ELT textbooks for the global market reproduce and seek to legitimise views of the world through the use of ‘aspirational content’ which is concomitant with the neoliberal ideology of selfbranding. The talk focuses on pervasive representations of celebrity from the 1970s onwards and reports the responses of practising teachers.

Following a short break, Alice Wanjira Kiai (Catholic University of Eastern Africa, Kenya / University of Warwick) recounts ‘An English Language Textbook Story from the “House of TESEP”’. Suggesting that to fully ‘understand’ a coursebook we need to explore all the links from conceptualization to consumption, Alice follows these links in presenting a biography of one secondary school English textbook. Her story unfolds against the backdrop of recent market liberalization in educational publishing in Kenya.

Mayumi Tanaka (Nagaoka National College of Technology, Japan / University of Warwick) also considers ‘locally published’ materials in her talk on ‘Dealing with Constructed Cultural 'Reality' in Japanese High School Coursebooks’. She describes a critical reading course she has developed, reports on how the students interpreted texts, and presents their feedback as well as that of other teachers, indicating how these perspectives will influence the next phase of her action research project.

Dario Banegas (Ministerio de Educacion, Argentina / University of Warwick) presents the concluding paper, on ‘Combining Marketed Coursebooks and Teacher-developed Materials: Reasons, Possibilities and Challenges’. Dario describes an action research project undertaken in response to students in his context suggesting that learning English could be more fruitful if teachers combined a grammar coursebook with teacher-developed materials featuring authentic sources and context-responsive topics.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-107-

WEDNESDAY

Session 2.5 : 1610-1640

Wednesday 21 March WEDNESDAY

Session 2.5 : 1610-1640 Session 2.6 : 1655-1740 Dochart 2 88 audience Talk EAP

The learning portfolio strand of an intensive EAP programme Dilek Eryilmaz Salki & Aybike Oguz (Ozyegin University, School of English Language Instruction) This talk offers participants an example of how CEF European Language Portfolio: Guide for Developers can be used to design, develop, and evaluate a Learning Portfolio strand based on contextual needs and requirements in an EAP Programme in Ozyegin University School of English Language Instruction, Istanbul, Turkey, where the medium of instruction is English.

e, t

Leven 100 audience Talk LAM SIG Day

IATEFL LEADERSHIP & MANAGEMENT SIG SCHOLARSHIP WINNER From chefs to ninjas: habits in TEFL management Wiktor Kostrzewski (City School of Languages, Swansea, UK) This talk will present an academic manager's perspective on the relevance of adopting habits in TEFL management, relating the importance of good habits to the unique nature of the job. The presentation stresses the need for TEFL management habits that are simple, effective and inspire positive change in a business environment.

e, ie

Morar 50 audience Talk ES(O)L SIG Day

EAL provision in England: combining theory and practice or not?

Clare Wardman (University of York) Support for children with EAL is very postcode-dependent, as a result of de-centralisation in the UK. Research findings are often badly disseminated and training is varied. This session presents a qualitative study comprising interviews with staff across eight northern English primary schools and compares the findings to theories of best practice in EAL. Implications for interested parties will be discussed.

e, ie, p

Ness 50 audience Talk ESP, TEA SIG Day

TRINITY COLLEGE LONDON LANGUAGE EXAMINATIONS SCHOLARSHIP WINNER ESP test design -a challenge to the ELT practitioner Yuliya Siderova (Naval Academy, Varna, Bulgaria) Test design is a challenge to any ELT practitioner; however, designing ESP tests is even a greater challenge. This presentation will discuss the problems of ESP test design in terms of reliability and validity. The examples will be taken from ESP tests designed by the presenter during her career as an ESP test designer for the specialty 'Electronics'.

e, ie, s, t, a

1655-1740

Session 2.6

Barra 65 audience GI SIG Day

IATEFL Global Issues Special Interest Group Open Forum GISIG have had a productive year, with an animated discussion list, lively newsletters, collaboration in conferences, and pertinent webinars. We welcome contributions and suggestions on the way forward. Visit our open forum to find out more about GISIG aims, our plans, take your chance in our raffle, and meet the committee.

Jura 1610-1840 Symposium

Pragmatics and ELT – what we need to know symposium (see page 103 for details)

Orkney 20 audience Restricted Talk GEN

IATEFL W R LEE SCHOLARSHIP WINNER A reflective approach in developing communicative skills in advanced learners Agnieszka Mirowska (Teacher Training College) The talk illustrates how a reflective approach may help advanced learners in developing communicative skills on their own. It will present a technique I used with my students at the teacher training college to help them raise their awareness of the problem areas they have in oral production, analyse their causes and consider some possible solutions.

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-108-

a

Wednesday 21 March Shuna 1655-1840 65 audience Symposium

Motivating learners in practice symposium What makes for memorable learning? Trust, meaningfulness and motivation are all key factors for learners to be engaged with language. In this symposium we will look at how course content needs relevance and how student chosen content and activities produce satisfactory and rewarding outcomes.

Students 'take the floor' and show how intrinsic motivation shaped purpose and acquisition in the classroom. Progress and achievement are gained through meaningful tasks and how teachers need to adapt and be circumspect with global coursebooks as a means to an end.

Convenor: Simon Shephard Presenters: Faika Hwejeh & Steve Brown Trust them: they can do it Faika Hwejeh (Damascus University) When teachers get tired and students get bored, something has to be done. To get better results, the teacher decided to give the floor to those who were bored. They were 20 undergraduate students from different disciplines. Cooperative work was done in so much fun; no one was tired or bored anymore.

Meaningfulness and motivation: how tasks affect learners' sense of achievement Steve Brown (British Council Kuala Lumpur, Malaysia) We often select tasks because they are in the coursebook, or because they focus on a specific language point or sub-skill. But what do tasks actually mean to students? This workshop analyses some student responses to this question, discusses ways to make tasks more meaningful, and examines how meaningful tasks can give learners a sense of progress and achievement.

Staffa 65 audience Workshop TD, TTEd

CiSELT: secondary teacher training in South Asia - innovation and challenges Deepali Dharmaraj (Project English, The British Council, India) & Bushra Khurram (Department of English, University of Karachi, Pakistan) As trainers from India and Pakistan, in this joint presentation we will share our experience of successes and challenges in delivering the British Council Certificate in Secondary English Language to teachers working in environments where there is resistance to change and problems in managing large mixed level classes. Through the course teachers have been empowered through practical learning centred approaches.

e, s

Clyde 500 audience Talk MD, TD

Let's hear it for authentic listening! A writer's plea Sheila Thorn (The Listening Business) Listening is the skill we use most in our daily lives, so why is it so neglected in the ELT classroom? I shall consider the possible reasons for this from a publishing and pedagogic perspective. I shall then make the case for more authentic listening practice and give practical advice on providing listening training practice in the modern communicative classroom.

ie, a

Forth 300 audience Talk AL, RES

What are youse guys doin'? Expressing plural you in English Penny Hands (Freelance) This talk describes a study that was carried out using the Collins Corpus to determine the most frequent plural forms of you in English (for example you guys, you lot, yous, y’all ). I will show how we tracked changes over time and across varieties, and share other findings relating to connotation and redundancy.

e, ie, t, a prod prom

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

-109-

WEDNESDAY

Session 2.6 : 1655-1740

Wednesday 21 March WEDNESDAY

Session 2.6 : 1655-1740 Gala 1 30 audience Restricted Workshop TD

Teaching with spontaneity: using PDL in the classroom Eugene Schaefer (Freelance) Imagine walking into a classroom with no idea what the lesson content will be, but certain that learner input will lead the way. In this workshop you will be introduced to techniques used in PDL (Psychodramaturgie Linguistique), enabling you to react spontaneously to impulses from the class and help students to say what they really want to say.

e, ie, a

Gala 2 30 audience Restricted Talk BE, ESP

No register! Using punctuation, modality and phraseology to teach email Alistair McNair (University of Brighton's International College) Teachers often receive emails from students using inappropriate register. Emails sent by staff in a Kaplan International College are compared to student emails and those in business and general English course books. Staff use punctuation, modality and phraseology differently depending on their audience, and highlighting these specific areas can help students write more appropriate emails.

e, ie, t, a

Alsh 1 96 audience Talk ESP, MD

Promoting automatic recognition of medical abbreviations using a computer game Amanda Muller (School of Nursing & Midwifery, Flinders University) This paper discusses the theoretical underpinnings of a new non-commercial computer game created to promote automatic recognition of medical abbreviations – both in spoken and written forms. Listening for patient information in spoken handovers is difficult for international nursing students. This game prepares students for a rapid delivery style and promotes automatized recognition through effective exposure, repetition, and multichannel input.

ie, t

Alsh 2 96 audience Talk LT

New world new media Paul Woods (British Council Argentina) The British Council’s aim of “Reaching every teacher and learner of English in Latin America with materials from the UK” presents a huge challenge. I will describe how we are attempting to meet this challenge using TV, radio, mobile technology, the internet and social media and outline issues we are currently facing.

ie, s

Boisdale 1 100 audience Talk BE, ESP

Grow your own corpora!

Richard Gallen (The London School of English) We can use online texts, students' writing and the organic accumulation of classroom materials to create mini corpora. I will give tips on harvesting the data to inspire teaching and create wonderfully relevant materials for business English, ESP and EAP classes. I will also give delegates corpora of spoken English I have transcribed that can be transplanted into their own teaching environments.

e, a

Boisdale 2 100 audience Talk TD, TTEd

Cambridge ESOL and Cambridge University Press introduce Cambridge English Teacher Brendan Wightman (Cambridge University Press) Responding to demand for affordable and practical professional development courses that will enable teachers to advance their careers, Cambridge ESOL and Cambridge University Press have developed a unique online environment that offers: professional development courses; interaction with leading ELT professionals; and a space to record and showcase achievements. This talk will introduce the various elements of the site.

e, ie, p, s, t, a prod prom

e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

-110-

Wednesday 21 March Lomond 620 audience Talk GEN

Power of the image - 10 ways to use photographs Paul Dummett (Cengage Heinle ELT) Images and photographs play an important part in all our lives. Working on a new coursebook using content from National Geographic magazine has provided the opportunity to explore how photographs can be used to stimulate learning and aid memory. This talk shares these insights and provides teachers with 10 practical ideas for exploiting images in the classroom.

ie, a prod prom

Carron 1 88 audience Talk YLT SIG Day

Blended learning for young learners: it's all about the ingredients!

Lulu Campbell (Macmillan Mexico) With more digital expected in 21st century classrooms, finding the right content with the right balance of print/digital is not always straightforward. We explore how to approach blended learning and become more comfortable with digital teaching, while retaining the importance of learning language through engaging content. Various published materials including Bounce Now, Take Shape and Brainwave (Macmillan) will be considered.

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Carron 2 1610-1840 Symposium

Creating a culture of reading symposium (see page 106 for details)

Dochart 1 1610-1840 Symposium

ELT coursebooks: past, present, and possible symposium (see page 107 for details)

Dochart 2 88 audience Talk TTEd

CELTA written assignments - time for a change?

Liz McMahon & Maria Heron (Norwich Institute for Language Education) As experienced CELTA trainers we felt it was time to reassess the role of written assignments. This feeling resulted from a perceived mismatch between the time and stress this course component causes both the trainers and trainees and the impact it can have on their final grade, which can range from none at all to failure on the course.

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Leven 100 audience Talk TD, LAM SIG Day

Putting the C and the P into CPD! Josh Round (St George International) Delivering an effective and all-encompassing CPD programme is a challenge for any DOS, and the relevance and demands of it may seem beyond many teachers. This talks looks at what makes a good school CPD programme and confronts the greater challenge of how to engage teachers to enter into the learning process of reflective practice.

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Morar 50 audience Talk TTEd, ES(O)L SIG Day

SQA TESOL: professional development in Scotland Jennifer MacDougall (Scottish Qualifications Authority (SQA)) In tandem with the development of Scotland’s Professional Development Framework for ESOL practitioners, SQA was tasked with designing a suite of TESOL qualifications to enhance training provision and meet the needs of practitioners working in diverse contexts. This session focuses on the Framework, SQA’s TESOL project (qualification design, content and resources). Participants will interact with some of the resources.

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Ness 50 audience TEA SIG Day

IATEFL Testing, Evaluation & Assessment Special Interest Group Open Forum Have you any questions or comments re testing, evaluation and assessment? Would you like to join a SIG which enables you to join in, debate and address the thorny issues of language assessment with other experts in the field? To find out more about this SIG, come to our Open Forum for information, ideas and plans for upcoming events and initiatives (and a glass of wine too!)

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Session 2.6 : 1655-1740

Wednesday 21 March Session 2.7 : 1755-1840

WEDNESDAY

1755-1840

Session 2.7 e, ie, p, s, t, a

Barra 65 audience Workshop RES, GI SIG Day

English language teachers and their work: changing trends?

Sara Hannam (Oxford Brookes University) Survey results focusing on the working conditions of 600 English Language teachers living in different countries will be presented. It was found that some are happy with their job, but for many they are being moved towards casual labour with little security. The session will explore what can be done to improve things in the profession for the future.

Jura 1610-1840 Symposium

Pragmatics and ELT – what we need to know symposium (see page 103 for details)

Orkney 20 audience Restricted Workshop ESAP

Data driven learning in the teaching of EAP ‘grammar’ Michael Thomas (Sabanci University, Istanbul, Turkey) This workshop aims to provide a practical insight into the use of ‘data driven learning’ in the teaching of (academic) English for Specific Purposes, as a means through which learners are able to ‘notice’ language use in an authentic context. Opportunities for discussion of the advantages and drawbacks of DDL in teaching ESP-specific grammar will be provided.

Shuna 1655-1840 Symposium

Motivating learners in practice symposium (see page 109 for details)

Staffa 65 audience Talk AL

Don’t tell the police – they’re not important Danny Norrington-Davies (International House London) It is still all too common to see coursebooks using generalised pedagogic grammar rules like “We use the passive when the speaker is unimportant or unknown”, even if this is often not the case. This talk will explore a simple alternative by suggesting that the problem lies not with the rule, but by prefacing it with “We use…”

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Clyde 500 audience Talk LT, RES

Interactive integration - the IWB as an effective classroom resource Paul Braddock (British Council) Increased use of Interactive Whiteboards in foreign language classrooms is creating a need for teacher training and extra pedagogical support. This talk will look at early outcomes of research into this area by the EU-funded ITiLT (Interactive Technologies in Language Teaching) project, as well as a range of resources & video footage of IWB interaction in classroom observations.

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Forth 300 audience Talk LT

Creating a buzz with LingoBee mobile language learning app Barbara Gardner, Emma Procter-Legg & Rebecca Adlard (Study Group UK) “Free smart phone anyone?” What happens after you offer students a free smart phone to collect, annotate (multi-media) and share vocabulary and culture-related content? More collaboration? Self-organisation? Independence? Could you or your organisation run a similar project? Come and experience the app and find out! Joint presentation of research findings from two field trials of the free LingoBee app.

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e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March Gala 1 30 audience Restricted Workshop LA

Instant English! I want it NOW! Kamini Taneja (The British Council) Do your students want to be fluent in English immediately? Why do they have these unrealistic expectations and how can we re-define them?

This workshop will address the problems teachers face in meeting and managing students’ expectations in different cultural contexts and explore strategies and techniques to help students set achievable language learning goals.

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Gala 2 60 audience Talk LT, TTEd

Virtues and vices of virtual teacher education Caterina Skiniotou (Hellenic American Union/TESOL Greece) Are pre-service teachers opting for an online TESOL teacher education program adequately prepared to deal with classroom management problems that arise when teaching an ESL/EFL course on-site? Could practice teaching in three-dimension virtual environments prepare prospective teachers to deal with such issues? The presenter will share her experience of working with pre-service EFL teachers in Second Life.

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Alsh 1 96 audience Talk TD

Gattegno’s science of education Piers Messum (Freelance) Through the ages, the greatest thinkers have reported on the human mind and how it is to live a life. As teachers, we should surely be able to report fluently on how it is to learn.

Caleb Gattegno argued that only with this understanding can we be confident that we teach correctly. We will examine his response to this challenge.

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Alsh 2 96 audience Talk TTEd

Promoting authentic autonomy on CELTA courses Simon Brown (British Study Centres Teacher Training, Oxford) In recent assessments of CELTA courses, I have noticed that the trainees, in their final lessons, are still tied to coursebook pages either by choice or prescription.There has been a general absence of independent teaching.This is often compounded by an absence of or demotion of input sessions on authentic materials. As trainers we need to promote independence and creativity more transparently.

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Boisdale 1 100 audience Workshop LA, MD

The power of choice Michael Harris (Freelance) Studies have shown the benefits of learner choice in various educational settings. In this session, we will seek to demonstrate that choice can be built into coursebook lessons such as those in Choices, an upper-secondary course. In this way, student motivation can be improved and learners equipped with learning skills for the 21st Century.

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Boisdale 2 100 audience Talk LA, LT

INTERNATIONAL HOUSE JOHN HAYCRAFT CLASSROOM EXPLORATION SCHOLARSHIP WINNER Go online: encouraging your students to use internet resources Sandy Millin (IH Newcastle) What factors help or hinder students’ uptake and continued use of online materials to aid their English learning outside the classroom? What can teachers do in class to encourage students to take advantage of available materials and help them to overcome any obstacles? This talk will detail the results of action research done in my classes.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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WEDNESDAY

Session 2.7 : 1755-1840

Wednesday 21 March WEDNESDAY

Session 2.7 : 1755-1840 ie, t, a prod prom

Lomond 620 audience Talk EAP

Critical thinking in EAP: perspectives from content teachers Louis Rogers (Delta Publishing) This presentation will look at the topic of critical thinking from the perspective of a group of foundation level content based teachers. It will look at how important critcal thinking is in their respective fields, how well students demonstrate critical thinking in their work, and to what extent is it the role of an EAP teacher to develop these skills.

Carron 1 88 audience YLT SIG Day

IATEFL Young Learners & Teenagers Special Interest Group Open Forum During the YLTSIG Day the YLTSIG committee will have its Open Forum. Members and non-members are welcome to join us for an informal discussion about SIG matters, a short presentation of the past year and a look forward to the year ahead, as well as the annual goodies raffle.

Carron 2 1610-1840 Symposium

Creating a culture of reading symposium (see page 106 for details)

Dochart 1 1610-1840 Symposium

ELT coursebooks: past, present, and possible symposium (see page 107 for details)

Dochart 2 88 audience Talk LT

Every cloud has a... phrasal verb: experimenting with wordles Anne Rocchiccioli (University of Siena Language Centre) The talk will explore some of the possibilities offered by the simple web-based tool 'Wordle' for creating materials and activities for use in the F2F and virtual classroom (Moodle). In particular it will focus on blended language courses which prepare university students for a B2 level exam. Examples of materials, activities and student production will be illustrated throughout the talk.

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Leven 100 audience Talk BE, LAM SIG Day

Influencing Steve Flinders (York Associates) Increasingly, professional people need to influence others. People working internationally face additional challenges when they have to influence others from different cultures. In this presentation I shall look at: what influencing is and why it is important; the language of influencing; and how we can help our students (and ourselves) to learn how to influence others more effectively.

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Morar 50 audience Workshop ES(O)L SIG Day

What is effective practice for participation in the community?

Catherine Rice & Pauline Blake-Johnston (UK) What is effective practice in Community-based ESOL? What makes a project in this sector successful? How can organisers, teachers and volunteers develop an approach that leads to greater participation in community life by learners? This workshop offers an opportunity to evaluate an example of effective practice in Scotland and to discuss the practicalities of developing a successful approach.

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Ness 50 audience Talk TEA SIG Day

What implications does International English have for testing and assessing?

Judith Mader (Frankfurt School of Finance and Management) What is International English and what is it not? Can it be tested and will the tests be valid? How does International English affect test setting, marking and candidates’ performance? These and other questions will be discussed using examples from different types of tests, ranging from classroom tests to international exams.

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e = experienced audience p = primary teaching

ie = inexperienced audience s = secondary teaching

t = tertiary teaching

a = adult teaching

prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Wednesday 21 March 1845-2130

Evening events

Extensive Reading Foundation Reception and Awards Ceremony 1845-1945 in Clyde Hosted by Jeremy Harmer, who will present the 2011 Language Learner Literature Awards and the John Milne Innovation Award to Robert O’Neill. Sponsored by the British Council, IATEFL, Black Cat, CUP, Helbling, International Language Teaching Services, Macmillan, OUP and Pearson.

Cambridge University Press English Grammar in Use 4th edition Drinks Reception 1900-2030 at the Hunterian Museum Cambridge are delighted to invite you to a drinks reception at the Hunterian Museum to celebrate the 4th edition of the world's favourite grammar book - now online! Guest of honour Raymond Murphy. Open to all delegates but tickets allocated on a first come, first served basis. Please collect your invitation from the Cambridge stand.

Oxford University Press English File third edition Launch Party 1900-2030 at the Glasgow Science Centre Celebration of the launch of English File third edition, an evening full of things that will get you talking. Open to all delegates. Join us for drinks and nibbles at the Glasgow Science Centre. Come to our stand for more information or look for details on twitter @oupeltglobal.

Macmillan goes mobile!

1900-2130 at The Ferry, Anderson Quay This year the Macmillan Party is designed to get you moving in more ways than one… Scottish dancing, drinks, nibbles and fun, AND everyone is invited! Venue: The Ferry, Anderson Quay (we’ll show you the way!) Come to our stand to find out more…

Seal Skins, Elf Kings, Singing Bones and Stranger Things 1930-2100 in Forth A celebration of Scottish tales with storytellers Andrew Wright and David Heathfield. Pull up a chair and lend your ears as tales of wonder, wit and weirdness wend their way through twilight.

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WEDNESDAY

Evening events: 1845-2130

Cambridge Michigan Language Assessments Bringing expertise together As a collaboration between University of Cambridge ESOL Examinations and the University of Michigan, we share a commitment to using research to benefit language teaching and learning worldwide.

www.CambridgeMichigan.org

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Thursday 22 March 0815-0845: How To... Track 0830-1730: Registration & Exhibition Open

0900-1010: Plenary Session

Alsh 1

How to write successfully for IATEFL Conference Selections Tania Pattison Are you presenting at IATEFL? If so, you may write up your session for consideration for IATEFL’s annual Conference Selections publication. The editor will provide guidance on how to prepare your report, will show examples of past submissions that were accepted for publication, and will answer any questions you have.

Alsh 2

How to move from being a teacher to becoming a trainer Silvana Richardson It is often a challenge to go from being a teacher to a teacher trainer. In this session, I will describe how you can develop the skills and knowledge that you need for the role, as well as formal progression routes.

Boisdale 1

How to create a Personal Learning Network (PLN) Nik Peachey Having a healthy PLN can help you get new ideas, keep in touch with what's happening in the world and become a key part of your professional development, but how do you create and maintain one? Come along and find out how to make your PLN work for you.

0830-1730 Registration & Exhibition open 0900-1010 Plenary Session Clyde Plenary session by Steven L. Thorne (2000 audience)

PHOTO

Steve Thorne holds faculty appointments in the Department of World Languages and Literatures at Portland State University and in the Department of Applied Linguistics at the University of Groningen, The Netherlands. His interests and research include cultural-historical and usage-based approaches to language development, language use and learning in new media and online gaming environments, and theoretical investigations of language, communication, and development. He is currently working on a variety of projects that examine technology-mediated language learning occurring within and outside of formal educational settings, ancestral language maintenance and revitalization among the Yup’ik in Alaska, and with colleagues at the University of Groningen, is exploring the conceptual consequences of divergent theories of second language development. His research has appeared in numerous edited collections as well as the Handbook of New Literacies, Encyclopedia of Language and Education, and the Modern Language Journal, Language Learning & Technology, Annual Review of Applied Linguistics, CALICO Journal, Language Teaching, Brain & Cognition, and Intelligence, among other venues. His book length works include a co-edited book on Internet-mediated Intercultural Foreign Language Education (Thomson/Heinle, 2006) and the co-authored volume Sociocultural Theory and the Genesis of Second Language Development (Oxford University Press, 2006).

Awareness, appropriacy, and living language use There has been a great deal of research and pedagogical experimentation relating to technology use within second and foreign language (L2) education. This presentation broadens the scope of inquiry to examine entirely out-of-school L2 digital engagement in environments such as social media, fan fiction communities, and online gaming. The presentation argues first for the efficacy of a usage-based model of second language development and the benefits of explicitly addressing genre awareness and pragmatic appropriateness as core assets in the language learning process. I then present a pedagogical framework designed to increase the relevance of instructed L2 education through the structured juxtaposition of digital vernaculars with more formal ‘classroom’ genres of language use, an approach I and colleagues are calling bridging activities (e.g., Thorne & Reinhardt, 2008). In conclusion, an argument is made for the continued exploration of new media genres of language use and their selective inclusion into instructed L2 pedagogy, processes, and curricula.

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THURSDAY

0815-0845 IATEFL How to... track

Thursday 22 March Session 3.1 : 1025-1110

THURSDAY

1025-1110

Session 3.1

Barra 65 audience Talk RES SIG Day

Early language learning in Europe: are we delivering the promise?

Janet Enever (Umea University, Sweden) This presentation introduces evidence from a major study of early language learning in Europe (ELLiE 2006-10), discussing the extent to which current school provision for 6-11 year olds enables young children to confidently take their first steps towards becoming fluent speakers of foreign languages. The presentation will also introduce the forthcoming British Council publication on the study.

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Jura 65 audience Workshop ESP, TEA

Technical English – The what and the who Geoff Tranter (MONDIALE-Testing GmbH) TE learners have widely differing backgrounds, needs and levels, which make life quite challenging for trainers and testers. A highly flexible approach is needed to make both the course and tests relevant. Based on a new flexible online TE test this practical workshop will look at possible solutions and how to achieve tailor-made courses and tailor-made testing.

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Orkney 30 audience Restricted Workshop GEN

Teaching skills! To integrate or not to integrate!

Amaal Al-Halwachi (Bahrain Training Institute) Teaching language skills in an integrative way is fundamental for language teachers. This methodology has been applied in different classes by the presenter. It has significantly helped her students move from simple to complex language tasks. Participants will learn more about ways of integrating language skills by using different activities. Handouts will be distributed to reinforce the learning process.

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Shuna 65 audience Talk ESP

EFL for journalism undergraduates: meeting local needs Gloria R L Sampaio (Catholic University of Sao Paulo) Journalistic writing in Brazil requires not only a thorough understanding of information sources in English, but also an ability to gather, filter, restructure and edit the information retrieved. This presentation therefore focuses on strategies and activities devised to help journalism undergraduates develop and refine their EFL skills, so as to produce stylistically and functionally adequate texts in Portuguese.

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Staffa 65 audience Workshop YLT

The developing learner Katharine Blanca Scott (Cambridge University Press) Children change in many ways during their years at school. They change not only in size, in abilities and in interests, they also change as learners. In this session we will discuss how children change and develop while we examine different learning platforms and classroom activities that best reflect different stages of development.

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Clyde 500 audience Talk GI, LT

English for development: creating opportunity for developing countries Michael Carrier (British Council) Having English skills means you can have access to the world – the challenge is how to bring these skills to learners in resource-poor areas. This talk addresses some issues involved in English for Development and how we can help learners & teachers in developing economies - providing innovative training for teachers and new forms of learning opportunity to learners.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Forth 300 audience Workshop LT

Learn grammar, practise grammar, know grammar Diane Hall & Mark Foley (Freelance) Why do learners fail to understand and use grammar successfully? What can we do to help them? In this workshop we will look at the importance of graded explanations, theme, authentic context and contrastive practice. We will look at different ways of practising grammar using a combination of book-based and digital materials.

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Gala 1 60 audience Talk LT, YLT

Connecting classrooms online for learner development: act globally, develop locally Mohammed Hassim (Ministry of Education, Sous Massa Draa Academy, Taroudant Delegation, Morocco) As a coordinator of Connecting Classrooms Online project in my region, my talk will focus on the use of ICT and project work in ELT and how learners and teachers work together and share their products with partners overseas. The different educational gains for teachers and learners will be discussed and samples of products will be shared with the audience.

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Gala 2 60 audience Workshop LT, YLT

Netbooks in class: science fiction or everyday practice?

Dimitrios Primalis & Chryssantthe Sotiriou (Doukas School) In 2009, Doukas School in Greece introduced the use of netbooks instead of coursebooks in elementary and high schools. What's it like working in a fully wired classroom? This workshop will focus on using and exploiting technology, integrating it in the syllabus, setting rules, and daily problems and remedies. Participants are invited to share ideas and experiences.

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Alsh 1 96 audience Talk EAP, ESAP

Use and misuse of direct quotation in student academic writing Philip Nathan (The English Language Centre, Durham University) In many academic specialisms, particularly within the social sciences and humanities, direct quotation from sources is an important component of effective academic writing.

Using direct quotation appropriately can, however, prove challenging for student writers.

This talk presents an investigation of student use and misuse of direct quotation, with the aim of supporting more effective academic writing pedagogy.

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Alsh 2 96 audience Talk EAP, MD

Breaking down the AWL: selecting and grading academic vocabulary Julie Moore (Freelance) This talk will discuss ways of breaking down the daunting amount of academic vocabulary needed by IELTS and EAP students into manageable stages. We will demonstrate how we selected word lists for the Collins COBUILD Key Words for IELTS titles, and look at dividing the Academic Word List (AWL) into levels. Finally, we will consider what non-AWL vocabulary to teach.

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Boisdale 1 100 audience Talk LT

The digital image: developing visual literacy in ELT Ben Goldstein (Richmond) Never have we been able to access, create or manipulate so many images in so little time.

This practical talk will look at ways we can place the image at the centre of our classroom, seeing how electronic media can enable learners to become visually literate. Examples of tasks using different digital tools will be shown and evaluated.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.1 : 1025-1110

Thursday 22 March

THURSDAY

Session 3.1 : 1025-1110 Boisdale 2 100 audience Talk LMCS

From print to digital: encouraging today's students to read Verissimo Toste (Oxford University Press, Oxford, UK) Motivating students to read is not always easy, yet reading is one of the most important learning tools you can give them. From print-based books, to IWBs, to e-books and apps, this session focuses on practical, classroom-based activities that create an environment in which students want to read. The session draws on various readers series from Oxford University Press.

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Lomond 620 audience Talk TTEd SIG Day

Six key questions for teachers and trainers at the crossroads Jeremy Harmer (Freelance) This session will take six key issues – the use of IT, CLIL, the benefits/disadvantages of language testing, repetition (and behaviourism), the grammar syllabus, and rapport – to demonstrate the diversity of opinion in an international ELT world. I will then suggest what a core methodology should look like in the light of such diversity.

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Carron 1 88 audience Workshop LT, BESIG SIG Day

Applying m-theory to m-practice: adult learners with mobile devices Claire Hart (Freelance) & Kristen Acquaviva (USA) An ever-increasing number of learners and teachers have mobile devices, such as smartphones and tablets. Many are, however, not aware of their potential as fun, effective and highly practical learning tools. This workshop will focus on the impact of m-learning, or mobile learning, in adult-learner contexts and will illuminate m-learning strategies which facilitate language learning and foster learner autonomy.

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Carron 2 88 audience Talk GEN

The real reasons for CLIL? And non-CLIL? Anthony Bruton (University of Seville, Spain) The position taken here is that there are a number of reasons for CLIL being adopted, some of which are not necessarily very logical, coherent, consistent, or transparent, and certainly not proven, as I demonstrated at IATEFL 2011. Furthermore, overt justifications may be obscuring covert interests. The arguments presented will hopefully prompt some intended debate about CLIL, and non-CLIL.

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Dochart 1 88 audience Talk GI, TD

Whose language is it anyway?

Sylvie Donna (Durham University) As an EFL teacher it is all too easy to be ethnocentric perhaps because of a lack of awareness of differences between varieties of English, on the one hand, and the reasons students need English, on the other. This session will consider issues to help us decide, as teachers, which varieties of English we ourselves should learn about and teach.

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Dochart 2 88 audience Workshop TEA

Top tips for success with IELTS teaching and learning Louisa Dunne & Sarah Philpot (British Council, France) Discussing their own experience of preparing students for IELTS, participants will look at common pitfalls for candidates taking language tests and ways these can be avoided. The workshop will also consider the possible challenges faced by teachers when preparing students for IELTS and provide useful tips and present a range of innovative online teaching resources provided by the British Council.

e, ie, t, a

e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Leven 100 audience Talk LT

Addressing the training resource deficit utilizing open corpora and OER Alannah Fitzgerald (Concordia University, The Open University, Durham University) This presentation will introduce and demonstrate open educational resources (OER) for training ELT practitioners in the use of open corpora and open language analysis tools for English language teaching and learning. This will include where to locate these open tools, along with guidelines and resources on how to exploit them for use in the classroom or in independent language learning.

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Morar 50 audience Talk LA SIG Day

Putting the learner at the heart of the curriculum Jonathan Rowberry (Sojo University) In the context of large, established educational institutions, how can we ensure that the rhetoric of learner centeredness does not become mere lip service but leads to real change in the learners’ experiences? This talk will focus on innovations at the classroom and departmental level that can empower learners without upsetting the institutional apple cart.

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Ness 50 audience Talk PRON SIG Day

Listening Hotspots - where angels need to tread Richard Cauldwell (Speechinaction) Listening Hotspots are short fast moments of spontaneous speech. They contain fast unclear words which are difficult to hear. Made interactive in a touch-sensitive iPad application, Hotspots become an opportunity for learning through intensive listening: tapping once plays the fast original version, tapping twice plays a slow careful version.

Students rapidly learn to understand fast speech.

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1110-1145

Coffee break (sponsored by telc – language tests)

Exhibition hall

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

1145-1245

Session 3.2

Barra 65 audience Workshop TD, RES SIG Day

Discovering research – a teacher-friendly approach Deborah Bullock (British Council) Teachers of English often find research difficult to access, hard to understand and of no practical value. This workshop introduces a freely available online resource aimed at practitioners: British Council Research Papers Series. Working with sample texts, we will reflect, discuss and carry out tasks to come up with a range of practical activities to support teachers in reading research.

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Jura 1145-1215 65 audience Talk TEA

Using verbal protocols to explore Language in Use tests Theresa Weiler (University of Innsbruck, Austria) This talk will report on a pilot study that investigates the construct of Language in Use tests by using verbal protocols that reveal students’ approach to completing test items.

Data collection, analysis, and results of the study will be presented. The usefulness of verbal protocols in construct definition and investigation will be discussed.

e

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.1 : 1025-1110 Session 3.2 : 1145-1245

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Thursday 22 March Gala 1 1145-1215 30 audience Restricted Talk ESP

Can you be creative in L2? Creativity and language usage Tanja Psonder (FH Joanneum University of Applied Sciences) This talk outlines the dual-focused approach used to train architecture students to work independently on re-development concepts in an Erasmus intensive workshop, in which English was used as the working language. The creative tasks were combined with communication skills (social & technical English, negotiations), which were to enable the students to present their outcome publicly in a final presentation.

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Gala 1 1215-1245 20 audience Restricted Talk MD

Green English in CLIL: waste and conservation Loreta Andziuliene (Lithuanian University of Educational Sciences) Dissemination of the results of Nordplus Adult project “Green English in CLIL”. The teaching resources, worked out and published on-line by Lithuanian, Latvian and Estonian Associations of Teachers of English (LAKMA, LATE, EATE), are designed to provide both English and subject teachers with teaching materials i.e. series of lessons on Waste and Conservation: Water, Energy and Things.

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Gala 2 1145-1215 60 audience Talk LT

Postman and an ecological approach to education technology Thomas Ewens (KIMEP-Kazakh Institute of Management Economics and Strategic Research) In this talk I will argue that the implementation of technology in the English language classroom is too often imposed from above. Drawing on humanistic education theory (particularly that of Postman), I will argue instead for a bottom-up, ecological approach to the use of technology in ELT. I will further discuss how this could work in practice.

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Gala 2 1215-1245 60 audience Talk EAP

Problems of teachers in teaching English lexicon in Nigeria Sordum Owen Akata (Polytechnic system) The session focuses on the problems encountered by English teachers in the teaching of English lexicon in Nigeria. Nigeria adopted British English in education because of British colonialism. American English is now popular in Nigeria. Many English teachers no longer keep to the adopted variety (i.e. British English). The result is double-standards in the teaching of English in the country.

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Alsh 1 1145-1215 96 audience Talk LT, TD

Social networking for English teachers’ professional development in Iceland Samuel Lefever (University of Iceland) This talk will look at how a web-based meeting place is providing English language teachers in Iceland opportunities for professional collaboration and development irrespective of geographical location. The “Language Plaza” enables teacher to share their ideas and materials and support each other through social networking. Examples from the online resource and its benefit for language teachers will be discussed.

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Alsh 1 1215-1245 96 audience Talk GEN

Becoming an online teacher trainer - what's at stake?

Radmila Popovic (World Learning) The increased presence of modern technologies in many education contexts has channeled the professional development of many teacher trainers in the digital direction.

Using her experience and data obtained from a survey and semi-structured interviews with colleagues, the presenter outlines typical learning paths and discusses the challenges of becoming an online teacher trainer.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.2 : 1145-1245

Thursday 22 March

THURSDAY

Session 3.2 : 1145-1245 Alsh 2 1145-1215 96 audience Talk EAP

Gaining a third eye through critical thinking Birgul Kokturk (Sabanci University) This presentation aims to deliver the results of a study which was conducted with Freshman students at Sabanci University in the 2011-2012 Fall semester. The study attempted to discover students’ perception of English Academic writing and to examine the effectiveness of awareness raising and self evaluation tasks in English academic writing.

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Alsh 2 1215-1245 96 audience Talk EAP

Developing critical thinking skills in EFL students' writing classes Beverley Horne & Kyoko Oi (Chiba University, Japan) We will demonstrate how teachers can effectively integrate critical thinking skills into their teaching of English EFL academic writing in universities. We will delineate the properties of an English essay which entail critical thinking and present the syllabus we designed. We will compare students’ essay writing before and after this instruction to show how students’ work improved through this.

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Boisdale 1 30 audience Restricted Workshop TD

Dogme and blogging in three social spaces: classroom, staffroom, chatroom Emily Bell & Adam Beale (International House Santander) Our workshop shares learning points from a project designed by a newly qualified teacher who is using a blog as a reflective tool for action research on Dogme in ELT. By drawing on feedback from his students, academic manager and PLN, we will demonstrate how social networking has been integral to the project and this teacher's own professional development.

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Boisdale 2 100 audience Workshop EAP

Writing a statement of teaching philosophy Simon Williams (University of Sussex) Writing a statement of teaching philosophy can be a way of documenting professional practice, stimulating professional development, and extending a CV. The self-evaluation necessary for articulating a philosophy of teaching can be an enlightening and motivating experience in itself. Through the presentation of models, discussion and vox pop extracts, the workshop will guide participants in writing their own statement.

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Lomond 620 audience

PEARSON SIGNATURE EVENT 21st Century skills for ELT Facilitator: Rob Dean. Panel: Vicki Hollett, Lewis Lansford & Gareth Rees In an increasingly complex, demanding and competitive world, students need to go beyond the traditional 3Rs and embrace the 4Cs - communication, collaboration, critical thinking and creativity. This is the view of the 21st Century skills movement which is helping to redefine the goals of general education for today’s world. But what does this mean for ELT? Do we need to include the 4Cs in our teaching? Our panel will discuss the relevance of the 4Cs for ELT and discuss ways in which they can be incorporated into our courses.

Carron 1 88 audience Workshop BE SIG Day

Rehearsals for life. Boosting performance in role-plays and presentations Damian Corcoran (Freelance, Paris) In this workshop you will learn ways to help trainees develop their performance skills in role-plays and presentations.Discover how classrooms become rehearsal spaces for real situations and how appropriate preparation improves performance. I will focus on the crucial part that motivation and feedback play in reinforcing positive learning experiences and how to enhance trainees' and your own vocal presence.

e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Carron 2 88 audience Workshop TTEd SIG Day

How a coursebook can make you a better teacher Nick Sheard & Charlie Ellis (Macmillan Education, Oxford) In a busy, complicated world teachers are often looking for clear straightforward solutions – in short – Teaching made Simple. In this practical workshop we will investigate classroom fundamentals and doing simple things well. Using examples from Straightforward Second Edition we will look at how the coursebook can provide practical ways to improve your teaching and professional development.

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Dochart 1 1145-1215 88 audience Talk EAP, LAM

Creating a flexible summer pre-sessional programme Anne Campbell (Keele University) Pre-sessional courses are now having to adapt to a number of environmental changes, such as government regulations and new demands from the student market. This talk describes how the presenter has redesigned the programme of a Pre-Sessional course so as to respond to these new challenges and provides a tentative model for designing more flexible summer pre-sessional programmes.

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Dochart 1 1215-1245 88 audience Talk ESP

"To put it simply" – teaching through and about simplicity Martina Koenig (FH Joanneum - University of Applied Sciences) In my talk, I will present the outline of an ESP course for students of Information Design, drawing upon John Maeda’s book The Laws of Simplicity , illustrating how a text can be used in a threefold manner: as a source for information and ideas; as an example of language usage; and as the basis for developing and/or selecting teaching materials.

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Dochart 2 88 audience Workshop GEN

Revising and recycling lexis Leo Selivan (British Council Tel Aviv) While most teachers understand the importance of teaching vocabulary in chunks, few actually know how to go about it. This practical workshop provides ideas on how to revise and recycle collocations your learners come across and demonstrates a variety of activities suitable for different levels and different intelligences, some of which require almost no preparation.

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Leven 100 audience Workshop TEA

How to prepare your own practice materials Chris Brown (Cambridge ESOL) Exam preparation materials need to develop the skills which are tested in any specific exam task. This practical session will briefly analyse a selection of tasks from Cambridge ESOL exams to identify the skills and strategies being tested in the tasks, followed by input and discussion on how teachers can design their own exam practice activities.

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Morar 50 audience Workshop TD, LA SIG Day

Making sense out of chaos: professional development with social media Ann Foreman (British Council, Bilbao) Social media can provide valuable support for our continuing professional development.

The problem is coping with the information overload. Where do we start? How do we set ourselves goals and keep track of where we’re going? In this workshop we’ll consider practical ways of centering and organising ourselves to make the process less chaotic.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.2 : 1145-1245

Thursday 22 March

THURSDAY

Session 3.2 : 1145-1245 Session 3.3 : 1345-1415 Ness 1145-1215 50 audience Talk PRON SIG Day

Creating an IEP pronunciation center: procedure and findings Sophie Farag (The American University in Cairo) Pronunciation is often neglected in the EAP classroom even though it can affect communication. This presentation discusses a project initiated to improve the pronunciation of students in an IEP who were identified by their teachers as being difficult to understand. Students received instruction out of class hours. The steps followed will be presented, and the findings will be discussed.

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Ness 1215-1245 50 audience Workshop PRON SIG Day

Mumbling - a technique highlighting the importance of sentence stress Mark Hamilton (inlingua Edinburgh) Pronunciation is, of course, important when it comes to speaking English. However, word and sentence stress can prove even more important. Through an interactive workshop, learn the technique of mumbling – something that brings smiles to faces as well as stimulates learners cognitively. This technique can work well for learners of any age.

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1245-1345

Lunch break

1345-1415

Session 3.3

Barra 65 audience Talk TEA, RES SIG Day

Academic oral presentations: look who's talking!

Maggi Lussi Bell (Zurich University of Applied Sciences) This talk is based on a recent study which aimed to gain a better understanding of interlocutor examiner-candidate interaction in the question phase of academic oral presentations used for assessment purposes. The particular focus is on the linguistic and interactional support given to candidates by examiners. The findings are presented and implications for testing practice discussed.

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Jura 65 audience Talk GI

Dogme plus – learning without the pressure of technology Niall Lloyd (The Anglo Mexican Foundation LABCI) This talk will highlight the benefits of the technology-light classroom, revisiting and adapting Thornbury’s idea of Dogme to introduce the idea of Dogme Plus, the modern day classroom without excessive technological usage. Additionally, it will present opinions of practicing English teachers about use or non-use of technology in the classroom.

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Orkney 35 audience Talk ESP

Impact of social networking media on the teaching of ESP Runyararo Magadzire (Harare Polytechnic, Zimbabwe) Information and Communication Technology students in Zimbabwe tertiary institutions spend considerable time accessing social media networks, like facebook and twitter, from mobile phones and computer laboratories. This session investigates the impact of the networking media on the teaching of ESP. I will highlight and make recommendations on the effects of shortened English language on the studying and teaching of ESP.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Shuna 65 audience Talk LT

The effectiveness of audio feedback in online environments Natalya Alexeeva (North-Eastern Federal University) This study examined the possible differences between EFL and ESL students’ perceptions of the effectiveness of audio feedback during online collaboration between Russia and the U.S. Specifically, the study investigated preferences for audio over text feedback and perceptions of the sense of community when receiving audio feedback from an ESL speaker.

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Staffa 65 audience Talk LT, LMCS

Learn language: using interactive fiction for digital game-based language learning Joe Pereira (British Council, Porto) Interactive Fiction is a genre of computer game that uniquely blends literature and puzzle-solving, where the the player becomes immersed in a simulated world and becomes a co-creator of the narrative. Because it is motivating and fun and is completely text-based, it can be naturally used for digital game-based language learning. We will look at how this can be achieved.

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Clyde 500 audience

Question & answer session relating to Diana Laurillard’s plenary If you attended Diana Laurillard’s plenary session yesterday on “Supporting the teacher as innovative learning designer”, you are welcome to attend this related session. This will allow participants to ask any questions or address any issues that have been raised by Diana’s plenary talk.

Forth 300 audience Workshop MD

Some insight into designing interactive reading activities: a step-by-step workshop John Lamont (City of Glasgow College) Gain the confidence to present your students with simpler texts. With the right kind of questions, these texts can be more profitable in terms of vocabulary, comprehension and provide a springboard for subsequent speaking and writing activities.This workshop will focus on how to make simple texts and clever questions which can open up more possibilities for you and your students.

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Gala 1 60 audience Talk GEN

Three-paragraph transition essay: is it a real solution?

Hilal Tatis (Yasar University School of Foreign Languages, English Preparatory School) The students in our Preparatory School always think that writing a five paragraph essay after learning to write a paragraph is quite challenging. For this reason, an alternative transition essay, three paragraph essay was implemented with suitable materials for a period of two months. This study will show the effects of it on students by analysing their opinions.

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Gala 2 30 audience Restricted Workshop LT

Better blogging: using Google Sites to create a class webpage Luke Roger (Regent London) This workshop is a practical guide to creating a class webpage using Google Sites. Google Sites is very user-friendly and possesses superb functionality allowing students to post and discuss work, as well as affording a huge range of internet resources. Action research on useful activities will be presented and attendees will brainstorm their own ideas.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.3 : 1345-1415

Thursday 22 March

THURSDAY

Session 3.3 : 1345-1415 Alsh 1 96 audience Workshop TD

Continuing professional development in ELT: an online British Council initiative Richard Gresswell (British Council) Are you working in ELT in the UK and want to find out the best ways to develop? How do you progress? What career pathways are open to you? What can you do to develop your skills, and where can you find the support? This workshop addresses these concerns and opportunities interactively through an innovative online British Council CPD framework.

Alsh 2 96 audience Talk GEN

‘Team teachership’: factors attecting the nature of team-teaching interactional relationships Jaeyeon Heo (University of Warwick) This study investigated team teaching between native English speaking teachers and Korean English subject teachers in Korean primary schools within the EPIK (English Programme in Korea) scheme. In particular, this qualitative case study focused on their classroom interactional relationship. It uses the concept of ‘teachership’ to account for a range of relational issues.

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Boisdale 1 100 audience Talk LAM

A national Chilean program that supports English language learning Sylvia Guzman (English Opens Doors Program, Curriculum and Evaluation Unit, Ministry of Education) Since 2004, the English Open Doors Program, based on the national curriculum of Chile and underpinned by a sound methodology, has developed various initiatives to support English language learning and teaching in the country. This talk outlines activities developed for primary and secondary learners, including immersion progams and competitions, as well as the development of CPD courses for their teachers.

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Boisdale 2 100 audience Workshop LT, MD

What’s in your blended teaching toolkit?

Valentina Dodge (English360) “If all you have is a hammer, everything looks like a nail!”. Technology-supported learning activities need to be driven by the understanding of the unique opportunities the tools provide. This workshop will illustrate how the self-authoring tools on English360 can personalise and humanise course design. The workshop will share ways of promoting reflection, interaction and offering unique self-paced learning paths.

a prod prom

Lomond 620 audience Talk YLT

English World – the first hybrid ten-level course Wendy Wren (Freelance writer, UK) English World is the first ten-level course for schools (from primary to secondary). It draws on best practice from both EFL and first language teaching to provide a rich language diet, covering both skills and systems. The talk will look into the avenues explored to converge L1 onto L2 and discuss ways of promoting learner autonomy and personalisation.

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Carron 1 88 audience Talk AL, BE SIG Day

The lessons we learn from 'sales terms and conditions' Natasa Gajst (University of Maribor, Faculty of Economics and Business) Specific terminology and grammatical structures make sales terms and conditions a valuable resource for the acquisition of English for business and legal purposes. The talk presents the characteristics of these documents by focusing on their genre conventions, phraseological collocations and grammatical characteristics. During the talk, we also discuss the ways in which these resources can be applied in a classroom.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Carron 2 88 audience Talk TTEd SIG Day

Furnished imagination: what new teachers take to work Richard Kiely (UCP Marjon, UK) This talk explores what new teachers, graduates of a short Cert Level course in TESOL, have learnt, and how this shapes their work, and positions them for ongoing learning. The talk is based on data from an impact study of a Cert course, using data from new teachers in work.

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Dochart 1 88 audience Talk LT

Learning English through problem-based learning in the digital world Andrew Bosson (Ozyegin University) This session presents a learner-centred, integrated skills project designed for learners attending an English Language preparation course at a Turkish University. The project delivers Problem Based Learning via a wiki. What are the benefits of PBL for English language learners? How can the affordances of wikis and other Web 2.0 technology encourage meaningful PBL facilitated by a single teacher?

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Dochart 2 88 audience Talk AL, YLT

Young learner writing and the storyline approach Sharon Ahlquist (Kristianstad University) The storyline approach is a specific kind of task-based learning. Learners adopt the role of characters in a story, which develops through the use of naturalistic tasks. Learner engagement has a positive effect not least on writing. Based on my recent doctoral study, I will demonstrate how learning was evidenced in writing tasks produced over the course of five weeks.

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Leven 100 audience Talk TD

Johari Window as a self-awareness tool for teacher development Huseyin Demirel (Eastern Mediterranean University) Johari Window is a cognitive psychology tool aimed at enhancing self-awareness. This is usually achieved through self-perception exercises compared with perception of the self by others. This talk focuses on a study where perceptions of teachers (of themselves) are compared with perceptions of their students, and how this process can be a useful tool for self-development.

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Morar 50 audience Talk LA SIG Day

Magic moments: when do students feel a sense of progress?

Stephen Shelley (British Council Hong Kong) What causes students to feel a sense of progress? Why is it so important that they do so?

Discover the surprising results of a research project into how teachers can support a sense of progress in the classroom. This talk will discuss some practical implications of the study and explore how these findings can be adapted to different situations.

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Ness 50 audience Talk PRON SIG Day

Sound advice: improving listening, pronunciation and intonation with the internet Suzanne Cloke (University of Padova) As a former speech therapist, I will demonstrate step-by-step lessons on pronunciation, syllable/sentence stress, linking, assimilation, and vowel reduction. Tasks aimed at improving pronunciation and intonation in authentic situations using American and British audio, podcasts or YouTube videos will be demonstrated. These activities motivate students to create their own audio diaries, ‘podcasts’, radio programs, video newscasts, slide presentations and more.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.3 : 1345-1415

Thursday 22 March Session 3.4 : 1430-1515

THURSDAY

1430-1515

Session 3.4

Barra 65 audience Talk LAM, RES SIG Day

Researching ELT in Bangladesh: practice, perils and pitfalls Manzoorul Abedin (University of Cambridge, UK) The session outlines the challenges a typical ELT research, set in Bangladesh, faced by considering the relationship between the research problems, methodological assumptions, instrumentation, and the culture of the research setting. Drawing on examples of state-level, NGO, institutional and individual research-works, I will highlight the importance of quantity, diversity and quality of evidence required to probe ELT in Bangladesh.

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Jura 65 audience Talk ES(O)L, TEA

A practical way to apply negotiated assessment in EFL contexts Mona Khabiri (Islamic Azad University Central Tehran Branch) Negotiated assessment (NA), although being consistent with the trends in alternative forms of assessment, is still not equally popular in many EFL contexts. Do NA and alternative assessment produce similar outcomes? How can EFL teachers implement NA in a non-negotiated syllabus with formative and summative targets? How do learners feel about it?

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Orkney 35 audience Talk EAP

Helping students meet expectations on writing assignments Virginia Christopher (University of Calgary-Qatar) Students often submit writing assignments that show that they have not understood the task’s requirements, despite instructors’ seemingly clear oral and written explanations.

This presentation will provide some practical strategies for bridging the gap between instructors’ expectations and students’ final writing products. Strategies include genre analysis, designing effective assignment sheets, grading rubrics, graphic organisers, modeling, and ‘think aloud’ protocols.

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Shuna 65 audience Talk ESP, TEA

English for Accounting - what is it?

Evan Frendo (EDI LCCI) In 2011 EDI launched a new ESP test called English for Accounting, which is based on the written discourse accountants meet in their workplace. In this session we will discuss what it is that makes the language of accounting unique, focussing in particular on lexis and genre. We will then look at activities which help students prepare for the test.

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Staffa 65 audience Talk EAP, TD

IATEFL GILL STURTRIDGE FIRST-TIME SPEAKER 2011 SCHOLARSHIP WINNER EAP study skills: contrasting views on ‘what/where/when/how’ Clare Fielder (University of Trier, Germany) This talk presents results of research on advanced learners’ and teachers’ views on EAP study skills. Survey data highlight discrepancies in expectations regarding which EAP competences students and learners focus on. An analysis of these helps us to understand why students can’t always do what teachers expect, and provides recommendations for how to help.

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Clyde 500 audience Talk GEN

The end (of the coursebook) is nigh! Or is it?

Nick Robinson (Nick Robinson Publishing & Training Services Ltd) Are the coursebook's days really numbered? Or do we just need to think more carefully about their use with today’s students? In this talk, we’ll examine some of the issues related to coursebook use with adults and young adults, looking at both sides of the coursebook debate. Reference will be made to face2face Second Edition (CUP).

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Forth 300 audience Workshop GEN

Thinking in the EFL class Tessa Woodward (Hilderstone College) How can we teachers promote our own and our students’ thinking? There has been interest recently in working on creative and critical thinking. This workshop will involve you in trying out practical ideas in this area and useful in secondary, tertiary and adult language classes. I will give participants a taste of my forthcoming book Thinking in the EFL class.

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Gala 1 60 audience Talk LT

Crossing the digital demography in India – the older generation June-Rose Davis (The British Council, New Delhi) The story of near retirees on a ‘traditional’ Creative Writing course in British Council Delhi and how they became successful online publishers. Maximising their life experiences, social skills and available time while adding digital literacy skills to their soft-skill set, this case study shows how the older generation is having a social and political impact on the growing youthful demography

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Gala 2 60 audience Workshop LMCS, YLT

Dressing a story to kill Tracey Sinclair (Language Schools) Illustrations in a reader should be used as an integral and complimentary part of the book and even be used as a springboard for learning; not just pretty pictures. Using the new series from Eli, this presentation will show how illustrations, films, mixed with fun and instructive activities can truly get students to read, act and bring books to life.

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Alsh 1 96 audience Talk GI, LT

Teaching English in technologically-challenged environments Rubena St. Louis (Universidad Simon Bolivar) In this presentation, we will share and discuss the results of a questionnaire sent to English teachers worldwide who work in technologically-challenged contexts. We will look at the characteristics which define a low-tech context, the tools used by these teachers, and give some ideas on how learning can be enhanced in said context.

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Alsh 2 96 audience Talk EAP, TEA

Preparing students for IELTS and PTE Academic: a comparison Fiona Aish & Joanne Tomlinson (Target English) This talk will focus on the speakers’ experiences of preparing students for PTE Academic and IELTS. The talk will outline and compare both tests and highlight how specific preparation challenges for each test can be overcome. Participants will leave with a clearer picture of how these tests could be utilised and prepared for in particular educational settings.

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Boisdale 1 100 audience Talk LT, MD

Vocabulary learning & technology: are they a perfect match?

Mark Osborne & Graham Shipman (L2) This talk will explore vocabulary learning in relation to the affordances offered by new technologies. It will look at how these technologies can inform the choice of which vocabulary to teach, as well as how learning and teaching can be enhanced. It will use examples from the groundbreaking WORDREADY series and examine the processes beneath the surface.

e, ie, p, s, t, a prod prom

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.4 : 1430-1515

Thursday 22 March

THURSDAY

Session 3.4 : 1430-1515 Boisdale 2 100 audience Talk MD, TD

Motivation, identity and L2 identity Jill Hadfield (Unitec, New Zealand) The L2 Motivational Self System (Dornyei 2005) is an important new theory, backed by considerable research but which as yet lacks any direct practical applications which could be used by L2 teachers. In this talk I will briefly outline the theory, explain how a motivational programme can have a positive effect on language learning and then demonstrate some practical activities.

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Lomond 620 audience Talk GEN

Grammar doesn't have to be grey Michael Swan (Home) & Catherine Walter (Oxford University Department of Education) Research shows that grammar teaching works. How? We explore criteria for creating and balancing explanations, examples and exercises in teaching both spoken and written grammar. We examine ‘real world’ visual support, variety and personalisation. We consider ways of linking grammar with vocabulary, pronunciation and skills, from elementary up to university level. Examples are taken from the Oxford English Grammar Course.

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Carron 1 88 audience Workshop BE SIG Day

L+C=EC: language + culture = effective communication Kirsten Waechter (Bochum, Germany) Anyone teaching English in a business context is aware that teaching the language is not enough: working at companies or universities, we prepare people for the international work environment and thus are automatically teaching culture as well. It is the combination of both that makes people effective communicators. This workshop will provide some insight and exercises on that.

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Carron 2 88 audience Talk TTEd SIG Day

The impact of teacher education on in-service teachers’ beliefs Simon Borg (University of Leeds) This talk explores the impact of a teacher education course on the beliefs of in-service language teachers. Drawing on a qualitative longitudinal study, various forms of impact are highlighted and practical suggestions made for ways in which the impact of teacher education on pre- and in-service teachers’ beliefs can be increased.

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Dochart 1 88 audience Talk ES(O)L, LT

Taking ESOL Higher students further: previewing SCHOLAR online learning materials Mark Watson (Heriot-Watt University SCHOLAR) & Susan Paton (Anniesland College) SCHOLAR is one of the world’s largest online learning programmes. The SCHOLAR ESOL course authors will present a wealth of interactivities and facilities, part of a 120 hour course for students and teachers of the SQA Higher ESOL syllabus. The presentation and online learning materials will be of interest to ESOL and EAP providers worldwide.

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Dochart 2 88 audience Talk LT, TD

Social networking sites for CPD of Indian English teachers Kalyan Chattopadhyay (B.S.College, University of Calcutta) I will focus on how Indian English teachers are using a variety of social networking sites in their social lives and professional contexts. Drawing on that, I will suggest ways to make pedagogic use of these sites for supporting teachers’ continuous professional development, and will demonstrate how they may fit into teacher development programmes.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Leven 100 audience Talk YLT

Literary understanding and language development in a foreign language context Sandie Mourao (Freelance) This talk discusses findings from an empirical study investigating how pre-school children used the L1 and the L2 to interact with English picturebooks. I describe how both languages were used to scaffold their L2 development and make reference to literary understanding, accumulated narratives and importations. Recommendations for the classroom are also considered.

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Morar 50 audience Workshop LA SIG Day

Outside the comfort zone: getting comfortable with challenging your students Geoff Hardy-Gould (OISE) Would you like to make your lessons more challenging? How can you help students to move outside their comfort zones? This session aims to help you get more comfortable with pushing your students, and considers how to encourage learners to push themselves.

We’ll look at the role of the teacher as mediator and coach, and teacher beliefs toward challenge.

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Ness 50 audience Talk PRON SIG Day

The 3 Ps of a speaking syllabus: poems, plays, presentations Barry Cusack (Bell Educational Trust) How poems, plays and presentations can contribute to improved speaking skill, especially regarding speech quality and intelligibility, by focussing on a top-down approach to pronunciation. How to use the 3 P's in class in a logical sequence, and how students can do peer assessment. With video examples of student performance. Relevant to students of intermediate (and beyond) ability.

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1515-1550

Coffee break (sponsored by telc – language tests)

Exhibition hall

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

1550-1620

Session 3.5 e, t

Barra 65 audience Talk RES SIG Day

Critical thinking: from creative to academic writing Larysa Sanotska (Lviv National Ivan Franko University) This presentation is based on research on applying creative writing techniques for developing critical thinking in academic writing. It was conducted on a multinational group of university students in Ukraine. Qualitative and quantitative approaches were applied to justify that writing activities, which are not restrained by academic ‘frames’, prove helpful in developing study skills necessary for writing academic papers successfully.

Jura 65 audience

Question & answer session relating to Steven Thorne’s plenary As an overarching theme, participants will be encouraged to explore the relations between conventional school-based literacies and foreign language learning goals in view of the heterogeneity and linguistic pluralism that constitute the broader everyday contexts of online life in professional, social, and recreational settings. Note that this session will be a continuation of the topics broached in the preceding keynote presentation and opportunities to share pedagogical experience, suggestions, and insights will shape the discussion.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.4 : 1430-1515 Session 3.5 : 1550-1620

Thursday 22 March

THURSDAY

Session 3.5 : 1550-1620 Orkney 30 audience Restricted Talk TD

INTERNATIONAL HOUSE TRAINING & DEVELOPMENT SCHOLARSHIP WINNER Lessons learned from beginning teachers’ experiences: perspectives on teacher development Blerta Mustafa (University of Prishtina) Have you ever wondered what your former student-teachers do in their classroom? Have you followed their development after graduation? Do you feel responsible for their success or failure? This presentation will share beginning teachers’ views on their teacher development journey: what worked and what didn’t. Aspects related to bridging the gap between theory and practice will also be discussed.

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Shuna 65 audience Talk EAP

The importance of quantitative literacy in academic writing Seda Gurdere (Kadir Has University) This study explores the necessity of quantitative literacy (QL) in academic writing for the IELTS exam. By focusing on social science students who must take this exam, it proposes a curriculum design which covers a series of quantitative literacy studies. The study thus aims to minimize the problems caused by lack of QL skills and hereby encourage better academic writing.

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Staffa 65 audience Talk

HORNBY TRUST ALUMNUS Overcoming the challenges of teaching speaking in a multilingual context Florence Muluh (Cameroon) This session will discuss research I carried out into the teaching of English language speaking skills in Cameroon secondary schools. This showed that small-scale changes in teachers’ practice could improve the learning of speaking skills. I will also present some of the interactive speaking activities that these teachers then developed to complement the coursebooks in use.

Clyde 500 audience Talk TD

The use of L1 in the classroom Alexandra Reynolds (Universite de Nantes, France) This talk is aimed at higher education teachers who want to reflect on how and why they use L1 in ELT. We will try and pin-point the advantages and disadvantages of using L1 when teaching English, for both the learners and the teachers themselves. These will be compared with the arguments of the proponents of the 'Direct' method.

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Forth 300 audience Talk AL, ESAP

Creating pedagogical word lists for ESAP learners Simon Fraser (Hiroshima University) The acquisition of relevant vocabulary is a key problem for ESAP learners. I address this by 1) introducing a new, more helpful way of classifying technical words, and 2) describing the creation of manageable word lists for pharmacology. The lists include multi-word items, and provide highly efficient coverage of pharmacology corpora. Implications for classroom instruction and materials development are considered.

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Thursday 22 March Session 3.5 : 1550-1620 Continuous professional development through social networking symposium Convener: Shaun Wilden Based around the twitter hashtag group #ELTchat, the symposium looks at the benefits for a teacher in using social media. Over the course of the talks, we’ll outline how social networking works from a professional development context, what a PLN (Personal Learning Network) is, how to create and maintain an online PLN and how to make the most of the free professional development opportunities available to teachers through these connections. Symposium presenters will show how Twitter and other Social Networks can unlock a world of online conferences, webinars and sessions that you can access from the comfort of your own home During the session there will the opportunity to ask questions and space for discussion. There will also be a special ‘live’ #ELTchat from the conference’ with Twitter users who will be connecting with the conference delegates. #ELTchat - hashtagged conversations and CPD through social networking Marisa Constantinides – CELT Athens 150,000 tweets and counting - weekly conversations amongst ELT professionals in the global staffroom that Twitter has evolved into. The #ELTchat hashtag has created a community of sharing and a formidable resource created and tapped by ELT Professionals from around the globe who have taken control of their professional development. Join us to find out how you can benefit from these resources and conversations.

What has #hashtagging ever done for us?

Shaun Wilden - International House World Organisation From an online staffroom to a never-ending resource list, the # is an important part of the ELT. This talk addresses the benefits of hashtagging and answers the doubters by asking what has #hashtagging ever done for us?

ELTCHAT and reflective teaching Sharon Hartle - University of Verona, Italy This talk is based on my own personal experience of attending #eltchat on Twitter this past year, and how this has caused my method of professional reflection to change and to become a much more shared, social experience: exchanging ideas, reflecting blogging commenting, putting into practice and then reflecting once again.

Continuous professional development through social networking Barbara Hoskins Sakamoto - International Teacher Development Institute Come with me on a whirlwind tour to classrooms around the world, and the projects teachers have created with a little help from their personal learning networks (PLN). From cultural exchange to authentic research to student publication, you'll be amazed at the ways teachers just like you have used PLNs to connect their classrooms to the world Creating your own interest-driven professional development path using social media Bernadette Wall- RLI-Gapfillers This session will show teachers how, by getting online and joining eltchat on twitter a whole new world of contacts, support, and mentoring opens up. From teachers beginning their career, to more experienced teachers, there are opportunities for learning and collaboration which will provide unlimited professional development for a whole career.

Evolution of the conference: the internet's impact on professional development Shelly Terrell The Internet has greatly impacted the way a large amount of language teachers gather and learn at an event. English language teachers worldwide are participating in free online professional development through online conferences and courses. Discover how you can attend, organize, and participate in these incredible events.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Gala 1 60 audience Symposium

Thursday 22 March

THURSDAY

Session 3.5 : 1550-1620 Gala 2 60 audience Talk GI, RES

English as a language for international development in rural Bangladesh Elizabeth J. Erling (Open University) This presentation reports on the methods and processes used in conducting a British Council funded research project on attitudes to English as a language for international development in rural Bangladesh. It explores various issues that arose in conducting the research and then shares the most relevant findings from the project.

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Alsh 1 96 audience Talk ESP, ESAP

Necessity and provision of an ESAP syllabus Amna Mohamed Bedri (Ahfad University for Women) This presentation will focus on the concept of ESAP for Islamic studies. Then it will discuss the process of writing an ESAP syllabus focusing on learners' needs and level of English. The presenter will refer to her own experience of writing a syllabus for ESAP, referring to difficulties as well as benefits.

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Alsh 2 96 audience Talk TD

Teacher development through peer presentations: the experience of EELTPA Aschalew Teklu Minas (St. Mary’s University College) This session reports the teacher development experience that members of EELTPA have gained through the peer presentations they have been giving to one another. It aims to share their experience to conference participants by presenting the results of a questionnaire survey with 25 respondents which indicate to what extent the peer presentations have contributed to the respondents’ qualities as teachers.

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Boisdale 1 100 audience Talk LAM, TD

'Stone soup': a recipe for successful teacher-led professional development Max Clark (British Council, Malaysia) From the folk tale about a hungry traveller whose “magic” soup-making stone hoodwinks the villagers into chipping in ingredients to make nourishing soup for all, has arisen in Kuala Lumpur a thriving discussion group run by teachers for teachers. Come and get the recipe for a rewarding, empowering approach to teacher development that makes use of resources you already have.

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Boisdale 2 30 audience Restricted Workshop YLT

Language town project Sabrina Bechler (Goethe-University Frankfurt) A language town is a fictive town (e.g. placed in different rooms) where learners can visit several locations and amenities. An example would be a restaurant where learners order drinks and food in English while getting to know specialities of the town/ country they visit.

In this workshop, we will discuss different ways of creating and organising a language town.

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Lomond 620 audience Talk LMCS

101 YANs you have to read before you...

Christian Holzmann (University of Vienna) This talk focuses on a project that tries to list and briefly describe 101 young adult novels for ELT, linked to other novels; film tips and tips on further reading will be provided. In the talk the project will be discussed in detail, sample pages and the website from a forthcoming book (with Helbling) will be shown.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Carron 1 88 audience Talk BE SIG Day

IATEFL BE SIG FACILITATOR SCHOLARSHIP WINNER Teaching Business English with technology in Latin America Jennifer Verschoor (TechTools4Educators) This presentation will offer hands-on opportunities for Business English educators to explore practical ways of using technology face-to-face or online in their daily classroom activities. We will discuss how innovative ideas to incorporate web-based resources have been introduced in Latin America in order to teach Business English in our networked world.

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Carron 2 88 audience Talk TTEd SIG Day

Being a new language learner while learning how to teach Bahar Hasirci (Bilkent University) This talk investigates pre-service language teachers’ perceptions of reflective thinking using their own experiences as a language learner. Given the opportunity to learn a brand new language, and given the chance to reflect after their language classes, pre-service teachers may develop a positive attitude towards critical reflection and use their language learning experience as an initial model for their teaching.

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Dochart 1 88 audience Symposium

Technology and teens symposium This symposium will explore the relationship between today’s teenage language learners and technology.

Interest in using new tools, both in the language classroom and outside, to appeal to this age group has grown substantially with the emergence of the digital revolution. This symposium hopes to explore a number of different pedagogically sound ways we can use technology to appeal to teens to engage and motivate them in the language learning process. The symposium also aims to explore some of the benefits that using technology can offer teachers and their learners by looking at a number of real examples in a variety of different contexts. The audience will be invited to discuss these and to share their own experiences related to the topic, taking part in ongoing discussions throughout.

Graham Stanley (Coordinator, IATEFL Learning Technologies SIG) will begin the symposium by giving a brief introduction to teenage learners today and how technology fits into their lives, drawing both on research in this area and personal experience teaching this age group.

In the first presentation, Joanna Budden (British Council, Spain) & Kevan Cummins (British Council, UK) will examine what is involved in developing LearnEnglish Teens, the British Council’s new website for teenage learners. The talk will present the challenges and issues involved in designing content to meet the needs of both teenage learners and their teachers in order to motivate this age group and offer them a positive online learning.

Then, Eva Buyuksimkesyan (Esayan Armenian High School, Turkey) will be showing how reading activities can be spiced up with Web 2.0 tools. As we all know, reading can open many windows in life and help learners to develop in many ways, but are today’s teenage students interested in reading? In this session we will look into some fun activities that Eva’s students responded to eagerly.

The next presenter, Maria Victoria Saumell (Freelance, Argentina) will show how digital storytelling can be a powerful tool to develop language ability and creativity, as well as a great motivation tool for teenage learners. Discover some of these tools and see the benefits using them can bring when we look at examples of actual projects done with teenagers.

Finally, Karin Tirasin & Cigdem Ugur (Izmir SEV Primary School, Turkey) will be sharing their experiences using cell-phones in the EFL classroom. Find out how they implemented a “bring your own device” program where the many different functions and “apps” of today’s (smart)phone technology were used in an attempt to enhance learning and enjoyment.

The symposium will offer the audience a number of opportunities for questions and participation and it will finish with an open discussion among the participants and audience members.

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.5 : 1550-1620

Thursday 22 March

THURSDAY

Session 3.5 : 1550-1620 Session 3.6 : 1635-1720 Dochart 2 88 audience Workshop ES(O)L, TD

Tips for teaching IGCSE ESL Rosemary Westwell (Cambridgeshire) IGCSE students need to engage with language intensively if they are to succeed in examinations. The book Tips for Teaching IGCSE English as a Second Language offers student-centred exercises for improving speaking, listening, reading, writing and grammar. Participants discover quick and easy ways to raise their students’ level of achievement.

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Leven 100 audience Talk GI, LMCS

The quiet revolution went unnoticed Ying Liu (Beijing, China) China's English education in the last three decades has been a quiet revolution which went unnoticed. Without passing English language tests one can neither graduate from college or advance professionally. English education has shaped the lives and world views of the educated elites in China and China today. My presentation examines how English has shaped the lives of five prominent Chinese.

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Morar 50 audience Talk EAP, LA SIG Day

Implementing self-directed language learning in higher education Veronica Dal-Bianco (University of Applied Sciences Burgenland, Austria) Would you like your students to determine what, when and how they learn English? Then come and hear why we decided to introduce self-directed learning as part of our university ESP blended learning courses and how we did this. Reflections on what worked/didn’t work and portfolios (electronic & paper) that showcase examples of students’ work will also be presented.

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Ness 50 audience Talk AL, PRON SIG Day

Can and should we teach intonation?

Pamela Rogerson-Revell (University of Leicester) It is perhaps in the area of intonation that there is the biggest divide among teachers regarding its importance in pronunciation learning. Drawing on materials from my recently published book English Phonology and Pronunciation Teaching (2011), I describe how the key areas of intonation can be taught and consider current debates and research regarding the teaching and learning of intonation.

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1635-1720

Session 3.6

Barra 65 audience Talk TEA, RES SIG Day

Teacher research - an organisational approach Clare Walker & Niamh O Leary (British Council) Enhancing the research skills of EFL practitioners can make an impact on both their professional development and quality in the classroom. This presentation outlines a framework for the design of research programmes which support the development of research skills. We’ll identify key characteristics of the process and use teacher, mentor and trainer feedback to evaluate the model.

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Jura 65 audience Talk MD, YLT

Creating songs and chants for daily routines and transitional times M. Teresa Fleta (Alcala de Henares University) & Maria Luisa Garcia Bermejo (Universidad Complutense, Madrid) Music, songs and rhymes can help young learners to develop their auditory and oral abilities as well as their fine and gross motor control skills. This presentation is about creating songs and chants for daily routines and transitional times. We provide evidence of how student teachers went through a creative process of songs and chants in EFL.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March

THURSDAY

Session 3.6 : 1635-1720 Gala 2 60 audience Talk EAP, MD

The Academic Collocation List - a tool for teaching academic English Kirsten Ackermann (Pearson) This presentation introduces the Academic Collocation List (ACL) - a list of the most frequent and pedagogically relevant collocations in written academic English. ACL was compiled from the Pearson International Corpus of Academic English in order to produce lexicographic resources to facilitate, for example, EAP material development, test development, and research into the register of academic English.

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Alsh 1 30 audience Restricted Workshop LT, MD

Virtual teacher support networks in East Asia (VTSN) John O'Rourke (British Council, Hanoi, Vietnam) In this session you will learn about the British Council VTSN programme. You will be presented with a range of online resources and the considerations in mapping materials to a curriculum for ease of use and to maintain sustainability as a supplementary resource. The session will also outline how teachers can exploit electronic resources using low cost technologies.

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Alsh 2 96 audience Workshop TD, TEA

Me, myself and IELTS Richard Brown (Tec Idiomes) As committed teachers, we all embark on a process of identifying our individual teaching beliefs. This workshop documents how my personal journey towards a ‘principled eclecticism’ led to the creation of IELTS Advantage: Writing Skills. Practical activities will encourage attendees to pinpoint their own beliefs and demonstrate how this clarity can enrich their future careers and their students’ learning experience.

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Boisdale 1 100 audience Talk GI

Why can't my mum and dad speak English?

Jo Smith (Brighton) This interactive talk explores culture, identity and 2nd, or additional, language acquisition in the contexts of migration, social inclusion and loss. It raises awareness of key questions surrounding values and cultural assumptions then offers practical suggestions on how to develop more inclusive resources and learning environments to support and motivate learners from a range of backgrounds, identities and learning contexts.

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Boisdale 2 100 audience Workshop AL

The usefulness of knowing what kinds of preposition there are Seth Lindstromberg (Hilderstone College) There are more than a dozen ways to classify English prepositions and their usages. If known about, every one of these classifications has the potential to help you to help your students learn something useful about this or that English preposition. This session will offer a swift tour through 10 or so of these classifications.

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Lomond 620 audience Talk GEN

Speaking out: helping students to communicate in the real world Antonia Clare (Freelance) This session will offer practical teaching ideas to inspire and motivate students to express their opinions using video, podcasts, and other mobile media. Using BBC material from Speakout, we will look at the nature of real life communication and how we can best equip students with the language, skills and strategies they need to communicate in the real world.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Carron 1 88 audience Talk BE SIG Day

Developing language skills through business simulations Stephanie Ashford & Tom Smith (Germany) Business simulations that seek to integrate content, language and skills tend to feature elaborately constructed scenarios, extensive background reading and feverish numbercrunching. StartUp Enterprise offers a leaner and nimbler alternative. In this session, we will introduce the simulation and the teacher’s guide, and demonstrate three key techniques to help you to maximise language learning with the minimum of resources.

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Carron 2 88 audience Talk TTEd SIG Day

Using mobile phones to support ELT in Bangladeshi schools Tom Power, Christopher Walsh & Claire Hedges (The Open University UK) Using audio files on mobile phones, in a work-based programme of teacher professional development in Bangladesh, provides students and teachers—having little prior exposure to spoken English—a near native example of spoken English to enhance teaching and learning. External evaluation demonstrates this approach to TEFL is both cost-efficient and successful at helping students acquire higher levels of English language proficiency.

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Dochart 1 1550-1820 Symposium

Technology & teens symposium (see page 137 for details)

Dochart 2 88 audience Talk AL, GI

Who's a legitimate English speaker?

Renata Franco Wilmot (Bell International) How does perception of English speakers affect progress? What do students really expect from schools? This talk will look at the role of identity and how it affects motivation in English language teaching and learning. We hope to offer some insights and suggestions as to how to consider this issue when creating effective classes for your students.

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Leven 100 audience Workshop YLT

TPR frenzy!

Raymond Kerr (British Council Global English Team) This is very much a hands-on workshop that looks at one of the most versatile YL classroom activities - Total Physical Response. It will explore ways of developing skills using TPR as well as making it more student-centred. It uses a wide variety of resources that are inexpensive and easily available. Participants should be prepared to take an active part!

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Morar 50 audience Talk LA SIG Day

How learning strategy instruction helps develop learner autonomy Anna Uhl Chamot (George Washington University) Teachers can help develop learner autonomy by structuring the learning task to the needs of the student and showing students how to learn effectively by using learning strategies.

This presentation suggests guidelines for differentiating language learning tasks and teaching learning strategies appropriate for the task and useful for autonomous learning.

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Ness 50 audience Talk PRON SIG Day

Pronunciation in the movies Wayne Rimmer (International House) Ever since the first talkies, film makers have been conscious that the way characters speak influences their reception by audiences. Pronunciation can mark a protagonist on many levels, for example, social class, education and attitude. Enjoying a series of clips from films old and new, we will appreciate and analyse the contribution of pronunciation to characterisation.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.6 : 1635-1720

Thursday 22 March Session 3.7 : 1735-1835

THURSDAY

1735-1835

Session 3.7

Barra 65 audience RES SIG Day

IATEFL Research Special Interest Group Open Forum Richard Smith (University of Warwick / Coordinator of the Research SIG) opens the forum by making some general points relating to the Research SIG Day presentations and inviting presenters and the audience to respond. Then comes the Research SIG’s annual report (2011/12) and an opportunity for all present to express their views and contribute to the planning of future activities.

Jura 1735-1805 65 audience Talk LT

The use of ICT technologies in a distance learning based Omer Hago (Open University of Sudan) The Open University of Sudan (OUS) is responsible for delivering a blended learning programme of English language teaching and professional development training to school sector teachers in the Sudanese states. This session looks at how the university is embracing ICT technologies to achieve this in low-tech contexts with limited resources.

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Jura 1805-1835 65 audience Talk LT

Using technology in ELT: innovation or just change?

Sonia Munro (University of Huddersfield) How do ELT teachers use technology in their teaching? To what extent do teachers’ uses of technology provide innovative learning opportunities? This talk will attempt to answer these questions by exploring the findings of a small-scale research project conducted in Further Education colleges in England. The practical implications of the research will also be discussed in relation to teacher education.

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Orkney 1735-1805 35 audience Talk AL

'Japanese English': the structure of the nominal phrase Kolawole Olagboyega (Akita International University, Japan) As an attempt to conflate the existing pedagogical concept of 'Standard English' and the emerging theoretical notion of 'standard non-native varieties of English', this study looks at the stability of the claimed 'characteristic' forms of 'Japanese English' and shows the statistical likelihood of their occurrence in particular syntactic and semantic environments.

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Orkney 1805-1835 35 audience Talk AL, EAP

Errors in English academic papers by Japanese graduate students Atsuko Umesaki (Kwansei Gakuin University) This session analyses errors in research papers written by Japanese MA students. Two versions of the papers before and after editing by a native-speaker professor. Categories suitable for classifying errors in the papers were devised with reference to Ferris (2002).

The results show that errors related to prepositions occur with a frequency second only to those related to articles.

Shuna 1735-1805 30 audience Restricted workshop TD

What does being a teacher mean? Exploring teacher persona Jane Welberry Smith (Eckersley Oxford) In this participatory session teachers can explore ways to deal with challenging teaching situations through discussion of potentially difficult classroom scenarios. The session will suggest ways we can we maximise our effectiveness as a teacher to bring out the best in our classes. We will focus on classroom management, soft skills such as body language, and developing our teacher persona.

e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Shuna 1805-1835 65 audience Talk AL

Applying a cognitive approach to teaching figurative language in TEFL Saltanat Meiramova (The Gumilyov Eurasian National University) This talk examines the usefulness effect of taking a cognitive approach to the process of acquiring figurative language in TEFL classes at university level in Kazakhstan. Part of this approach involves the use of a classification of colour-based figurative expressions and colour symbolization in English and three other languages, namely French, Russian and Kazakh.

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Staffa 1735-1805 20 audience Restricted Talk EAP, TD

Using EAP course evaluation as a source for teacher development Aysen Guven (Bilkent University School of English Language) What decisions do EAP teachers take while implementing and evaluating their courses?

What do they base decisions on as they adapt and revise courses? What support does the EAP teacher need to make these decisions more principled? This session will outline tools and processes to explore these questions with reference to data collected from participants on Bilkent EAP Certificate Program.

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Staffa 1805-1835 65 audience Talk ES(O)L

Conversational difficulties in ESOL Roisin Ni Mhochain (University College Plymouth Marjon) This research investigates the teaching of conversation to adult ESOL learners in Ireland, focusing on difficulties they encounter when talking to Irish-English speakers and when practising conversation in class. The conversational difficulties identified through focus groups will be discussed and compared with data from classroom recordings. Are the difficulties mentioned during focus groups apparent during classroom activities practising conversation skills?

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Clyde 500 audience

ELT JOURNAL/IATEFL SIGNATURE EVENT What has changed in ELT since 1995? Not much!

To propose the motion: Barbara Sinclair (University of Nottingham) To oppose: Guy Cook (The Open University) Chair: Keith Morrow (ELT Journal) ‘The past is a foreign country’ wrote E.M. Forster but if we went back to an ELT classroom (or an IATEFL conference) in 1995, how strange would we find it? Has there been a revolution – or even an evolution - in professional discourse or classroom practice since then? Or are things still basically the same? Our two speakers have different views on this. Please come along, have your say, ask questions – and join in the vote. Why 1995? Come along and find out.

Forth 300 audience Workshop MD

The three i’s of graded video: inspire, inform, integrate John Hughes (Freelance) Authentic video from sources such as YouTube can inspire learners but 'graded video' aimed at specific levels can also inform and it's easy to integrate into your lessons. In this workshop we'll consider the three i’s of graded video and try some practical activities with video material from National Geographic that you can use in the classroom tomorrow.

Gala 1 1550-1820 Symposium

Continuous professional development through social networking symposium (see page 135 for details)

AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.7 : 1735-1835

Thursday 22 March

THURSDAY

Session 3.7 : 1735-1835 Gala 2 30 audience Restricted Workshop TD

Who am I as a teacher/teacher trainer/person?

Sezgi Yalin (Pilgrims) This workshop will encourage participants to tap their potential to become even better teachers/trainers/people through a series of tasks to experience different ways of reflecting on how they can take action to develop themselves both professionally and personally. While exploring their positive qualities, they will also think about ways to activate other positive characteristics of their own choice.

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Alsh 1 1735-1805 96 audience Talk LT

Subtitles in TV commercials as a foreign languages learning tool Anna Klein (Poland) According to the fact that TV commercials are multimodal and include visual and verbal modes, it is riveting how those modes influence each other creating one coherent issue. It will be examined how the process of audiovisual translation, especially subtitling of TV commercials may become a useful tool for the purpose of learning foreign languages.

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Alsh 1 1805-1835 96 audience Talk YLT

Gamification and motivation in EFL Paul Maglione (English Attack!)

Motivation 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; adding social dimensions to learning; and creating motivational mechanisms that transform what seem like learning chores into discovery and self-development opportunities.

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Alsh 2 96 audience Workshop LT

Let’s take a fieldtrip! A guided tour of digital literacies Kristina Smith (SELT Academy) Join my virtual fieldtrip to an exotic locale and learn important skills for teaching with ICT, especially: how to find, evaluate, store and share online materials, copyright and task design for ICT-based projects. These enabling skills are the foundation needed before students and teachers can create their own multimodal texts. Do your students have what it takes? Laptops not essential.

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Boisdale 1 100 audience Workshop LMCS

An ELT horror story!

Lucy Williams (Macmillan English Campus - onestopenglish) It was a stormy night. Shadows danced around her as she climbed the deserted Glasgow street. She stopped; was that the echo of her own footsteps, or …? Just when you thought it was safe to go back into the classroom, onestopenglish.com delivers a shocking selection of suspense and horror resources for teens and adults! Not for the fainthearted.

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Boisdale 2 1735-1805 100 audience Talk LT

What can’t portfolios do to enhance learners’ writing competence?

Wei-Wei Shen (Feng Chia University, Taiwan) My presentation shows that using portfolios does not mean a panacea to increase students’ writing motivation and language ability. A classroom study of mine recently conducted in an EFL context reveals students’ distress when they keep an electronic portfolio. It also demonstrates that having a good portfolio does not mean to increase students’ writing competence, particularly in terms of vocabulary level.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Thursday 22 March Boisdale 2 1805-1835 100 audience Talk RES

Engaging minds through poetry Nkechi Christopher (University of Ibadan, Nigeria) The presenter will be sharing a possible means of overcoming apathy to writing and poor engagement with essay topics among students. I found that in writing poetry students were creative in language use, subject development and ideas’ organisation. Poetry writing can therefore be explored in teaching essay writing; and it is convenient for self, teacher and programme assessment.

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Lomond 620 audience Workshop TD, YLT

Ten quotations (and some cartoons) that might make you think Ken Wilson (Freelance ELT writer and trainer) Famous people’s quoted words are sometimes quite amusing, but a really GOOD quotation makes you stop and think, and even change the way you do things. In this talk, ten of my favourite quotes - from Albert Einstein to Marilyn Monroe - and how they made me change the way I teach. Plus some thought-provoking cartoons that do the same.

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Carron 1 88 audience BE SIG Day

IATEFL Business English Special Interest Group Open Forum Your chance to learn more about BESIG, to meet the committee and the 2012 IATEFL BESIG facilitator scholarship winner, Jennifer Verschoor from Argentina. We will announce the winner of the Lesson Plan Competition co-sponsored by Cambridge University Press, and development of local IATEFL BESIGs in the former Yugoslav states following our successful conference in Dubrovnik in 2011. We will share our plans for IATEFL BESIG and welcome your suggestions and feedback. Sponsored by CUP and Lydbury English Centre.

Carron 2 88 audience TTEd SIG Day

IATEFL Teacher Training & Education Special Interest Group Open Forum The open forum will provide the grounds for TTEd members and non-members to voice their expectations, criticisms and evaluations as well as to hear about TTEd SIG’s conducted and future activities. We will also have some small souvenirs for our participants in the raffle to be drawn at the end. Come and join us.

Dochart 1 1550-1820 Symposium

Technology & teens symposium (see page 137 for details)

Dochart 2 88 audience Workshop MD, TD

Writing your own materials – plusses and pitfalls Lucy Palmer (Teachit (UK) Ltd.) Are you looking to supplement the coursebook, prepare an ESP class or take the first steps towards getting published? Then this workshop is for you. We will be taking a hands-on approach, discussing the strengths and weaknesses of a range of teaching resources, making improvements to them and exploring the theoretical issues underpinning our decisions.

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Leven 1735-1805 100 audience Talk AL

Dats cz u hav 4go10! - netspeak and young Pakistanis Akifa Imtiaz (Government Post Graduate College (w) Rawalpindi, Pakistan) Pakistani Netspeak has emerged as a variety which is a blend of multilingual characteristics. This session focuses on the ‘hybrid’ English found in the Pakistani chat rooms. Data was collected through virtual ethnography from Pakistan chat rooms.

Furthermore, the adverse effects on the academic English of the college students were studied due to the emergence of this ‘hybrid’ English.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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THURSDAY

Session 3.7 : 1735-1835

Thursday 22 March

THURSDAY

Session 3.7 : 1735-1835 Evening events: 1900-2200 ie, t

Leven 1805-1835 100 audience Talk LT, MD

The use of language laboratory within the teaching/learning process Faiza Haddam (Abou Beker Belkaid University, Tlemcen, Algeria) The educational system in Algeria has witnessed remarkable changes during the last two decades, through the adoption of different modern approaches and methodologies. The language laboratory system has been introduced by the government and higher ministry of education to improve language teaching and learning. All university subjects have been modified to suit modern trends and occidental waves of educational reforms.

Morar 50 audience LA SIG Day

IATEFL Learner Autonomy Special Interest Group Open Forum After a free drink, participants and the SIG committee will discuss what in their view are pressing issues and future steps for the development of learner autonomy. These views will provide guidelines for the work of LASIG. There will be a short business meeting where news from the committee will be presented and opened up for questions/discussion. Ideas for the future work of the SIG and its activities will be welcomed. We end with a free raffle!

Ness 50 audience PRON SIG Day

IATEFL Pronunciation Special Interest Group Open Forum A substantial part of our Open Forum will be devoted to a panel session, in which presenters from earlier in the day will respond to your questions, either related to their presentations or more generally concerned with teaching and learning pronunciation. You will also have an opportunity to discuss what you would like the PronSIG to offer in the future.

1900-2200

Evening events

Voices of Spring 1900-2000 in Alsh 1 The perfect way to end your day and let your hair down. Nikolina Korecic, lyric coloratura soprano or Croatian nightingale, will lead you through activities to help you relax and re-energize for the end of the conference. We will do some vocal warm-ups, breathing and visualization exercises. Finally, each of us will share some of our national chants. Come to this enchanting world of senses where reality seems to fade away, and you are in a perfect harmony with the universe.

Pecha Kucha sponsored by Pearson 1930-2130 in Clyde This year's IATEFL Pecha Kucha evening will be facilitated by Jeremy Harmer. By now you should know the format: each speaker is allowed a slideshow of 20 images, each shown for 20 seconds, giving a total presentation time of 6 minutes and 40 seconds before the next speaker is up. This year's Pecha Kucha features several new speakers and the enjoyment will be the same as ever. Do not miss this event!

The IATEFL International Quiz evening 2000-2200 in Forth Come along to the now infamous IATEFL Quiz. Pit your wits against your colleagues from around the world. Drink, make friends and see just how much you know (or don't) about the world we live in (or is it on?). There'll be prizes and lots of FUN had by all. So come and join your host for the evening - Adrian Tennant - for yet another chaotic night!

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Come and see us on stand 44 for more information and a chance to win a Netbook and other prizes

Progress your career

Ask us how you can claim your free Grammar for Teachers course

Become a Cambridge English Teacher

Where English teaching professionals go to connect and develop.

Annual membership includes: ƭ a 10-hour professional development course of your choice plus access to further courses at special rates ƭ opportunities to interact with other ELT professionals ƭ a digital subscription to English Teaching Professional magazine ƭ access to an exclusive library of Cambridge resources ƭ topical articles and webinars.

If you think it’s time to become a Cambridge English Teacher, then find out more by visiting

www.CambridgeEnglishTeacher.org

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Visit the IATEFL Jobs Market Stand 47 in the Exhibition Hall Open 20 - 22 March If you’re looking for your next career move - or simply want to see what’s out there - the IATEFL Jobs Market is the perfect place to start.

Visit Stand 47 to talk to some of the best employers in ELT. They’re recruiting at the Conference for excellent positions in universities, private language schools, publishing and more.

ELT Recruiters making job offers this week!

Don’t miss out!

View 100s of vacancies on the Jobs Board Explore new opportunities with recruiters on site Come along to short presentations on regions of the world and career development Make an application (bring your CV in both print and electronic format)

Interviews taking place here in Glasgow You never know… you could find a new job before the end of the Conference!

For more information:

www.iatefl.org

jobsmarket@iatefl.org -148-

+44 (0) 1227 824 430

Friday 23 March 0900-1010: Plenary Session

0815-0845

IATEFL How to... track

Alsh 1

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

Alsh 2

How to get the most out of social media with Nicky Hockly Wondering what social media such as Twitter, Facebook or Google+ have to do with teachers, school owners and language teaching? Whether you're a teacher, trainer, DoS or school administrator, this session will help you think about how to create and engage with online social networks.

Boisdale 1

How to get the most from your MA course with Shelagh Rixon In this session I will draw on my experiences as an MA tutor and on the perspectives of some recent MA students, collected by questionnaire and interviews. Themes will include 'How I chose my course', 'My worst mistake', 'What I would definitely do again/never do again'.

0830-1200

Registration & Exhibition open

0900-1010

Plenary Session

Clyde (2000 audience)

Plenary session by James E. Zull

PHOTO

James E. Zull is Professor of Biology and Founding Director of the University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University (CWRU). After receiving his PhD from the University of Wisconsin (Madison) he taught and conducted research in Biochemistry at CWRU for 25 years, publishing over 100 papers. He became UCITE Director in 1994 and began to study the literature on learning and neuroscience, which led to his books The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning and From Brain to Mind: Using Neuroscience as a Guide to Change in Education. These books provide an accessible discussion of the biology of learning for teachers at all levels.

A brain-based model for human learning; application for educators This session will review our growing knowledge about the brain and learning, in terms that are understandable by all educators at all levels, from pre-school to professional school and graduate school. I will present actual neuroscience experiments, and show how those experiments suggest an accessible theory for using that information to enhance learning. The presentation will consist of two sections: 1) fundamental ideas for all pedagogy, based on my first book The Art of Changing the Brain; and 2) special focus on cognitive growth as described in my recent second book, From Brain to Mind. The presentation will center on stories of the author's real life experiences with students and teachers, over a 45-year time span. There will be a special emphasis on learning language, which is the core of cognitive maturation and personal growth. In addition, I will make specific suggestions about applying these ideas in formal schooling, as well as through experiential learning.

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FRIDAY

0815-0845: How To... Track 0830-1200: Registration & Exhibition open

Friday 23 March Session 4.1 : 1025-1110

FRIDAY

1025-1110

Session 4.1

Barra 65 audience Talk AL, TD

Developing knowledge and expertise at Master’s level Nick Andon & Martin Dewey (King's College London) This session explores the knowledge base of language teachers in relation to their continued professional development, examining in particular the potential role of a Master’s degree in providing the theoretical knowledge that teachers can draw on in order to enhance their professional expertise. We discuss how theory and research can be made to intersect with the practical concerns of teachers.

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Jura 65 audience Talk GEN

Five steps to phrasal verbs Tamara Jones (British School of Brussels) Being able to understand and easily use phrasal verbs in conversation and writing is key for students' academic, work and social success. This presentation demonstrates a fivestep process for teaching and reviewing phrasal verbs at all levels. Participants will leave with practical, fun ideas that can be implemented in class on Monday.

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Orkney 35 audience Talk TTEd

Exploiting L1 knowledge in English teaching: teacher education possibilities Geetha Durairajan (The English and Foreign Languages University) This talk makes a case for the use of the L1 as a positive resource in the ESL classroom. In grassroots multilingual contexts, students’ L1 capabilities are rarely perceived as transferable. Meta-knowledge of language and knowledge of the world, available in L1, can be exploited to enable L2 learning. A theoretical justification, research evidence, and classroom techniques will be discussed.

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Shuna 65 audience Workshop BE

Your politeness or my politeness? Politeness matters in intercultural encounters Rudolf Camerer (Frankfurt am Main) The widespread use of English as the global lingua franca has made the question of politeness urgent. Which politeness conventions should be used in international/intercultural encounters in which English is used? Anglo-American conventions will not always be appropriate. This session provides an introduction to politeness theory and suggests ways of dealing with it in business English and intercultural training courses.

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Staffa 65 audience Workshop TD, TTEd

Teacher Education Planning Guide: strategies to support successful implementation Clare ODonahue (South India) English Partnerships in India works with education departments and funding organisations strengthening management and delivery of large-scale teacher education cascade programmes designed to improve English language teaching and learning in government schools. Participants will be introduced to ‘The Guide’ which facilitates participatory and consultative project planning through a series of engagement activities with key stakeholders - implementers, teachers, trainers and parents.

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Clyde 500 audience Talk YLT

Teaching young learners – want better results anyone?

Herbert Puchta (Freelance teacher trainer and materials writer) There is often a significant gap between what we hope to achieve in the YLs’ classroom and what the students learn. In this session we will look at how the teaching of children can be intensified – by making them aware of social values and developing cognitive tools, as well as fostering their creativity and identification with the foreign language.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Friday 23 March Forth 300 audience Talk BE

Making business English more relevant Alan England (Languagelab.com) Business English students are often learning English with a specific goal in mind. They often have limited time yet need to achieve specific goals very quickly. Learning about global culture is also extremely valuable. Based on research conducted at Languagelab.com this talk discusses the use of real task based communication as a method for teaching Business English.

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Gala 1 60 audience Workshop LT, YLT

Game on! Digital play in the classroom Kyle Mawer (British Council) Digital Play is a new teacher development book (Delta Publishing) that aims to help develop both the 21st century teacher and teaching. In three parts we will look briefly at the background to gaming in education, focus on specific lesson plans to bring gaming into the classroom, and finally expand outwards to the syllabus, school and the future.

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Gala 2 60 audience Workshop GI, TEA

Providing justice to test-takers of EFL Maya Rai (National Centre for Educational Development, Ministry of Education) Setting test items for evaluating listening skills of EFL learners is challenging for even experienced teachers and examiners. This study analyses the listening test scores of primary to secondary level students in multilingual and multicultural Nepal, and presents its conclusion, in particular calling for serious consideration towards contextualization among other factors to avoid bias.

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Alsh 1 96 audience Talk TEA, YLT

Using technology to improve reading and writing skills with teenagers Jane Allemano (Freelance) Reading and writing are important skills for teenagers taking PET and KET for schools exams. This session looks at how you can connect exam preparation with teenagers’ lives through the use of ICT. The presenter will discuss ideas for incorporating technology, such as texting or discussion boards, into your classes to motivate and encourage your teens with reading and writing.

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Alsh 2 96 audience Talk YLT

Literature circles: collaborative learning in the EFL classroom Osman Bedel (Drujba Schools) Literature circles are student discussion groups who read sections of books and perform tasks corresponding to their rotating roles for every meeting. In this session I will show that literature circles can provide an exciting way to promote student engagement in extensive reading, based on cooperative study and collaborative learning, and offer the potential to promote reading for enjoyment.

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Boisdale 1 100 audience Talk LT, TD

What are we busy about?

Pedro Moura (Macmillan English Campus) & Michael Riley (International House) Teachers are frequently faced with the feeling of being 'overwhelmed'. There are too many classes to give; too many students to manage; too many workbooks to correct and lessons to prepare. We will offer classroom management tips and demonstrate how the Macmillan English Campus, a learning management platform, can help teachers to optimize their precious time.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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FRIDAY

Session 4.1 : 1025-1110

Friday 23 March

FRIDAY

Session 4.1 : 1025-1110 Boisdale 2 100 audience Talk LT, TTEd

The CELTA Online - one year on Colin Paton & Dave Rea (International House London) & Marie Therese Swabey (Freelance) The talk starts with a brief outline of the conception and development of the Cambridge CELTA Course Online, a joint project between IH London and Cambridge ESOL, followed by reflections from IH London on their experience of running the first two courses in 2011.

Finally, a look at the variety of models used by different centres that have run the course so far.

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Carron 1 88 audience Talk LT

English Corner Online - social networking for learners of English Jonathan Dykes (IHLS Group) This talk will summarise the creation and evolution of English Corner Online, a social networking site designed specifically to help learners of English practise speaking and writing with other learners, anywhere in the world, free of charge. The talk will discuss what we have learned so far and what the future may hold for this sort of learner centred technology.

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Carron 2 88 audience Talk EAP

Integrating projects into a year-round pre-sessional: practice and perceptions Carole MacDiarmid & Rachel Elmslie (University of Glasgow Language Centre EFL Unit) Students entering higher education in the UK need to integrate into university life, work effectively in groups, and learn independently. This talk will describe four different projects used in our EAP programme to develop independent and group study skills and familiarise students with university services. We will also compare course designer, tutor and student views on their aims and usefulness.

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Dochart 1 88 audience Talk LT, TD

TeCH-achers: get your one-way ticket to tech islands!

Isil Boy (Yildiz Technical University) & Beyza Nur Yilmaz (Ozyegin University) The web environment looks like a tech island full of various web tools. Unless teachers know how to make the most of them, they cannot guide students through their learning journeys to the 'tech island' which is to be illustrated by the presenters who will explain online platforms like VLEs and PLEs, and introduce examples of courseware from their contexts.

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Dochart 2 88 audience Talk TTEd

Identity - or identities? - for international students in Britain Jenny Pugsley (Freelance) I will explore some key parameters of personal identity and the factors that affect these. I will provide evidence of specific international visitors' perceptions of their social and academic experience in the UK. I will highlight the importance of a strong, albeit adapting, sense of personal identity in the successful pursuit of one's studies in another country.

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Leven 100 audience Talk LT

Getting their attention - how to teach with an iPad Steven Bukin (School of English Studies) Are your students distracted by their iPhones/smartphones? Do your (younger) students find it hard to focus on you as a teacher? Using practical ideas, I will show how a tablet device, like the iPad, and a projector can be used to teach interactively, and furthermore, how to include the students' own smartphones in class activities.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Friday 23 March Session 4.1 : 1025-1110 Session 4.2 : 1140-1225 Morar 30 audience Restricted Talk EAP, LA

How 'critical' can critical friends be? Quantifying critical skills development Catherine Mitsaki (Queen Mary University of London) Critical Friends Groups can be used as a tool for providing constructive feedback and facilitating Academic language and skills development through empowering the student to develop solid, empirical standards. This talk will focus on the effectiveness of such groups over more randomised groupings and investigate whether there are measurable ways of detecting progress using language, behavioural and skills development indicators.

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Ness 50 audience Talk YLT

Enhancing learning by using puppets in the young learner classroom Valeria Benevolo Franca (Cultura Inglesa S.A.) This presentation will show how young learner teachers can use puppets to create a positive and safe language learning environment. This in turn fosters meaningful, ludic and memorable language learning experiences which enchant young learners. Yet, this can be daunting for some teachers. Practical examples will be shown so as to help teachers overcome their initial fears of using puppets.

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1110-1140 Coffee break (sponsored by telc – language tests) Exhibition hall

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

1140-1225 Session 4.2 A fair assessment for English language learners Andresa Pontes (ACG Language School) The aim of this presentation is to acknowledge the contributions of multiple intelligences to current language testing practices. As the effectiveness of examinations relies upon cognitive skills, MI can be incorporated into language testing and examinations can be composed of English knowledge and a spectrum of intelligences. Fairness is thus achieved in the field of language assessment.

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Jura 65 audience Workshop EAP, ESAP

From TEFL to TEAP, starting with 'A' (for academic) Steve Kirk & Louise Greener (Durham University English Language Centre, UK) In this workshop we will be looking at crucial differences between EFL and EAP, and how these differences translate into materials and teaching. Our central position is that the A in EAP really matters. Together, we will compare EFL and EAP materials and see that in EAP we need to view ourselves as more than ‘just’ language teachers.

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Orkney 30 audience Restricted Workshop YLT

No words: ideas for using sound and images in class Michael Harrison (Bromley College of Further and Higher Education) Often while teaching languages we can become fixated on writing. This workshop aims to look at how images and sound can be used in the language classroom and help our learners, especially those who struggle with the written form. I hope to give you some practical ideas for using these stimuli in your teaching.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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FRIDAY

Barra 65 audience Talk TEA

Friday 23 March

FRIDAY

Session 4.2 : 1140-1225 Shuna 65 audience Talk TD, TTEd

Up CELTA-creek without a paddle?

Melissa Lamb & Catriona Johnson (International House London) Becoming a CELTA trainer is an enlightening experience in any teacher’s career. The initial training process provides newer trainers with support and guidance as they dip their toes into the training pond. But what happens after that? This action research tracks newer trainers as they navigate CELTA-creek, providing paddles, charts or the necessary means to help them reach their destination.

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Staffa 30 audience Restricted Talk TD, TTEd

Not goodbye to all that: enabling skills-sharing for sustainability Andy Keedwell (British Council Ethiopia), Peter Hare (British Council Ethiopia Peacekeeping English Manager), Betru Shiferaw (EMOND Testing Team) & Kaleab Gebretensay (EMOND Teacher Coordinator, Mentor) This presentation will highlight principles that can inform the effective development of trainers, mentors and testers for the Peacekeeping English Project in Ethiopia. While comparing the challenges and sources of satisfaction of pre-experience and experienced trainers, we aim to identify the skills required to train new recruits, and demonstrate effective teacher training models to ensure the sustainability of this project.

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Forth 300 audience Talk GI

Bridging the culture gap in the classroom Hugh Dellar (The University of Westminster / Heinle Cengage) Culture in the classroom frequently causes more confusion and conflict than 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!

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Gala 1 60 audience Talk LT

Examining emerging ELT professional presence across the blogosphere Kerstin Muller (Durham University and University of Muenster) Focusing on the rising number of ELT professional bloggers, this presentation shows their motivations, the blogs’ content, the communication with audiences, and their applied tools. Based on interviews and blogs’ evaluations at the centre of an empirical research study, the blogging practices of Scott Thornbury, Ken Wilson, Mike Harrison, David Deubelbeiss, along with other blogging ELT professionals will be presented.

Gala 2 60 audience Talk BE, MD

A material contribution from Target Training Anthony McManus & Philippa Walker (Target Training GmbH) ELT providers should recognize the need for a shared materials bank, but approaches taken to encourage trainers to contribute to one are usually or exclusively tied to performance management systems. During this talk delegates will learn more about a fresh approach to encourage proactive participation, and they will also see how this results in clear benefits to other stakeholders.

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Alsh 1 96 audience Workshop TD, TTEd

Challenging sacred cows in teacher training Silvana Richardson (Bell Teacher Training Unit) This interactive workshop for teacher trainers and managers responsible for teacher development aims to reassess the value of four practices frequently introduced as good practice in initial and in-service training programmes: 1. Concept-checking through elicitation; 2. Encouraging learners to ignore/guess new vocabulary when reading; 3. The receptive/productive skills distinction; 4. Discouraging the use of the learners’ L1.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Friday 23 March Alsh 2 96 audience Talk EAP, TEA

Vocabulary development for IELTS: two effective approaches from Collins Anneli Williams (University of Glasgow) IELTS examination candidates need to demonstrate lexical range in all four skills. Using examples from Vocabulary for IELTS and Writing for IELTS, we will present a ‘bottom-up’ and a ‘top-down’ approach to helping learners integrate vocabulary learning with skills development. These approaches can be applied to any teaching context where vocabulary range and usage are important components of skills work.

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Boisdale 1 100 audience Talk LT, TTEd

12 steps towards webinar success Sarah Milligan (Macmillan English Campus) Setting up webinars is easy, but are they doing the job? How do you know if your teachers are awake? Are they even there on the other side of the screen? You’ll need a plan of action: in this talk we’ll be going through a check-list of points to consider and tips to engage your teachers during webinars.

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Boisdale 2 100 audience Talk YLT

Storytelling and storymaking: paving the way for literacy at kindergarten Florencia Ines Viale (Saint Patrick's School - ARCI - IES Nº 28) Storytelling constitutes the most ancient and compelling of human activities and is a useful teaching tool in the EFL classroom. The objective of this presentation is to discuss its theoretical and practical implications on very young learners in order to provide a rationale within which teachers can generate their own stories.

p prod prom

Carron 1 88 audience Talk GEN

Imagination: closing the gap in second language acquisition Liliana Sanchez (The Anglo Mexican Foundation LABCI) By using students’ imagination alongside creative teaching through the use of video, images, sounds and suggestion, students can be engaged in meaningful and relevant classroom interactions. Reducing the gap between individuals as social beings in creative ways can promote Second Language Acquisition. In this talk I will discuss ways to help students communicate using ideas that spring from their imagination.

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Carron 2 88 audience Talk LT

Developing oral skills using a Flip™ video camera Helen Strong (Freelance, Germany) In this talk I will demonstrate how to use small, lightweight video cameras to develop students’ speaking skills. Taking examples from my own teaching, I will show how simple it is to make videoing students part of your teacher’s toolkit. This talk will also be of interest to teacher trainers wishing to highlight aspects of trainee teaching practice.

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Dochart 1 88 audience Talk EAP, LT

Blending Moodle: using Moodle to support EAP writing projects Paul Louis (Shanghai International Studies University) This talk focuses on my experience of using Moodle to deliver an online space where EAP students can work together to analyse and create longer pieces of writing. The talk will explore both the technical affordances (and issues) Moodle can bring, and the use of a blended approach to compensate for some of the issues arising from online learning.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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FRIDAY

Session 4.2 : 1140-1225

Friday 23 March

FRIDAY

Session 4.2 : 1140-1225 Session 4.3 : 1240-1325 Dochart 2 88 audience Talk TD, TTEd

Reflective practice – we don’t do that here!

Mike Solly & Clare Woodward (Open University) English in Action in Bangladesh aims to develop English teaching through a broadly communicative approach. Past attempts have not been totally successful. Is this because reflective learning, an underlying element of CLT is not a component of the education system? We will discuss attempts in EIA to deal with this and the impediments and successes we encountered along the way!

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Leven 100 audience Talk YLT

Get your teens talking!

Samantha Lewis (Cambridge University Press) How can I support my teenage students during speaking activities? How can I motivate them to communicate? How can I boost their confidence when speaking? This talk will present some responses by reflecting on the nature of speech, looking at how to exploit coursebooks and graphic novels to get students speaking, with reference made to Cambridge’s new teen course, Interactive.

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Morar 50 audience Talk LT

IATEFL RAY TONGUE SCHOLARSHIP WINNER ALE, VLE and affordance: gibberish or possibilities? View from India Atanu Bhattacharya (H M Patel Institute of English, Vallabh Vidyanagar, Gujarat) There is an increasing focus on creating new technologies in today's global world. As pedagogues, and possibly, policy makers, we need to assess these new technologies as to their usefulness in creating enhanced teaching or learning environments, methodologies or strategies. The talk will focus on uses of technology in classrooms in India and its challenges/impact on pedagogic contexts.

Ness 20 audience Restricted Talk LA

A very popular FAQ: 'How can I study outside class?'

Secil Chouseinoglou (Bilkent University School of English Language) The presentation aims to indicate ways of guiding elementary students, for learning how to learn outside class following an individual based approach defined by the teacher and the individual students.The presenter will share sample study programs and outside class tasks designed for a group of students who have gone through various thinking and reflective processes throughout an Elementary course.

1240-1325

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Session 4.3

Barra 65 audience Talk EAP, ESAP

The frustrating irrationality of writing procrastination: can we understand it?

Nancy Susan Keranen (Benemerita Universidad Autonoma de Puebla) Procrastination is almost a “way-of-life” for students. But students are not the only ones who procrastinate. Academics also engage in active procrastination. Most of our writing only leads to benefits for us, but why can’t we get our writing done? This issue will be examined from various theoretical perspectives to see if we can understand and perhaps control procrastination.

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Jura 65 audience Workshop LAM, MD

Threshold concepts: overcoming barriers to learning the vocabulary of management Arthur McKeown (University of Ulster) Work on threshold concepts identifies how learners can get ‘stuck’ or plateau at different stages as they work through a syllabus or curriculum. Depending on the subject and the context, learners’ progress can be slow. Threshold concepts are described and related to learning the vocabulary of management; and those attending have an opportunity to apply them in their own work.

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e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Friday 23 March Orkney 35 audience Talk RES, YLT

Much ado about everything – an impact assessment across West Bengal David Vale (France) This presentation follows a 2-month journey of challenges, complexities, surprises and successes of carrying out an impact assessment study of the West Bengal English Project.

The size and scope of both Project and the investigation is huge: 51.000 primary schools, 200.000 teachers and 9+ million children. Come and check out the results.

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Shuna 65 audience Workshop LMCS, TTEd

Teaching English through literature Aviva Shapiro (Beit Yerach Regional High School and Ministry of Education [Rural Sector]) This workshop guides teachers through the teaching of English through literature. I discuss and demonstrate how to build a portfolio using an assortment of methods including alternative assessment, oral performance and creative thinking activities. “Tried and tested” activities are given and the participants will leave with an understanding of how to incorporate literature into teaching English into their classrooms.

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Staffa 65 audience Talk GEN

Incorporating dogme ELT in the classroom Martin Sketchley (LTC Eastbourne) Incorporating Dogme ELT poses difficulties for some teachers that are new to experimental teaching techniques. This presentation introduces the three key principles of Dogme ELT and offers advice for those wishing to experiment and develop Dogme ELT within the classroom. This talk is supported with primary research collated in 2011.

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Forth 300 audience Talk MD, TEA

Getting the best from the English Vocabulary Profile Annette Capel (Cambridge University Press) English Profile is a collaborative programme that is shaping the future of language learning, teaching and assessment. The English Vocabulary Profile is now available online, and this practical session will explore how it can be used effectively to support the teaching and testing of vocabulary across the CEFR levels. Sample worksheets will be distributed to participants for their own use.

e, ie, s, t, a prod prom

Gala 1 60 audience Talk ESP

Legal English and ILEC become accessible through simulation and dramatization Inas Kotby (American University in Cairo) Through simulation, the classroom becomes a court of law where the teacher, a nonlawyer, teaches legal topics, concepts and legalese: vocabulary and collocations. The dramatization of authentic case studies and legal situations helps learners make use of the legal language when defending, prosecuting, analyzing, writing documents and practising soft skills. Learners plan activities that prepare them for the ILEC.

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Gala 2 60 audience Talk LT

Mobile learning across the pyramid Neil Ballantyne (British Council) Mobile learning initiatives are occurring across all levels of education, providing new opportunities for learners and teachers of English. The British Council is using mobile learning to reach new audiences and create new language learning experiences such as teacher training initiatives in rural Asia; using apps to provide remote access to learning and using tablets in the language classroom.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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FRIDAY

Session 4.3 : 1240-1325

Friday 23 March

FRIDAY

Session 4.3 : 1240-1325 Alsh 1 96 audience Talk LT, TD

Engaging the online learner: 7 key practices Marjorie Vai (New York) Can an online course be at least as good as its onsite equivalent? The co-author of Essentials of Online Course Design: A Standards-Based Guide, examines seven key areas that ensure that it does: a "go-to" syllabus, community building, active and ongoing class participation, textured content, varied voices, collaboration, and frequent and varied feedback and assessment.

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Alsh 2 96 audience Workshop TD

Personalisation – getting more from our students Carole Robinson (Norwich Institute for Language Education-NILE) How can personalisation engage our students more in the learning process? In this workshop, we will explore different personalisation activities to motivate students and work on their language skills, developing the idea from Dogme ELT that 'the primary resource should be the student' but also taking into account coursebook constraints and looking at how the two might be reconciled.

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Boisdale 1 100 audience Talk YLT

Interactive mazes: enabling teachers to spark children’s enthusiasm for reading Matt Davidson (Macmillan Oxford) This talk offers teachers practical tips on how to use interactive reading mazes, also called ‘Choose Your Own Adventure’ stories or ‘Branching Narratives’. Suggestions, tips and strategies for inside/outside the classroom will equip teachers to spark children's passion for reading and improve their reading skills. Online mazes from several publishers, including Brainwave (Macmillan), will be discussed and used as examples

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Boisdale 2 100 audience Workshop BE, LT

Where’s the video?

Rachel Appleby (ELTE University, Budapest) Once close to extinction, video is now everywhere. For entertainment, information and instruction, video can provide brilliant, short, language-generating content. Both Oxford University Press's International Express and Business Result now offer a video-clip per unit, each designed for self-study and classroom delivery. In this workshop we’ll look at a range of clips and discuss the practical implications of exploiting them.

a prod prom

Carron 1 88 audience Talk YLT

Can we do that again?

Karen White (Freelance) In this workshop I will share some practical ideas that you can use with very young learners (two and a half to six year olds). These will include two songs, three games that can be used to revise vocabulary, five games involving movement and five stories which can be told using simple props which the children can also make.

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Carron 2 88 audience Talk RES, TEA

Involving students in the individual and group presentation assessment process Sally Ali (UAE University) Are students’ scores the same in their individual and group presentations? This presentation not only explores individual and group presentation assessment, but it also compares self-peer-and–teacher- assessment to see the importance of involving students in the presentation assessment process. Handouts with research results and assessment criteria will also be available.

e, s, a

e = experienced audience ie = inexperienced audience p = primary teaching s = secondary teaching t = tertiary teaching a = adult teaching prod prom = promoting a particular book or product pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS

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Friday 23 March Dochart 1 88 audience Workshop YLT

In search of answers - why questions matter Fatma O'Neill (Bilfen Schools) To what extent does the quality of a learner’s answer depend on the quality of our questions? This session will focus on the types of questions prevalent in today’s ELT classroom and the measures teachers can take to ensure our questions elicit the type of language we want our learners to produce.

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Dochart 2 88 audience Talk BE, LA

Life as an in-house corporate trainer: moving beyond the classroom Christopher Thomas Bowie (PricewaterhouseCoopers, China) In this talk, I will outline some of the things I’ve learned since becoming an in-house corporate English trainer in 2008 for a large financial services firm in China. I will give six key tips for business English trainers who are thinking of transitioning from working for an external provider to working in-house.

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Leven 100 audience Talk YLT

Singing, chanting and rapping creatively in the YL classroom Jane Harding da Rosa (International House Newcastle) Creating interesting and challenging chants, songs and raps for YLs is as easy as ABC (if you follow the guidelines). This session will look at How and Why chants should be used and present some of the results of a recent Action Research project which focussed on the development YLs made in relation to intonation and pronuncitaion.

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Morar 30 audience Restricted Workshop LMCS, TD

Bridging the gap: bringing the non-ESOL specialist and learners together Sarah Donno (Stevenson College Edinburgh) The session highlights aspects of cross-cultural communication that can be employed by non-ESOL staff working with bi-lingual learners in education. Focusing on techniques that ESOL specialists can use to train support staff and mainstream lecturers working with bilingual learners in order to improve the learning experience and pastoral care of these learners outside the ESOL environment.

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Ness 20 audience Restricted Workshop GEN

How to develop successful learning in adult beginners Nicola Perry (Freelance) This workshop will explore how to fast track learning. The focus is adult beginner learners – a group who need all the help they can get. We will examine how to take the fear out of learning, develop confidence, encourage good learning habits and study skills, both in the classroom and out.

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AL = Applied Linguistics BE = Business English EAP = English for Academic Purposes ESAP = English for Specific Academic Purposes ES(O)L = English as a Second Language ESP = English for Specific Purposes GEN = General

GI = Global Issues LA = Learner Autonomy LAM = Leadership & Management LT = Learning Technologies LMCS = Literature, Media & Cultural Studies MD = Materials Development PRON = Pronunciation

RES = Research TD = Teacher Development TTEd = Teacher Training & Education TEA = Testing, Evaluation & Assessment YLT = Young Learners & Teenagers

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

Therefore, please check the audience size in the left-hand column of each entry.

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FRIDAY

Session 4.3 : 1240-1325

Friday 23 March 1340-1500: Final plenary & closing 1500: IATEFL conference farewell

1340-1440

Final plenary session

Clyde (2000 audience)

Plenary session by Derek Dick

FRIDAY

PHOTO

Derek Dick, who is better known in in the the media media as as "Fish", "Fish", made made his his name name as as aasinger singerand andsongwriter songwriter.first He coming to attention as the frontman of the progressive rockrock band "Marillion" in who the 1980s, who sold first come to attention as the frontman of the progressive band Marillion, sold millions of millions and of albums graced world in arise dynamic riseintothe fame the 80s. solo in since 1988 albums gracedand world stages in astages dynamic to fame 80s.inFish wentFish solowent in '88 and and since thena has made a nameasfor himself as a maverick, independent artistto who continues to then has made name for himself a maverick, independent artist who continues fascinate and has fascinate and has written and released 10 studio albums from his studio in Haddington, East Lothian, written and released 10 studio albums from his studio in Haddington, East Lothian, Scotland.

Acclaimed Scotland. as one of theinfinest lyrichewriters UK, and he isconsummate also an actor and consummate as one of Acclaimed the finest lyric writers the UK, is alsoinanthe actor performer and has performer and has arecently completed a 180-date acoustic tour of Europe with his Fishheads project. recently completed 180-date acoustic tour of Europe with his Fishheads project.

More information can More information can be found on his website www.fish-thecompany.com, thehub hubof ofhis his activities activities which be found on his website www.fish-thecompany.com which functions as the continue to enthral fans of his diverse creative activities worldwide.

Most song songlyrics lyricsininthe the Rock genre often as secondary to rhythm and melody often Most Rock genre are are often seenseen as secondary to rhythm and melody and oftenand occur as an afterthought in the writinginprocess.

It is process. unusual toIt's have lyrics to held in high esteem byhigh fans esteem worldwide occur as an "afterthought" the writing unusual have lyrics held in by who and analyse and even themand on their Fish's lyric style is unique fans religiously worldwidetranslate who religiously translate andtattoo analyse even bodies! tattooed on their bodies.

Fish's and words have been translated into at least seven different and discussed and used in lyrichis style is unique and his words have been translated into at languages least seven different languages and theses in international colleges and universities.

From humble beginnings as a reluctant English discussed and used in theses in international colleges and universities. From humble beginnings student at Dalkeith High student School toatinternational rock star who has written lyrics 13 who's albumswritten it has as a reluctant English Dalkeith High School to international rockfor star been quite a journey.

The plenary today will take a look at that journey and the experiences, lyrics for 13 albums, it's been quite a journey. The plenary today will take a look at that journeyboth and comedic and tragic, thatcomedic have peppered his way and the peppered observations processes that have the experiences, both and tragic, that have hisand waythought and the observations and inspired his writing. thought processes that have inspired his writing.

It will also feature an acoustic performance with his current touring musicians (Frank Usher on guitar It will also feature an acoustic performance with his current touring musicians - Frank Usher on and Foss Paterson on keyboards) to illustrate how the music acts as a backdrop and carrier for his guitar and Foss Paterson on keyboards - to illustrate how the music acts as a backdrop and carrier words that have entertained hundreds of thousands of fans worldwide and which brought them into for his words that have entertained hundreds of thousands of fans worldwide and which brought contact with the English language from a very different angle. them into contact with the English language from a very different angle.

1440-1500 1440-1500 Clyde

Closing address Closing address Eric Baber, President of IATEFL, will make a closing address.

1500 1500 Forth foyer

IATEFL Conference Farewell IATEFL Conference Farewell The conference ends with a complimentary snack in Forth foyer as we say farewell to

Clyde

Forth foyer

Eric Baber, President of IATEFL, will makeofa the closing There will be a free raffle for attendees finaladdress. plenary and closing. The wonderful There will be a free raffle for attendees of the final Government. plenary and closing. The wonderful prize of an iPad 2 is kindly sponsored by The Scottish prize of an iPad 2 is kindly sponsored by The Scottish Government.

The conference ends with a TOEIC complimentary in Forth foyer as say farewell to ® & ® for their snack you.

We thank ETS TOEFL sponsorship to enable uswe to offer this. you. We thank ETS TOEFL® & TOEIC® for their sponsorship to enable us to offer this.

Buy a badge – Show you care

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QUICK REFERENCE PAGES

The pages in this section contain –

Pages 161-168 -

Areas of interest (titles of sessions listed under their area of interest and in order of presentation time)

Pages 169-179 -

Index of presenters (listed alphabetically by family name)

Abbreviations, acronyms and initialisms

Pages 182-183 -

IATEFL committee, volunteers & staff

Pages 184-194 -

Annual General Meeting agenda & reports

Pages 195-196 -

Feedback form (we welcome your feedback to help us make the 2013 conference as successful as possible)

Pages 197-198 -

Day planner for delegates’ use (a place for you to note the sessions and events that you don’t want to miss!)

Quick Reference

Pages 180-181 -

Quick Reference

Areas of interest APPLIED LINGUISTICS Focus on grammar: learning processes and teaching strategies Does pre-teaching vocabulary have a role in facilitating reading comprehension?

Young learners’ language achievements in a longitudinal perspective Creating new norms for English language testing in Sri Lanka Explicit teaching of conversational strategies and IELTS candidates' speaking performance The effects of Arabic on English writing of Jordanian students English language classroom anxiety: affect or metacognition?

Boosting lexical creativity via internet: ways to change the language Strategies to help students construct individualized voice in academic writing Negotiated identity in discoursal communities: insider or outsider?

What are youse guys doin'? Expressing plural you in English Don’t tell the police – they’re not important The lessons we learn from 'sales terms and conditions' Young learner writing and the storyline approach Creating pedagogical word lists for ESAP learners Can and should we teach intonation?

The 'can do' world of the coursebook part 2 The usefulness of knowing what kinds of preposition there are Who's a legitimate English speaker?

'Japanese English': the structure of the nominal phrase Errors in English academic papers by Japanese graduate students Applying a cognitive approach to teaching figurative language in TEFL Dats cz u hav 4go10! - netspeak and young Pakistanis Developing knowledge and expertise at Master’s level BUSINESS ENGLISH Global business etiquette 101 Bringing BEC Vantage to life Training virtual communication skills for business English Team presentations: expanding the learning experience Facebook - a friend or foe Boardroom to classroom: design thinking and modern creativity techniques The Yes Factor, an experiential approach to coaching negotiation skills Effective business communication skills for the international manager Developing business skills through real recorded meetings Situated cognition and virtual worlds Easy business presentations and help of digital technology No register! Using punctuation, modality and phraseology to teach email Grow your own corpora!

Influencing

1.1 1.2 1.3 1.3 1.5 1.5 1.5 2.1 2.5

Applying m-theory to m-practice: adult learners with mobile devices Rehearsals for life. Boosting performance in roleplays and presentations The lessons we learn from 'sales terms and conditions' L+C=EC: language + culture = effective communication Teaching Business English with technology in Latin America Developing language skills through business simulations Your politeness or my politeness? Politeness matters in intercultural encounters Making business English more relevant A material contribution from Target Training Where’s the video?

Life as an in-house corporate trainer: moving beyond the classroom

3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.1 4.2 4.3 4.3

2.5 2.6 2.7 3.3 3.3 3.5 3.5 3.6 3.6 3.6 3.7 3.7 3.7 3.7 4.1

1.1 1.1 1.2 1.4 1.4 1.7 1.7 2.1 2.2 2.3 2.4 2.6 2.6 2.7

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ENGLISH FOR ACADEMIC PURPOSES A closer look at classroom discussions Innovations in EAP oral assessment: the IOA project Using keyword analysis to create ESP materials: identifying lexical layers Risk versus reward: the EAP recruitment dilemma Academic English support program for ESL/EAL university students Taking the stress out of writing long essays Who needs a teacher’s book?

Helping low level IELTS students realise their ideal L2 selves EAP in practice: integrating skills, language, tasks, and critical thinking How well are we preparing our EAP students for seminars?

Applications of corpus analysis in EAP: research, learning and teaching A proficiency and needs-based approach to IELTS TOEPAS: a test of oral English proficiency for academic staff Promoting teacher development in a university context Vocabulary choice for tailored language courses – ITbased methods A formative model of Turnitin use in a pathway college The learning portfolio strand of an intensive EAP programme Critical thinking in EAP: perspectives from content teachers Use and misuse of direct quotation in student academic writing Breaking down the AWL: selecting and grading academic vocabulary Problems of teachers in teaching English lexicon in Nigeria Gaining a third eye through critical thinking Developing critical thinking skills in EFL students' writing classes Writing a statement of teaching philosophy Creating a flexible summer pre-sessional programme Helping students meet expectations on writing assignments EAP study skills: contrasting views on ‘what/where/when/how’

1.1 1.3 1.5 1.7 1.7 2.1 2.1 2.2 2.2 2.3 2.3 2.3 2.3 2.4 2.4 2.4 2.5 2.7 3.1 3.1 3.2 3.2 3.2 3.2 3.2 3.4 3.4

Areas of interest ENGLISH FOR ACADEMIC PURPOSES continued Preparing students for IELTS and PTE Academic: a comparison The importance of quantitative literacy in academic writing Implementing self-directed language learning in higher education The Academic Collocation List - a tool for teaching academic English Errors in English academic papers by Japanese graduate students Using EAP course evaluation as a source for teacher development Integrating projects into a year-round pre-sessional: practice and perceptions How 'critical' can critical friends be? Quantifying critical skills development From TEFL to TEAP, starting with 'A' (for academic) Vocabulary development for IELTS: two effective approaches from Collins Blending Moodle: using Moodle to support EAP writing projects The frustrating irrationality of writing procrastination: can we understand it?

ENGLISH FOR SPECIFIC ACADEMIC PURPOSES Developing academic writing skills at Masters-level in a British university Filling the gaps: targeted English for struggling ESP undergraduates Writing a memoir: helping students transform their self and life ESP teacher development through European teaching staff mobility programmes Strategies to help students construct individualized voice in academic writing Data driven learning in the teaching of EAP ‘grammar’ Use and misuse of direct quotation in student academic writing Creating pedagogical word lists for ESAP learners Necessity and provision of an ESAP syllabus From TEFL to TEAP, starting with 'A' (for academic) The frustrating irrationality of writing procrastination: can we understand it?

ENGLISH FOR SPECIFIC PURPOSES A closer look at classroom discussions Developing academic writing skills at Masters-level in a British university Innovations in EAP oral assessment: the IOA project Using keyword analysis to create ESP materials: identifying lexical layers Risk versus reward: the EAP recruitment dilemma Academic English support program for ESL/EAL university students Filling the gaps: targeted English for struggling ESP undergraduates Building and using field-specific corpora to enhance ESP teaching ESP test design -a challenge to the ELT practitioner No register! Using punctuation, modality and phraseology to teach email Promoting automatic recognition of medical abbreviations using a computer game Grow your own corpora!

Technical English – The what and the who EFL for journalism undergraduates: meeting local needs Can you be creative in L2? Creativity and language usage "To put it simply" – teaching through and about simplicity Impact of social networking media on the teaching of ESP English for Accounting - what is it?

Necessity and provision of an ESAP syllabus Legal English and ILEC become accessible through simulation and dramatization

3.4 3.5 3.5 3.6 3.7 3.7

3.1 3.1 3.2 3.2 3.3 3.4 3.5 4.3

4.1 ES(O)L An ESOL study: its impact on a developing Scottish context ESOL in Scotland and the social practice approach In support of phonology in the ‘skills for life' classroom Making your materials manage the 'mixedness' EAL provision in England: combining theory and practice or not?

SQA TESOL: professional development in Scotland What is effective practice for participation in the community?

A practical way to apply negotiated assessment in EFL contexts Taking ESOL Higher students further: previewing SCHOLAR online learning materials Tips for teaching IGCSE ESL Conversational difficulties in ESOL

4.1 4.2 4.2 4.2 4.3

1.2 2.1 2.4

1.3 2.1 2.2 2.4 2.5 2.6 2.7 3.4 3.4 3.5 3.7

2.5 GENERAL Having a regional Latin American Caribbean ELT event... dreams come true!

Creative teaching, creative learning Using mind maps in the classroom Listen up and take notice: using (semi) authentic listening resources productively Shaking up grammar: a context- and goals-based approach Partnership working in ELT Seven features of spoken grammar English for migrant workers in rural Scotland Language, motivation and opportunity: three things that get learners speaking Affective effective learning: promoting self-esteem and motivation through films Understanding English however it is spoken Identity, motivation and autonomy of newly-qualified EFL teachers in Taiwan Using Kagan cooperative learning structures to engage EFL learners 52: a year of subversive activity for the ELT classroom Inspiration with TED! Using www.ted.com to wow your students English and national identity Your CLIL – identifying and activating general academic language Five minds for the future: implications of a new theory 'Live listening': bringing teachers' voices back to the classroom Will it blend? Integrating face-to-face and online learning

2.5 2.7 3.1 3.5 3.5 4.2 4.3

1.1 1.2 1.3 1.5 1.7 1.7 2.1 2.2 2.5 2.6 2.6 26

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1.1 1.1 1.1 1.1 1.2 1.3 1.3 1.3 1.4 1.4 1.4 1.5 1.7 1.7 1.7 1.7 1.7 2.2 2.2 2.2

Areas of interest Cambridge English: Proficiency – a new exam for a new century 3Fs - foster, fluency, faster!

Making the link - connecting ideas in advanced level writing Managing change in ELT: lessons from experience Promoting vocabulary retention and recall through corpus-based and cognitive approaches Getting learners to ask the questions A reflective approach in developing communicative skills in advanced learners Power of the image - 10 ways to use photographs Teaching skills! To integrate or not to integrate!

The real reasons for CLIL? And non-CLIL? epublishing and language learning: how far do you go?

Becoming an online teacher trainer - what's at stake?

Revising and recycling lexis Three-paragraph transition essay: is it a real solution?

‘Team teachership’: factors attecting the nature of team-teaching interactional relationships The end (of the coursebook) is nigh! Or is it?

Thinking in the EFL class Grammar doesn't have to be grey Proficiency a (few) books away Teacher vs. prep: born survivor Speaking out: helping students to communicate in the real world Five steps to phrasal verbs Imagination: closing the gap in second language acquisition Incorporating dogme ELT in the classroom How to develop successful learning in adult beginners GLOBAL ISSUES English curriculum reform in China: ten years on ELTDP: Enquiry-based project design and teacher development Evaluating internationalism in the curriculum Becoming a global teacher: ten steps to an international classroom Self-evaluation of critical global educators using CHAT Raising awareness of ELF in an internationalising university English language teachers and their work: changing trends?

English for development: creating opportunity for developing countries Whose language is it anyway?

Dogme plus – learning without the pressure of technology Teaching English in technologically-challenged environments English as a language for international development in rural Bangladesh The quiet revolution went unnoticed Why can't my mum and dad speak English?

Who's a legitimate English speaker?

Providing justice to test-takers of EFL Bridging the culture gap in the classroom LEADERSHIP & MANAGEMENT Changing schools: reasons, roles and the human factor Five star approach to quality language education The Yes Factor, an experiential approach to coaching negotiation skills

2.3 2.3 2.3 2.4 2.5 2.5 2.6 2.6 3.1 3.1 3.2 3.2 3.2 3.3 3.3 3.4 3.4 3.4 3.6 3.6 3.6 4.1 4.2 4.3 4.3

1.2 2.1 2.2 2.3 2.4 2.5 2.7 3.1 3.1 3.3 3.4 3.5 3.5 3.6 3.6 4.1 4.2

1.3 1.4 1.7

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Observation and feedback: are they really necessary for teacher appraisal?

How do you go from good to great?

Performance management of teachers Facilitating change in ELT practice From chefs to ninjas: habits in TEFL management Putting the C and the P into CPD! Influencing Creating a flexible summer pre-sessional programme A national Chilean program that supports English language learning Researching ELT in Bangladesh: practice, perils and pitfalls 'Stone soup': a recipe for successful teacher-led professional development Threshold concepts: overcoming barriers to learning the vocabulary of management LEARNER AUTONOMY Helping students to learn more effectively through CLIL Teaching English the silent way From 'English teacher' to 'learning coach' Students' conferences: towards an era of sustainable autonomous learners Collocations and lexical notebooks - their classroom problems and solutions Learner autonomy in a team-taught introductory graduate course in Japan Learning Management Systems for different age groups Using a process syllabus for teacher training programs Working with an ELP-inspired learner diary Incorporating coaching into English language teaching Combining autonomy-oriented pedagogy and practitioner research via exploratory practice Helping low level IELTS students realise their ideal L2 selves From nomads to iPads - are we pocketing education?

Informed teaching: re-placing the teacher in and outside the classroom If you don’t want to forget something, make a list Student-directed feedback on writing Using metacognitive strategies to enhance reading comprehension Helping Chinese learners to learn English better Instant English! I want it NOW! The power of choice Go online: encouraging your students to use internet resources Putting the learner at the heart of the curriculum Making sense out of chaos: professional development with social media Magic moments: when do students feel a sense of progress?

Outside the comfort zone: getting comfortable with challenging your students Implementing self-directed language learning in higher education How learning strategy instruction helps develop learner autonomy How 'critical' can critical friends be? Quantifying critical skills development

1.7 2.1 2.2 2.4 2.5 2.6 2.7 3.2 3.3 3.4 3.5 4.3

1.1 1.1 1.1 1.3 1.3 1.3 1.4 1.5 1.7 2.1 2.1 2.2 2.2 2.2 2.2 2.4 2.4 2.5 2.7 2.7 2.7 3.1 3.2 3.3 3.4 3.5 3.6 4.1

Areas of interest LEARNER AUTONOMY continued A very popular FAQ: 'How can I study outside class?'

Life as an in-house corporate trainer: moving beyond the classroom LEARNING TECHNOLOGIES Let's turn you on! Switch on to rhythmic mobile learning!

From book to web – practical tips for innovative course design IELTS in virtual reality - a case study Pervasive playfulness and mobile technologies for embodied language learning Ideas to implement mobile phones in the English classroom Exploring Culture World: people, behaviour and culture(s) Are you up to standard? Introducing the TESOL Technology Standards Which is better? F2F or e-learning? Apples or oranges?

Collaborative e-learning and m-learning (MElearning) management The story of Debbie and Nyan Learning via dubbing Digital media and English in India Cyberella versus Cinderella Building and using field-specific corpora to enhance ESP teaching From nomads to iPads - are we pocketing education?

English language education 2.0 Tools for digital storytelling Informed teaching: re-placing the teacher in and outside the classroom Using E-portfolios for alternative assessment Indeterminate articles and unaccountable nouns.

Teaching NS CELTA trainees grammar Situated cognition and virtual worlds Technology and principles in language learning Teaching screenagers: how the digital world is changing learners Creating a language learning app – concept to app store Zooming into the reading class: Prezi Lurking, listening - discussing, developing: learning about learning through distance Online and blended initial teacher training – challenges and solutions Technologies for ELT learning in Venezuela: benefits of screencasting Past IT - from CALL to EdTech: a history Feedback: read it or hear it?

Extensive reading through guided web-based book clubs Using VoiceThread as a tool for self-assessment Speak and spell: online phonics for YLs New world new media Interactive integration - the IWB as an effective classroom resource Creating a buzz with LingoBee mobile language learning app Virtues and vices of virtual teacher education Go online: encouraging your students to use internet resources

Every cloud has a... phrasal verb: experimenting with wordles English for development: creating opportunity for developing countries Learn grammar, practise grammar, know grammar Connecting classrooms online for learner development: act globally, develop locally Netbooks in class: science fiction or everyday practice?

The digital image: developing visual literacy in ELT Applying m-theory to m-practice: adult learners with mobile devices Addressing the training resource deficit utilizing open corpora and OER Postman and an ecological approach to education technology Social networking for English teachers’ professional development in Iceland The effectiveness of audio feedback in online environments Learn language: using interactive fiction for digital game-based language learning Better blogging: using Google Sites to create a class webpage What’s in your blended teaching toolkit?

Learning English through problem-based learning in the digital world Crossing the digital demography in India – the older generation Teaching English in technologically-challenged environments Vocabulary learning & technology: are they a perfect match?

Taking ESOL Higher students further: previewing SCHOLAR online learning materials Social networking sites for CPD of Indian English teachers Tablets and IWBs in TEFL: to infinity and beyond!

Virtual teacher support networks in East Asia (VTSN) The use of ICT technologies in a distance learning based Using technology in ELT: innovation or just change?

Subtitles in TV commercials as a foreign languages learning tool Let’s take a fieldtrip! A guided tour of digital literacies What can’t portfolios do to enhance learners’ writing competence?

The use of language laboratory within the teaching/learning process Game on! Digital play in the classroom What are we busy about?

The CELTA Online - one year on English Corner Online - social networking for learners of English TeCH-achers: get your one-way ticket to tech islands!

Getting their attention - how to teach with an iPad Examining emerging ELT professional presence across the blogosphere 12 steps towards webinar success Developing oral skills using a Flip™ video camera Blending Moodle: using Moodle to support EAP writing projects ALE, VLE and affordance: gibberish or possibilities?

View from India

4.2 4.3

1.1 1.2 1.2 1.2 1.3 1.4 1.4 1.5 1.5 1.7 2.1 2.1 2.1 2.2 2.2 2.2 2.2 2.2 2.3 2.3 2.3 2.3 2.3 2.3 2.3 2.4 2.4 2.4 2.4 2.4 2.4 2.4 2.5 2.6 2.7 2.7 2.7 2.7

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2.7 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.2 3.2 3.3 3.3 3.3 3.3 3.3 3.4 3.4 3.4 3.4 3.4 3.6 3.6 3.7 3.7 3.7 3.7 3.7 3.7 4.1 4.1 4.1 4.1 4.1 4.1 4.2 4.2 4.2 4.2 4.2

Areas of interest Mobile learning across the pyramid Engaging the online learner: 7 key practices Where’s the video?

LITERATURE, MEDIA & CULTURAL STUDIES Creative writing as process and product Reading and discussing literature online www.worldstories - wonder wit wisdom It was a dark and stormy night: narratives at work Culture and English language teaching in Iran Literature teaching within EFL/ESL contexts Out of the media and into the classroom Ways in, ways out: before- and after-reading activities Becoming a global teacher: ten steps to an international classroom Eco what?

A lacuna in your classroom: traditional folk songs From print to digital: encouraging today's students to read From book to play: motivating and educating learners by acting Learn language: using interactive fiction for digital game-based language learning Dressing a story to kill 101 YANs you have to read before you...

The quiet revolution went unnoticed The queen of crime in the classroom: Agatha Christie readers An ELT horror story!

Teaching English through literature Bridging the gap: bringing the non-ESOL specialist and learners together MATERIALS DEVELOPMENT Focus on grammar: learning processes and teaching strategies Using corpora to supplement coursebook vocabulary From book to web – practical tips for innovative course design Teaching thinking to young learners Observing teachers in action: a DVD series for teacher educators Exploring Culture World: people, behaviour and culture(s) What really shapes materials?

Speech acts and politeness in the secondary TEFL in Japan Drill thrills. Engaging grammar drills for adults Working with an ELP-inspired learner diary Culture and English language teaching in Iran Out of the media and into the classroom EAP in practice: integrating skills, language, tasks, and critical thinking Creating a language learning app – concept to app store Zooming into the reading class: Prezi Making your materials manage the 'mixedness' Raising awareness of ELF in an internationalising university Let's hear it for authentic listening! A writer's plea Promoting automatic recognition of medical abbreviations using a computer game The power of choice Breaking down the AWL: selecting and grading academic vocabulary

4.3 4.3 4.3

1.1 1.2 1.4 1.7 2.1 2.1 2.2 2.2 2.3 2.4 2.4 3.1 3.2 3.3 3.4 3.5 3.5 3.6 3.7 4.3 4.3

1.1 1.1 1.2 1.2 1.4 1.4 1.4 1.5 1.7 1.7 2.1 2.2 2.2 2.3 2.3 2.4 2.5 2.6 2.6 2.7 3.1

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Songs for primary school Evaluating tasks and task sequences Green English in CLIL: waste and conservation Some insight into designing interactive reading activities: a step-by-step workshop What’s in your blended teaching toolkit?

Vocabulary learning & technology: are they a perfect match?

Motivation, identity and L2 identity Creating songs and chants for daily routines and transitional times The 'can do' world of the coursebook part 2 The Academic Collocation List - a tool for teaching academic English Virtual teacher support networks in East Asia (VTSN) The three i’s of graded video: inspire, inform, integrate Writing your own materials – plusses and pitfalls The use of language laboratory within the teaching/learning process A material contribution from Target Training Threshold concepts: overcoming barriers to learning the vocabulary of management Getting the best from the English Vocabulary Profile PRONUNCIATION In support of phonology in the ‘skills for life' classroom Listening Hotspots - where angels need to tread Creating an IEP pronunciation center: procedure and findings Mumbling - a technique highlighting the importance of sentence stress Sound advice: improving listening, pronunciation and intonation with the internet The 3 Ps of a speaking syllabus: poems, plays, presentations Can and should we teach intonation?

Pronunciation in the movies RESEARCH Non-native English teachers on 4-week initial training courses: a study An ESOL study: its impact on a developing Scottish context Collocations and lexical notebooks - their classroom problems and solutions Action research for professional development: an ideal or ‘real’ construct?

Children's experience and perception of adaptation and intercultural encounters Teachers' perceptions of the effectiveness of the learning portfolio Boosting lexical creativity via internet: ways to change the language Do qualifications and experience affect teachers’ attitudes to peer observation?

Combining autonomy-oriented pedagogy and practitioner research via exploratory practice Does blended learning have an impact on exam results?

Developing business skills through real recorded meetings How well are we preparing our EAP students for seminars?

3.2 3.2 3.2 3.3 3.3 3.4 3.4 3.6 3.6 3.6 3.6 3.7 3.7 3.7 4.2 4.3 4.3

2.2 3.1 3.2 3.2 3.3 3.4 3.5 3.6

1.2 1.3 1.3 1.5 1.5 1.7 2.1 2.1 2.1 2.1 2.2 2.3

Areas of interest RESEARCH continued Conflicting issues in the training programme for Bangladeshi English teachers Making sense with metaphor in language teacher training Effects of reflective learning in university EFL classes Negotiated identity in discoursal communities: insider or outsider?

What are youse guys doin'? Expressing plural you in English English language teachers and their work: changing trends?

Interactive integration - the IWB as an effective classroom resource Early language learning in Europe: are we delivering the promise?

Discovering research – a teacher-friendly approach Academic oral presentations: look who's talking!

Researching ELT in Bangladesh: practice, perils and pitfalls Critical thinking: from creative to academic writing English as a language for international development in rural Bangladesh Teacher research - an organisational approach Engaging minds through poetry Much ado about everything – an impact assessment across West Bengal Involving students in the individual and group presentation assessment process TEACHER DEVELOPMENT From 'English teacher' to 'learning coach' The Se7en deadly sins of ELT A proposal: for active interventionist teaching Memory - it's on the tip of my tongue Observation and feedback: are they really necessary for teacher appraisal?

ELTDP: Enquiry-based project design and teacher development The expertise of teachers and medical doctors AzETA as a learning school Do qualifications and experience affect teachers’ attitudes to peer observation?

Who needs a teacher’s book?

Training on air in Kurdistan-Iraq Why webwikiblogstream? Using online support in teacher development English language education 2.0 If you don’t want to forget something, make a list From teacher to trainer: sustainable trainer development projects in China Using E-portfolios for alternative assessment Lurking, listening - discussing, developing: learning about learning through distance Promoting teacher development in a university context Training English language teachers in rural secondary schools: a study Realistic teacher development for inexperienced teachers on summer school courses Feedback: read it or hear it?

NESTs and NonNESTs: who's worth more?

Facilitating change in ELT practice ESP teacher development through European teaching staff mobility programmes

Innovation and road shows - training YL teachers in China CiSELT: secondary teacher training in South Asia innovation and challenges Let's hear it for authentic listening! A writer's plea Teaching with spontaneity: using PDL in the classroom Cambridge ESOL and Cambridge University Press introduce Cambridge English Teacher Putting the C and the P into CPD! Gattegno’s science of education Whose language is it anyway?

Discovering research – a teacher-friendly approach Rebuilding Babel? Translation in the modern classroom Social networking for English teachers’ professional development in Iceland Dogme and blogging in three social spaces: classroom, staffroom, chatroom Making sense out of chaos: professional development with social media Continuing professional development in ELT: an online British Council initiative Johari Window as a self-awareness tool for teacher development EAP study skills: contrasting views on ‘what/where/when/how’ Motivation, identity and L2 identity Social networking sites for CPD of Indian English teachers Lessons learned from beginning teachers’ experiences: perspectives on teacher development The use of L1 in the classroom Teacher development through peer presentations: the experience of EELTPA 'Stone soup': a recipe for successful teacher-led professional development Tips for teaching IGCSE ESL Me, myself and IELTS What does being a teacher mean? Exploring teacher persona Using EAP course evaluation as a source for teacher development Who am I as a teacher/teacher trainer/person?

Ten quotations (and some cartoons) that might make you think Writing your own materials – plusses and pitfalls Developing knowledge and expertise at Master’s level Teacher Education Planning Guide: strategies to support successful implementation What are we busy about?

TeCH-achers: get your one-way ticket to tech islands!

Up CELTA-creek without a paddle?

Not goodbye to all that: enabling skills-sharing for sustainability Challenging sacred cows in teacher training Reflective practice – we don’t do that here!

Engaging the online learner: 7 key practices Personalisation – getting more from our students Bridging the gap: bringing the non-ESOL specialist and learners together

2.4 2.4 2.5 2.5 2.6 2.7 2.7 3.1 3.2 3.3 3.4 3.5 3.5 3.6 3.7 4.3 4.3

1.1 1.2 1.4 1.5 1.7 2.1 2.1 2.1 2.1 2.1 2.1 2.2 2.2 2.2 2.3 2.3 2.4 2.4 2.4 2.4 2.4 2.4 2.4 2.5

TEACHER TRAINING & EDUCATION Why do we teach that?

How to survive and pass an online DELTA course

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2.5 2.6 2.6 2.6 2.6 2.6 2.7 3.1 3.2 3.2 3.2 3.2 3.2 3.3 3.3 3.4 3.4 3.4 3.5 3.5 3.5 3.5 3.5 3.6 3.7 3.7 3.7 3.7 3.7 4.1 4.1 4.1 4.1 4.2 4.2 4.2 4.2 4.3 4.3 4.3

1.1 1.2

Areas of interest Non-native English teachers on 4-week initial training courses: a study English curriculum reform in China: ten years on Perceptions of the role of reflection in studentteacher development From me to you - yeah, yeah, yeah Reading and discussing literature online Empathetic teaching through drama in the ELT classroom The Se7en deadly sins of ELT Peer translating: a teacher’s strategy in difficult circumstances Teacher-educator research and the design of methodology courses Learner autonomy in a team-taught introductory graduate course in Japan Listening to the right people: managing relationships in teacher training CLIL activities Teachers of teachers at the crossroads: signposts and potential directions Observing teachers in action: a DVD series for teacher educators A proposal: for active interventionist teaching Are you up to standard? Introducing the TESOL Technology Standards They will never forget! Earworm tunes and PMA What do language teacher educators need?: global skills, local practice English language in international development evaluating ETTE’s contribution Learner-centered teaching Mentoring in ELT: first-hand or hoary fashion?

Learner and teacher perceptions of sense of progress Using a process syllabus for teacher training programs Action research for professional development: an ideal or ‘real’ construct?

The occupational choice of student teachers of English: gender-specific differences EFL teachers' entry career motivations in Germany, Japan and Turkey Effective INSET programmes for CLIL teachers in an EFL context The impact of INSET on teaching practice The expertise of teachers and medical doctors AzETA as a learning school Taking the stress out of writing long essays Training on air in Kurdistan-Iraq Does CELTA provide for the needs of new teachers?

Why webwikiblogstream? Using online support in teacher development Performance management of teachers Bringing the stage to the classroom From teacher to trainer: sustainable trainer development projects in China Indeterminate articles and unaccountable nouns.

Teaching NS CELTA trainees grammar Collaborative language teacher supervision through videos of classroom teaching Conflicting issues in the training programme for Bangladeshi English teachers Online and blended initial teacher training – challenges and solutions

1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.3 1.3 1.3 1.3 1.4 1.4 1.4 1.4 1.4 1.4 1.4 1.4 1.5 1.5 1.5 1.5 1.5 1.7 1.7 1.7 2.1 2.1 2.1 2.1 2.1 2.2 2.2 2.2 2.3 2.3 2.3 2.4 2.4 2.4

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Technologies for ELT learning in Venezuela: benefits of screencasting Past IT - from CALL to EdTech: a history Making sense with metaphor in language teacher training NESTs and NonNESTs: who's worth more?

Innovation and road shows - training YL teachers in China Through the wicket gate? From ELT to state sector QTLS Teacher education: what should it provide and why?

Dialogue in teacher training: a sociocultural perspective CiSELT: secondary teacher training in South Asia innovation and challenges Cambridge ESOL and Cambridge University Press introduce Cambridge English Teacher CELTA written assignments - time for a change?

SQA TESOL: professional development in Scotland Virtues and vices of virtual teacher education Promoting authentic autonomy on CELTA courses Six key questions for teachers and trainers at the crossroads How a coursebook can make you a better teacher Furnished imagination: what new teachers take to work The impact of teacher education on in-service teachers’ beliefs Being a new language learner while learning how to teach Using mobile phones to support ELT in Bangladeshi schools Exploiting L1 knowledge in English teaching: teacher education possibilities Teacher Education Planning Guide: strategies to support successful implementation The CELTA Online - one year on Identity - or identities? - for international students in Britain Up CELTA-creek without a paddle?

Not goodbye to all that: enabling skills-sharing for sustainability Challenging sacred cows in teacher training 12 steps towards webinar success Reflective practice – we don’t do that here!

Teaching English through literature TESTING, EVALUATION & ASSESSMENT Tests with a human face Bringing BEC Vantage to life Feel the fear and write it anyway Scottish Qualifications Authority’s (SQA) Higher ESOL qualification Good at listening or good at listening tests?

Integrating international exams into the Spanish school system How can assessment support learning? A learning oriented approach IELTS introduction - a gentle way into the academic version Creating new norms for English language testing in Sri Lanka Making a plan: choosing tools for project-based assessment

2.4 2.4 2.4 2.4 2.5 2.5 2.5 2.5 2.6 2.6 2.6 2.6 2.7 2.7 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.1 4.1 4.1 4.2 4.2 4.2 4.2 4.2 4.3

1.1 1.1 1.2 1.2 1.2 1.2 1.3 1.3 1.3 1.4

Areas of interest TESTING, EVALUATION & ASSESSMENT continued Cambridge English: Advanced for higher education Teachers' perceptions of the effectiveness of the learning portfolio Does blended learning have an impact on exam results?

You wash my back, I'll...

TOEPAS: a test of oral English proficiency for academic staff Using VoiceThread as a tool for self-assessment ESP test design -a challenge to the ELT practitioner What implications does International English have for testing and assessing?

Technical English – The what and the who Top tips for success with IELTS teaching and learning Using verbal protocols to explore Language in Use tests I can! How an action research project changed learners’ perceptions How to prepare your own practice materials Academic oral presentations: look who's talking!

A practical way to apply negotiated assessment in EFL contexts English for Accounting - what is it?

Preparing students for IELTS and PTE Academic: a comparison Teacher research - an organisational approach Me, myself and IELTS Providing justice to test-takers of EFL Using technology to improve reading and writing skills with teenagers A fair assessment for English language learners Vocabulary development for IELTS: two effective approaches from Collins Getting the best from the English Vocabulary Profile Involving students in the individual and group presentation assessment process YOUNG LEARNERS & TEENAGERS Fun with flashcards Video projects or how to make it work for teens Let's turn you on! Switch on to rhythmic mobile learning!

Designing TEYL project-based courses – frameworks for getting started Feel the fear and write it anyway Exam preparation: what do we mean by 'skills development'?

Teaching thinking to young learners Empathetic teaching through drama in the ELT classroom Students' conferences: towards an era of sustainable autonomous learners The importance of teaching higher order thinking skills (HOTS) Young learners’ language achievements in a longitudinal perspective Parents’ roles in language learning of their children They will never forget! Earworm tunes and PMA What really shapes materials?

Collaboration in writing: peer feedback in a Japanese high school Inspiring young children to enjoy their first experience of English

Children's experience and perception of adaptation and intercultural encounters Finding the voice of the child Grandma starting from the nursery school The story of Debbie and Nyan Cyberella versus Cinderella Tools for digital storytelling Teaching screenagers: how the digital world is changing learners Bilingual stories - circle of learning Vocabulary choice for tailored language courses – ITbased methods Speak and spell: online phonics for YLs Blended learning for young learners: it's all about the ingredients!

The developing learner Connecting classrooms online for learner development: act globally, develop locally Netbooks in class: science fiction or everyday practice?

From book to play: motivating and educating learners by acting Songs for primary school English World – the first hybrid ten-level course Young learner writing and the storyline approach Dressing a story to kill Literary understanding and language development in a foreign language context Language town project Creating songs and chants for daily routines and transitional times Tablets and IWBs in TEFL: to infinity and beyond!

TPR frenzy!

Gamification and motivation in EFL Ten quotations (and some cartoons) that might make you think Teaching young learners – want better results anyone?

Game on! Digital play in the classroom Using technology to improve reading and writing skills with teenagers Literature circles: collaborative learning in the EFL classroom Enhancing learning by using puppets in the young learner classroom No words: ideas for using sound and images in class Storytelling and storymaking: paving the way for literacy at kindergarten Get your teens talking!

Much ado about everything – an impact assessment across West Bengal Interactive mazes: enabling teachers to spark children’s enthusiasm for reading Can we do that again?

In search of answers - why questions matter Singing, chanting and rapping creatively in the YL classroom

1.4 1.7 2.1 2.2 2.3 2.4 2.5 2.7 3.1 3.1 3.2 3.2 3.2 3.3 3.4 3.4 3.4 3.6 3.6 4.1 4.1 4.2 4.2 4.3 4.3

1.1 1.1 1.1 1.1 1.2 1.2 1.2 1.2 1.3 1.3 1.3 1.3 1.4 1.4 1.5 1.5

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1.5 1.7 1.7 1.7 2.1 2.2 2.3 2.4 2.4 2.5 2.6 3.1 3.1 3.1 3.2 3.2 3.3 3.3 3.4 3.4 3.5 3.6 3.6 3.6 3.7 3.7 4.1 4.1 4.1 4.1 4.1 4.2 4.2 4.2 4.3 4.3 4.3 4.3 4.3

Index of presenters Abdelkareem Yosra Hamid Abdul-Qahhar Muhammad Himdad hdollabakray@yahoo.com Abdullah Fadhel Mohammed Ahmed Abedin Manzoorul ma455@cam.ac.uk Ackermann Kirsten kirsten.ackermann@pearson.com Acquaviva Kristen kacquaviva@gmail.com Adlard Rebecca rebeccaadlard@yahoo.co.uk Agulha Reggie reggie.agulha@regent.org.uk Ahlquist Sharon sharon.ahlquist@hkr.se Aish Fiona fiona@target-english.co.uk Al-Alami Suhair supaeg@yahoo.co.uk Al-Balooshi Khulood albalushi_ka@yahoo.com Alexander Olwyn o.alexander@hw.ac.uk Alexeeva Natalya alnatnick@mail.ru Al Ghafri Mohammed m1ghafri@gmail.com Al-Halwachi Amaal amaal98@hotmail.com Al-Hassan Ahmad dral_hassan@hotmail.com Ali Sally sally.ali@uaeu.ac.ae Alimi Modupe alimimm@mopipi.ub.bw Allan Margaret Margaret.Allan@sqa.org.uk Allemano Jane hurren.j@cambridgeesol.org Al-Murshedi Nadeem Abdulbaqi Abdullah Amua-Sekyi Ekua nanaekua_2000@yahoo.co.uk Andon Nick nick.andon@kcl.ac.uk Andrade Bruno brunoandrade82@gmail.com Andziuliene Loreta loreta.andziuliene@gmail.com Anero Roberto anero@netcologne.de Appleby Rachel rachelappleby@mail.datanet.hu Arega Abebe Awgichew Arfa Kaboodvand Mandana m_arfa@yahoo.com Arnold Wendy arnoldworld@gmail.com Ashford Stephanie stephanie_ashford@mac.com Ashmore Kim kim.ashmore@btinternet.com Atieya Marwa marwa.atieya@bue.edu.eg

52 86

Ayzen Jennifer jenniferayzen@gmail.com

59

52 42, 130

Badger Ian ian@bmes.co.uk Balint Dennis balint.martin@gmail.com Ballantyne Neil neil.ballantyne@britishcouncil.org.hk Banegas Dario dariobanegas@hotmail.com Barduhn Susan susan.barduhn@sit.edu Basturkmen Helen h.basturkmen@auckland.ac.nz Basu Bijoy bijoybasu@gmail.com Beale Adam adambeale30@hotmail.com Beaumont Ben ben.beaumont@wlc.ac.uk Beaumont Oliver Bechler Sabrina bechler@em.uni-frankfurt.de Beck Martin Bedel Osman osmanbedel@hotmail.com Bedri Amna Mohamed amnambedri@hotmail.com Beg Mirza Tariq mirza.beg@bd.britishcouncil.org Begg Carol cmbegg@gmail.com Belak Mojca mojca.belak@guest.arnes.si Bell Emily Bendall Peter bendallpeter@hotmail.com Bendtsen Marina marina.bendtsen@abo.fi Benevolo Franca Valeria vbenevolofranca@gmail.com Bhattacharya Atanu atanu1071@gmail.com Bimali Niroshini Hawpage Dona Black Jackie jackie.black@york-associates.co.uk Blake-Johnston Pauline pblake-johnston@elmwood.ac.uk Bobkova Vera bobkovavera@gmail.com Borg Simon s.borg@education.leeds.ac.uk Bosson Andrew andrew.bosson@ozyegin.edu.tr Bowden Rachel r.bowden.eltdp@gmail.com Bowie Christopher Thomas zhangwei_ctb@yahoo.co.uk Boy Isil isilboy@gmail.com Braddock Paul paul.braddock@britishcouncil.es

64

140 38, 120 112 43, 76 129 131 84 74 86 127 84 118 69 158 95 60 151 52 94 150 41, 75 123 46 158 52 61 99 38, 141 96 100

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46 157 107 40, 102 103 73 124 104 85 136 63 151 136 66 74 100 124 53 105 153 156 52 57 39, 114 75 43, 132 129 39, 84 159 152 112

Index of presenters Bradfield Bess bess@bnbcreative.co.uk Bradford Graham graham.bradford@libero.it Brierley Mark mark2@shinshu-u.ac.jp Broadhead Annie hurren.j@cambridgeesol.org Brown Ben Brown Chris hurren.j@cambridgeesol.org Brown Richard Brown Simon simon.brown@british-study.com Brown Steve steve.brown@britishcouncil.org.my Bruton Anthony abruton100@yahoo.com Buchanan Heather h.buchanan@leedsmet.ac.uk Budden Joanna jo.budden@britishcouncil.es Bukin Steven steven.bukin@btinternet.com Bullock Deborah desleb@hotmail.com Burczynska Paulina poline198789@yahoo.com Buyuksimkesyan Eva evabsimkesyan@yahoo.com

55

Cabrera Duarte Vera veracabrera@uol.com.br Camerer Rudolf R.Camerer@elc-consult.com Cameron Caroline Lisa caroline.cameron@qa.britishcouncil.org Campbell Anne campbellanne@hotmail.com Campbell Lulu Campbell Nancy ncamp@aon.at Campbell Robert rcampbell@its-online.com Capel Annette annettecapel@mac.com Caplen-Spence Noreen ncaplenspence@yahoo.co.uk Capper Simon capper@jrchcn.ac.jp Cardoso Willy cardoso.elt@gmail.com Carley Grainne grainne.carley@cdu.cdvec.ie Carrier Michael mcarrier@btconnect.com Castillo Elvina Castro Mabel mabelcosta.castro@gmail.com Cates Kip kipcates@hotmail.co.jp Cauldwell Richard rtc@blueyonder.co.uk

64

96 106 64 101 125 140 113 109 120 88 137 152 42, 121 84 137

150 95 125 44, 111 100 106

Cavalcante Higor teacher.higor@yahoo.com.br Chamot Anna Uhl auchamot@aol.com Chang Ya-Hui ya-hui.chang@stir.ac.uk Chattopadhyay Kalyan profkalyan@gmail.com Chinn Richard richardmchinn@yahoo.co.uk Chouseinoglou Secil secil.canbaz@gmail.com Christopher Virginia vlchrist@ucalgary.ca Christopher Nkechi nmxtopher@gmail.com Clandfield Lindsay lclandfield@yahoo.ca Clare Antonia Clark Max max.clark@britishcouncil.org.my Clark Rachel rachel.clark@ucl.ac.uk Clegg John jclegg@lineone.net Cloke Suzanne suzannecloke@gmail.com Coleman Jill jill.coleman@bell-centres.com Constantinides Marilia m.constantinides@cut.ac.cy Constantinides Marisa info@celt.edu.gr Cook Guy Cooker Lucy lucycooker@gmail.com Corcoran Damian damian.corcoran@gmail.com Craven Miles milescraven@firstpress-elt.com Cummins Kevan kevan.cummins@britishcouncil.org Cusack Barry mbcusack@hotmail.com

139

da Silva Rui rdasilva@studygroup.com Dahmardeh Mahdi mahdi@dahmardeh.com Dal-Bianco Veronica veronica.dal-bianco@fh-burgenland.at Dale Liz e.m.dale@hva.nl Daskalovska Nina nina.daskalovska@yahoo.com Davidson Matt m.davidson@macmillan.com Davies Dianne dianne.davies@uibk.ac.at Davies Paul Davis June-Rose june-rose.davis@britishcouncil.org Dawson N nickdaw@btinternet.com

57

40, 141 105 132 100 156 130 145 77 140 136 85 78 42, 129 56 47 135 143 70, 71 38, 124 53 137 42, 133

157 72 46 105 39, 102 118 46 139 39, 91 42, 121

-170-

84 40, 138 62 47 158 44, 87 44, 96 131 63

Index of presenters De Chazal Edward edward@emdechazalconsulting.co.uk De Felice Rachele rachele.de_felice@nottingham.ac.uk Dean Rob Delaney Marie mars37_2002@yahoo.co.uk Dellar Hugh hughdellar@mac.com Demirbas Muzeyyen Nazli nazlidemirbas_06@hotmail.com Demirel Huseyin huseyin.demirel@emu.edu.tr Demirezen Uygan Devrim devrimuygan@sabanciuniv.edu Dewey Martin martin.dewey@kcl.ac.uk Dexter Phil phil.dexter@britishcouncil.org Dharmaraj Deepali deepaliesl@gmail.com Diaz Maggioli Gabriel diazmagg@newschool.edu Dick Derek Dick Lesley lesannms@yahoo.co.uk Digin Sibel Dodge Valentina valentina@english360.com Doguelli Teresa doguellt@hotmail.com Donna Sylvie sylvie.donna@durham.ac.uk Donnini Livia livpring@usp.br Donno Sarah sdonno@stevenson.ac.uk Dowling Shaun shaun_dowling@hotmail.com Downey Lorraine lorraine.downey@cdu.cdvec.ie Driscoll Jessica jessie@languagelab.com Driver Paul paul_driver@mac.com Drought Andrew andrew.drought@britishcouncil.or.jp du Preez Melvin dupreezm@sun.ac.za du Vivier Madeleine m.duvivier@ucl.ac.uk Dudeney Gavin gavin.dudeney@theconsultants-e.com Dugovicova Stefania idugo@chello.sk Dummett Paul paul_dummett@hotmail.com Dunne Louisa louisa.dunne@britishcouncil.fr Durairajan Geetha gdurairajan@gmail.com Dykes Jonathan jdykes@bcn.ihes.com

88

Dyson Jon jondyson2007@googlemail.com

57

Eljack Nada neljack@hotmail.com Ellis Charlie ch.ellis@macmillan.com Ellis Gail Ellis Maureen t-ellis2@hotmail.com Elmslie Rachel rachel.elmslie@glasgow.ac.uk ElNesr Nesreen nesreen2912@yahoo.com Enever Janet janet.enever@sprak.umu.se England Alan Erling Elizabeth J. e.j.erling@open.ac.uk Eryilmaz Salki Dilek dilek.salki@ozyegin.edu.tr Esteves Vanessa vcreis.luis@gmail.com Everhard Carol Joy everhard@enl.auth.gr Ewens Thomas t.r.ewens@gmail.com Eydelman Natalia eydelman.natalia@gmail.com

78

Falla Tim timfalla@btinternet.com Farag Sophie sophiemf@aucegypt.edu Farley Sally sallyfarley18@yahoo.com Fernandez Daniel fernandezdj@arnet.com.ar Ferreira Xavier Maria do Carmo docarmoferreira@gmail.com Field John jcf1000@dircon.co.uk Fielder Clare fielder@uni-trier.de Fionda Rachael dos@sti.ie Fischer Danielle danifischer81@gmail.com Fitzgerald Alannah alannahfitzgerald@gmail.com Fleta M. Teresa tfleta@perlaunion.es Flinders Steve steveflind@aol.com Foley Mark Foord Duncan duncan@oxfordtefl.com Foreman Ann foreman@ydemas.com Fox Anne foxdenuk@gmail.com Franco Wilmot Renata renatawilmot@gmail.com

44, 96

103 124 72 154 47 129 38, 54 150 72 109 62 160 63 48 128

43, 125 77 39, 97 152 59 42, 118 151 136 108 106 71 123 93

69 120 60 159 60 39, 102 96 41, 58 52 47 85 100 46 111 120 150 152

-171-

42, 126 72 73 41, 61 56 130 79 47 121 138 40, 114 119 43, 55 40, 125 95 141

-172-

Index of presenters Hedges Claire c.l.hedges@open.ac.uk Hendra Leslie Anne la.hendra01@gmail.com Heo Jaeyeon jenny_jyheo@yahoo.co.uk Herdon Tim tim.herdon@oup.com Heron Maria maria@nile-elt.com Hewings Martin martinhewings@waitrose.com Hill David A futured@hu.inter.net Hill Robert robhill@tin.it Hockly Nicky Holden Susan sh@easynet.co.uk Hollett Vicki Holzmann Christian christian.holzmann@univie.ac.at Horne Alastair ahorne@cambridge.org Horne Beverley Hossain Md. Akhtar sunny7tauhid@yahoo.com Hostvedt Vibeke vibekehaslam@gmail.com Howard Amanda amanda.howard@buid.ac.ae Howitt Andrew andre.rvr@consultant.com Hubbard Philip efs@stanford.edu Hughes John jhnhghs@msn.com Hunter Claire r.claire.hunter@gmail.com Huxtable Dave Hwejeh Faika faeikahawijah@yahoo.com Hyua Baka Timothy

43, 141

Ikeda Makoto ikeda-m@rondo.plala.or.jp Imtiaz Akifa aakifa@yahoo.com Ioannou-Georgiou Sophie sophiecy@yahoo.com Isik Tas Elvan Eda isiktaseda@gmail.com Izumi Emiko emiko@kyokyo-u.ac.jp

78

Jaatinen Riitta riitta.jaatinen@uta.fi Jahan Akhter Jahan Rubaiyat finnegunwake@yahoo.com Jain Vandana vandana.jain@in.britishcouncil.org Jamieson Duncan duncanscottjamieson@yahoo.co.uk

47

57 128 63 111 96 101 89 100 64 124 136 122 124 99 63 43, 80 43, 72 41, 65 143 78 56 109 52

145 41, 65 105 48

52 99 85 99

-173-

Jamieson Karen eva.schmidt@harpercollins.co.uk Jeffries Amanda amanda.jeffries@virgin.net Jeret Erika John-Baptiste Belinda b_jbaptiste@yahoo.co.uk Johnson Catriona catriona.johnson@ihlondon.com Johnson Jenny jennyjohnson.btn@gmail.com Jones Tamara jonestamara@hotmail.com Jones Tony tony.jones@britishcouncil.org Jovanovic Nenad

70

Kallus Ernst ernst.kallus@oup.com Kane Eleanor el-kane@u-shimane.ac.jp Kaneko Marques Sandra Mari samakaneko@gmail.com Kapur Veena veenakapur821@gmail.com Keddie Jamie jamiekeddie@hotmail.com Keedwell Andy andrewjohnkeedwell@yahoo.co.uk Kelly Keith Kennedy Chris c.j.kennedy@bham.ac.uk Keranen Nancy Susan lajoya108@yahoo.com Kerr Raymond raymond.kerr@britishcouncil.org.tr Khabiri Mona monakhabiri@yahoo.com Khalyapina Lyudmila lhalapina@bk.ru Khan Harunur harunrj@gmail.com Khan Iffaf iffaf@languagelab.com Kharbamon Tarun Kumari tkkharbamon@gmail.com Khurram Bushra bushrakhurram@gmail.com Kiai Alice awkiai@yahoo.com Kiddle Thom thom@nile-elt.com Kiely Richard r.kiely@bristol.ac.uk Kirecci Zeynep kirecci@bilkent.edu.tr Kirk Hamish hamishkirk47@gmail.com Kirk Steve s.e.kirk@durham.ac.uk Kitsnik Mare marekitsnik@gmail.com Kizuka Masataka kizuka@koto.kpu-m.ac.jp

122

96 48 92 154 56 150 59 101

49 98 67 41, 79 154 78 99 156 141 130 94 99 57 59 109 107 44, 90 43, 129 79 60 153 44, 101 85

Index of presenters Klein Anna anna_klein@wp.pl Knagg John Koenig Martina martina.koenig@fh-joanneum.at Koester Almut almutkoester@blueyonder.co.uk Kokturk Birgul birgulk@sabanciuniv.edu Kokubu Yuho shining-star57@y8.dion.ne.jp Konakahara Mayu mkonak@y.aoni.waseda.jp Korecic Nikolina nikolina.korecic@gmail.com Kostrzewski Wiktor dos@cityschooloflanguages.co.uk Kotby Inas kotbyi@hotmail.com Krajewska Milada milada.krajewska@gmail.com Kryszewska Hanna hania.kryszewska@pilgrims.co.uk Kuchkarova Nargiza Kucuk Tugba tkucuk@bilkent.edu.tr Kundanmal Dak Manisha Kukulska-Hulme Agnes Kurihara Noriko knorikokk@yahoo.co.jp

144

Lackman Ken kenlackman@yahoo.com LaClare Elton eltonlaclare@hotmail.com Lamb Melissa melissa.lamb@ihlondon.com Lammons Elizabeth elizabeth-l@kanda.kuis.ac.jp Lamont John john.lamont@cityofglasgowcollege.ac.uk Langston Kiros kiros.langston@tn.britishcouncil.org Lansford Lewis Laurillard Diana Leather Sue sue@sueleatherassociates.com Lee Junga junga1025@hotmail.com Lefever Samuel samuel@hi.is Leiras Ana Maria anamaria.leiras@elmec.it Lewis Samantha lewis.sammy.j@gmail.com Lima Chris chrislima90@yahoo.co.uk Lindner Rachel rachel.lindner@onlinehome.de Lindstromberg Seth Liu Ying derekyliu@gmail.com Llanos Garcia Ricardo

54

77 125 89 124 105 49 53 40, 108 157 76 88 52 48 52 100 67

68 154 94 127 94 124 83, 127 65 98 123 98 156 41, 58 98 140 138 52

Lloyd Niall niall_lloyd@hotmail.com Louis Paul paulslouis@gmail.com Lussi Bell Maggi luma@zhaw.ch Lynch Tony A.J.Lynch@ed.ac.uk

126

Macallister Christopher c.j.macallister@durham.ac.uk MacDiarmid Carole carole.macdiarmid@glasgow.ac.uk MacDougall Jennifer jenakimou@hotmail.com MacDougall Ken kmacdougall@stevenson.ac.uk Mackenzie Alan alan.mackenzie@in.britishcouncil.org Mader Judith j.e.mader@t-online.de Magadzire Runyararo rmagadzire@gmail.com Maglione Paul paul.maglione@english-attack.com Majzoub Mona monamajzoub1979@yahoo.com Malcolm Bruce Malcolm Diane diane@agu.edu.bh Maley Alan yelamoo@yahoo.co.uk Mann Malcolm Marin Caceres Leonor leomarinc@yahoo.com Mawer Kyle kylemawer@yahoo.com Mbali Charlotte mbalivc@gmail.com McCarter Sam sammc27lon@hotmail.com McGovern John jmcgovern48@gmail.com McGraw Rhoda rhoda.mcgraw@mail.enpc.fr McKeown Arthur arthur.mckeown@btinternet.com McMahon Liz johnlizm@yahoo.com McManus Anthony anthony.mcmanus@targettraining.eu McNair Alistair Meddings Luke lukemeddings@gmail.com Meiramova Saltanat saltanat.m@mail.ru Melaku Yitbarek Getachew Mendes Milena milenapmendes@gmail.com Mendoza Miguel mmendoza97@gmail.com Mercer Sarah sarah.mercer@uni-graz.at

38, 79

-174-

155 42, 126 105

152 39, 111 99 39, 87 44, 114 126 144 69 60 71 41, 55 56 53 151 45 61 99 106 156 111 154 110 77 143 52 74 99 66

Index of presenters Messum Piers p.messum@gmail.com Metslang Helena helena.metslang@gmail.com Milligan Sarah s.milligan@macmillan.com Millin Sandy sandymillin@gmail.com Millward-Sadler Adrian adrian.millward-sadler@fh-joanneum.at Mimica Bezjak Gjurgjica gmbezjak@yahoo.co.uk Mirowska Agnieszka agn.mirowska@kn.pl Miscin Evelina evelinamiscin@yahoo.co.uk Mitsaki Catherine cmitsaki@yahoo.gr Moore Caroline caroline_moore@me.com Moore Julie Mordue Suzanne Suzanne.mordue@britishcouncil.org.tr Morrish Irana hurren.J@cambridgeesol.org Morrison Brian morrison_brian@yahoo.com Morrow Keith Moura Pedro p.moura@macmillan.com Mourao Sandie nettlehouse@mail.telepac.pt Muller Amanda amanda.muller@flinders.edu.au Muller Kerstin Muluh Florence Munro Sonia s.munro@hud.ac.uk Murase Fumiko fumikomurase@gmail.com Murphy Brona brona.murphy@ed.ac.uk Murphy Linda l.m.murphy@open.ac.uk Murray Jill jill.m.murray@gmail.com Mustafa Blerta blerta.mustafa@gmail.com

113

Naoumi Evelyn J evelynkk@meiji.ac.jp Nathan Philip p.b.nathan@dur.ac.uk Neher Beth beth.neher@gmail.com Nejjar Imane inejjar@yahoo.com Nelson Michael micnel@utu.fi Neophytou Maro maro.neophytou@cut.ac.cy Ni Mhochain Roisin rnimhochain@marjon.ac.uk

48

44, 101 155 113 86 46 108 63 153 122 119 95 90 45 143 151 133 110 154 134 142 70 73 71 56 134

119 40, 102 76 38, 70 47 143

-175-

Nicholson Desmond hurren.j@cambridgeesol.org Nickle Kathleen Nicoll Carole info@language-factory.co.uk Nikula Tarja tarja.nikula@jyu.fi Nishida Rieko rieko.nishida@gmail.com Norrington-Davies Danny danny.norrington-davies@ihlondon.com Northall Nicholas n.northall@sheffield.ac.uk Norton Julie jen7@le.ac.uk Ntomprou Konstantina dobroudina@gmail.com

58

O Leary Niamh Ochi Kimiko utan930@flute.ocn.ne.jp O'Connell Fitch fitch@wordpowered.org ODonahue Clare clare.odonahue@in.britishcouncil.org Oguz Aybike aybike.oguz@ozyegin.edu.tr O'Hare Keith keithohare@gmail.com Oi Kyoko kyoko-oi@faculty.chiba-u.jp Ojeda Naveda Evelin Amada Olagboyega Kolawole Kolawaziri@aiu.ac.jp Oliveira Raquel oliveiraquel@gmail.com O'Neill Fatma fatmaoneill@gmail.com Oral Sebnem oral.sebnem@gmail.com O'Rourke John john.orourke@britishcouncil.org.vn Ortuno Luz luz.ortuno@britishcouncil.org.ve Osada Eri osada-e@kanda.kuis.ac.jp Osborne Mark mark.osborne@L2.co.uk Owen Akata Sordum akatasm@yahoo.com Ozdemir Esra esraoz@istanbul.edu.tr Ozkul Senem senem.oezkul@phil.uni-augsburg.de

42, 138 49

Painter-Farrell Lesley painterl@newschool.edu Palani Palanichamy Mala Palmer Lucy lucyp@teachit.co.uk Pandey Shyam Bahadur shyampandey15@gmail.com Parmee Ryan ryan.parmee@qa.britishcouncil.org

75

64 41, 54 103 49 112 98 139 93

41, 80 150 108 92 124 52 142 95 159 44, 101 140 99 104 131 123 103 77

52 145 67 68

Index of presenters Parry Sally Paterson Ken ken.paterson@gmail.com Paton Colin colin.paton@ihlondon.com Paton Susan Patrick Philip philip.patrick@britishcouncil.or.jp Pavlovic Biljana bilja.biba@gmail.com Pedro Manuel dias_pedro2003@yahoo.com.br Pena Munoz Diana dpena@theanglo.org.mx Pereira Joe joe.dharma@gmail.com Perkins Nick nick.perkins@pearson.com Perry Nicola nicolaperry57@hotmail.com Philpot Sarah sarah.philpot@laposte.net Pickering George georgeuk32@aol.com Platzer Hans hans.platzer@fhwn.ac.at Pontes Andresa andresa_pontes@hotmail.com Popovic Radmila rpopovic27@yahoo.com Powell Mark Power Tom t.j.m.p.power@open.ac.uk Primalis Dimitrios dprimalis@gmail.com Prince Emma Sue emma-sueprince@espconsulting.co.uk Prior Jemma Jemma.Prior@unibz.it Procter-Legg Emma Prpic Djuric Irena irena_ines@yahoo.com Psonder Tanja tanja.psonder@fh-joanneum.at Puchta Herbert hp@herbertpuchta.com Pugsley Jenny japugsley@waitrose.com

122 60

Rahman Arifa arifa73@yahoo.com Rai Maya mayasujcha@yahoo.com Rajendran Shiv shiv@languagelab.com Rashidova Sevinj sevarashidova@yahoo.com Rea Dave dave.rea@ihlondon.com Read Carol carolread@readmatthews.com Rebolledo Paula prebolledoc@gmail.com Rees Gareth

98

152 132 87 72 38, 75 102 127 90 159 120 40, 87 46 153 123 78 43, 141 119 84 48 112 122 123 150 152

151 96

Reguzzoni Manuela m.reguzzoni@virgilio.it Reynolds Alexandra alexandra.reynolds@univ-nantes.fr Rice Catherine catherinemrice@yahoo.co.uk Richardson Silvana silvana.richardson@bell-worldwide.com Richardson Vic vrichardson@studygroup.com Riley Michael dos.sandonato@ihmilano.it Rimmer Wayne wrimmer@hotmail.com Roberts Rachael Robinson Carole carolearobinson@hotmail.com Robinson Nick nmkrobinsonELT@gmail.com Rocchiccioli Anne annet.rocchiccioli@gmail.com Roger Luke lukearoger@gmail.com Rogers Ian ian.rogers@zu.ac.ae Rogers Louis l.j.rogers@reading.ac.uk Rogerson-Revell Pamela pmrr1@le.ac.uk Rolinska Anna annarolinska@yahoo.co.uk Roman Tamatha tamatha-r@kanda.kuis.ac.jp Romeu-Font Maria Dolors honey_mar@hotmail.com Rondon Maria Estela Ribeiro Jardim estelarondon@gmail.com Roosken Barbara b.roosken@fontys.nl Rosenberg Marjorie mrosenberg@aon.at Rosinska-Trim Marta marta@e-dos.org Ross Claire claire_chorleychick@hotmail.com Ross Damian damian.ross@lb.britishcouncil.org Rot Gabrovec Veronika veronika.rot-gabrovec@guest.arnes.si Round Josh jround@stgeorges.co.uk Rowberry Jonathan jrowberry@ed.sojo-u.ac.jp Ryan Stephen ryan@isc.senshu-u.ac.jp

88

Sachpazian Maria Araxi sachpazian@yahoo.com Sakamoto Barbara Hoskins barbsaka@gmail.com Salandyk Weronika weronika.salandyk@gmail.com Salvi Ana Ines anainess26@yahoo.com.ar

61

134 39, 114 154 40, 90 151 42, 141 54 158 130 114 127 101 114 42, 138 49 44, 102 76 77 66 54 52 62 62 41, 75 40, 111 40, 121 66

85 152 53 69 124

-176-

135 52 86

Index of presenters Sampaio Gloria R L gloria_sampaio@hotmail.com Samuel Nupur nupursamuel@gmail.com Sanchez Liliana lsanchez@theanglo.org.mx Sanotska Larysa sanotska@yahoo.com Santos Giselle giselle.santos@culturainglesa.net Sartori Fernando fcsartori@terra.com.br Sasajima Shigeru sasajima@saitama-med.ac.jp Saumell Maria Victoria saumell.vicky@gmail.com Schaefer Eugene eugeneschaefer@aol.com Schumm Fauster Jennifer jennifer.schumm@uni-graz.at Sciamarelli Maria Lucia malusciamarelli@gmail.com Scott Katharine Blanca Scrivener Jim Jim.scrivener@bell-worldwide.com Seligson Paul c.smith@richmondelt.com Selivan Leo leo.selivan@britishcouncil.org.il Senturk Hakan hakan.sentrk@gmail.com Sergayeva Yulia sergaeva@gmail.com Shalash Srour srour.shalash@gmail.com Shangarffam Nasim nshangarf@yahoo.com Shao Heng-Yu donashao@gmail.com Shapiro Aviva shapiroaviva@gmail.com Shaw Sarah Sheard Nick n.sheard@macmillan.com Shehata Yasmine yasminmoneim@aucegypt.edu Shelley Stephen stephen.shelley@britishcouncil.org.hk Shen Wei-Wei wwshen@fcu.edu.tw Shephard Simon simon.shephard@britishcouncil.org.tr Shiferaw Betru Shipman Graham graham.shipman@L2.co.uk Shrestha Prithvi p.n.shrestha@open.ac.uk Siderova Yuliya siderova@yahoo.com Sinclair Barbara Sinclair Tracey t.sinclair@elionline.com Singh Jitendra Kumar singhjitendra_j@yahoo.com

118 74 155 42, 133 88 45 78 137 110 100 94 118 43, 64 92 125 97 85 94 73 70 157 68 43, 125 100 40, 129

Sketchley Martin martinsketchley@hotmail.com Skiniotou Caterina cskiniotou@gmail.com Skinner Jody jody@uni-koblenz.de Smith Howard h.smith@oxfordhousegroup.com Smith Jo jomsmi@yahoo.com Smith Kristina kristina123smith@hotmail.com Smith Richard R.C.Smith@warwick.ac.uk Smith Tom executive_english@mac.com Solly Mike mike.solly@yahoo.co.uk Sotiriou Chryssantthe sassy_gr@hotmail.com Southall Pamela p.southall@morleycollege.ac.uk Soyoz Sirin Sirin.soyoz@britishcouncil.org.tr Spratt Mary mary.spratt@ntlworld.com St. Louis Rubena slrubena2003@yahoo.com Stanley Graham blogefl@gmail.com Stannard Russell russellstannard@btinternet.com Stencel Przemyslaw pstencel@gmail.com Strong Helen helen@helenstrong.de Suzuki Toshihiko toshisuz@hotmail.com Swabey Marie Therese hurren.j@cambridgeesol.org Swaenepoel Joost joostswaenepoel@gmail.com Swan Michael swanmic@gmail.com Sweeney Paul paul@eduworlds.co.uk Szpotowicz Magdalena m.szpotowicz@ibe.edu.pl

157

Talebzadeh Alireza talebov@yahoo.com Tanaka Mayumi tmayumi0516@hotmail.com Taneja Kamini kamini.taneja@in.britishcouncil.org Tanner Rosie r.l.tanner@uu.nl Tassinari Maria Giovanna tassinar@zedat.fu-berlin.de Tatis Hilal hilaltatis@gmail.com Tatsuki Donna dhtatsuki@gmail.com

94

113 49 139 140 144 107 38, 141 156 119 39, 90 95 97 131 137 44, 89 70 155 69 152 122 132 122 61

144 109 154 131 38, 61 44, 108 143 131 41, 70

-177-

107 113 62 71 127 103

Index of presenters Tatzl Dietmar dietmar.tatzl@fh-joanneum.at Taylor Florentina florentina.taylor@york.ac.uk Tehrani Leila Teklu Minas Aschalew aschalewteklu@yahoo.com ter Keurs Sarah sarah.terkeurs@ubc.ca Terrell Shelly shellyterrell@gmail.com Thomas Michael michaelt@sabanciuniv.edu Thompson Charlotte charlotte.thompson@britishcouncil.org.hk Thorn Sheila sthorn@clara.net Thorne Steven L Thornton Katja katja.thornton@bell-worldwide.com Tirasin Karin ktirasin@aci.k12.tr Titova Svetlana stitova3@gmail.com Tomlinson Joanne jo@target-english.co.uk Topkaya Ece ecetopkaya@yahoo.com Toste Verissimo vtoste1@gmail.com Tranter Geoff tranter@mondiale.de Tribble Christopher Troughear Sarah Trzmielewska Joanna j.trzmielewska@macmillan.com Tsurikova Lubov Tuksar Radumilo Suncana stuksar@unipu.hr Tutunis Birsen tutunisster@gmail.com

104

Ugur Cigdem cugur@aci.k12.tr Umesaki Atsuko Underhill Adrian Ur Penny Uztosun Mehmet Sercan sercanuztosun@yahoo.com

137

Vai Marjorie marvai@mac.com Vale David davidpvale@gmail.com Valente David david.valente@mm.britishcouncil.org Veitch Ann ann.veitch@qa.britishcouncil.org Velikaya Elena evelikaya@hse.ru Verdonk Desiree verdonk@fhwn.ac.at Verschoor Jennifer jenverschoor@gmail.com

158

66 65 136 38, 79 135 112 92 109 117, 133 90 137 49 131 77 120 118 99 55 89 103 46 45

142 51, 78 54 77

157 68, 69 68 93 46 38, 137

Viale Florencia Ines florenciaviale01@hotmail.com Vinas-Valle Laura Laura.vinas@uclm.es Vulic Vesna vvulic@vup.hr

155

Waechter Kirsten info@tailored-trainings.de Walisundara Dilini dilini_chamali@yahoo.com Walker Clare Walker Philippa philippa.walker@targettraining.eu Walkley Andrew andrewwalkley@mac.com Wall Bernadette berni.wall@language-tuition.co.uk Walsh Christopher c.s.walsh@open.ac.uk Walter Catherine kate@hcwalter.net Wang Linfeng evawangamaro@gmail.com Wang Xiaobing icysprite@gmail.com Wardman Clare clarewardman@gmail.com Watson Mark Watts Mandy mandy.watts@educationscotland.gov.uk Weiler Theresa theresa.weiler@uibk.ac.at Welberry Smith Jane jane.welberrysmith@eckersley.co.uk Westbrook Pete westbrook@hum.ku.dk Westwell Rosemary rjwestwell@hotmail.com Whitaker Catherine catherine.whitaker@harpercollins.co.uk White Karen karen.white@aon.at Wicaksono Rachel r.wicaksono@yorksj.ac.uk Wightman Brendan Wilden Shaun shaun.wilden@ihworld.co.uk Williams Anneli anneli.williams@glasgow.ac.uk Williams Lucy l.williams@macmillan.com Williams Marion m.d.williams@exeter.ac.uk Williams Simon s.a.williams@sussex.ac.uk Willis Dave dave@willis-elt.co.uk Willis Jane jane@willis-elt.co.uk Willoughby Marie marie.willoughby@ihlondon.com Wilson Dede dedewilsonuk@yahoo.co.uk

38, 132

-178-

92 49

62 42, 138 154 96 135 43, 141 132 45 104 39, 108 132 39, 87 121 142 44, 97 138 139 158 39, 102 110 135 155 144 57 124 53 122 100 104

Index of presenters Wilson Jean jean.wilson1@gmail.com Wilson Ken kenwrite@btinternet.com Winchester Matt matt.winchester@britishcouncil.org.sg Winston Neil neil.winston@britishcouncil.org Wong Matilda matildaw@umac.mo Wood David John Woods Leo leo.woods@edinburghschoolofenglish.com Woods Paul rphwoods@gmail.com Woodward Clare Woodward Tessa Wren Wendy wmwren@btinternet.com Wu Fanghui judywufanghui@hotmail.com

66

Xerri Daniel dx509@york.ac.uk

106

Yalin Sezgi sezgiriza@yahoo.com Yavuz Aysun yavuzaysun@hotmail.com Yilmaz Beyza Nur beyzayilmaz@gmail.com Yim Su Yon suyon.yim@nie.edu.sg Yoshida Haruyo hyoshida@cc.osaka-kyoiku.ac.jp Young Roslyn roslyn.young@wanadoo.fr Yunatova Irina irinayunatova@rambler.ru Zaczek Monika monika.zaczek@britishcouncil.ro Zandian Samaneh s.zandian@warwick.ac.uk Zdzitowiecki Bo beezed28@hotmail.co.uk Zeronis Ron hurren.j@cambridgeesol.org Zull James E

145 74 68 55 93 122 110 156 131 128 48

Quality and specialised training and support for ELT professionals involved in:

Teaching

Student Welfare

Marketing Sales Quality Assurance

Management

Student Recruitment

73 152 67 60 52 93 52 72 63 92 149

Major Conferences in 2012 26th January ELT Marketing Conference in London 2nd and 3rd March ELT Management Conference in Oxford 28th April Business English Trainers’ Conference in London 23rd and 24th May English UK Annual Conference & AGM in London 11th November Teachers’ Conference in London

-179-

144

Abbreviations, acronyms & initialisms Abbreviations, acronyms and initialisms for the IATEFL Conference a AE AGM AL BC BE BELF bkprom CAE CAL CALL CEF CEFR CESOL CLIL CMC CoCo CPD CPE e E4W E4WP EAL EAP EFB EFL EGP EIL ElCom ELF ELT ELTeCS ELTJ EOP ES(O)L ESP EYL FCE GEN GI IATEFL iBT ICT ie

The presentation focuses on Adult Teaching Academic English Annual General Meeting Applied Linguistics British Council Business English Business English as a Lingua Franca The presentation promotes a particular book Certificate in Advanced English Computer-assisted learning Computer-Assisted Language Learning Common European Framework Common European Framework of Reference Communicating in English with Speakers of Other Languages Content and Language Integrated Learning Computer-Mediated Communication Coordinating Committee Continuing Professional Development Certificate of Proficiency in English The presentation is for an Experienced Audience English for Work English for the Workplace English as an Additional Language English for Academic Purposes English For Business English as a Foreign Language English for General Purposes English as an International Language Electronic Committee English as a Lingua Franca English Language Teaching English Language Teaching Contacts Scheme ELT Journal English for Occupational Purposes English as a Second Language English for Specific Purposes English for Young Learners First Certificate in English General Global Issues International Association of Teachers of English as a Foreign Language Internet-Based Test Information and Communication Technology The presentation is for an Inexperienced Audience

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Abbreviations, acronyms & initialisms IELTS INSET INSETT IWB L1 L2 LA LAM LMCS LT LTO MALL MD Memcom MoEs NEST NNEST NNS NQT p PCE PLN PRON pub RES RP s SIG t TA TBL TBLT TBT TD TEA TEFL TESOL TEYL TTEd VLE WMIS WMS YLT

International English Language Testing System In-Service Teacher In-Service Teacher Training Interactive Whiteboard First Language Second Language Learner Autonomy Leadership & Management Literature, Media & Cultural Studies Learning Technologies Language Teaching Organisation Mobile Assisted Language Learning Materials Development Membership Committee Ministries of Education Native English-Speaking Teachers Non-Native English-Speaking Teacher Non-Native Speaker Newly-Qualified Teacher The presentation focuses on Primary Teaching Pre-Conference Event Professional Learning Network Pronunciation Speaking on behalf of a publisher/examination board/commercial organisation Research Received Pronunciation The presentation focuses on Secondary Teaching Special Interest Group The presentation focuses on Tertiary Teaching Teacher Association Task-Based Learning Task-Based Language Teaching Task-Based Teaching Teacher Development Testing, Evaluation & Assessment Teachers of English as a Foreign Language Teachers of English to Speakers of Other Languages Teaching English to Young Learners Teacher Training & Education Virtual Learning Environment Wider Membership Individual Scheme Wider Membership Scheme Young Learners & Teenagers

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IATEFL committees, volunteers and staff Patron

David Crystal

Coordinating Committee President Vice President Secretary Treasurer Associates’ Representative ElCom Chair Membership Committee Chair SIG Representative (outgoing) SIG Representative (incoming)

Eric Baber Herbert Puchta Zeynep Urkun Amos Paran Les Kirkham Gavin Dudeney Gary Motteram Colin Mackenzie George Pickering

Executive Committees Conference Committee

Eric Baber (Chair) Carol Read Ros Wright Alison Medland (for head office) Glenda Smart (for head office) Alison Wallis (for head office)

Electronic Committee

Gavin Dudeney (Chair) Eric Baber Sara Hannam Mike Harrison

Finance Committee

Amos Paran (Chair) Andy Curtis Colin Mackenzie Glenda Smart (for head office)

Membership Committee

Gary Motteram (Chair) Gloria Barnett-Powell Natalia Grishina Caroline Okerika Glenda Smart (for head office) Vicky Sowerby (for head office)

Publications Committee

Herbert Puchta (Chair) Martin Eayrs Jo Ann Salvisberg

Newsletter Editor

Alison Schwetlick

Conference Selections Editor

Tania Pattison

Conference Programmer

Madeleine du Vivier

Proposals Committee

Graham Hall Jenny Pugsley Ros Wright

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IATEFL committees, volunteers and staff Special Interest Group Coordinators Business English English for Specific Purposes ES(O)L Global Issues Leadership & Management Learner Autonomy Learning Technologies Literature, Media & Cultural Studies Pronunciation Research Teacher Development Teacher Training & Education Testing, Evaluation & Assessment Young Learners & Teenagers

Marjorie Rosenberg Mark Krzanowski Caroline Okerika & Elaine Williamson Maureen Ellis George Pickering (outgoing) Jenny Johnson (incoming) Leni Dam Graham Stanley David A Hill Jonathan Marks & Wayne Rimmer Richard Smith Mojca Belak Birsen Tutunis Sue Hackett Helen Emery & Hans Mol

Advisory Council

Herbert Puchta (Chair) Susan Barduhn Ronald Carter Michael Carrier - British Council David Crystal - Patron Adrian du Plessis Keith Morrow - Editor, ELTJ Sue Sheerin Catherine Walter

Scholarship Working Party

Eryl Griffiths (Chair) Sophie Ioannou-Georgiou Patrick McMahon Felicity O’Dell Amos Paran

WMS Advisory Committee

Peter Grundy (Chair) Kate Barker Michael Carrier Mike Clark John McGovern Mike Solly Catherine Walter

IATEFL Staff Executive Officer Deputy Executive Officer Conference Organiser Finance Officer Marketing & Sponsorship Officer SIG & General Administrator Membership Officer Conference Assistant Administration & Finance Assistant

Glenda Smart Louise Atkins Alison Medland Kay Cox Alison Wallis Eleanor Broadbridge Vicky Sowerby Geraldine Breedon Linda James

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IATEFL Annual General Meeting Notice of Annual General Meeting The 2012 Annual General Meeting of IATEFL will be held in Lomond, at the SECC, Glasgow, UK, on Wednesday 21st March 2012 from 1225 to 1330 All members are invited to attend AGENDA 1.

Minutes of the AGM held in April 2011 at the Brighton Centre

2.

Matters arising

3.

Treasurer’s report

4.

Presentation and receipt of accounts for 2010-2011

5.

Re-appointment of Larkings as auditors

6.

Presentation by the President and Executive Committee chairs on general issues, the work of the Coordinating and other committees, the SIG representative’s report, and Associates’ representative’s report

7.

Appointment and reappointment of new Trustees

8.

Thanks to out-going Vice President, and welcome to new post holders and other new volunteers

9.

Date of next meeting 10th April 2013 in Liverpool, time and venue to be confirmed.

By order of the Board Zeynep Urkun Company Secretary

ZEYNEP’S SIGNATURE

International Association of Teachers of English as a Foreign Language, Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK

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AGM Reports Annual report from the President to members Eric Baber IATEFL President As my first year as President draws to a close and I reflect upon IATEFL’s activities over the past 12 months there is one element I would like to highlight above all others: the fact that – with the exception of our talented Head Office staff – every single individual who has contributed to making IATEFL the thriving and vibrant organisation that it is has done so on a voluntary basis. Ours is an organisation run by its members for its members, and to my mind it shows. Collaboration between the Special Interest Groups, the Coordinating Committee (IATEFL’s Board of Directors), and the various other committees and working parties has been exceptional, and the results speak for themselves. As we will see over the next few pages we are a very healthy organisation by any measure – activities, geographic spread of individuals involved, or finances – and I am confident that this is a trend which will continue.

I would like to take this opportunity to thank two people in particular who have significantly contributed to making the organisation what it is today and who are stepping down from their respective positions at this year’s conference, namely Herbert Puchta and Colin Mackenzie. For the past four years Herbert has been Vice President/President and during this time has overseen a number of significant improvements in our annual conference, our publications, our international reach and the organisation as a whole. Colin meanwhile has done a superb job in coordinating and representing the 14 Special Interest Groups – in many ways the lifeblood of our organisation. Without either of their dedication to their roles, IATEFL would not be the same, and on behalf of the Coordinating Committee and, I’m sure, all of our members, I would like to extend a warm vote of thanks to them both.

Below you will find detailed reports of our activities this year but I would like to draw your attention to a number of key items.

Our membership numbers are the highest they have been for some years at nearly 4,000. This is also reflected in our last annual conference, in Brighton April 2011, which was our largest one yet with just over 2,300 delegates and speakers in attendance. As in previous years our collaboration with the British Council on Brighton Online has been hugely successful with more than 50,000 people taking part in the conference online.

We can also now say without hesitation that we have truly entered the digital age. We have a new website which, we hope, makes information about ourselves and our activities easier to find, and which offers greater ease of use to members in the dedicated Members Area. We also now have an active presence on Facebook and Twitter with regular updates and discussions taking place which anyone can join, and we are working with the SIGs to enable them to do the same. We have furthermore taken out a license for a webinar facility and this has been made use of by a number of our SIGs to run online events of different sizes, thereby reaching out to our members around the globe. Our main publication meanwhile – Voices – is available electronically as is a number of our SIGs’ publications as well.

Despite economic turmoil in a number of countries we are very pleased to be able to say that our finances are even healthier than last year, and for this I would like to thank both Amos Paran, our Treasurer, and Glenda Smart, our Executive Officer, both of whom have been instrumental in keeping us financially sound.

I would now like to hand over to my colleagues from the Board of Directors, the Trustees of IATEFL, to present their reports about each of the executive committees. Furthermore, there will be reports on the Wider Membership Scheme, the Scholarships Committee and the Head Office. This will be followed by reports from the Special Interest Groups and the Associates’ Representative.

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AGM Reports Publications Committee The Publications Committee is responsible for overseeing IATEFL’s publications. This year our newsletter, Voices, has continued to be published in colour, which has been well received by the membership.

IATEFL 2011 Brighton Conference Selections was published in January 2012. Like the 2010 issue, Conference Selections 2011 has 240 pages. Included are 87 papers: 4 plenary talks, 9 symposiums, 4 signature events, 3 conference reviews and 67 individual reports. Key themes to emerge in 2011 include teacher training, teacher development, educational technology and the teaching of English in challenging circumstances. This last theme includes a strong focus on teaching in the developing world, for example, in sub-Saharan Africa. Again, regional representation is very diverse, with all parts of the world represented.

Conference Selections 2011 has been fortunate to retain the services of last year’s team, thus ensuring a product of similarly high quality. It was made possible through the hard work of editor Tania Pattison, copyeditor Simon Murison-Bowie and designer/typesetter Keith Rigley. As a refereed publication, Conference Selections also relies on the dedication and expertise of the Editorial Committee, Siân Morgan, Sandie Mourão and Amos Paran; they read every paper on a voluntary basis and submit comments that are taken into consideration when selecting those suitable for publication.

We have continued the format of the e-bulletin, making this a monthly mailout and containing "teasers" only, each with a link to the full story on the website. This makes it easier for readers to read only those articles of direct interest to them. Many thanks go to JoAnn Salvisberg and Martin Eayrs for their excellent work on it.

Herbert Puchta Chair, Publications Committee Membership Committee The new (Conference 2011) Chair of the Membership Committee has been working with colleagues on the Membership and Co-ordinating Committees to explore how we can better serve the existing members.

Following initial consultations and discussions, it was decided to launch a survey to take a snapshot of how IATEFL is perceived, but also to look at different ways that we could support our mission and deliver quality services to our members.

The membership review that we launched on 18th October 2011 ended up netting 579 responses, which considering all of the different types of members we have and the places in which they are located, was very positive. This was very pleasing and we would like to thank all of those that responded. We got responses from a broad range of countries, too: some obvious like Italy, Germany, and Switzerland, but also from India, Japan and Nepal. Many of the respondents were what are termed Individual members, but there were also responses from colleagues who are members through the Wider Membership Scheme. We learned that in general terms that we are generally well with the services we provide for members, but that there was also room for improvement. We learned that most people become members to belong to a teacher’s community, or because they were interested in belonging to a particular SIG, or want to attend the annual conference. We asked about whether IATEFL should be thinking about running courses; what we should include in the membership package and what dispense with; about fund-raising; about IATEFL’s attractiveness to new teachers. All of this has been fed back into CoCo via the Think Tank that was held in November 2011 and specific proposals and ideas will now be taken forward by the membership committee and others. You will be hearing more about this in due course.

At the same time membership has still continued to grow, slowly but steadily and this is very positive. We would like to thank Vicky Sowerby who works in Head Office on membership issues for help and support and producing monthly graphs of activity.

Gary Motteram Chair, Membership Committee

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AGM Reports Electronics Committee ElCom aims to improve electronic services for Head Office, members and Associates. The committee is currently composed of Gavin Dudeney (Chair) with Eric Baber (Advisor), Mike Harrison (SIG Liaison) and Sara Hannam (Associate Outreach). This year we have set in motion a number of initiatives including the continued improvement and revamp of the main IATEFL website, an expanded social networking portfolio (YouTube, Facebook, Twitter), more contact and strategy sharing with SIGs, greater participation opportunities for Associates and last, but not least, the introduction of a conference app for Apple and Android handheld and mobile devices. We have also advised the organization on electronic publications, and continue to provide support and staffing to the IATEFL / British Council IATEFL Online project. If you have any suggestions for other areas ElCom might consider, we would be happy to hear from you.

Gavin Dudeney Chair, Electronics Committee Conference Committee The Conference Committee is concerned with the planning of the IATEFL annual international conference. This involves selection of venues, planning of speakers and events, and the financial management of the conference. In 2011 the committee members were Eric Baber (chair), Carol Read and Ros Wright. Peter Grundy continues to support the committee with the organisation of the Conference Symposia, and Simon Greenall took on oversight of the mentoring scheme. The committee works in close cooperation with the conference staff at the Head Office: Alison Medland, our Conference Organiser, Alison Wallis, our Marketing & Sponsorship Officer, Geraldine Breedon, our Conference Assistant, and of course our Executive Officer, Glenda Smart.

BRIGHTON CONFERENCE Our annual conference in 2011 was held in Brighton and featured ca. 500 talks and workshops, a number of poster presentations and symposia spread over the four conference days. The Roving Reporters’ scheme run with the British Council ELTeCS and Teaching English Network featured again. 21 [EB1]scholarships were awarded from our various scholarship funds, making it possible for the winners to attend the conference. In addition a full social programme contributed to the overall success of the event.

The Brighton conference also saw the continuation of the IATEFL Jobs Market which did not only achieve a healthy surplus but also got very good feedback from both employers and job seekers taking part in the programme, which makes us optimistic for significant further growth in this new venture for the years to come.

We had an excellent number of respondents (452, or nearly 20% of conference attendees) on our postconference questionnaire, giving us a very good steer on what was particularly popular, what wasn’t, and how to improve certain elements of the conference. This kind of feedback is crucial and very helpful indeed, and we would like to thank everyone who took the time to complete the questionnaire.

During the year the Conference Committee has been active in planning the 2012 annual conference. We have a full quota of speakers, including five plenary talks; a schedule of events with an attractive social programme.

GLASGOW CONFERENCE 2012 The 2012 conference is being held at the Glasgow SECC, a venue which is easy to get to both nationally and internationally.

Overall the feedback on the mentoring system was positive though the overall uptake was not as large as we had anticipated. As a result we have reviewed the process and will be evaluating the results after the conference.

Trials at Harrogate (2010) and Brighton (2011) to make the final day more attractive by having a closing plenary, a raffle and a farewell lunch have proven highly successful and we will therefore be continuing with this concept. In Glasgow we will be experimenting with the nature of the closing act by inviting a Scottish musician of international standing; feedback on the type of closing event will help us choose future acts.

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AGM Reports One challenge we had in the run-up to this years’ conference was the unprecedented number of proposals put forth. Receiving 817 proposals for just over 500 available presentation-slots meant evaluation of each one had to be far more rigorous than in past years. As a result we will be considering a number of possible updates to the conference format and the selection criteria to implement in 2013.

One significant innovation to this year’s conference is a mobile app. Available for iOS and Android devices it will allow delegates to view the programme, compile their own events calendar and connect to other users of the app. Further details are available elsewhere in the conference programme, and as above we welcome any feedback on this development.

The conference is the culmination of a year of steady hard work by the Conference Committee. As Chair of the committee, I would like to thank my colleagues Carol Read and Ros Wright for their excellent work. I would also like to extend big “thank you”s to Peter Grundy for his work on the symposia as well as to Madeleine du Vivier for programming the conference; neither are easy or enviable tasks! Many thanks also to the local committee for their support in helping source local events and more.

And last, but most certainly not least, I would like to express my gratitude to the Head Office team who know the ins and outs of making the conference happen far better than I do. Thank you in particular to Glenda, Alison M and Alison W for carrying the bulk of the load but also to the rest of the HO team – I know nobody escapes the turmoil when the conference comes to town!!

GLASGOW ONLINE As in the last five years, we are continuing our highly successful partnership with the British Council to bring a flavour of the annual conference to teachers worldwide who are not fortunate enough to be able to join us in Glasgow. This initiative has proved to be a huge success. Anyone anywhere in the world with internet access – not just IATEFL members, and not just teachers, but absolutely anyone – can view it, with its workshops, lectures, seminars, etc. absolutely free of charge.

We are grateful to our plenary speakers and those presenters who support this important initiative of freely disseminating their professional expertise and knowledge on a global scale. A stunning 50,000 online delegates from more than 100 countries of the world have visited the platform since April 2011, so we are spreading the message far and wide, and can truly claim that this initiative has become an important factor in fulfilling our mission of linking, supporting and developing English language teaching professionals worldwide.

COOPERATION WITH THE BRITISH COUNCIL IATEFL and the British Council continue to seek ways to further collaborate as both organisations work towards similar aims of linking, developing and supporting ELT professionals around the world. IATEFL is grateful to the British Council for its continued support of so many of its projects. In addition to funding and operating Glasgow Online as described above, the British Council is providing a framework to select recipients of the Wider Membership Individual Scheme funding, it provides support for English Language professionals from the developing world to take part in the IATEFL conference through work with the Hornby Trust, and it supports the roving reporters who report on the conference using web logs. We are grateful also for the use of the British Council premises for IATEFL meetings.

Eric Baber Chair, Conference Committee

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AGM Reports The Wider Membership Scheme 699 of the 994 Wider Membership Scheme (WMS) memberships offered in 2010-11 were taken up, representing 70%. 1043 memberships have been offered for 2011-12 at a cost to the scheme of approximately £14227. The 2011-12 memberships have been offered to 13 Associates, including 9 with existing WMA memberships and to 4 new Associates, ATES (Senegal), EELTP (Ethiopia), AzerELT (Iran) and ELTA (Albania) who we welcome very warmly to the scheme.

The WMS Advisory Committee continues to explore a number of initiatives, including: the possibility of providing WMS members with best of the SIGs information, perhaps through Voices; ways of obtaining feedback from WMS members; a Guidance and Best Practice document; new ideas about WMS sponsorship; a wider evaluation of the WMS scheme; the possibility of a special logo for IATEFL WMS. We hope to report significant progress in these areas at the 2013 AGM. Meanwhile Conference delegates will have seen the winning entry in the 2011/12 WMS Video competition – many congratulations to Mirjana and Irena Mi_eti_ from Croatia!

Peter Grundy Chair, WMS Advisory Committee

Scholarship Working Party The report this year is a story of growth and innovation in several directions.

The SWP itself has grown with Adrian Tennant, previously IATEFL membership secretary, coming to join the old lags – Sophie Ioannou-Georgiou, Fliss O’Dell, Patrick McMahon, Amos Paran, and Eryl Griffiths. Adrian helps us enormously with his up-to-date information from his incessant world-wide travel. We are now able to look at the countries of origin of our winners and foresee who is likely to have problems and/or high costs with their visa applications and to act early to help them get to conference. In the past we have had to rely on emergency help from Mike Carrier and British Council offices but in future we hope to manage the whole process in a more timely fashion.

The startling growth in the number of scholarship applicants was a major feature of 2011/12 and this came about without us taking up Mike Harrison’s kind offer to put us on Facebook. Sponsors and the SWP were pleased to have such high levels of interest but we were all caught unawares and this led to delays in announcing winners and we apologise again for that. Sponsors who had the highest numbers of applications to read were Cambridge ESOL coping with a total of 332 applications over their 5 scholarships and Bell coping with the highest number, 158, for a single scholarship. The SWP had to call on friends to help out with our reading and selection process. Our thanks go to Sandy Mourão, Sue Sheerin, Adrian Underhill, and Marion Williams for help in 2011 and to Wolfgang Ridder (Germany), Mercedes Foligna (Argentina), Valeria Franca (Brazil), and Dragana Vujkovic (Serbia) for offering help for 2012/13.

With these helpers and a simplified application procedure to be announced at www.iatefl.org/scholarships in April we hope to get scholarships results out on time this year. Please note that there are still scholarships with relatively low numbers of applicants, namely BESIG Facilitator, Gill Sturtridge First Time Speaker, Gillian Porter-Ladousse Teacher Trainer/Trainee, Learning Technologies Travel, Ray Tongue East and South East Asia and the W R Lee Central and Eastern Europe scholarships. Consider applying for one of these to improve your chances of success for 2013.

We are aware that there is a lot to read on our website pages but the quality of the information repays careful reading and time spent. You will find that the number of awards for some scholarships has increased, for example Africa and Latin America scholarships. The elements covered in the award have increased in some cases, for example Learning Technologies SIG has added PCE and conference registrations to their financial award. There will be more SIG-related scholarships for Liverpool, more on offer from current sponsors such as International House, and new sponsors such as Macmillan One-Stop will be entering the field.

At the Brighton conference the SWP stand was part of a central ‘island’ of IATEFL information and this is continuing in Glasgow and beyond. Members of the SWP will always be at the stand during the morning coffee break and at other times of the day it’s a friendly place for a sit-down and a chat, who knows who you might run into, please come by.

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AGM Reports The Scholars’ Tea Party now takes place on the first day of the conference and we thank office staff and presidents for making time on that busy day to meet us at 3.30pm. For the winners and the SWP it’s a wonderful opportunity to get to know each other from the get-go. It’s also an excellent photo opportunity as the winners pick up their certificates and their awards as well as meeting representatives of their sponsors and making arrangements with Alison Schwetlick for the publication of their follow-up reports in Voices.

In a 2011 e-bulletin I wrote that people from 54 countries had won IATEFL scholarships. Now the total is 58 – with Australia, the Ivory Coast, Macedonia, and the USA as the newcomers. This year, most unusually, there are 4 UK winners though they do not all reside or work here. In the previous decade we have never had more than 2 UK winners in any one year and in most years none at all. Do you think this might be an Olympic or Jubilee effect?

And finally for those of you with excellent visual memories who are wondering why Susana Dichiera and Bijoy Basu have their photos in the 2011 and 2012 programmes; they couldn’t get to Brighton so we are now pleased to welcome them now to Glasgow. We also welcome the 31 other winners and encourage you to attend their presentations as listed on page 18 of your Programme.

Enjoy Glasgow.

Eryl Griffiths Chair, Scholarship Working Party (SWP)

The Advisory Council The Advisory Council consists of six or more members. These include the Patron of IATEFL (David Crystal), the Editor of ELTJ (Keith Morrow), a representative from the British Council (Michael Carrier), two past presidents (Catherine Walter and Susan Barduhn), and one or more members (Sue Sheerin and Adrian du Plessis) invited by the Board of Trustees following a recommendation by the Advisory Council.

The role of the Advisory Council is to advise the President on all matters relevant to the successful running of the association and on matters of policy and future developments.

This will include:

commenting on opportunities, trends, and issues of strategic importance

supporting IATEFL in developing initiatives by acting as a sounding board

stimulating new ideas

providing advice on procedural matters when needed.

The Council has no executive or policy-making function. It meets once a year at the Annual Conference. The Council or individual members may at any time be invited by the president to give advice on particular issues.

The minutes of the Advisory Board will be presented to the IATEFL Board of Directors.

I would like to thank the members of the Advisory Council for their advice and suggestions at the meeting in Brighton and for their ongoing support.

The IATEFL Head Office It has been a pleasure for me to work closely with our Head Office staff, and I would like to thank them all for their commitment to IATEFL and our members. It cannot be stressed strongly enough how well they manage the complexity and diversity of our organisation. Whilst working together as a team, they each have their specific roles to ensure that we continue to provide a professional service to our members; in addition, this year has seen some of our staff attending Special Interest Group events, conferences and courses, to provide them with professional development, to encourage team building and to bridge the gap between the administration and professional work of IATEFL. We were very pleased to invite Geraldine Breedon, our Conference Assistant, to trial her role as a full-year position. Geraldine has proven to be a great asset to our team not just in the run-up to this year’s conference but throughout the year. Alison Medland, our Conference Organiser, has been able to hand over more tasks too which has given her more time to devote to the increasing numbers of presentations submitted and also to the -190-

AGM Reports innovations and developments that are a feature of our conferences. Alison is the longest serving staff member, and is now in her 14th year with IATEFL which ensures continuity and a good background knowledge that supports our Conference Committee.

Alison Wallis, our Marketing & Sponsorship Officer, has continued to develop mutually supportive relationships with our advertisers and sponsors. This source of income helps IATEFL to provide an enhanced experience at conference, through sponsorship, as well as allowing us to keep our delegate prices as low as possible. Alison has attended a number of events over the past year where her friendly and professional approach has helped raise the profile of IATEFL. Vicky Sowerby, our Membership Officer, has continued to help with the smoothrunning of our office and the services we provide for our members, ensuring they receive prompt replies to their queries.

The SIG and General Administrator, Eleanor Broadbridge, has continued to work tirelessly for our Special Interest Groups, dealing with the administration of their many events from publicity to registration, and also attending some to represent us and to help with IATEFL queries.

Emma Dexter, our Finance Officer, left us in October 2011 for pastures new; thank you Emma for your hard work over the past few years! In Emma’s stead we welcome Kay Cox to the Head Office team to take on the role as Finance Officer. Kay joined us in January 2012, just in time to join in the pre-conference fun. We look forward to working with you, Kay. Linda James, Administration & Finance Assistant, has been very busy this year, supporting first Emma, then Louise Atkins who worked for us on a part-time temporary basis while we were recruiting Emma’s replacement, and now Kay. As IATEFL expands in size and number and range of activities, each of our members of staff is becoming busier and busier. As a result we have decided to recruit a Deputy Executive Officer in order to support in particular Glenda Smart, the EO, but also help in a number of other areas. We are very pleased to welcome Louise Atkins as a permanent member of our team.

Which brings me on to Glenda Smart, our Executive Officer. I can’t say how lucky IATEFL is to have Glenda.

Glenda is highly competent, unflappable, and invariably professional. She is also a veritable treasure-trove of information and is always able to answer any questions asked or at least know where to find the answer. She has been an immense help to me over the past year and is an enormous asset to the organisation. Thank you, Glenda!

Report from the Special Interest Group (SIG) Representative 2011 was another good year overall for the IATEFL SIGs. There were a lot of positive developments and we have continued to fulfil our part in IATEFL’s mission to link and support our members and help in their development, all this through our publications, events, discussion lists and websites.

SIG committees SIGs are run by their members for their members through the actions of the SIG committees, overseen by the SIG Coordinator. The committees and the coordinators are hugely dedicated people giving their time and energy to make sure that their SIG is a success. The committee is usually made up of between four and ten members who take on the responsibility of making sure that the other SIG members, and the wider teaching community, are provided for in terms of publications, events and opportunities to exchange ideas and experiences. These committees are a combination of people who have been on them a long time, giving the benefit of their experience and knowledge of IATEFL, and newer committee members, who bring fresh momentum to the committee and the SIG. SIG Committee members are members of the SIG and positions on the committees are open to all SIG members.

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AGM Reports The committees are regularly reinvigorated through the arrival of new volunteers who bring fresh ideas and perspectives on the activities of the SIG. Over the last year there have been a number of changes among the SIG Coordinators. In February Birsen Tutunis replaced Fiona Elsted as TTEd SIG coordinator. In April Maureen Ellis replaced Claudia Connolly for GI SIG, Richard Smith took over from Anthony Bruton in ReSIG, Wayne Rimmer joined Jonathan Marks as joint coordinator of Pron SIG and Paul East stepped down as joint coordinator of BESIG. As ever, a big thank you to those stepping down from coordinatorship or a committee for everything they have done for the SIGs and IATEFL, and a warm welcome to those who are coming in to help with the running of their SIGs.

SIG activities: SIG publications SIG members will be aware of the quality of the publications their SIGs provide for them. Which not only include newsletters, but journals, DVDs and books. The publications are a reflection of what is going on in the SIG and, as well as informing members of what is happening in their area of interest, they also link the members of the SIG as a community, the majority of content coming from SIG members themselves.

SIG activities: SIG events Once again, in 2011, SIG events took place all over the world including China, Japan, Spain, the UK, Croatia, Italy and Lithuania. In Brighton there were 14 Pre-Conference Events for the first time ever, one from each SIG, and as they were so successful this is being repeated in Glasgow. The webinar platform provided by IATEFL for the use of the SIGs, among others, has been taken up by an increasing number of SIGs. SIG activities: SIG virtual discussion lists & web presence The internet is fundamental in carrying out the SIGs’ role of keeping their members in touch with each other and disseminating ideas. The SIGs have had discussion lists and websites for a number of years and some are now exploiting the possibilities of other platforms such as Twitter and Facebook. As with everything the SIGs do, this depends on the know-how of those members who come forward to do things for the SIG. The SIGs will continue to explore the ever-expanding possibilities provided by the web.

SIG Representative role Having had three stimulating and enjoyable years as SIG Representative, I am stepping down and handing over to George Pickering, whose deep understanding of how IATEFL works and great commitment to the organisation, along with his many personal qualities, make him ideal for the role.

Colin Mackenzie SIG Representative

Report from the Associates’ Representative Over the past year we have maintained the number of Associates around the world at above the 100 mark, and intend in the next year to launch a campaign to increase this number, especially in the Americas.

We have been looking this year at ways that Associates can link together on a regional basis, and hope to encourage more such groupings over the next year. Examples of this include a recent regional event in South Asia run by the British Council involving seven Associates. We have also embarked, along with ElCom, on encouraging Associates to organise local events using Glasgow Online.

It was an added bonus that the IATEFL Associates’ relationship with the Hornby Trust, in association with the British Council, has continued for another year. The “Hornby-IATEFL Associates Project Fund 2011” competition is for two grants of £2,000, which are to be used in part-funding of small-scale projects that promote teacher and teacher association development. Last year we had successful proposals from Associates in Albania and Cuba. We are confident that this year will produce an equally ambitious set of proposals that I will be able to report on at the AGM.

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AGM Reports Report from the Treasurer Introduction This report focuses on a number of important points about IATEFL’s finances, all of which appear in the summary accounts which will be provided at the AGM. I highlight a number of important points, and then go on to point out a number of developments that have occurred since the end of our financial year more than 7 months ago.

Overview of 2010-2011 I am pleased to report that 2010-2011 was a strong year: our total funds as at 31st August 2011 were £1,007,129. This represents a growth in funds of £53,160. This is a strong testimony of the health of the organisation and of our success in achieving our mission. This is particularly encouraging after a not very strong performance in 2009-2010, where we generated the smallest surplus since 2002.

IATEFL Finances explained The treasurer is responsible for advising the Coordinating Committee on the Association’s Finances. IATEFL employs a full time professional Finance Officer at the IATEFL office, who reports to the Executive Officer, who then reports in turn to the treasurer. The Finance Committee works with the treasurer to advise the Coordinating Committee on matters of principle connected with IATEFL’s finances. The treasurer is also entrusted with ensuring that the financial aspects of any IATEFL decision are taken into account when the decision is made.

IATEFL’s audited accounts distinguish between restricted funds, designated funds, and general funds.

Restricted funds relate to specific projects, such as the WMS (Wider Membership Scheme), the SIGs, and some of the scholarships, and cannot be used for other purposes. Designated funds are funds that have been set aside by IATEFL for specific projects (for example, scholarships) but which can be used for other purposes as well, should the Coordinating Committee so decide. General funds are unrestricted and the Coordinating Committee is free to use them in the best way it sees fit. Each year we produce a budget that shows our plans for expenditure that year.

IATEFL’s income comes from a variety of sources: subscriptions from members, interest on investments, surplus from the annual conference, SIG events, advertising and sponsorship, and donations.

IATEFL Trading Some of our activities are deemed to be subject to VAT, and the sums involved mean that in the financial year 2008-2009 IATEFL went over the threshold for VAT registration. After taking legal and financial advice, the Coordinating Committee decided to establish IATEFL Trading Limited, and to conduct most of our VATable transactions through this company. IATEFL Trading is VAT registered, and can therefore claim VAT back. The surplus from IATEFL Trading is gift aided to IATEFL at the end of every financial year. IATEFL will continue to be not registered for VAT, which means that we cannot recover VAT on those parts of our operations that are conducted through the charity.

Separate accounts are prepared for IATEFL Trading, but their income and expenditure is summarised in Section 4 of our consolidated accounts. In addition, our accounts include a balance sheet for the group as a whole and for the charity separately. You will note that the total funds for the group and for the charity are identical; this is because IATEFL Trading gift aids its surplus to the charity at the end of the financial year.

IATEFL Trading surplus in 2010-2011 was £110,410.

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AGM Reports Details of the year ended 31 August 2011 Full details of our financial situation are available in our full accounts, copies of which are available at the IATEFL AGM as well as lodged with the Charity Commission and available from their website. Our healthy situation is due to a very healthy conference in Brighton, which attracted a larger number of delegates ever.

Many of our expenses stabilised (for example, our staff costs).

I am pleased to report that the growth in our assets is attributable both to a growth in our restricted funds (£13,550) as well as growth in our unrestricted funds (£39,610). The Jobs Market, continued to be an important income stream, and has contributed a net surplus of £16,012 (compared with £13,188 last year).

Our fixed asset investments continued to be volatile and in contrast to last year, where they showed some recovery, now dropped slightly. At £206,365, they are higher than they were at the low point of 2007-2008, but lower than at any year since. We are dependent on the markets in respect of these funds, and unfortunately there is little we can do about this. Our investments are still with one of the best performing funds around.

Within our unrestricted funds, we have a designated capital reserve of £60,000 as well as £305,064 in a general fund. This is a rise from the previous year, and reflects the fact that there has been good growth in all parts of our operation. Our operating costs for one year are ca. £414K, excluding the conference. Most charities are happy with a reserve of 3-6 months operating expenses; we are looking to have one year’s operating costs, because we are so heavily dependent on one large annual event. As a charity IATEFL’s ultimate aim is not to amass large sums of money but, having ensured our financial security, use our surpluses to meet our charitable aims. We continue to discuss how this can be done.

SIG Finances The SIGs receive an annual subscription income per member to cover their operating costs, and they also generate income through event surpluses, advertising in newsletters, etc.

I am pleased to report that SIG finances for 2010-2011 continue to be very healthy. SIG reserves range from £3,527 to £68,944, which is a bigger range of their reserves last year. Most SIGs show a healthy range of income and expenditure, reflecting the fact that they are active in producing newsletters, organising events and providing scholarships. Ten SIGs have larger reserves than they had last years, reflecting the prudence with which they are managing their financial affairs, and, more importantly, their ability to generate surpluses at their events. We are continuing our discussion about ways in which SIG surpluses can be used for the benefit of their members The four SIGs whose reserves have reduced are the smallest SIGs, financially, and they will need to keep an eye on their finances.

Recent Staffing Changes Two major changes have occurred since the end of the financial year in August 2011. The first is that our Finance Officer, Emma Dexter, has left for pastures new. In December 2011 we appointed a new Finance Officer, Kay Cox. In addition, the growth of IATEFL has meant that the Coordinating Committee decided to appoint a Deputy Executive Officer who will be responsible for financial management reporting (as well as taking on other duties). We are pleased to have appointed Louise Atkins as our DEO; she is conversant with IATEFL’s financial matters as she has been working for our auditors previously, and has recently stepped in during the hiatus in the service of our Financial Officer.

Thanks My greatest thanks go to our Executive Officer, Glenda Smart, whose support continues to be exemplary. Her assiduity and persistence in getting IATEFL the best deal possible is only topped by her patience with me and my constant queries. Thanks are also due to Emma Dexter, past IATEFL Finance Officer, for all her help; and to the whole of CoCo for their continued support and involvement in financial deliberations.

Amos Paran Treasurer

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IATEFL Conference Feedback Form – Glasgow 2012 Your feedback on this conference will be a great help in planning next year’s conference. We would be grateful if you could complete and return this form before you leave. All completed feedback forms received by 2nd April will be entered into a draw for a free registration for the next IATEFL conference in Liverpool in 2013 (prize not transferable to another conference).. To help us to make the 2013 conference as successful as possible, we would like to know what to keep and what to change. Delegates who prefer to complete this form after the conference are welcome to post (IATEFL, Darwin College, University of Kent, Canterbury, Kent CT2 7NY, UK) or fax (+44 1227 824431) it to the IATEFL Office to arrive no later than 2nd April 2012. Alternatively, go online at www.iatefl.org to download this form.

Your name (if you want to enter the draw)________________________________________________ Your email or postal address __________________________________________________________

A. GENERAL COMMENTS Your overall view of the conference

Please make any suggestions you have about future plenary speakers and/or events you would like to see

When did you arrive at conference?

What day did/are you leaving?

Did your institution pay for you to attend?

B. SESSIONS Please circle the number that best represents your view.

Plenary Sessions 1 Poor

2 Average

3 Good

Comments

4 Excellent

Other Presentations (including poster presentations) 1 Poor

2 Average

3 Good

4 Excellent

The SIG Pre-Conference Event (PCE) (held on Monday 19th March) 1 Poor

2 Average

3 Good

4 Excellent

The Special Interest Group (SIG) Days during the conference 1 Poor

2 Average

3 Good

4 Excellent

3 Good

4 Excellent

The Symposiums 1 Poor

2 Average

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Feedback Form – Glasgow 2012– page 2 C. CONFERENCE ORGANISATION Please comment on the following aspects. Please include suggestions for improvements where appropriate.

Communication with IATEFL

Registration

Documentation, including Conference Programme

Conference facilities

Accommodation

Evening events

Exhibition

Symposiums What area/theme would you like to hear about?

Do you have a comment on the quality of symposiums/convenors?

Have you any other comments?

Thanks for your contribution.

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Day Planner This Day Planner is sponsored by Collins ELT

FOR YOU TO FILL IN TUESDAY 20TH

WEDNESDAY 21ST

0800

Registration desk opens

0815-0845

“How to... sessions”

0815-0845

“How to... sessions”

0830

Registration desk & Exhibition open

0830

Exhibition opens

0900-1010

Plenary talk – Diana Laurillard

0900-1025

Opening announcements & plenary session by Adrian Underhill

1025 Session 2.1

1040 Session 1.1

1140-1215

Coffee break

1215 Session 1.2

1300-1400

Lunch break

1055-1130

Coffee break

1130 Session 2.2

Tribute Session

1215-1335 1225-1330

Lunch break IATEFL AGM

1335 Session 2.3

1400 Session 1.3 1435 Session 2.4 1445 Session 1.4 1535-1610 1530-1605

Coffee break

Coffee break

1610 Session 2.5

1605 Session 1.5 1655 Session 2.6 1650 Session 1.6 1755-1840 Session 2.7 1735-1835 Session 1.7 1845 1840

Start of the evening programme

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Start of the evening programme

Day Planner FOR YOU TO FILL IN THURSDAY 22ND

FRIDAY 23RD

0815-0845

“How to... sessions”

0815-0845

“How to... sessions”

0830

Registration desk & Exhibition open

0830-1200

Registration desk & Exhibition open

0900-1010

Plenary talk – Steve L Thorne

0900-1010

Plenary talk – James E Zull

1025 Session 3.1

1110-1145

1025 Session 4.1

Coffee break

1145 Session 3.2

1245-1345

1110-1140

Coffee break

1140 Session 4.2

Lunch break

1240 Session 4.3

1345 Session 3.3

1430 Session 3.4

1515-1550

1340-1440

Final plenary talk – Brian Patten

1440-1500

Closing address

1500

IATEFL conference farewell

Coffee break

1550 Session 3.5

1635 Session 3.6

1735-1835 Session 3.7

1900

Start of the evening programme

Buy a badge – Show you care

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FLOORPLANS

The following pages contain the floorplans of the SECC and the Crowne Plaza Hotel.

Pages 199-201 – Floorplans of the SECC showing the locations of: -

Exhibition in Hall 2 (including internet lounge, poster presentations & catering points)

-

Registration Desk, Information Desk & Jobs Market in Hall 1

-

Session Rooms (please note that Barra, Jura, Orkney, Shuna & Staffa are in the Crowne Plaza Hotel)

Page 202 – Floorplan of the Crowne Plaza Hotel showing the locations of the following five session rooms:

Barra, Jura, Orkney, Shuna & Staffa

Pages 203-204 – We have also provided a pull-out version if you prefer to carry this with you.

Floorplans

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Floorplans

Floorplan of the venues HOTEL & SITE OVERVIEW Barra, Jura, Orkney, Shuna & Staffa

RED ZONE

Orkney

HOTEL MEZZANINE FLOOR

Walkway Link to the SECC

Stairs down to hotel reception & exit Barra

Jura

Shuna

Staffa

HOTEL GROUND FLOOR

Stairs up to Mezzanine Floor

MAP COLOUR ZONES HOTEL CLYDE AUDITORIUM SECC

Reception

HOTEL ENTRANCE MAIN ENTRANCE TO THE SECC (Ground Floor) ORANGE shows walkway between SECC (First Floor) Hotel Mezzanine and the Clyde Auditorium

SECC

CONFERENCE CENTRE

CLYDE AUDITORIUM CONFERENCE CENTRE

CROWNE PLAZA GLASGOW HOTEL

RIVER CLYDE MAIN ENTRANCE TO THE HOTEL (Ground Floor) - 199 -

Floorplan of the venues CLYDE AUDITORIUM

FIRST FLOOR

THIS ROUTE TO GALA 1 & 2

ESCALATORS Down to Clyde, Forth & exit

WALKWAY TO SECC (1st floor & escalator to concourse)

GALA 1 GALA 2

WALKWAY LINK TO CROWNE PLAZA HOTEL SESSION ROOMS (Mezzanine Level)

FORTH

ACCESS TO CLYDE

ESCALATORS Up to Gala 1 and Gala 2

YELLOW ZONE - 200 -

GROUND FLOOR

CLYDE

ENTRANCE

ESCALATORS Up to Gala 1 and Gala 2

for Clyde, Gala 1, Gala 2 & Forth

SPEAKER QUIET ROOM Firths Bar (up from 1st floor)

Floorplan of the venues SECC GROUND FLOOR

M

F

F

CONCOURSE

F

EXHIBITION HALL 2

PRAYER ROOM

REGISTRATION HALL 1

Lift to Terrace Bar, Leven, Morar & Ness

LIFT

M

M

M

F

M

Cloakroom

F

Stairs to Terrace Bar, Leven, Morar & Ness LOMOND

CONCOURSE

ALSH 2 LIFT

Stairs and Lift to 1st floor

ETIVE

FYNE

Boisdale 1

ALSH 1

BANKING FACILITIES

Boisdale 2

LOCH SUITE (Alsh 1, Alsh 2, Boisdale 1, Boisdale 2 and Lomond)

ESCALATOR

To hotel via outside

Meeting Point

GREEN ZONE

ENTRANCE - 201 -

Escalator up to Carron 1, Carron 2, Dochart 1, Dochart 2 and walkway link to Hotel and Clyde Auditorium

Floorplan of the venues GREEN ZONE

Leven Morar

M F

Ness F

M

Lift

To Morar only

Terrace Bar To Leven & Ness Stairs down to Online Interview Area Concourse on Ground Floor

MORAR

NESS

M

F

TERRACE BAR

F

LIFT NO ENTRY

Dochart 1

Carron 2

Walkway to Clyde Auditorium and Hotel

Lift & Stairs down to Alsh 1 & 2 Boisdale 1 & 2 and Lomond

- 202 -

CONCOURSE BELOW

Carron 1 NO ENTRY

Dochart 2

LOCH SUITE (1st FLOOR)

LEVEN

M

NO ENTRY

SEMINAR SUITE (1st FLOOR)

SECC FIRST FLOOR & SEMINAR SUITE

LIFT

ESCALATOR

Escalator to Concourse on Ground Floor