#iatefl2023 Conference Programme

Welcometothe56th InternationalIATEFLConferenceandExhibition

DearConferenceParticipant, Itisapleasureformetowelcomeyoutothe56thIATEFL Conference,ourannualinternationalkeynoteevent, thisyearinthebeautifulspatownofHarrogate.Once againitisatimetocometogetherandcelebrateour professionanditsadvancesthroughtheworkofour colleagues,sponsors,andcontributors.

Overthenextfewdays,wewillhavethechanceto interactwithlike-mindedcolleagues,learnaboutthelatestdevelopments inthefield,andaccessthemostcutting-edgeeducationalresourcesinthe ELTworld.Additionally,wewillhavethechancetosupportoneanother,as wellasourcolleagueswhocouldnotbehereso,please,takethetimeto stop,meetsomeonenewandreachouttofriendswhoarenotpresent. Thisnetworkingisperhapsthegreatestperkoftheconferencebesidesthe academicprogramme.

IATEFL’sConferenceCommitteeandourHeadOfficeStaffhavetruly outdonethemselvesbyputtingtogetheranimpressiveline-upof plenaries,presentations,postersessionsandotherprofessional developmentactivities.

MakesureyoustopbytheIATEFLstandtolearnaboutthevarious initiativesweareengagedin,andmakesureyoualsovisitthevarious standsofexhibitorsandpartners.Theyarealleagerlywaitingtowelcome ustosharetheirnewdevelopments.Takesometimetobrowsethestands andgetinformationaboutthelatestmaterials,resources,courses,and careeropportunitiesavailabletoyou,whilealsoenjoyingarestorativecup ofteaorcoffee.

Asusual,therewillbeawidevarietyoffunsocialeventsduringthisyear’s conference.Aspartofit,ifyouareinterestedindiscoveringmoreabout Harrogateanditsrichhistory,taketheopportunitytojoineveningevent onTuesday–IntroductiontoHarrogate.

AsanIATEFLmember,yourparticipationintheAnnualGeneralMeetingis important.MakesuretoattendonApril19th soastolearnaboutthemany initiativestheBoardofTrusteeshasbeeninvolvedin.Thisisalsoatimeto haveyourvoiceheardoryourquestionsaboutourAssociationanswered so,please,considerattending.

Also,Iwouldliketoaskyoutolearnmoreaboutand,ifpossible,contribute toIATEFL’scharitableaims.Thisisanimportantwaywefulfilourmission andsupportcolleaguesaroundtheworldwhoareinnovatinginthe profession,so,makesuretostopbytheIATEFLstandtolearnmoreabout this.

Lastly,considertakingamomenttoreflectaboutthedifficultiessomeof ourcolleaguesareexperiencinginpartsoftheworldaffectedbydisasters orconflictsand,ifyoucan,findawaytoreachouttothemsothatthey knowtheyarenotalone.

Iwishyouallawonderfulweek,fulloflearning,camaraderie,andfun.

GabrielDíazMaggioli IATEFLPresident

Anoteaboutphotographyandfilming

IATEFLphotographersandvideographerswillbeinallareasofthevenuetakingphotosofdelegatesandconductingvideointerviews. Ifyoudonotwanttobeincludedinthephotosorvideos,thatisnotaproblem,justletthephotographersandvideographersknow. PhotosandvideostakenattheconferencewillbeusedbyIATEFLforjournalisticandmarketingpurposes,includingonsocialmedia. IATEFL’sprivacypolicycanbefoundonourwebsite: www.iatefl.org/about/key-documents DelegatesarewelcometotaketheirownphotosthroughouttheConference,butpleasebeawarethatfilminginsessionswillnotbe allowedwithoutconsentfrombothIATEFLandthepresenter(s).

AroundtheConference

Youcanfindfullcopiesofthevenuemapsonpages 112-113.

IATEFLAssociates

IATEFLworkswithover100nationaland regionalTeachingAssociationsaround theworldtopromoteprofessional cooperationinEnglishlanguageteaching, andmaintainaninternationalnetworkof supportandcommunication.Comeand findoutmoreabouttheseAssociations andhowyoucangetinvolved.

HarrogateConventionCentre Firstfloor

PosterPresentationArea

Takealookatthisyear’sposter presentationsandseethetimes forwheneachpresenterwillbe availableforquestions.

Cloakroom

Leaveyourcoatorluggagehereduring theconferencedayfor£2peritem.Please note,thecloakroomwillacceptCASH PAYMENTSONLY.Ifyouneedtopayby card,pleasevisittheRegistrationDesk.

Delegatebagsandprogrammes

Collectyourlanyard(sponsoredbyIELTS), Programme(sponsoredbyBritishCouncil) anddelegatebag (sponsoredbyETSTOEFL®) onceyouhaveyourbadge. Thisareawillbeopen whenevertheRegistration Deskisopen.

ChargingZone

Aspacetoplugyourdeviceinifyou needabatteryboost.Ifyouneedan adaptorfortheplugswehavea limitednumberavailableto purchaseattheRegistrationDesk. Youcanalsohireaportablecharger foryourmobilephonefromthe‘Joos’ standneartheRegistrationDesk.

ITNNetworkingZone

Aspacetomeetandmakeconnections, rightattheheartoftheExhibition.

Prayerroom

Aplaceofreflection forpeopleofallfaiths.

Certificates

Alldelegateswillbeableto downloadtheircertificateof attendance(sponsoredby ExpressPublishing)from theirIATEFLDashboardfrom Friday28 April2023.

RegistrationDesk

Pickupyourdelegatebadge (sponsoredbyIELTS)here.Make sureyoutakecareofit,a replacementwillcostyou£10. IATEFLstaffwillbeonhandto answeranyquestionsyoumay have.Itwillbeopenatthe followingtimes:

Monday:0800-1800

TuesdaytoThursday:0800-1730

Friday:0800-1400

InformationDesk

Haveaquestion?Ourstewardsatthe Informationdeskwillbehappyto assistyou.Thedeskwillbeopen any timetheRegistrationDeskisopen.

QuietZone

Stepawayfromthebusynessofthe conferenceforabitofpeace.Weask thatmobilephonesareswitchedto silent,headphonesareusedifyou wanttolistentomusicandyou keepconversationtoaminimum.

Foodanddrink

Youwillfindcateringpointsinthe exhibition.Duringbreaksthereisfree teaandcoffee(sponsoredbyLanguageCert)andatthe lunchbreakyouwillbeabletopurchaseaselectionof hotandcoldmeals.

Firstthinginthemorningyoucanbuyahotdrinkfrom thecateringpointoutsidetheexhibition.Andthereare variousfreewaterstationslocatedaroundthevenue. Pleasenote,allcateringpointsaroundvenuewill acceptCASHLESSPAYMENTSONLY.

SIGinformation

Our16SpecialInterestGroups(SIGs) areakeypartofIATEFLmembershipfindoutmoreabouteachofthemhere.

Exhibition

Findoutmoreaboutwhat’shappening intheexhibitiononpages12-21.

Additionalsessionsandevents

Aswellasafullacademicprogramme(seepages 26-95),wehavearangeofothersessionsandeventstoenhanceyourconference experience.

Way s to staryyour d a y

Earlymorningsessions-0815-0845

Beprepared

Joinoneofour“Howto…”sessionsandlearnmoreabout IATEFLandtheConference:

Tuesday18April

Howtogiveapresentationataninternationalconference, SandyMillin,Queen’sSuite8.

Wednesday19April

Howtoreflectonresearchtalksatconference,Ernesto VargasGil,Queen’sSuite8.

Thursday20April

HowtowritesuccessfullyforIATEFLConferenceSelections, DeborahBullock,Queen’sSuite8. Howtosubmitaspeakerproposal,MadeleineduVivier, Queen’sSuite7.

Beactive

Getmovingbeforetheconferencedayandspendsome timeexercisinginwhateverwaysuitsyouthebest.For inspiration,goto www.iatefl.org/conference/start-your-day

Bemindful

Starteachmorningbydiscoveringsometheoryand practicesofMindfulness.Thisyear’sinstructor,Adele Winkley,willbeencouragingustoexploreMindfulnessina varietyofwaysincluding:sensingthephysicalbodyandthe energeticbody,awarenessofourenvironment,howitis easytogetdistractedandbringingitalltogether,mindfully. ThesesessionswilltakeplaceeachdayinQueen’sSuite2.

Eveningevents

Taketimeoutattheendoftheconferencedaytorelaxand meetnewpeople.Moreinformationcanbefoundundereach dayofthePresentationssectionofthisProgrammeorat www.iatefl.org/conference/social-programme.

Firsttimersmeet-up

IfthisifyourfirstIATEFLConference,cometotheITN NetworkingZoneintheExhibitionduringtheTuesdaymorning breaktomeetwithotherfirsttimersandlearnmoreaboutthe conference.

MeetthePatron

VisittheITNNetworkingZoneintheExhibitionduringthelunch breaksonTuesdayandThursdayforachancetosayhellotothe IATEFLPatron,DavidCrystal.

Tributesession

Thetributesessionisanopportunitytoremembercolleagues whohavesadlydiedsincethelastconference.Cometosaya fewwordsinsomeone’smemoryortohearaboutcolleagues whoarenolongerwithus.

IATEFL’sAGM

WeinviteallIATEFLmemberstoattendtheIATEFLAnnual GeneralMeeting(AGM)at1300-1400,Wednesday19Aprilin RipleySuite-CrownePlazaHotel.Theagendawillbemade availableourwebsite(youmustbeloggedinasamemberto viewthis): www.iatefl.org/about/key-documents.

HornbyTrust

Wecontinuethetraditionoffeaturingthisyear’sHornby ScholarswithintheConference.Theywillpresent DecentringELT: insightsandexplorations onTuesday28April,1450-1605,in HarewoodSuite2. WewillalsofeaturetwoHornbyalumni, BabitaSharma ChapagainandKuheliMukherjee,andtwoTeachingAssociation representatives,EricEnongeneEkembe(CAMELTA)andElyanora Menglieva(NETRUZ),allsupportedbytheHornbyTrust.Look themupintheIndexofPresenterstofindoutmore.

ExpressPublishing SignatureEvent

Toactornottoact

Tuesday18April,1720-1805,HallD

TeachingEnglishthroughdramaisanentertainingand inspiringwaytolearnthelanguage!Acombinationof dramaactivitieswiththeusualteachingmethodscan producefantasticresults!Studentscanusethelanguage effectivelyoutsidetheclassroomiftheyhavepracticed throughdramaactivities!Inthisworkshopwewill experiencetheeffectivenessofdramaactivitiesand analysetheirprocedures,planningandaims.

Speaker: KristyKors

LanguageCertSignature Event

Cultivatingacultureofcarein

ELT-InconversationwithKieranDonaghy

Wednesday19April,1725-1810,Auditorium

Howdoescarelooklikewithinlanguageeducation contexts? Howcanwedevelopaneffective‘vocabularyof care’whenitcomestoteaching? InspiredbyKieran

Donaghy’splenarytalk‘EmbeddingaCultureofEmpathyin ELT’,wehaveinvitedhimtorevisithisideasonthenotionof empathysituatingthemwithinthecontextofcare.Join theLanguagCertTeacherSupportteaminaconversation withKieranDonaghywhichaimstobroadenour perspectivesoncare-focusededucation.

Speakers: KieranDonaghyandSylviaKarastathi

BritishCouncilSignature Event

TheFutureofEnglish:GlobalPerspectives

Thursday20April,1700-1745,HallD

What’sthefutureofEnglish?Inaworldtransformedby momentousglobalevents,what’sthenewrealityforthe world’smostspokenlanguage?Whatdoesthismeanfor thefutureofteachingEnglish?Joinustobeattheforefront oftheconversationandbeamongthefirsttohearthe findingsfromtheBritishCouncil’snewlandmarkbook.

Speaker: MinaPatel

ConferenceScholarships

WecongratulateallourscholarshipwinnersandwelcomethemtoHarrogate. EachyearIATEFLoffersagreatrangeofconference scholarshipstoenableteachers,trainersandotherELTprofessionalstheopportunitytoattendtheIATEFLAnnualConferenceinthe UK.ThesescholarshipsareofferedbyIATEFL,byarangeofIATEFLSpecialInterestGroups,andbyawiderangeofotherscholarship sponsors:institutions,companies,groupsandindividuals.

Wewouldliketosayaverybigthankyoutoallofourscholarshipsponsors. Withoutyourgenerosityandsupport,thesescholarshipswouldnotbepossible.

WiktoriaAllan |Germany IATEFLGillSturtridgeFirstTime SpeakerScholarship

JimFuller |Spain GillianPorterLadousse Scholarship

VickyMargari |Italy IATEFLESPSIGMarkKrzanowski Scholarship

NiveditaMaliniBarua |India IATEFLRayTongueScholarship

MohammadZulfeqarHaider* | Bangladesh GillianPorterLadousse Scholarship

Diana-AndreeaMargaritescu | Romania IATEFLBillLeeScholarship

TriparniBiswas |India IATEFLESPSIGRovingReporter Scholarship

SanjaBožinović |Croatia IATEFLLTSIGDianaEastment RovingReporterScholarship

AnabelBronnimann | Argentina IATEFLLatinAmerica Scholarship

MaryamMasoomehHassani | Iran ELCEastbourneGrahamSmith Scholarship

MarisolHernández |Argentina IATEFLPronSIGClassroom ResearchScholarship

ZhananurKassimova | Kazakhstan TrinityCollegeLondon LanguageExaminations Scholarship

AnjuMoses |SriLanka IATEFLLAMSIGScholarship

ChinhNguyen |Vietnam LexicalLabScholarshipfor lexically-orientatedteachers

OssokoLaureRachelTro Zehia* |Coted'Ivoire AfricaScholarship

DeniceDeogratius |Tanzania AfricaScholarship

JuliaKoifman |Israel IATEFLBESIGFacilitator Scholarship

WingWu |HongKong IATEFLTDSIGEarlyCareer TeacherScholarship

MariaDiakou |Cyprus ExpressPublishingScholarship

AshrafKuhail |Palestine TheSimonGreenallHandsUp ProjectScholarship

OlhaYavorska |Ukraine MacmillanEducation Scholarship

MarinaDolgacheva* |Russia LexicalLabScholarshipfor lexically-orientatedteachers

OlgaKvasova* |Ukraine IATEFLTEASIGScholarship

AleksandraZaparucha | Poland TrinityCollegeLondonTeacher TrainerScholarship

AbigailEkangouoAwanga | Cameroon TheTransformELTScholarship forGlobalChange

LesleyFearn |Italy IATEFLLASIGScholarship

*Winnerdeferredfrom2022

NataliaLarchenko |Italy IELTSMorganTerryMemorial Scholarship

MuniraZaylobidinova | Uzbekistan ELCBrightonRobertO’Neill Scholarship

TaizaLombardi |Brazil IATEFLTDSIGMichaelBerman Scholarship

Applyfora2024scholarship

Thedeadlineforapplicationsis21June2023 Findouthowtoapplyat www.iatefl.org/ scholarships

ReducingtheenvironmentalimpactoftheIATEFLConference

Howweareworkingtogethertomakearealdifference

Bringareusablewaterbottleforthe waterstationsaroundthevenue ratherthanbuyingbottledwater

Keepyourreusabledelegate bag,providedby ETSTOEFL®, forfutureshoppingtrips

WehaveheldallourConference Committeeplanningmeetings virtuallytoreducetheimpactof internationaltravel

Delegatecertificates,sponsored by ExpressPublishing,arenow providedinadigitalformat ratherthanprintedonsite

Shareyourhandoutsdigitally insteadofprintingthem

Usethedigitalunabridgedversionof theconferenceprogramme, sponsoredby BritishCouncil,onyour smartdeviceorcollectanabridged paperversiononarrivalatthevenue

Useyourreusablecup, providedby Express Publishing,foryourhotdrinks

Usesustainablepublic transport,suchas Harrogate’selectricbuses, togettothevenueor, wherepossible,carshare

Ourdelegatebadges,sponsoredby IELTS,areprintedonhard-wearingcard toeliminatetheneedforplasticholders

Recycleyourprogramme,badgeand lanyardinoneofourdesignatedbins

Opening doors for test takers worldwide

The world’s most trusted English language test for higher education and global migration

We open doors for millions of test takers each year

IELTS can be taken on paper, on computer and now online

Over 11,000 organisations worldwide trust IELTS

IELTS tests the English skills that test takers need to succeed

IELTS at IATEFL 2023

Visit us at stand #38 and scan our QR code for details of our presentations and more.

Thankyoutooursponsorsfor supportingIATEFLHarrogate2023

YourIATEFLConferenceexperienceisofparamountimportancetousandensuringthatyoueachhavea valuableandenjoyabletime,webelieve,isoneofthekeystooursuccessandlongevity.Wearealways exploringnewwaystoenhanceyourconferenceexperienceandmuchofthiswouldnotbepossiblewithout thesupportofoursponsors.TheinvaluablecontributionstheyoffernotonlyhelptomaketheConference happen,butalsoensureyouhaveamemorableexperience.Wewouldliketoextendaverybigthankyouto eachofoursponsorsfortheirdedicationtoIATEFLandtheConference.

Gold Sponsors

Silver Sponsors

Bronze Sponsors

MeettheIATEFLHarrogate2023Sponsors

Wesupportpeaceandprosperitybybuildingconnections,understandingand trustbetweenpeopleintheUKandcountriesworldwide.Weuniquelycombine theUK’sdeepexpertiseinartsandculture,educationandtheEnglishlanguage.

What’sthefutureofEnglish?Joinusforthegloballaunchofournewlandmark bookonthefutureoftheworld’smostspokenlanguage.

SignatureEvent|Thursday20Aprilat1700-1745

TheFutureofEnglish:GlobalPerspectives

Pop-upPresentation|Wednesday19Aprilat1340-1355

ThefutureofEnglish,haveyoursay!

ExpressPublishingwasestablishedin1988.After3decadesofoperation,wehave successfullybridgedthegapbetweenmethodology,technologyandeducation. Wehavebeengrowingsteadilyandtodayexportin109countries,haveformed numerousstrategicpartnershipsand30ministerialadoptions.Bycombining moderntechnologiesandtraditionalteachingmethods,westrivetoinnovate everystepofthelearningjourney.

SignatureEvent|Tuesday18Aprilat1720-1805

Toactornottoact

Pop-upPresentation|Tuesday18Aprilat1130-1145

4Minds-Learningfortherealworld

LanguageCert,amemberofthePeopleCertGroup,isaninnovativeOfqual recognisedAwardingOrganisationcommittedtodevelopinganddeliveringhighquality,internationallyrecognisedlanguageexamsthatenhance thecareer,educationandlifeopportunitiesofindividualsworldwide.Wehavean ever-growingnumberofuniversitiesandorganisationsinover90countries worldwidewhorecogniseourscoresasevidenceofEnglishlanguageproficiency.

SignatureEvent|Wednesday19Aprilat1725-1810

CultivatingacultureofcareinELT-InconversationwithKieranDonaghy Pop-upPresentation | Thursday20Aprilat1555-1610

BusinessDevelopmentLead-LCEuropeNorth

WhenyouusetheTOEFL®FamilyofAssessments,yougettheaccurateand comprehensiveinformation that youneedtohelpconfidentlyguidestudentsto thenextstepoftheirEnglishlanguagelearningjourney. Visitourboothtolearn moreaboutwhichassessmentsbestaddressyourstudents’needsandhow wecansupportyourteachingefforts.

Pop-upPresentation|Tuesday18Aprilat1615-1630

TOEFLFamilyofAssessmentsforLearnersofAllAges

IELTSistheworld’smosttrustedEnglishlanguagetestforhighereducationand globalmigration.JoinourELTexpertsattheIATEFLconferencetolearntipsand strategiesforyourIELTSclassroom.AndvisitusattheIELTSstandtoaccessourfree IELTSteachingresources,takeapictureatourphotoboothandenterourprize draw!

Pop-upPresentation|Wednesday19Aprilat1140-1155

TopTenTipsforIELTSAcademicWritingTask1

BronzeSponsor

BronzeSponsor

BronzeSponsor

BronzeSponsor

BronzeSponsor

TheDuolingoEnglishTestisdesignedtoradicallyimproveEnglish languageproficiencyassessmentfortesttakersandscorerecipientsalike, byprovidingatestingexperiencethatisaccessiblewhileremaining accurateandsecure.ThetestleveragesAItopersonaliseitselfinreal-time toeverytesttaker,honinginontheirtrueproficiencymorequickly, precisely,andsecurelythantraditionalfixed-formtests.Visit englishtest.duolingo.com/research tolearnmoreabouttheresearchbehind thetest.

IHWOisanetworkofover130languageschoolsin50countries.Our schoolsofferhigh-quality,student-focusedcoursesforallneedsand deliveroutstandingteachertraining.TalktousatStand21foradviceon thetrainingyouneedtofurtheryourTEFLcareeranddiscovernew opportunities;ortalktousifyou’dliketojointheIHnetwork.

ITNEducationproduceauthentic,relevantandmemorablevideoresources forlearnersofallages,foruseintheclassroomandathome.Ourcontent helpsstudentsrelatetheirstudiestotherealworld,wecoverallsubject areas,andarespecialistsinEnglishLanguageTeaching.

WerealisethatattendingconferenceslikeIATEFLcanbeexhausting,so pleaseuseourNetworkingZoneintheExhibitionHalltocatchupwith friends,makenewonesorjusttakefiveonus.

AtOUP,weareproudtobeattheheartoftheEnglishlanguagelearning communityandourlearningmaterialsaretrustedbymillionsworldwide. Througheverythingwedo,weaimtofuelapassionforteachingand inspirealifetimeoflearning.Visitourstandtoexploreourcoursesand discoverhowtomanageyourcontinuedprofessionaldevelopment.

We'reoneofthelargestuniversityEnglishlanguagecentres intheUK,offeringbespokeEnglishlanguagecourses, internationally-recognisedteachertrainingqualifications, anexclusiverangeofonlinepart-timeteacher developmentcourses,andanewMaster'sdegreeinTESOL whichincludesteachingpractice.JoinusattheIATEFL2023 exhibitiontodiscoverhowouropportunitiescanadvance yourEnglishlearningandteaching.

CareerZonePresentationStage|Tuesday18Aprilat1610-1630

HowtodevelopasanELTspecialistinEMI

Exhibitorsbystandnumber

Visitour CareerDevelopmentZone(CDZ) tostartdiscussingyourfuture,andwelcomeallourfirsttimeexhibitorsinour new IntroducingZone(IZ)

01AngliaExaminations

02HamiltonHousePublishers

03HelblingEnglish

04CambridgeUniversityPressandAssessment

05BritishCouncil

06MacmillanEducation

07IndependentAuthors&Publishers

08BEBC-BooksforEnglish

09PavilionELTatPavilionPublishing CDZ

10PQSGlobal CDZ

11Ascentis CDZ

12UniversityofBirmingham CDZ

13NationalTaiwanNormalUniversity CDZ

18EliPublishingsrl

19InternationalHouseWorldOrganisation

20Avallain IZ

21LearningResourceNetwork

22UniversityofCentralLancashire

23BridgeEducationGroup

24Glossobooks IZ

25DELTAPublishing

26LanguageFuel IZ

27AvantAssessment IZ

28Flowchase IZ

29UniversityofLeeds IZ

Mapoftheexhibition

30FlashAcademy IZ

31ReadingHorizons IZ

32ELAO IZ

33NILE

34LanguageCert

35MultilingualMatters

36ExpressPublishing

37TOEFL

38IELTS

39TEENEAGLE

43GarnetEducation

44DKLearning

45PearsonEnglishLanguageLearning

46BlackCatPublishing

49YorkPress

50GlobalELT

51King'sCollegeLondon

52TeacherPortalbyInternationalHouseLondon

53CanfordPublishing

54Collins

55TrinityCollegeLondon

56MMPublications

57OxfordUniversityPress

58NationalGeographicLearning

UniversityofSheffield CDZ

CVClinic(TheWrightStuff) CDZ

The Exhibition isashowcaseofthelatestresources,servicesandpublicationsfrom internationalcourseproviders,publishers,digitalinnovatorsandmanymore!Itisamuch lovedaspectoftheconferenceandofferstheperfectopportunitytofindoutaboutthe latestELTproductsandservices,andtoconnectwithavarietyoforganisations.

Theexhibitionisalsohometoour CareerDevelopmentZone.Dedicatedtodeveloping yourprofessionalgrowth,itoffersaselectionofinternationalproductandserviceproviders, one-to-oneadvicefromanexperiencedprofessionalatour‘CVClinic’,andcareerfocussed ‘HowTo’sessionsonourCareerZonestage.

Keytoexhibitors

TheCareerDevelopmentZoneissponsoredby Keycontactname

Seefulldetailsaboutour exhibitorsbyscanningthisQR codeorvisiting www.iatefl.org/ conference/list-exhibitors

dk.com/efe sarah.forbes@uk.dk.com

SilviaPetrosillo,MarketingManager

Seefulldetailsaboutourexhibitorsby scanningthisQRcodeorvisiting www.iatefl.org/conference/list-exhibitors

50GlobalELT

www.globalelt.co.uk

@

orders@globalelt.co.uk

P

LawrenceMamas

2HamiltonHousePublishers

INTRODUCINGZONE

24Glossobooks

P MariaDavou @

meridavou@gmail.com

00306977613365

3HelblingEnglish

www.helbling.com/english

P @

info@hamiltonhousepublishers.com

l.madsen@helbling.com

38IELTS IELTS.org/teachers

ielts@britishcouncil.org

SPONSOR T +44(0)1619577755

IELTSCustomerSupport

19InternationalHouseWorld Organisation www.ihteachenglish.com

advice@ihteachenglish.com

SPONSOR O/A 02073946580

MartaRoblesVillarino

26LanguageFuel www.languagefuel.com

Nigel.Smith@languagefuel.com

7IndependentAuthors&Publishers www.efltalks.com/IA&P.html

INTRODUCINGZONE

NigelSmith

21LearningResourceNetwork

www.lrnglobal.org

@

enquiries@lrnglobal.org

+44(0)2037933519

MuhammadTariq

Keytoexhibitors

@

+48511333792

rob-howard@outlook.com P

RobHoward

51King’sCollegeLondon

www.kcl.ac.uk/research/centre-forlanguage-discourse-communication

@

Martin.dewey@kcl.ac.uk

DrMartinDewey

34LanguageCert

@

www.languagecert.org/en

liam.vint@peoplecert.org

SPONSOR T 00393440475398

LiamVint

6MacmillanEducation

@

@ Telephonenumber Website Contactinformation Typeofexhibitor Bookshop B CourseProvider CP Digital/onlineservices D ELTorganisation/association O/A Publisher P T Testingandassessment

www.macmillanenglish.com

help.macmillaneducation.com

KirstenHolt,HeadofPavilionELT

Meetoldfriendsandnewinthe ITN

NetworkingZone,locatedrightinthe heartoftheexhibition.

31ReadingHorizons

www.readinghorizons.com

laura.axtell@readinghorizons.com

+1-801-295-7054

INTRODUCINGZONE

LauraAxtell

CAREER

45PearsonEnglishLanguageLearning www.pearson.com/english richard.carr@pearson.com

@ 10PQSGlobal www.pqsglobal.org

0044-(0)7825-073287

RichardCarr

fatih@pqsglobal.org

+447467898490

FatihCeylan

52TeacherPortalbyInternational HouseLondon

www.teacherportal.ihlondon.com

teacherportal@ihlondon.com

RiWilloughby

Seefulldetailsaboutourexhibitorsby scanningthisQRcodeorvisiting www.iatefl.org/conference/list-exhibitors

39Teeneagle

www.teeneagle.org

TheCVClinic(TheWriteStuff)

www.thewritestuff.co.uk

@

cassy@teeneagle.org D

00447706556788

CassyGibson

37TOEFL

www.etsglobal.org

TOEFLTeacherResources@etsglobal.org

SPONSOR

peter@thewritestuff.co.uk CAREER

+44(0)7710329010

PeterPanayotou

55TrinityCollegeLondon

www.trinitycollege.com

@

Alison.castle@trinitycollege.com

07384525237

AlisonCastle

12UniversityofBirmingham

www.birmingham.ac.uk/elal

CP

SPONSOR-CAREER

22UniversityofCentralLancashire

www.uclan.ac.uk

@

JLeonard2@uclan.ac.uk

01772893006

JosieLeonard

UniversityofSheffield

www.sheffield.ac.uk/eltc/iatefl

eltc@sheffield.ac.uk

EnglishLanguageTeachingCentre

INTRODUCINGZONE CP

29UniversityofLeeds

essl.leeds.ac.uk/education

@

M.V.Lamb@education.leeds.ac.uk

+44(0)1133434620

DrMartinLamb

49YorkPress

www.york-press.com/

@

Carol.salloum@ldlp.com

+96170151017

CarolSalloum

PhotographbyOliviaBrabbs

Pop-uppresentations

ThePop-upPresentationStageisbackagainfor2023,whereyouwillbeabletolistentoavarietyofinterestingshorttalksduringbreak andlunchtimeswhentheexhibitionisopen.Whynotgrabafreecoffee,sponsoredbyLanguageCert,andmakeyourwaytothePopupstagetohearallabouttheseinterestingtopics!

Tuesday18April

1130-1145|ExpressPublishing

4Minds-Learningfortherealworld

4Mindsisanewmulti-levelcoursethatturnslanguagelearningintoanopportunityforlearnerstoexploretheworldandtheir potential.DesignedforteensandyoungadultsofCEFRlevelsA1–C1/C2,itcoversthelatestdevelopmentsandtrendsintechnology, entertainmentandsocialissuestoprovideafreshandexcitingcoursethatlearnerscanrelatetowhilepreparingthemforthereal world,outsideclass.

PresentedbyKristyKors

1315-1330|TrinityCollegeLondon

Assessingthesofterskillsneededforglobalcitizenship

ThisshortsessionwilllookatTrinity’sCommunicationSkillsqualificationwhichoffersauniqueandvaluableframeworkfor programmeswithafocusonleadershipandglobalcitizenship,aswellasin-companylearning.Thepresenterwillprovidean overviewoftheassessmentwhichsupportsthepreparationanddeliveryofeffectivepresentations,authenticexpression, appropriateinteractionswithdifferentaudiences,andtheresearchandanalyticalskillsneededtopresentondifferenttopics. Participantswillleavewithanunderstandingofhowthequalificationcanhelpyoungpeoplebemorecareer-ready,andhelpadults buildconfidenceintheworkplace.

PresentedbyAlisonCastleKane, HeadofBusinessDevelopment,TrinityCollegeLondon

1340-1355|LearnJam

Thepowerofprinciplesforeffectivelearning

Thisshorttalklooksathowasetoflearningdesignprinciplescanactasapowerfullinkbetweenyourorganisationalpurposeand thelearningexperiencesyoucreate.

Youwillseehowprinciplescanhelpyoudeveloplearningexperiencesthataremoreinclusiveandeffective,throughdecisionmakingandlearningdesignthatismoreconsideredandconsistent.

You’llalsohearaboutsomeexamplesofhowwe’vehelpedclients,eitherwithbespokeprinciplesorwithLearnJam’sownLearning DesignPrinciples.

PresentedbyJoSayers

1615-1630|TOEFL

TOEFLFamilyofAssessmentsforLearnersofAllAges

DidyouknowthatTOEFLhasatestforyounglearners?Orthatthere’saversionthatmeasuresbothacademicandfoundational English?TOEFLoffersalotmorethanyoumayrealise.

JoinPeterandSenainthislivelypresentationtolearnhowtheTOEFLFamilyofAssessmentscanprovideyouwithsolutionsforall agesandproficiencies,withthetrustedqualityofTOEFLiBT.Inaddition,detailedscorereportswillpinpointstrengthsand weaknessestohelpguideyouinyourteachinggoals.

PresentedbySenaElibal-İçuz&PeterWesterhuis

Wednesday19April

1140-1155|IELTS

TopTenTipsforIELTSAcademicWritingTask1

Thispop-uppresentationwillworkthroughthekeyelementsofIELTSWritingTask1.Wewillexploretherequirementsofthistaskas describedinthePublicAssessmentCriteriaandwilloffertentoptipsthatwillcovervariousaspectsofthefourmarkingcriteria:Task Response,CoherenceandCohesion,LexicalResource,andGrammaticalRangeandAccuracy.Teacherscanthenusethesetipsto guidetheirstudentsincompletionofthistask.ThesetipsarerelevanttoteachersofalltesttakerswhethertakingIELTSonpaper,on computeroronline.

PresentedbyLouisaDunne&SarahPhilpot

1255-1310|CambridgeUniversityPress&Assessment

Kid’sBoxNewGeneration:bigger,brighterandevenbetter

Comeandhearwhythisistheclassiccourseforanewgeneration!Kid’sBoxhashelpedbusyprimaryteachersinspirethousandsof pupilsforsomanyyears.Now,there’sanewgenerationofyounglearners!TheStarfamily,Montythemouse,Mariethedoll,Trevor thetrollandourveryown(hilarious)superheroMaskman,arereadytohelpyoueducateandentertainthem.TheKid’sBoxmagic formulastillhaseverythingteachersandlearnerslove,butnowhasnewingredientsmixedin.Comealongtofindoutwhat’sbigger, brighterandevenbetter.

PresentedbyHelenKenyon

1315-1330|UniversityofBirmingham

StudyingOnlineattheUniversityofBirmingham

TheUniversityrunsfourcourseswhichcanbefollowed100%online,including:

-MAinTESOL

-MAinAppliedLinguistics

-PostgraduateCertificateinTESOL

-PostgraduateCertificateinAppliedLinguistics

Wehave280studentsfollowingthesecoursesbasedin22differentcountries.OurMastersprogrammesarewellknownandhave beenrunningforover25years.Iwillbetalkingaboutthestructureandcontentoftheseprogrammes. Wealsoruntwo12-weekMicro-credentialcourses:

-IntroductiontoTESOLMethodology

-InsightsintoLanguageTeaching

Iamaveryexperiencedacademicwhogivesimpartialadvice.Ifyouareinterestedinstudyingonline,comealong!

1340-1355|BritishCouncil

ThefutureofEnglish,haveyoursay!

JoinusforthislunchbreakenergiseraskingthebigquestionsaboutthefutureoftheEnglishlanguageandwhatitmeansfor teachersandEnglishlanguageteachingworldwide.DelveintotheeightmajorthemesfromtheBritishCouncil’sbrand-new landmarkbook,TheFutureofEnglish:GlobalPerspectivesand,mostimportantly,haveyoursay!We’dlovetohearfromyou.

PresentedbyMinaPatel,leadauthorofTheFutureofEnglish

1535-1550|NationalGeographicLearning

Weuselanguagenotonlytoshareinformationbutalsotobuildrelationships.Teachingtheskillofsocialisingandsmalltalkgoes beyondteachingusefulphrasesandfunctionallanguage.UsingtheT-A-L-Kmnemonic,Chialooksatpracticalwayswecanhelp improveourstudents’socialskillsandbuildbetterrelationshipswhencommunicatinginEnglish.Butinordertoteachsocialising skills,wealsoneedtoputwhatweteachtopracticeourselves.Inthispop-upsession,Chiagivesustipstohelpmakenetworking, socialisingandgettingtoknownewpeopleatthisIATEFLconferenceeasierandmoresuccessful.

PresentedbyChiaSuanChong

Thursday20April

1140-1155|DKLearning

Fromself-studytofrontofclassdiscoverwhyEnglishforEveryoneworksforeveryone.

Over2millionpeopleacrosstheworldarelearningEnglishwithDK’sEnglishforEveryoneseries.Originallyintendedforself-study, thecoursehasbeenpickedupbyteacherswhohaveseenremarkableimprovementwithyoungandadultlearnersalike.We’lltake youthroughtheEfEapproachtolanguagelearning,explaininghowthepedagogydiffersfromatraditionalELTapproachandwhy thisisworkingforthelearnersusingit.

PresentedbyCarolineBoot

1350-1405|TheGlobalApproachLtd

Brain-based,holistic,acceleratedlearning:apracticaldemonstration

Mycareerof50+yearsteachingEnglishhasembracedtraditionalgrammartranslationto‘direct’(situational),communicative (functional-notional),natural,co-operative,task-based,totalphysicalresponse,competency-basedandlexicalapproachesflavouredwithsuggestopedia,thesilentway,multipleintelligencesandNLP.Manyarecomplementaryandcanbeusedeclectically invaryingteachingcontexts.MethodologiesvaryfromPPP,ESA,PRR,toscaffoldingandspirallearning.Moststartfromapremiseof deconstruction.IwilldemonstratehowtheGlobalApproach,basedonourinnateabilitytoengagewithpatternrecognitionrather thanrules,cansupport,integrateandunderpinothermethodologiesinavisuallyanimatedway.

PresentedbyRitaBaker

PresentedbyDrCraytonWalker

BuildingrelationshipsandnetworkinginEnglish

1555-1610|LanguageCert

BusinessDevelopmentLead-LCEuropeNorth

Theworldweliveinisconstantlychanging,andweneedtonavigatetheevolvingrequirementsofregulationsandconditions,often withverylittlewarning.LanguageCertoffersamulti-purposeEnglishlanguageexam,offeringcandidatesthepeaceofmind knowingregardlessofwhatmayhappenwewillhaveanexamsolutionforthem.Oneexam,threedeliverymethodsincludingSELT forUKVIpurposes.

PresentedbyLesindaLeightley

CareerZoneStage|HowTopresentations

Tuesday18April

1125-1145

“HowtomakeIATEFLMembershipbenefityourprofessionaldevelopment”

Beingoneofthelargestlearningandsharingcommunities,IATEFLoffersawiderangeofprofessionaldevelopmentopportunities, bothonlineandface-to-face.ThispresentationwillgiveyouaninsightintowhatIATEFLhastoofferandhowtomakethemostofit. YouwilllearnaboutSpecialInterestGroupsandtheirevents,scholarshipsandIATEFLprojects,webeventsandmore.

PresentedbyRosWright

1310-1330

“Howtobecomeasuccessfulfreelancer”

Areyouafreelancerorplanningtobecomeone?Beyondteaching,whataresomeareasweneedtobeturningourattentionto?In thispresentation,we’llexplorewhat’sinvolvedinbeingasuccessfulfreelancer.We'lllookathowweorganiseourselves,howweget workandhowwekeepwork.

PresentedbyChiaSuanChong

1610-1630

“HowtodevelopasanELTspecialistinEMI”

HowtodevelopskillsandknowledgeasELTspecialistswithindevelopmentsinEnglishMediumandTransnationalEducation? Comealongtofindoutwhatsomeoftherecentdevelopmentsareandhowtofindresourcesforteacherdevelopmentinthose areas.

PresentedbyWillNash

Wednesday19April

1135-1155

“Howtoteachone:one”

Today'sonetooneclassesareasdiverseasthestudentsthemselves.Thelearningneedsandgoalsofindividualsdifferandcreating lessonplans,usingstockmaterials,andstandardcoursebooksarenolongerenoughtomeetlearner'sneeds.Thisrequiresadistinct setofskills,bestpractices,andstrategiestohelpyourstudentachievetheirfullpotential.Findouthownoplanmightbethebest plantosucceed.

PresentedbyRobHoward

1250-1310

“HowtobesuccessfulinanELTinterview”

Congratulations,you’vebeeninvitedtoajobinterview,soyou’vepersuadedyourpotentialemployerthatyouhavetheessential knowledge,skillsandexperienceforthejob.The3As:Appearance,Attitude,andAwarenessofyourinterviewerwillbecriticalfor yoursuccess,andareequallyimportantforface-to-faceandSkypeinterviews.We’llhavealookatthese,andatthedifferentkindsof questionsthatyoumightbeasked.You’llhaveachancetopractise,includingansweringquestionsforbothteachingand managementroles.

PresentedbyCarolineMoore

1315-1345

“HowtowriteCVsthatgetresults”

ThispresentationprovidesablueprintfortheperfectCV.Itincludesasimple,step-by-stepguidewithadviceonhowtopresentyour skillsandexperienceinthebestpossiblewayandalistofdosanddon’tstoavoidalltheclassicmistakes.

PresentedbyPeterPanayotou

1135-1155

“Howtomovefrombeingateachertobecomingateachertrainer”

Transitioningfromteachertoteachertrainercanbeachallenge.InthispresentationIwillsharesomeofmyexperiencesand insights,lookingspecificallyatthequestion,'AmIreadytobeateachertrainer?'aswellashowyoucandeveloptheskillsand knowledgeforthisrole.

1320-1340

"Howtowriteprojectproposalsthatwin”

Thissessionwillbeginbyexaminingbasicissueswithprojectproposalsincluding:specificconsiderationsofthetenderorproposal youareapplyingfor;whatisandisn’tfunded;andtheevaluationcriteria.Wewillthenoverviewthemaincontentofaproposal including,planningprocesses,thepeopleinvolved,budgetingconsiderations,specificorganisationalconcerns,anddissemination. Finally,welookatwhatNOTtodo,andIwillleaveyouwithsome'toptips'totakeaway.

SpecialInterestGroup(SIG)Showcases

IfyouareinterestedinaparticularSIGarea,youhavetheopportunitytofollowatrackofselectedsessionsthroughouttheday.Many oftheSIGswillhostanOpenForumaspartoftheirShowcase.ThisisanopportunityforyoutofindoutmoreabouttheSIG,itsevents andmeetthecommittee.

Don’tforgettolookintheAreasofInterestsectiontoseewhatotherpresentationsrelatedtoyourarea(s)ofinterestaretakingplace.

BusinessEnglish(BESIG)

Tuesday18April|Queen’sSuite2 Coordinators:RobHoward&MariaSzugfil

1.1 1035-1120 Preparinglearners:(B)ELF-orientedandagile inlearningecosystems

Katrin Lichterfeld

1.2 1150-1220 Inclusivityforalltypesoflearnersinbusiness Englishteaching

Julia Koifman

1.3 1235-1305 Machinetranslation:friendorfoeingraded assessment?

Catherine Prewett-Schrempf, LindaSlattery

1.5 1405-1435 Tappingintotranslingualplagiarismamong English-mediumbusinessstudents

HoliAli,SilvioSergioSaleemScatolini& QasimAlwashahi

EnglishforSpeakersofOtherLanguages (ESOLSIG)

Tuesday18April|Restaurant(King’sSuitefor1.1)

Coordinator:LesleyPainter-Farrell

1.1 1035-1120 King’sSuite Justkeepteaching!Maintainingfocusand wellbeingindisruptedclassrooms

Emily Bryson

1.2 1150-1220 Beyondresilience:facilitatingrefugees' learningandwell-beinginthelanguage classroom

Pamela RogersonRevell

1.3 1235-1305 TheevaluationofaCLILcoursefor16+ newcomers

Declan Flanagan

1.5 1405-1435 Post-pandemicworldELT:teachers perceptionsoftheonline-pivotinNI

Juana Simpson

1.6 1450-1520

1.7 1535-1605

1.8 1635-1705

Corpus-basedgenreanalysisoftheemerging genreofbusinesstweets

KhokhaChaibAinou

Task-basedlearningandcomparativelawin legalEnglishclasses

EloaFigaro

Cover-to-coverisover:revolutionising businessEnglishtrainingwithAgile

David Guerrero

1.9 1720-1805 Assessinginternationalbusiness undergraduates'communicationandcritical thinkingskills

SueAshley

EnglishforSpecificPurposes(ESPSIG)

Wednesday19April|Queen’sSuite1(King’s Suitefor2.2)

Coordinator:CarolineHyde-Simon

2.1 1015-1045 Mediatinginternationalandscientific communicationforEMIcontexts

Bethany Cagnol, Sinead Namur

2.2 1100-1130 King’sSuite Forwhatit’sEarth:incorporating sustainabilityeducationintoEAPclassrooms

Alex Warren

2.4 1200-1245 Usingstand-upcomedytodevelop interculturalcompetence(IC)

Christina Laporda

2.5 1410-1440 EAP,scienceandpublicengagementmeet theUNSustainableGoals

AnilaR. Scott-Monkhouse

2.6 1455-1525 TeachingTRUEsummarywriting

Ann Roemer

2.7 1555-1625 SpeakyourmindviaZoomhappyhours

Flavia Uhlmann

2.8 1640-1710 Mindfulmulti-communication:thesoftskill yourlearnersneed

Vicky Margari

2.9 1725-1810 Asynthesizedapproachtoimprovingwriting feedback

Christopher Gras, Constance Leonard

1.6 1450-1520 Readingliteratureinpublichighschool: experienceswithmulti-levelgroups

Elisa Seerig

1.7 1535-1605 Engagementanduseoftechnology providingnewerastudents'assessment

1.8 1635-1705

Beatriz Meneguetti

ESOLSpecialInterestGroupOpenForum TeachersofEnglishwhoworkwithasylum seekers,refugees,andmigrants

GlobalIssues(GISIG)

Wednesday19April|Queen’sSuite8 Coordinator:RoseAylett

2.1 1015-1045 Language,powerandeducation:five principlesforcriticalpedagogytraining

Rose Aylett

2.2 1100-1130 Linguisticandcontentscaffoldinginthe teachingofglobalissues

Catherine Watson

2.4 1200-1245 Teachingforabetterworld.Sustainable developmentgoalsinELT

Eftychios Kantarakis, Ruby Polygenis

2.5 1410-1440 TeachingEnglishasagloballanguage: changingmindsetsthroughculture

Anna Hearrell, Venice Irving

2.6 1455-1525 “Mywar”:creatingmeaningfulmaterialsfor timesofconflict

Maggie Sokolik, Yaroslava Fedoriv

2.7 1555-1625 AtoolkitforusingUNinternationaldaysin universitytelecollaboration

Will Hutton, Daniela Garcia

2.8 1640-1710 IATEFLGlobalIssuesSpecialInterestGroup OpenForum

Connectingcriticaleducatorstoadvocatefor socialjusticeinELT

2.9 1725-1810 Poetryandeducationforsustainable developmentinlanguageclassrooms

Jason Skeet

InclusivePractices&SpecialEducational Needs(IP&SENSIG)

Wednesday19April|Queen’sSuite7

Coordinators:RachaelHarris&GiovanniLicata

2.1 1015-1045 Everystudentmatters

2.2 1100-1130

2.4 1200-1245

2.5 1410-1440

2.6 1455-1525

2.7 1555-1625

2.8 1640-1710

Rachel Jeffries

WorkingtowardsamoreinclusiveEnglishlanguageclassroom:studentswithADHD

Wiktoria Allan

Diversifyingpronunciationtasks:quick& easyinclusiveextensionsforteachers

Helen Slee

DiversifyingELT:futuredirectionsfor LGBTIQ+inclusion

Thorsten Merse

Spillover:howmanagementstylesspread througheducationalcontexts

Giovanni Licata

Utilizingstudentpotentialofgiftedlearners throughuniversaldesignlearning

Rana Khan

IATEFLInclusivePractices&Special EducationalNeedsSpecialInterestGroup

OpenForum

Wheretonow?MorethanSE

Leadership&Management(LAMSIG) Thursday20April|Queen’sSuite2 Coordinator:GerhardErasmus

3.1

Howdidteachingturnintomanagement?

Kateryna Protsenko 3.2

Missionredefined:BeG.R.A.C.E.(ful)asa leader

Zeynep Oğul

3.3

3.4

Doingtop-downandbottom-upneedsright -meetingeveryone'sneeds

James Fuller

Qualityassuranceinonlineteaching–standards&guidance

Lou McLaughlin 3.6

Motivatingandengagingteachingteamsfor excellentresults

Anju Moses

Myexternalbrainhurts:thesecretsof personalknowledgemanagement

Mike Riley

IATEFLLeadership&ManagementSpecial InterestGroupOpenForum ConnectingELTleadersandmanagersfrom aroundtheworld

2.9 1725-1810

Downsyndrome–excludinglearners becauseofachromosome?

Anette Igel

LearnerAutonomy(LASIG)

Tuesday18April|HarewoodSuite1

Coordinators:LawrieMoore-Walter&GiovannaTassinari

1.1 1035-1120

1.2 1150-1220

1.3 1235-1305

1.5 1405-1435

1.6 1450-1520

Thepowerofpeerfeedbackinspeaking

Ariane Niemeijer

Learnertraining?Designinganacademic preparationcourseforengineeringstudents

Tracie MacKenzie , Iona Dawson

InquiringMinds:voiceandchoiceforour learners

Maria Davou

Usingvlogsforpeerteachingtoincrease Independenceandengagement

Laura Major

IATEFLLearnerAutonomySpecialInterest GroupOpenForum

Exploringanddevelopingpracticesforthe implementationoflearnerautonomy

Beyondprofit:purpose-drivenleadership andstrategyinELT

George Pickering

LearningTechnologies(LTSIG)

Wednesday19April|BramhamSuite(RipleySuite for2.9)

Coordinator:VickySaumell

2.1 1015-1045

2.2 1100-1130

2.4 1200-1245

2.5 1410-1440

creencastfeedback,atooltoimprove speakingskills

Yéssica Aguilera

Validityandthedigitalage:developing teachers’proceduralassessmentliteracy

Philip Horne

Howcantechinformdecisionsinthe classroom?

Olivia Goodman, Marianne Pickles

IATEFLLearningTechnologiesSpecialInterest GroupOpenForum

Inspiringpedagogically-soundapplicationof learningtechnologies

1.7 1535-1605

1.8 1635-1705

1.9 1720-1805

TheEnglishlanguagemakerspace–a creativelearner-centeredlanguagejourney

Carmen Becker,Annika Albrecht

Missionimpossibleorpossible?Navigating learnerautonomyinturbulenttimes

Gamze Sayram

Integratingprofessionalcoaching conversationsintolanguagelearning RachelPaling(EfficientLanguageCoaching GlobalSL)

2.6

2.7

Bestpracticesforonlinecoursedelivery: engagingandsupportinglearners

Maggie deOliveira

“Packedwithtechnology”:pedagogicallydriventechnologyprofessionaldevelopment forlanguageteaching

Zoe Handley 2.8

MinecraftforCLILandglobalissues:the EXCALIBURproject

Letizia Cinganotto, Heike Philp

2.9

Digitalliteraciesinadata-drivenworld

Nicky Hockly

Literature(LitSIG)

Wednesday19April|Queen’sSuite5(Queen’sSuite3 for2.8)

Coordinator:RobHill

2.1 1015-1045 AwaytoadvancementinEFLthrough literatureandpolish

Marija Drazdauskiene

2.2 1100-1130 TeachingEnglishliteraturetoundergraduate classesinIndia:acasestudy

Manoj Chhaya

2.4 1200-1245 EngagingwithShakespeareintheEFL classroom

Conny Loder

2.5 1410-1440 Graphicnovelsintheclassroom

Evelina Miscin

2.6 1455-1525 Fromthepagesofstorybookstomultimodal digitalstorytelling

Maria Diakou

2.7 1555-1625 Developinginterculturalcompetenceswith literarytexts

2.8 1640-1710

Queen’sSuite 3

Barbara Lapornik

Embeddingdemocracyandchoicein readingandliteratureclassrooms

Amos Paran

2.9 1725-1810 IATEFLLiteratureSpecialInterestGroupOpen Forum

ConnectingELT,literature,extensivereading andthearts

Pronunciation(PronSIG)

Tuesday18April|Queen’sSuite7

Coordinators:GemmaArcher&AdamScott

1.1 1035-1120 Pronunciation&acting:becomingmore intelligibleandexpressive

Marisol Hernandez

1.2 1150-1220 Arewepronunciationignorers,entertainers, enthusiasts,and/orteachers?

1.3 1235-1305

AnaPaula BiazonRocha

Doesdifferentiatedpronunciationinstruction forprimary-schoolEFLteacherswork virtually?

Sumanee Pinweha

1.5 1405-1435 Meaningfirst,thensound:optimizing spellinginstruction

Charlotte Bulkeley

1.6 1450-1520 Spokenwordrecognitionforlisteners

Mark Hancock

1.7 1535-1605 Becomingapronunciationteacher–what doesittake?

Kristýna ČervinkováPoesová, Klara Ulicna

1.8 1635-1705 PronunciationSpecialInterestGroup’s2023 Swapshop

1.9 1720-1805 Includingstammersandlispsinthelanguage classroom

AnneMargaret Smith

MaterialsWriting(MaWSIG)

Thursday20April|Queen’sSuite3

Coordinator:HeatherBuchanan

3.1 1015-1045 Accurateorbiased?HowdoELTmaterials dealwithscience?

James Taylor

3.2 1100-1130 DecolonizingELTmaterials:challenging processesofotheringandWestern supremacy

HannaLena Hertzel

3.3 1200-1230 Customreadingandlisteningtestsfrom scratch.Seriously?

Trish Hannigan

3.4 1245-1315 Movingawayfromaone-size-fits-all approachwhenusingprescribedmaterials

Susanna Schwab

3.6 1415-1500 Iamnotataboo:LGBTQIA+intheELT classroom

Peter Fullagar

3.7 1515-1545 IATEFLMaterialsWritingSpecialInterest GroupOpenForum

3.8 1615-1645 ThreemoneymythsthatELTmaterialscould dowithout

Lottie Galpin

3.9 1700-1745 Howtowriteeffectiveandengagingdigital materials

Laura Broadbent, Billie Jago

Research(ReSIG)

Thursday20April|Queen’sSuite5

Coordinator:ErnestoVargasGil

3.1 1015-1045 Englishlanguageteacherscollaboratingin teacherresearchandlovingit

Mark Wyatt, Cemile Buğra

3.2 1100-1130 Howcanwhatteachersreallyfeelhelpthem teachbetter?

Laura Ferroglio

3.3 1200-1230 Veteranteachers’researchengagement: perspectivesfromChina

Meifang Zhuo

3.4 1245-1315 Self-mentoringthroughenhancement mentoringapproachforteacher-research

Seden EraldemirTuyan

3.6 1415-1500 Doingandreporting‘shortstory’analysisfor (teacher)researchers

Gary Barkhuizen

3.7 1515-1545 Howcouldteachersassiststudentsduring thewar?

Larysa Sanotska

3.8 1615-1645 Negotiatingenvironments:makingthemove fromteachertoresearcher

Gareth Scyner

3.9 1700-1745 IATEFLResearchSpecialInterestGroupOpen Forum

ReSIG:pastandcurrentdevelopmentsin teacherresearch

TeacherDevelopment(TDSIG)

Tuesday18April|BrahamSuite(RipleySuitefor 1.6-1.7)

Coordinator:SerkanAras

1.1 1035-1120

1.2 1150-1220

Debunkedteachingmyths,techniquesand practices;thebeforeandafter

Kirsten Holt

Developingprofessionalism,accountability andcollaborationthroughobservations:a post-pandemicperspective

Marcela Cintra

TeacherTrainingandEducation(TTEdSIG)

Tuesday18April|Queen’sSuite3(HallDfor1.1)

Coordinator:BaharGun

1.1 1035-1120 HallD Advancingteachereducationpractices, enablingteacherlearning

Gabriel DiazMaggioli

1.2 1150-1220 HowdoweknowthatCommunitiesof Practicework?

Aysen Güven, Ceren Taş, Elçin Turgut

1.3 1235-1305

1.5 1405-1435

1.6 -

1.7

1450-1605 RipleySuite

1.8 1635-1705

1.9 1720-1805

Dialogicreflectiononcriticalmoments

Richard Chinn

Teacher,areyouthere?Establishingteacher presenceinonlineclasses

Gulcin Cosgun

FlippedCELTAtraining–ariskworthtaking?

Judith Hudson, Melissa Lamb, Adrian Underhill, Connor O'Donoghue, Joanna Stansfield

IATEFLTeacherDevelopmentSpecialInterest

GroupOpenForum

Navigatingfashions,trendsandnewideas: questionsforteachers’development

Graham Hall

Testing,Evaluation& Assessment(TEASIG)

Thursday20April|Queen’sSuite1 Coordinator:MaggiLussiBell(interim)

3.1 1015-1045

3.2 1100-1130

3.3 1200-1230

3.4 1245-1315

3.6 1415-1500

Maintainingtheintegrityofonline assessment

Peter Davidson

Proficiencyexamsandclassroom assessment:friendsorfoes?

Isabela deFreitasVillasBoas

Trainingstudentsindevelopingaratingscale toassesswriting

Olga Kvasova

Aligningassessmentwiththecurriculum throughUnderstandingbyDesignapproach

Zhananur Kassimova

IATEFLTesting,EvaluationandAssessment SpecialInterestGroupOpenForum

Connectingeducationalprofessionals worldwideinlanguagetesting,evaluation andassessment

1.3 1235-1305 IATEFLTeacherTrainingandEducation SpecialInterestGroupOpenForum Developingtheteachertrainersoftodayfor theteachersoftomorrow

1.5 1405-1435 EdTechand TheCELTAcourse:whattrainees needtoknow

Sandy Millin

1.6 1450-1520 Developingteachercognitions:maximising theimpactofin-serviceCPDcourses

Ben Beaumont

1.7 1535-1605 Interculturalawarenessofteachertrainees:a Malaysian-Hungarianvideoexchangeproject Fruzsina Szabo

1.8 1635-1705 Frompreserviceteacherpreparationto inserviceteacherdevelopment:longitudinal research

Kazuyoshi Sato

1.9 1720-1805 CELTAlessonobservations:findingthe positives

Garth Cadden

YoungLearnersand Teenagers(YLTSIG)

Thursday20April|BramhamSuite Coordinator:LauraWilliams

3.1 1015-1045

IATEFLYoungLearners&TeenagersSpecial InterestGroupOpenForum

YoungLearnersinachangingworld: resiliencearoundtheglobe

3.2 1100-1130

Onlineinterculturallink-ups:sparking motivationinlarge,coursebookfocussed classes

Ashraf Kuhail

3.7 1515-1545

3.8 1615-1645

3.9 1700-1745

Preliminarytest-takerperspectivesofahighstakesassessmentconductedonline

Emma Bruce

Unlockingpeerandself-assessmentand feedback

Annie Altamirano

Wheredonovicetestitemwritersgowrong?

Shakeh Manassian

3.3 1200-1230

3.4 1245-1315

Bloom’staxonomyandCLILmaterials development:friendsorfoes?

Denise Santos

LearningEnglishthroughonlinegames:what childrentellus

Annamaria Pinter, Pia Tabali

3.6 1415-1500 ExploringthelanguageoffilmtoteachYLs visualliteracy

Romina Muse

3.7 1515-1545 Activelanguagelearningandactivismin picturebooks

3.8 1615-1645

3.9 1700-1745

Janice Bland

ImprovingteachingqualityinprimaryELTby increasingcognitiveactivation

Joel Guttke

Howtoteachcreativethinkingtoyoung learners

Sarah Smith, Claire Steele

Way s to startyour d a y

Earlymorningsessions-0815-0845

Bemindful

Queen's Suite2Harrogate Convention Centre

Beprepared

Queen's Suite8Harrogate Convention Centre

Mindfulnesssessionone

AdeleWinkley

Introduction:sensingthephysicalbody, andtheenergeticbody.Acknowledging ourphysicalandenergeticboundary. Practice:takingawarenessaroundthe physicalbody,andtheenergeticfeels beyondthephysicalbody,setting ourselvesupforthedayahead.

Howtogiveapresentationatan internationalconference

SandyMillin

Givingapresentationcanbeastressful experience.Thissessionwillgiveyouways oforganisingyourselfbeforeyour presentationandconductingyourself duringyourpresentationtoreducethat stress.Theaimofthesessionistomake yourpresentationamoresatisfying experienceforyouandforyour participants.

SpecialInterestGroupOpenForums

ComeandlearnmoreaboutourSpecialInterestGroups (SIGs)andhowyoucangetinvolved.

1235-1305

Queen'sSuite3-Harrogate ConventionCentre

1450-1520

HarewoodSuite1-Crowne PlazaHotel

1635-1705

BramhamSuite-Crowne PlazaHotel

1635-1705

Restaurant-Harrogate ConventionCentre

1635-1705

Queen'sSuite7-Harrogate ConventionCentre

TeacherTraining andEducation (TTEd)SIG

Learner Autonomy(LA) SIG

Teacher Development (TD)SIG

ESOLSIG

Pronunciation (Pron)SIG

IntheITNNetworkingZone

1120-1150

Firsttimersmeet-up

IfyouhavenotattendedanIATEFL Conferencebefore,cometotheNetworking ZoneintheExhibitionduringthemorning break.MeetwithotherfirsttimersandIATEFL Trusteestolearnmoreabouttheconference andmakesomenewfriends!

1305-1405

Signatureevents

1720-1805

HallD-Harrogate ConventionCentre

MeettheIATEFLPatron-DavidCrystal DavidCrystalwillbeinattendanceinthe exhibitionduringthelunchbreak.Ifyou wouldliketosayhelloorhaveaquestionfor David,pleasejoinhimthereforthisgreat opportunity.

Toactornottoact

TeachingEnglishthroughdramaisan entertainingandinspiringwaytolearnthe language!Acombinationofdramaactivities withtheusualteachingmethodscan producefantasticresults!Studentscanuse thelanguageeffectivelyoutsidethe classroomiftheyhavepracticedthrough dramaactivities!Inthisworkshopwewill experiencetheeffectivenessofdrama activitiesandanalysetheirprocedures, planningandaims.

Eveningevents

1930-2030

HarewoodSuite1CrownePlazaHotel

IntroductiontoHarrogate Wewilldiscoverwhyguestshavebeen flockingtotheBeautifulSpatownof Harrogateforhundredsofyears.Exploring thevitalrolethatHarrogateplayedin defeatingtheAxisforcesduringtheSecond WorldWaraswellastalkingaboutwhy Harrogateisstilloneofthemostremarkable cornersofEngland.

1830-1930

HarewoodSuite2CrownePlazaHotel

ESPSIG’s30th BirthdayParty

Enjoyaneveningofcheeseandofcourse birthdaycake.Sitbackandrelax,chatto colleaguesandsharestoriesandmemories fromthepast30years.Itpromisestobea specialeventthatyouwillrememberfora longtimetocome,andonethatwill transportyoubackintime,takingyoufrom thetheconceptionoftheSIGuptothe presentday.Birthdaypresentsnotrequired–yourcompanyisenough.Wealsohavea raffleplanned,givingyoutheopportunityto winagreatselectionofprizes.

TheRegistrationDeskwillbeopen0800-1730

TheExhibitionwillbeopen1100-1730

Plenarysession 0900-1020(Doorsopenat0830)

TheconferencewillbeopenedbyIATEFLPresidentGabrielDiazMaggioli

Englishfortheworkplace-lookingfornewanswers

EvanFrendo

Manyyearsago,sothestorygoes,Einsteinsetatestforhisstudents.Hisassistantpolitelypointedoutthat hehadalreadyusedthesametestthepreviousyear.Einstein’sresponse?Thequestionsmaybethesame, butthisyeartheanswersaredifferent.

Inmanywaysthisissimilartowhathasbeenhappeninginlanguageteachingfortheworldofwork.The basictaskisthesameasithasalwaysbeen,tohelppeoplebecomemoreeffectiveattheirjobs,butthe waywedoithaschangedenormouslyinrecentyearsandiscontinuingtochange.InthistalkIwantto discusssomeofthesechanges.WhatdopeopleintheinternationalworkplaceneedintermsofEnglish communicationskills?Andwhatcanweasteachersdotohelp?

TodothisIwilldipintotheworldofworkandshareinsightsaboutworkplacelanguageteachingfrom manypeoplewhohaveinfluencedmeovertheyears.Iwillrefertoperspectivesfromarangeof researchersandELTprofessionalswhoworkinthefield,but,perhapsmoreimportantly,Iwilldiscusswhat otherstakeholdershavebeensayinganddoing,fromtopdecisionmakersinmultinationalcompanies,to learninganddevelopmentprofessionalsindifferentpartsoftheworld,andtothemanyEnglishlanguage usersintheseorganisationswhosevoicesmaynotbeasloudorinfluential,butwhoselanguagelearning effortsareneverthelessessentialtooverallsuccess.

Myaiminthistalkistohelpusallthinkaboutthechangesthatarehappeninginworkplacelanguage teaching,andhownewanswersareneededifwearetoremainrelevant.Andhopefully,likeEinstein’s students,wemightallbeabletoreflectalittleonwhatthosenewanswersmightbe.

AboutEvan:

Evanisafreelanceteacher,trainerandauthor,specializinginbusinessEnglishandEnglishforspecific purposes,andhasbeenworkinginthisfieldsince1993.Mostofhisexperiencehasbeenwithcorporate clients,althoughhehasalsowrittenseveralcoursebooksformainstreampublishers.Hismethodology booksinclude HowtoTeachBusinessEnglish,(Pearson,2005), NewWaysinTeachingBusinessEnglish, (TESOL,2014),withClariceS.C.Chan,and The6PrinciplesforExemplaryTeachingofEnglishLearners: AcademicandOtherSpecificPurposes,(TESOL,2020),withSherryBlokandRobinBrinksLockwood.Recent projectshaveincludedtrainingandconsultinginthemaritimeindustry,trainingcoursesforbusiness Englishteachers,andin-housematerialsdevelopmentforcorporateclients.HeiscurrentlybasedinBerlin, Germany,buthisworktakeshimtodifferentpartsofEuropeandAsia.Pleasevisitwww.e4b.detofindout moreaboutwhoheisandwhathedoes.

IATEFLConferenceplenarysessionswillberecorded,ratherthanstreamedlive,andshownaspartoftheconferencecoverageon oursocialmediaplatforms,Facebook,LinkedInandYouTube,latereachday.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Auditorium-Harrogate ConventionCentre

Session1.1 1035-1120

BramhamSuite-Crowne

PlazaHotel

90 audience Workshop

TD

ey,p,s,t,a, e,le

TDSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience Workshop

BE,LA

s,t, e,le

LASIGShowcase

HarewoodSuite2-Crowne

PlazaHotel

120 audience Workshop

LIT,MaW s,t,a, e,le

RipleySuite-CrownePlaza Hotel

160audience Workshop LT,YLT

ey,p,s,t,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience Workshop TTEd,YLT

s, e,le ProdProm

King'sSuite-Harrogate ConventionCentre

220 audience Workshop ESOL,GI

ey,p,s,t,a, e,le ESOLSIGShowcase

ProdProm

HallD-Harrogate ConventionCentre

300 audience Workshop

TTEd

t, e

TTEdSIGShowcase

Restaurant-Harrogate ConventionCentre

50 audience Workshop MD,TTEd

p,s, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience Workshop

GEN

s,t,a, e,le

Queen'sSuite2-Harrogate ConventionCentre

75 audience Workshop

BE,TD

s,t,a, e,le

BESIGShowcase

Debunkedteachingmyths,techniquesandpractices;thebeforeandafter

Kirsten Holt (PavilionELTatPavilionPublishing)

Teachingmythsarebeingdebunked,somepracticesareonthewayoutandfamiliartechniquesmay seemarchaicfollowingevidence-basedresearch…butwhatdoesthismeanforourteaching?What happensifyourtrainingwasbasedondebunkedmethodologyorthematerialyoulikeusingisno longervalid?Comealongtofindoutanddiscussthesepracticalissues.

Thepowerofpeerfeedbackinspeaking

Ariane Niemeijer (WindesheimUniversityofAppliedSciences)

BasedonthepeerfeedbackcollectedintheBESIGShowcaselastyear,thisyear’sworkshopprovides hands-onmethodsforpeerfeedbackinspeakinglessons.Inthisworkshop,youwillexperimentwith givingandreceivingpeerfeedback,soyoucandrawuptheperfectrubrictogetherwithyourstudents athome,usingthesuggestionsofyourownpeersinEnglishteaching.

Myths,legendsandthemodernreader

Robert Hill (Freelance,Verona,Italy)

TaketheGreekmythof'CupidandPsyche’:whatdoesithaveincommonwithotherstories?What mightmodernreadersappreciate–orcriticise?Whatnarrative‘gaps’arethereforustofillin?Finally, howcanweuseitwithlearners?Wewillrefertoversionof'CupidandPsyche’fromthe WorldStories seriespublishedbyV&VBooks.

Digitalcollaboration101:tasks fortheface-to-faceandonlineclassroom

Vicky Saumell (Freelance)

Thissessionaimsatintroducingtheconceptofdigitalcollaboration,whichisoneofthedigital literacies’competenciesmentionedincurrentliterature.Thesessionwillfocusonpracticalideasof collaborativetasksforyounglearnersandadults,thetoolstocarrythemout,andtipsformanaging digitalcollaborationbothinfacetofaceandonlineclasses.

Motivatingteenstotalkisachallenge,orisit?

Herbert Puchta (CambridgeUniversityPress&Assessment)

Itcanbeachallengetomotivateteenstocontributemorethanafewwordstoclassroomdiscussion. Weshallbeexploringstrategiesaimedtoshowlearnerswetakethemseriouslyandcanleadtheminto asafeandengaginguseofthenewlanguage.Wewillbesharingnewandoriginalactivitiesalongwith othersfrom ThinkSecondEdition.

Justkeepteaching!Maintainingfocusandwellbeingindisruptedclassrooms

Emily Bryson (NationalGeographicLearning)

Manylearnersattendclasseswhilstfacingdifficultiessuchaswar,displacement,homelessnessor mentalhealthproblems.Thiscanbechallengingforbothteachersandlearners.Givingexamplesfrom NationalGeographicLearning’s‘TeachingthroughCrisis’website,thissessionwillexplorepractical waystosupportlearnerslivingunsettledlives.Itwillalsoprovideideasformaintainingteacher wellbeing.

Advancingteachereducationpractices,enablingteacherlearning

Gabriel DiazMaggioli (InstituteofEducation,UniversidadORTUruguay)

Inthisworkshop,wewillexplorerecentadvancesinthefieldofteachingofteachers,withspecific referencetohowasocioculturalperspectivemayenhancetheworkofteachersofteachers.Bylooking atacontemporaryframeworkforteachertraining/education,wewillexplorespecificframeworksand trainingactivitiestohelpusinnovateourpractices.

Integratingcontentandlanguagelearningthroughcognitivediscoursefunctions

Nina Raud (UniversityofTartu), Olga Orehhova (UniversityofTartu)

Languageincontentandlanguageintegratedlearning(CLIL)isbothameansandanend,presenting challengesforlessonplanning.Theconceptofcognitivediscoursefunctions(CDF)offersaframework tobridgecontentandlanguageacquisition.TheworkshopwilldemonstratehowtouseCDFstoplan lessonsanddeviselearningmaterialstobetterintegratecontentandlanguagelearning.

Yeah,but...No,but...Thereallanguageofopinions

Jon Hird (Freelance/UniversityofOxford)

Thelanguageofopinionsisoftencentraltoalotofspeakingactivitiesintheclassroom.Thispractical workshopfirstrecapsonthemoretraditionalELTapproachtoteaching'opinions'languageandthen takesalookatthe‘real’languageofopinionsandatwayswecanpractisethisintheclassroom.

Preparinglearners:(B)ELF-orientedandagileinlearningecosystems

Katrin Lichterfeld (CommunicationLights)

ManyCEFR-informed(business)Englishpractitionersgivebridgingthegapbetweeneducational contextsandtheworkingworldasthepurposeoftheirwork.Thisworkshopwillshowtheconnection betweenempoweringlearnersasconfidentusersofEnglishasa(Business)LinguaFrancaor(B)ELF, inclusiveteachingpractices(http://enrichproject.eu/the-cpd-course),andbeingagileinlearning ecosystems.

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Workshop

EAP,MaW

s,t,a, e

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Workshop

GEN

ey,p,s,t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Workshop

LT,TEA

s,t,a, e

Queen'sSuite6-Harrogate

ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

GEN

s,t,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Workshop PRON,TD

ey,p,s,t,a, e,le

PronSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

LAM ey,p,s,t,a, e,le

Queen'sSuite9-Harrogate ConventionCentre

66 audience Workshop

LAM,TD ey,p,s,t,a, e,le

4-colourthinking:developingcriticalitythroughaninteractive,question-basedapproach

Edward deChazal (EMdeChazalConsulting)

FirstintroducedatIATEFL2021,4-ColourThinkingisapracticalandadaptableresourceforapproaching textsandstructuringtasks.Studentsnavigatethroughfourroles:individual(yellow);social(red); linguistic(blue);andtextual(black).Eachroleprovidesarationaleandsuggestedquestionstosupport students’investigationsandlearning.Participantscanadapttheworkshoptaskstotheirspecific teachingcontexts.

Minethegap!Equippingteacherstocapitaliseongap-fillpotential

Maya Hughes (EFBristol)

Thegap-fillisastaplewithinELT,butitspotentialiscommonlyunder-exploited,requiringminimal languageanalysis.Participantsinthisworkshopwilltryoutaseriesoftransferablegap-fillapproaches designedtoenhancelearners’commandofthreeaspectsofvocabularyknowledge:grammatical patterning;collocation;andregister.Songlyricswillprovideanauthentic,engagingcontextforthe exemplificationofthesetechniques.

Putapodcastinyourpedagogicpocket

Elona Manders (HANNijmegenUniversityofAppliedSciences), Jenny Rose (HANUniversityof AppliedSciences)

Podcastsasameansof(formative)assessment.Inthisinteractiveworkshop,wewillsharealittlegem fromourpodcastlibrarymadebyourstudentteachers.Discoverthebenefitsofthisinnovative approachforlearnerstodemonstratetheirknowledgeandskills.Withourblueprintyoucandothe sameandputitinyourpedagogicpocket!

HelpingstudentswithIELTSreading

Melih Duman (HelpingStudentswithIELTSReading)

Haveyoueverheardyourstudentscomplainingandpanickingaboutnotimprovingtheirscoreinthe IELTSreadingpaper?Wanttoknowhowtohelpthem?Then,thisworkshopisforyou!Wearegoingto focusonafewtechniquesonhowtocherry-pickquestionsandimprovereadingsub-skillsbyusing textsfromCambridgepastpapers.

Pronunciation&acting:becomingmoreintelligibleandexpressive

Marisol Hernandez (UMSA-UniversidaddelMuseoSocialArgentino/Freelance)

Thisworkshopinvitesparticipantstoexplorefirsthandhowadaptedactingexercisescanbeintroduced intheEFLpronunciationclassroom.Bytakingabespokeclassbasedonrelaxationexercises,vocal warm-ups,scriptanalysisandreaders’theatre,attendeeswillexperimentwiththisengagingphysical approachthatraisesphonologicalawareness,combinesreadingpracticeandperforming,and enhancesstudents’readingskillsandconfidence.

Harnessinghormones–theroleofmenstrualhealthinleadership

Jennifer Holden (InternationalHouseLanguageCentrePalermo)

Thisworkshopexplorestheroleofwomen’shealthinourlanguageteachingorganisations, investigatinghowraisingawarenessofthemenstrualcycleandmenopausecanbecomeapowerful toolforallleaders,bothmaleandfemale.Wewilllookatpracticalwaystomovetowardsamoreopen dialoguesurroundinghormonalhealthtoenhancebelongingandperformanceinourlearning communities.

Outofthequestion:effectivequestioningforleadersandtrainers

Lucie Cotterill (IHBritishSchoolReggioCalabria)

Gonearethedayswhenleadersandtrainershadtohavealltherightanswers.Now,theymustaskthe rightquestions,modellingcuriosity,topromoteandmaximisedevelopmentofthemselvesandthose theylead/train.Participantswillleavethisworkshopwitharangeofquestionstoaskatkeypointsina teacher’semploymenttoenhanceperformance.

Break 1120-1150

ITNNetworking Zone Firsttimesmeet-up

IfyouhavenotattendedanIATEFLConferencebefore,cometotheNetworkingZoneinthe Exhibitionduringthemorningbreak.MeetwithotherfirsttimersandIATEFLTrusteestolearn moreabouttheconferenceandmakesomenewfriends!

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

Session1.2

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk LAM,TD

a, e

TDSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk EAP,LA

t, e,le

LASIGShowcase

HarewoodSuite2-Crowne

PlazaHotel

120 audience Talk GEN

RipleySuite-CrownePlaza

audience

Developingprofessionalism,accountabilityandcollaborationthroughobservations:apostpandemicperspective

Marcela Cintra (CulturaInglesa)

Thistalkaimsatsharingfindingsfromresearchoncurrent(post-pandemic)CPDapproachesregarding collaborationandobservation,resultsfromaquantitativesurveyinonlineELTcontextsandqualitative datagatheredfrominterviewswithELTprofessionals-teachers,teachereducatorsandmanagers.Time allowing,attendeeswilldiscussfutureperspectivesonteacherdevelopmentintheircontextinlightof thedata.

Learnertraining?Designinganacademicpreparationcourseforengineeringstudents

Tracie MacKenzie (FranklinUniversitySwitzerland), Iona Dawson (SUPSI/FUS)

Whattodowheneducators’perceptionsoflearningskillsmasterydiffersfromlearners’?Thistalktraces thedesignandimplementationofanacademicpreparationcourseforundergraduateengineering students.Itpresentsthestructure,contents,andsolutionsadoptedtopromoteandtoevidenceskills acquisitionwhileovercomingstudentreservationsregardingtherelevanceoftheseskillstothemselves andtheirstudies.

Howtodesignlearningmaterialsforsocialmediaplatforms

Claire Bowes (Freelance)

Howdoyougetlearnerstoengagewithyouronlinecontent?YouTube,Instagram,andTikTokare highlycompetitivelearningspacessowhatcanyoudotodifferentiateyourselfonline?Thistalkwill outlinehowtoapproachcreatingmaterials,interactingwithlearnersthroughsocialmedia, establishinganonlinelearningcommunity,andmyexperiencesofdealingwithasubstantialonline audience.

Forumongrammarteaching

Changingyourgrammarteaching-whyisitsodifficult?

Lilian Rohde (UniversityCollegeCopenhagen)

Teachersfamiliarwithnewgrammarteachingapproches,suchasfunctionalandcontextualized grammarteaching,stillfinditextremelydifficulttochangeclassroompractices.Howcanweexplain dilemmasforteachersinthisarea-andwhatcanyou,asateacher,dotoimplementnewpractices moreeasilyinyourclassroom?

Grammarteachingstrategies:MexicanEFLprimaryteachers’beliefsandpractices

América BustamantePiedragil (UniversidadAutónomaMetropolitana-Iztapalapa)

GrammarteachinginMexico’sprimaryschoolswasinvestigated,throughatriangulationbetween questionnaires,observations,andinterviewstoEFLteachers.Thetalkoutlinesthetypesofstrategies usedtoengageyounglearners,beforecontinuingtoexamineteachers’beliefsaboutgrammarinthe classroom.ThistalkdrawsonfindingsfromaMaster’sdissertationandrecentresearchinthisarea. Grammarteaching:adiscoveryapproachforadvancedlearners

Oystein Heggelund (UniversityofSouth-EasternNorway)

Grammarteachingatuppersecondaryanduniversityleveltendstobefocusedonexplanation (deductive)ratherthanondiscoveryandexploration(inductive).ThistalkarguesformorediscoverybasedgrammarteachingforadvancedlearnersofEnglish.Throughacombinationoftheoryand practicalclassroomtasks,Iwilldemonstratehowstudents’implicitL1andL2grammarknowledgemay bebetterexploited.

NewbySuite-CrownePlaza

Real-worldEnglishlanguagelearninginBangladeshhighereducation

GolamKader Zilany (CentreforLanguageStudies,UniversityofLiberalArtsBangladesh), Md Jamil (LeedsTrinityUniversity)

Inourtalk,weanalysetheevolvingreal-worldlearningconceptsandexploretheirfeasibilityin Bangladeshhighereducation,morespecificallyinEnglishlanguageteaching.Wereportourresearch findingswhichprovidefreshinsightsintoareas,suchaslinksbetweenEnglishlanguageeducationand employability,andpowersofappliedandreal-worldEnglishlanguageeducationinenablinghuman developmentandsocio-economicgrowth.

King'sSuite-Harrogate ConventionCentre

220 audience

Talk GI,MaW ey,p,s,t,a, e,le

HallD-Harrogate ConventionCentre

300 audience

Talk IPSEN,TEA ey,p,s,t,a, e,le

Native-speakerisminELTpublishing:towardsanequitablefuture

Penny Hands (Freelance)

Iwillexplorethevariousattitudestotheconceptanduseoftheterms’nativespeaker’and‘non-native speaker’intheELTpublishingindustry.Basedonaseriesofinterviewswithpublishers,editorsand writers,Iwillconsidervariousperspectivesanddrawsometentativeconclusionsastohowtheindustry canmoveforwardinanequitableway.

Makingassessmentsaccessibletotesttakerswithdisabilities

Lucy Gibbs (OxfordUniversityPress), Anoushka Uzum (OxfordUniversityPress)

Restaurant-Harrogate ConventionCentre

50 audience

Talk ESOL,TD

t,a, e,le ESOLSIGShowcase

Queen'sSuite1-Harrogate

ConventionCentre

64 audience

Talk EAP,TEA

s,t,a, e,le ProdProm

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk BE,IPSEN s,t,a, e,le BESIGShowcase

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk TD,TTEd p,s, e,le TTEdSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

40 audience

Talkwithrestricted audiencenumber

EAP,TD a, e,le

Queen'sSuite5-Harrogate ConventionCentre

60 audience

Talk

EAP,IPSEN

t, le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk

AL,TD

s,t,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk PRON,TD

ey,p,s,t,a, e,le

PronSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk GEN t, e,le

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk TD,TTEd s,t, e,le

Beyondresilience:facilitatingrefugees'learningandwell-beinginthelanguageclassroom

Pamela RogersonRevell (UniversityofLeicester)

Thistalkexploreshowlanguageteachersandtheirinstitutionscancontributepositivelytothe psychologicalwell-beingandeducationaloutcomesofrefugee-backgroundstudents(RBS)ina Universitysanctuarysetting,drawingonthefieldsofTESOL,refugeestudies,traumapsychologyand positivepsychology.Inparticular,theprojecthighlightsthevalueofpsychologicalawarenessand traumatrainingforteachersworkingwithRBSstudents.

Standardizedtestquestions:fromdesigntoadministration

Liana Berkowitz (ETSGlobal-TOEFL)

Thistalkprovidesasneakpeekintothelarge-scaleassessmentdevelopmentprocessatETSand describesthestepstodesign,develop,andadministernewquestiontypesaimedatassessingdifferent languageproficiencyskillsforvariousdecision-makingpurposes(placement,admission,informing instruction,etc.)usingconcreteexamplesfromtheTOEFL®FamilyofAssessmentstests.

InclusivityforalltypesoflearnersinbusinessEnglishteaching

Julia Koifman (BeitEkshteinhighschool)

ThemainpointofthetalkisteachingbusinessEnglishtoIsraelispecialiststoimprovetheir communicationskills.Generally,Iteachheterogeneousgroups,wherestudents'levelsdifferbetween A2andB1.TeachingbusinessEnglishlessonsissupposedinaccordancewiththecourseprogramfor adultswhomighthavelearningdifferences(LD)andadaptingittotheirindividualneedsand expectations.

HowdoweknowthatCommunitiesofPracticework?

Aysen Güven (BritishCouncilTurkey), Ceren Taş (MinistryofNationalEducationTürkiye), Elçin Turgut (MinistryofNationalEducationTürkiye)

CommunitiesofPractice(CoPs)areusedwidelyasanapproachtoprofessionaldevelopmentforEnglish languageteachers.Despitetheirincreasedpopularity,theimpactofCoPsonteachershasnotbeen lookedatindepth.Inthistalk,wewillsharehowwehaveexploredtheimpactofCoPsonteachers, teaching,andlearning.

Dynamicteachingandlearningthroughcrossculturalexchange

Sanaa Makhlouf (TheAmericanUniversityinCairo)

ThepurposeofthistalkistoallowstudentsinauniversityinCairotocollaboratewithothersina collegeinNewYorkbyengaginginseveralcrossculturalactivities.Focuswillbeonhaving synchronousandasynchronousexchangeofideaswheretheywilldiscusscommonstereotypes, culturalidentityandgenderissueslinkedtotheirsociety.

Roleofhomelanguage(s)indevelopingreadingcomprehensioninEnglish NiveditaMalini Barua (DepartmentofEnglishLanguageTeaching,GauhatiUniversity) Thistalkreportsthefindingsofastudyontheuseofhomelanguage(s)indevelopingreadinginESL contexts.Participantsreadtextswhilediscussingingroupsandmakingnotesintheirhome language(s).Thesummariesthattheywrotebasedontheirnotesrevealedthatcollaborativereading usingthehomelanguage(s)ledtogreaterengagementwiththetext.

Differentiatedinstruction:thebeliefsofHungariansecondaryschoolEnglishteachers

Anna Zolyomi (EötvösLorándUniversity(ELTE))

Theaimofthisstudywastoanalyse28Englishteachers’beliefsandpracticesrelatedtodifferentiated instruction.Basedonthefindings,teachersmainlydifferentiatebasedonreadinesslevelswithout consideringlearnerprofiles.However,itwouldbebeneficialtoprovidelearnersavarietyofinputsand tobeflexibleinimplementingdifferentiationtomaximisethecapacitiesofeachlearner.

Arewepronunciationignorers,entertainers,enthusiasts,and/orteachers?

AnaPaula BiazonRocha (EnglishLanguageTeachingCentre(ELTC,UniversityofSheffield) Inthistalk,wewilldiscusssomedifferentperspectivesthroughwhichmanyteachersapproach pronunciationinstruction.Wewillalsoconsiderwhattendstoworkmoreeffectivelyandwhatmight needmoreadaptationand/orimprovementtovaluepronunciationwithinlanguagelearning.Thus, participantswillhaveachancetoreflectontheirteachingdevelopment,askquestions,andshareideas andexperiences.

PauloFreireandEFL:takinglessonsfromamaster

IanMichael Robinson (UniversityofCalabria)

PauloFreire’sworkcanbereadinmanyways.Thistalkpresentssomeideasfromhisbooksandwritings thatcanbeapplicabletomoderndayEFLteaching.Theaimistoremindusoftherelevancetodayof thisinspirationalpedagogue,especiallyforuniversityandteachertrainingcourses,andtopromote socialjusticeandactivelearningintheclassroom.

WhatlifewidelearningcanaddtotheELTclassroom

Lynn Williams (BernUniversityofTeacherEducation), Karin Müller (PHBern)

Mostpeoplewillbefamiliarwith"lifeLONGlearning"butperhaps"lifeWIDElearning"isnewtoyou? Thisexcitingconceptaskswhatknowledge,skillsandexperienceswecandrawonintheclassroomto promoteindividualisedlearning.ELTprofessionalshaveawealthoftaskswhichlendthemselvestothe lifewidemindsetandinourtalkwewillsharesomefavourites.

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk

TD,TTEd

s,t,a, e,le

TDSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

LA,YLT

ey,p, e,le

LASIGShowcase

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk

GI,TD

ey,p,s,t,a, e,le

NewbySuite-CrownePlaza

Hotel

35 audience

Talk GEN t, e,le

Auditorium-Harrogate ConventionCentre

Dialogicreflectiononcriticalmoments

Richard Chinn (King'sCollegeLondon&InternationalHouseLondon)

Mostwouldagreethatreflectioniskeytoteacherdevelopmentandtherearemanywaysofreflecting onpractice.Oneeffectivewaytostimulatereflectionistodiscussimportantmomentsthathappenin classwithcolleagues.Thistalkfocusesondialogicreflectionandpresentsteachersandeducatorswith practicalexamplesofhowtostimulatethiskindofreflection.

InquiringMinds:voiceandchoiceforourlearners

Maria Davou (Glossomatheia)

InInquiringMinds(alanguageeducationframeworkbasedonlearnervoiceandchoice,inquiry-based learning,CognitiveDevelopmenttheoryandMontessoripedagogy)learningtakesplacethrough learners'choicesoncontent,languageandresources.Theteacher’sroleistoorganizetheexperiences, providingthelanguage.IMisdesignedforchildren(6-12yearsold)andissupportedbyformativeand summativeassessmenttools.

Engagingeducationalexchanges:exploringtheworldandourselves

Jen MacArthur (U.S.DepartmentofState), Jennifer Uhler (U.S.DepartmentofState)

Educationalexchangetakesmanyforms,includingtimeabroadandcollaborationonline.Thebest exchangesaretwo-directional,includingdevelopmentofnewideasandexplorationofcultures.A successfulexchangestickswithusandcanchangeourviewoftheworldandofourselves.Inthistalk, educatorsandhostinstitutionswilllearnaboutpossibilitiesthroughtheU.S.DepartmentofState.

E-portfolios:assessing21stcenturyskills

LauraLaubacher

IncreasinglyinELT,there’sdemandforemployabilityand21stcenturyskills,likecriticalthinking,digital literacy,self-reflection,collaboration,etc.E-portfoliosareamotivatingwayforstudentstodevelopand showcasetheseskillswhilealsoprovidingameansofassessment.I’llsharepracticaltipsforhowto successfullysetupandmarke-portfolios,sharingstudentexamplesonBulbandPadlet.

Connectingwhatwedowithwhoweare

Rod Bolitho (NILE), Alan Maley (Retired)

550 audience

Talk GEN ey,p,s,t,a, e,le

220 audience

Talk GEN ey,p,s,t,a, e,le ProdProm

HallD-Harrogate ConventionCentre

300 audience

Talk MD,TD ey,p,s,t,a, e,le ProdProm

Restaurant-Harrogate ConventionCentre

50 audience

Talk ESOL,YLT

s,a, e,le ESOLSIGShowcase

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk

IPSEN,MaW

a, le

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Talk BE,LT

t, e BESIGShowcase

Gettingthemessageacross:mediationintheEFLclassroom

Wecontendthatthepracticesofeffectiveteachersarecloselyrelatedtopersonalqualities.We'llshare someeffectiveteachingactionsbasedonpersonalexperiences,solicitingcontributionsfrom participants.Wewillthenelicitalistofpersonalqualities,followedbytheresultsofasmallinquiryinto memorablepastteachers.Discussionwillfocusonhowteachersmightdevelopeffectivequalities. King'sSuite-Harrogate ConventionCentre

Jenny Dooley (ExpressPublishing)

Intoday’spluriculturalandplurilingualsociety,educatorsareintegratingmediationintotheirlanguage learningprocess.Whenimplementedeffectively,mediationhelpslearnersandteachersbuild connectionsandimprovecommunicationthroughtheco-constructionofmeaning.Thistalkwillfocus onthepurpose,activities,andstrategiesofmediationaswellasitspracticalapplicationintheEFL classroom.

Howlearninghappenstodayandwhyweshouldcare

Grzegorz Śpiewak (MacmillanEducation)

Ourlearnershaveunquestionablychangedradicallyinrecentyears.Butwhatisitthatweknowfrom currentscienceabouthowlearningactuallyhappens?Howshouldlearningbeadvancedinmodern coursematerialsandteachersupportinitiatives,suchasMacmillan Education’sAdvancingLearning? Aboveall,whatdoesitallmeanforyouasateacher,andforthosenewlearners?

TheevaluationofaCLILcoursefor16+newcomers

Declan Flanagan (NATECLA(IslandofIreland)Branch)

ApilotCLILcoursewasdeliveredandevaluatedfor16+newcomers.Theevaluationshowedsignificant improvementinlearners'productive/receptiveskills,grammaraccuracyandvocabularyrange.In addition,learners'personalandsocialwell-beingsignificantlyimproved,resultingingreatermotivation toachievealevelofEnglish,enablingthemtoaccessmainstreamprovisions.Findingsrecommend greatertrauma-informedESOLCPDprovisionforpractitioners.

Publishingalessonin RaiseUp! –aninclusivematerial

Taíza Lombardi (Freelance)

Havingworkedwitholderlearnersformanyyears,itwasalwayscleartomethatEFLmaterials underrepresentedthisagegroupbyunderminingtheirinterests.Beingabletopublishmyfirstlesson with RaiseUp!–auniquelydiverseandinclusiveself-publishedmaterial–andgivethistalktosharemy experienceisadreamcometrue.

Machinetranslation:friendorfoeingradedassessment?

Catherine Prewett-Schrempf (FHWienderWKW(ViennaUniversityofAppliedSciencesfor Management&Communication)), Linda Slattery (FHWienderWKWVienna)

Withthesuddenswitchto100%onlineteachingduringtheCOVID-19pandemic,wehaveallbeen forcedtoaddresstheissueofopen-bookversusclosed-bookassessmentinourbusinessEnglish courses.Ourtalkwillwalkyouthroughaprojectweimplementedtoexplorethepotentialofusing machinetranslationinanopen-booke-exam.

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

TTEdSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk

TD,TTEd

t, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk

ESP,TD

ey,p,s,t,a, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk

EAP,TD s,t,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk

PRON,TD a, e,le

PronSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talkwithrestricted audiencenumber

GEN

ey,p,s,t,a, e,le

Queen'sSuite9-Harrogate ConventionCentre

66 audience

Talk LAM,TD a, e,le

IATEFLTeacherTrainingandEducationSpecialInterestGroupOpenForum

Developingtheteachertrainersoftodayfortheteachersoftomorrow

TheTTEdSIGaimstoserveandrepresenttheinterestsofitsmembersandtoenhancetheir professionaldevelopment.TTEdoffersaninternationalnetworkforteachersandtrainerswhoworkin

•Pre-servicecourses(CELTA,TrinityCertTESOL)

•Undergraduate/graduateELTprogrammes

•In-serviceteachereducation/development

•DELTAorTrinityDipTESOL

MinistryofEducationtrainingcourses

Eightformativeassessmentideasforteachereducation

Gabriela MarcenaroBonsignore (InstitutodeProfesoresArtigas)

Theaimofthistalkistoshareeightformativeassessmentactivitieswhichcanhelpfutureteachers buildprofessionalunderstandingofthekeyconceptsofassessmentforlearning.Theideasaretold usingrealstudents’materials.Thistalkhasatheoreticalandpracticalmodalitywhichwillletthe audiencemakequestions.Ahandoutwillbegiventoallattendees.

Socialpresenceinonlineteaching

Vida Bicman (UniversityofAppliedSciencesCAMPUS02)

Howcanteachersbuildengagement,collaborationandasenseofbelongingtothelearning communitywhenteachingonline?Thistalkwillgiveyoupracticalsuggestionsforcreatingapositive andnurturingonlineenvironmentandexplainwhichstrategiesyoucanapplytoincreasesocial presence,whichcorrelateshighlyandpositivelywithcoursesatisfaction.

FlippedlearninginELTclassroomforundergraduatestudents

Rejina K.C (KathmanduUniversityschoolofeducation)

ThispresentationfocusesontheuseofflippedlearningandteachinginNepaleseELTclasses, particularlyforundergraduates.Therefore,Ishallfocusonhowonecanmaketeachingeffectiveinboth onlineorface-to-facemodesthroughflippedlearning.IshallbesharinghowEnglishlanguageclasses arerunthroughheuristicwaysofflipclassestoovercomevividchallenges.

Doesdifferentiatedpronunciationinstructionforprimary-schoolEFLteachersworkvirtually?

Sumanee Pinweha (ChulalongkornUniversity)

Thisresearchstudyinvestigatestheeffectsofdifferentiatedpronunciationinstructionviaavirtual learningenvironmentonprimary-schoolEFLteachers’EnglishPronunciation.Participantswere30 primary-schoolteachersfromThailand.Datafromapretest,aposttest,andasemi-structuredinterview willberevealed.Pedagogicalimplicationswillbediscussed.Variousteachingandlearningmaterials duringthe12-weekvirtualtrainingwillbedisplayed.

Implementing"waittime"asacriticalinstructionalclassroomtool

Angeliki Apostolidou (DurhamUniversity)

Althoughsilenceintheclassroomcanbedeafeningforteachers,studentsshouldbeallowedtimeto processquestionsandformulatethoughtfulresponsesbeforereceivingteacherfeedback.Thistalk offerspracticaltipsteacherscanemployastohowtoimplementandextend“waittime”tocreatea climateofhighengagementintheclassroomandenhancethestudentlearningexperience.

Shoringupleaderdevelopment:avoidingthe'sink-or-swim'approach

Barbara Craig (MacquarieUniversity), Lynda Yates (MacquarieUniversity)

Learningtoleadofteninvolvessteeplearningcurvesandhighlevelsofstress,culminatingin‘sink-orswim’experiences.However,wesuggestthisneednotbeso.Basedonresearchwhichexploredthe experiencesofsuccessfulELTleaders,wewillpresentdraftguidelinesfordevelopingleadership potential,andinviteparticipantstoconsiderhowthesemightbeusefulintheircontexts.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Lunch 1305-1405

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

ITNNetworking Zone MeettheIATEFLPatron

DavidCrystalwillbeinattendanceintheexhibitionduringthelunchbreak.Ifyouwouldliketosayhelloorhave aquestionforDavid,pleasejoinhimthereforthisgreatopportunity.

Session1.4 1320-1330(PosterPresentationArea)

Poster1 ESOL,RES ey,p,s,t,a, e,le

Poster4 GEN a, e,le

Poster7 LA,TD t, e,le

UnderstandingofacculturationwithinaTEFLcontext

Connie Siebold (UniversityofMaryland,CollegePark)

Thisposterwillreflectresearchonthecurrentmeasuresanddefinitionsofacculturationinaninterdisciplinary context.Itwilldetailareviewofliterature,focusingonacculturationconsiderationwithinthefieldandhow historicalconceptsofacculturationareshifting.Theposterwillincludetheresearcher’scurrentframeworkof acculturationasabi-directional,collaborative,anditerativeprocess.

EnglishthroughMexicantraditionsandcustoms

Hilda Alvarez (EscuelaNacionalparaMaestrasdeJardinesdeNiños(ENMJN))

TakingadvantageofMexicanculturetoteachEnglishhasbeenaverysuccessfulpracticeinmyuniversity.Inthe worldonlysomeMexicantraditionsarerecognized,suchastheDayoftheDeath,butthereisatraditionor customforalmosteverydayoftheyearthatstudentsidentifytobuildknowledgeinEnglish.

Learnerprofiles:aholisticapproachtounderstandingthewholelearner

Tanya McCarthy (KyotoUniversity), Matthew Armstrong (KyushuUniversity)

ThisposterexploresthelivedexperienceofthefreshmanEFLstudentastheytransitionedfromhighschoolinto anonlinelearningcontext,specificallychallengesfaced,achievements,andreadinessforautonomouslearning. Takingaholisticapproachtoconstructanewlearnerprofileenabledtheteachertocreateamoreinclusive, learner-centredclassroomandestablishstrongerconnectionsbetweenstudents.

Poster10

HowmorphologicalinstructionimpactedthevocabularyknowledgeofL2adolescents

ThiMinhHuyen Nguyen (UniversityofHuddersfield)

Thisposterwilldiscussfindingsfromaquasi-experimentinvestigatinghowmorphologicalinstructioncould positivelyinfluencethevocabularysizeofVietnameseadolescentsspeakingEnglishasaforeignlanguage.The posteraimsatpromotingcertainmorphologicalinstructionstrategiesinteachingvocabularytoL2adolescents whomaystruggletolearnvocabularyofamultisyllabiclanguagebecausetheyspeakmonosyllabiclanguages suchasVietnamese.

Poster13 TD,YLT ey,p, e,le ProdProm

Poster16 TD,TTEd p,e,le

Kickstartyourteachingmodule

Charles Goodger (FunSongsEducation)

InthispostersessionIwillfocusonhowteacherscanuseoriginalactionsongstopresentandteachnew languagetoyounglearners.MyFunSongsMethodemploystotalphysicalresponsetohelpteachcatchyaction songsonawidevarietyofvocabularyareas.Herethesongbecomesthepresentationvehicleratherthanjusta consolidationactivity.

Failurefromastoicpointofview

LucíaBustamante(Ceibal-CeibalenInglés)

Whetherateacherorastudent,youhavecertainlyencounteredfailureandfrustrationthroughoutyourlearning processandyourteachingpractice.Duringthistalk,drawingfromaspecificcaseof“CeibalenInglés”inUruguay, Iwillexplorewhathappenswhenweadoptanattitudeofresiliencetowardsfailureandultimately,howwecan turnfrustrationintoarewardingexperience.

The Story Garden is a captivating 6-volume course based on the Heart and Mind Approach which promotes emotional learning and welcomes different learning styles.

This short-course series prepares students for the Starters, Movers and Flyers exams. The 4 language skills are developed and practised thoroughly to make students feel confident before taking the exams.

This award-winning series offers Graded Readers with beautiful illustrations, a picture dictionary, activities and an APP to access the multimedia files.

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk EAP,TD ey,p,s,t,a, e,le

TDSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

LA,TTEd t,a, e

LASIGShowcase

HarewoodSuite2-Crowne PlazaHotel

120 audience

Talk LT,RES

t, e,le

RipleySuite-CrownePlaza

Hotel

160 audience

Talk GEN ey,p,s,t,a, e,le

NewbySuite-CrownePlaza

Hotel

35 audience

Talk GEN a, e,le

Auditorium-Harrogate ConventionCentre

550 audience

Talk GEN ey,p,s,t,a, e,le

King'sSuite-Harrogate ConventionCentre

220 audience

Talk GEN

a, e,le

HallD-Harrogate ConventionCentre

300 audience

Talk EAP,TEA

s,t,a, e,le

ProdProm

Restaurant-Harrogate ConventionCentre

50 audience

Talk EAP,ESOL

t,a, e,le

ESOLSIGShowcase

CANCELLED

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk GI,TD ey,p,s,t,a, e,le

Teacher,areyouthere?Establishingteacherpresenceinonlineclasses

Gulcin Cosgun (OzyeginUniversity)

Researchshowsthatsupportinglearnersinthevirtualclassroomthroughteacherpresenceplaysa significantroleintheeffectivenessoftheonlineclassroom.Thistalkexploreskeycomponentsand skillstoestablishteacherpresenceinanonlineclassroom.Italsopresentsarangeofpracticalideasand strategiesfordevelopingone’steachingpresenceinonlinecourses.

Usingvlogsforpeerteachingtoincreaseindependenceandengagement

Laura Major (HemdatAcademicCollege/AchvaAcademicCollege)

Thistalkpresentstheresearch-basedrationaleandthemethodofusingvlogs(videoblogs)for asynchronouspeerteaching,showinghowthismethodologyempowersstudentsasautonomous learners.Theymasteranewdigitalskill,butmoreimportantly,masterthematerialtobepresentedon thevlogandtakeresponsibilityforteachingittopeers,whoalsobenefitfromthemethod.

Fosteringcriticalityandengagementthroughcollaborativeonlineannotation

Catherine Mitsaki (UniversityofNorthampton)

Collaborativeannotationtoolscanenhancedeeplearningandcriticalengagementwithtexts. However,qualityanddepthofengagementappeartovaryandhighlydependonthedegreeof integrationwithinlearningandfeedbackprocesses.ThiscasestudyexploresincludingPerusall,asocial annotationtool,inpedagogicplanninginanMATESOLcontext,itseffectsonlearning,andstudent perceptions.

It’snotonlyaboutpronouns:ourlanguageofex(in)clusion

Tyson Seburn (UniversityofToronto)

Wordsmatter.Wechoosewordswiselytoinstruct,explain,andclarifyinclass.We’realsoamidashiftin awarenessofinclusivepractices,yetourlinguisticapproachcanseemmurkyhere.It’snotonlyabout pronouns,sowhatelse?Together,we’llexplorehowlanguagechoicescanexcludeandhowa pedagogyofbelongingcanflourishthroughothers.

TeachingEnglishonInstagram:whatworks?

Tapsi Chhabra (Freelance), Deepika Vasudevan (Freelance) Instagramhasbecomeapopularplatformforlearning,andEnglishteachersaroundtheworldhave startedusingittobuildalearningaudience.Inthistalk,attendeeswhowishtocreateEnglishlearning contentontheplatformwillbeabletoreflectonandbetterunderstandthetypesofcontentthatserve boththeirbusinessandtheirInstagramaudience.

ThefutureofEnglishforteachers,schoolsandgovernments

Steve Copeland (BritishCouncil), Mike Solly (BritishCouncil)

Thistalkpresentsthefindingstodateofamulti-phaseresearchprojectwhichaimstoidentifykey trendsthatwilldefinetheroleofEnglishasagloballanguageinthefuture.Wewillsharefindingsand discusstheissuesandopportunitiesforcountriesinachievingtheirgoalsfortheuseofEnglishintheir contexts.

Lindblom’stheoryofhyper-andhypo-articulation:implicationsforteachinglistening

Sheila Thorn (TheListeningBusiness)

IshalloutlinehowLindblom’sHandHtheoryexplainswhyformal,read-aloudpublicspeechdiffers greatlyfromspontaneous,informalspeechintermsofspeakerarticulation.Usingauthenticrecordings ofbothtypesofspeech,weshallascertainwhyinformal,spontaneousspeechisparticularly challengingforL2listenersandhowwe,asteachers,cantrainourlearnerstocopewithit.

Summarizeandsynthesize:howtoapproachtasksthattestmediation

Edward Sivell (OxfordUniversityPress), Oliver Bigland (OxfordUniversityPress)

Theabilitytomediateinformationeffectivelyisessentialinbothacademicandprofessionalcontexts, andlearnerswillincreasinglyneedtodemonstratetheseskillsinhigher-levelEnglishtests.This workshopwillengagewithsomenewlistening-into-speakingandreading-into-writingtasksfromthe ‘OxfordTestofEnglish’anddiscusswaysofpreparingstudentsfortaskssuchasthese.

Post-pandemicworldELT:teachersperceptionsoftheonline-pivotinNI

Juana Simpson (Queen'sUniversityBelfast)

Thismultiplecase-studyinvestigatedNorthernIrishESOLandEAPteachers'perceptionsofERTontheir performanceandmotivation,exposingthecontrastbetweenEAPteachers'recognitionofinstitutional supportandESOLpractitioners'senseofinstitutionalsegregation.Findingsadvocatedforintegrative teachingpracticesandanESOLinfrastructureinNorthernIrelandthroughteachers'adaptative pedagogiesinlightofthenegativeimpactofERT.

Exploring'ruralELT'–(how)doesitreallymatter?

Amol Padwad (CELE,Dr.B.R.AmbedkarUniversityDelhi)

ThistalkreportsoncollectiveandcollaborativeresearchbyruralteachersinIndiainto‘ruralELT’. Claimedtobewidelyprevalentandrequiringspecialtreatment,thisphenomenonishardlyresearched oradequatelyunderstood.TogetherwithsomeinsightsandlearningsonruralELT,Iwillshare challengesandconcernsinresearchingruralityinanurban-centricandmetro-normativeresearch world.

CANCELLED

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

BE,GI

t, e,le BESIGShowcase

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

LT,TTEd a, e

TTEdSIGShowcase ProdProm

Queen'sSuite4-Harrogate ConventionCentre

40 audience

Talkwithrestricted audiencenumber LIT,TD s,t,a, e,le

Queen'sSuite5-Harrogate ConventionCentre

60 audience

Talk LAM,TTEd ey,p,s,t,a, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk

ESP,MD

s,t, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk

PRON,RES

ey,p,s,t,a, e,le

PronSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk MD,YLT

p, e

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk GEN ey,p,s,t,a, e,le

TapintotranslingualplagiarismamongEnglish-mediumbusinessstudents

Holi Ali (UniversityofTechnologyandAppliedSciences-RustaqCollegeofEducation), Silvio

SergioSaleem Scatolini (UniversityofTechnologyandAppliedSciences), Qasim Alwashahi (UniversityofTechnologyandAppliedSciences)

Thistalkdrawsonfindingsfromanempiricalstudyintothecopingstrategiesemployedbyteachersto dealwithcross-languageplagiarisminstudents’assignmentsinanOmaniEnglish-mediumbusiness programme.Thetargetaudienceisnoviceandexperiencedteachers,practitioners,andresearchers. Thestudy’sempiricalfindingsandimplicationscaninformplagiarismdetectionpoliciesandresearchin highereducation.

EdTechand TheCELTAcourse:whattraineesneedtoknow

Sandy Millin (CambridgeUniversityPress&Assessment)

Recentyearshaveseenagrowthinbothonlineteachingandtechnologyuseinlanguageeducation, withanimpactontheneedsoftraineeteachers.Thistalkwilladdresswhattraineeteachersneedto know,drawingoncontentfromtheneweditionof TheCELTACourse traineeandtrainerbooks,whichI haveco-authoredwithPeterWatkinsandScottThornbury.

'Literatureisdangerous'-whyuseitforlanguageteaching,then?

Katalin EgriKu-Mesu (UniversityofLeicester)

Thistalkwilllookattheprinciplesthatunderliecreativityandhowunderstandingtheseprinciplescan leadtoanincreasedconfidenceforlanguageteacherstouseliteratureindifferentwaysintheirown classrooms.Attendeeswillworkwithsampleliterarymaterialandwillalsohavetheopportunitytouse literarytextstocreatetheirowntasks.

PositivityforgrumpyELTprofessionals

Simon Cox (Freelance)

AttimestheincreasinglychallengingandcomplexworkofELTprofessionalscanfeelover-powering. Someofusfinditdifficulttoremainhopefulinaworldwhereevenpositivitycanbe‘toxic’.Thistalk followsuponideasI’vediscussedpreviouslytosuggestthatapositiveapproachispossible,butit requiresdeeperthinkingthanwemayhaveimagined.

UsingspecificstudentworkplaceexperiencesinESPlessondesign

Kim VanKoughnett (ROCFriesePoort/NHLStendenUniversityofAppliedSciences/Universityof Groningen)

Whenatriangulatedneedsanalysisisabsentforspecificvocationalcontexts,whatcanateacherdo? Thisdesign-basedstudyattemptedtoidentifystudentlanguageneedsbasedonpost-internship studentsurveysanddiscussions.TheresultswereusedtodevelopvocationalspecifictasksusingTBLT principleswhichsupportedthetypesofEnglishlanguageinteractionsexperiencedbystudentsduring theiron-the-jobtraining.

Meaningfirst,thensound:optimizingspellinginstruction

Charlotte Bulkeley (TeachingAssistantPrograminFrance(TAPIF))

SpellingispresentedaspartoftheEnglishpronunciationsystemwithinfinite“exceptions”to memorize.Thenon-existentone-to-onerelationshipbetweenlettersandsoundsrendersspellingalifelongproblemwithariskoffossilization.Thistalkshareshowtousewordboundariesandmeaning markerstoboostholisticliteracyandcommunicativeconfidenceforallskills,beginnertoadvanced levelESL.

Inspiringinquiries:howtodesignaninquiryprojectforprimary

Michelle Worgan (Freelance)

Areyoureadytointroducealearner-centredapproachbutyou’renotsurewheretostart?Inthistalk,I’ll showyoumyprocessfordesigningstudentinquiriesfortheprimaryclassroom.Usingmyownmodels, I’lldemonstratehowtoplanandsetupyourowninquiryandprovideusefultipsonhowtogetstarted withthisflexible,inclusiveapproach.

Futureperfectcontinuous?TensetimesforteacherassociationsandSIGs

Rob Howard (IndependentAuthors&Publishers/EFLtalks)

Whatisthefutureforteacherassociationsandspecialinterestgroupsnowthateveryonehastheability toofferwebinars,workshops,andcourses?Doassociationsofferenoughtosustainmembership?Will jumpingtooquicklyintohybrideventshelporhinderthesustainabilityofthesevaluablegroups?Isthe modelstillrelevant?

CANCELLED

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk

MaW,TD

ey,p,s,t,a, e,le

HarewoodSuite1-Crowne

PlazaHotel

120audience

LASIGShowcase

HarewoodSuite2-Crowne

PlazaHotel

1450-1605

120audience

Paneldiscussion

Thinkbig:howphilosophycanenrichtheELTclassroom

Paul Davies (Freelance)

PhilosophyisoftenseenastoocomplexandtoodryfortheELTclassroombutinrealityitisneitherof thosethings.Thistalkwilldemonstratehowarangeofphilosophytopicscanbepresentedinan engagingway,andalsohowphilosophicaltechniquesfromWesternandnon-Westerntraditionscan enhancestudents'thinkingskillsandpersonaldevelopment.

IATEFLLearnerAutonomySpecialInterestGroupOpenForum

Exploringanddevelopingpracticesfortheimplementationoflearnerautonomy

JoinLASIGatourOpenForumtoexchangeideasaboutwhatlearnerautonomymeansandhowitis beingexpressedindifferentcontexts.Meettheteamofvolunteers,learnaboutLASIG’soutreach initiatives,andshareyourthoughtsabouthowtheSIGshoulddevelopinthefuture.

HornbyTrustScholars’ presentation DecentringELT:insightsandexplorations

JordanWallaceAnjosdaSilva,AnestinChi,SuyogDixit,YounosDostMohammadi,JeanPaul Dukundane,AzmatullahFazli,ViktoriyaIvanenko,HaneenJadallah,JiaLihLim,DanyPrima Putra,PhyoWaiTun

Inthispresentation,wesharestoriesandreflections,insightsandexplorationsrelatingto'Decentring ELT'(hornby-trust.org.uk/decentring-elt),consideringwhether,andifso,how,ELTneedstobefurther localizedintheGlobalSouthcontextswecomefrom.Basedonourdiscussions,weraisequestionsbut alsoprovideexamplestomakeconcretewhatcanseemanabstractnotion.

RipleySuite-CrownePlaza

Hotel

160 audience

1450-1605

Paneldiscussion

TD,TTEd

ey,p,s,t,a, e,le

TDSIGShowcase

NewbySuite-CrownePlaza

Hotel

35 audience

Talk RES,TD

a, e,le

FlippedCELTAtraining–ariskworthtaking?

Judith Hudson (UniversityofHawaiiEnglishLanguageProgram), Melissa Lamb (International HouseLondon), Adrian Underhill (Freelance), Connor O'Donoghue (StaffordHouseLondon), Joanna Stansfield (InternationalHouseLondon)

Since2019we’vebeenturningCELTAonitshead.Inputisdoneathomewhilstcoursehoursfocuson emergingplanningandcontext-relatedteachingconcerns.Trainershavereporteddeeperprocessingof coursecontent,morethoughtfulplanning,increasedconfidencetoexperimentandinsightfulreflection. Thepanelwillsharetheirexperiencescomparedtotraditionalcourse–comeandgiveyourviews.

Criticalreflectionindevelopinginterculturalcompetence

Vicky Bagheri (VirtualEducatorsLtd.)

Increasinglevelsofculturaldiversityrequireasystemstructuredtofacilitateinterculturallearningand developindividualswhoarepreparedtoworkinaculturallydiverseenvironmentandcanmake decisionsandmanagepeoplecognizantofculturaldifferences.Professionalsareincreasinglyrequired toworkindiverse,multiculturalenvironments.Accordingly,skillsininterculturalpracticearea prerequisitetoprofessionalknowledge&competence.

CouldyoubecomeasocialmediaEnglishteacher?

SamuelJohn Williams (BlackCatCideb)

SocialmediahasunlimitedpotentialforELTclassroomsandEnglishteachers.Inthissessionwewill explorehowwecanusesocialmediavideosasavaluablelessonresourcewithBlackCatreaders.You willalsodiscovertheopportunitiesofbecomingasocialmediaEnglishteacher.Areyoureadytomake avideoteachingEnglishonsocialmedia? King'sSuite-Harrogate

Forumonfeedbackonwriting

Implementingpeerfeedbackforwritingtasks

Vahida Berberovic (UTSCollege)

ThisactionresearchprojectfocusedoneffectivelyintegratingpeerfeedbackinanacademicEnglish coursewherestudentswererequiredtoprovidefeedbackonparticularaspectsofapeer’sessay.This talkwillsharemyfindingsonhowtomakepeerfeedbacksuccessfulandwillgivesomepracticaltips onhowtogetstartedusingthisapproach.

Clearminds,fullhearts:effectivefeedbackinonlinewriting

İlkay TuzcuTığlı (OzyeginUniversity)

Researchindicatesthatclarityplaysasignificantroleingivingtextualfeedbackespeciallyinonline writingclasses.Thisresearchseeksananswertotheefficiencyofusingdirectandindirectlanguagein anonlinetextualfeedbackprocess.Italsoexploresinnovativewaystopreventconfusionamong studentsandencouragethemtotakecorrectiveactioninonlinewritingprogress.

Formativeassessmentofwriting:developmentandvalidationofaninstrument

Elaheh Tavakoli (VoldaUniversityCollege)

Thistalkshowsasetofformativeassessmentpracticesforassessingstudents’writinginpre-,while,and post-writingstages.Itisareportontheinitialphaseofamixed-methodsproject:teachers’practiceand students’experienceofFormativeAssessmentofWriting(FAoW).Theinstrumentwasdevelopedafter twotheoreticalmodelsandvalidatedthroughexpertjudgmentsandconfirmatoryfactoranalysis.

Whatistheteacher’sroleinincreasinglyautomatedonlineeducation?

Neenaz Ichaporia (BritishCouncil)

Doesautomationaugmentteachers,displace,orreplacethementirely?Wewillcriticallyapproach theseclaims,consideringvarioustechnologicalinterventionsalongthe‘automationspectrum’suchas artificialintelligence,virtuallearningenvironments,andchatbots.Wewillalsodiscussexamplesofhow humanandnon-humanteachersmightworktogether,andconsidertheneedforteacherstoactively participateintechnologicaldesignanddevelopment.

Restaurant-Harrogate

ConventionCentre

50 audience

Talk

ESOL,LIT p,s, e,le ESOLSIGShowcase

Queen'sSuite1-Harrogate

ConventionCentre

64 audience

Talk

IPSEN,YLT ey,p,s, e,le

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk BE,ESP t, e,le BESIGShowcase

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

TTEdSIGShowcase

CANCELLED

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk

TD,TTEd

t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk

LT,YLT

p, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talkwithrestricted audiencenumber

GEN

ey,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk PRON

s,t,a, e,le

PronSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75audience BE,ESP

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk LT,TEA

s,t,a, e,le

Readingliteratureinpublichighschool:experienceswithmulti-levelgroups

Elisa Seerig (FederalInstituteofRioGrandedoSul-CampusBentoGonçalves-Brazil)

Literatureisarelevantculturalartifactandengagescriticalthinking.Thisinteractivetalkaimsatsharing experienceswithliteratureintheEALclassroomthathelpscaffoldlanguageandengagestudents, wheretheaudiencewilllearnusefulstepsandtoolstoworkwithlargemulti-levelgroupsinashort time-whichisthecontextofmanyBrazilianregularpublicschools.

ChildvoiceintheEFLclass

Julie Waddington (UniversityofGirona)

TowhatextentischildvoicerecognisedandpromotedinEFLcontexts?Thistalkdrawsonworkfrom generaleducationalresearchtohighlightthebenefitsandchallengesofincorporatingchildvoicein EFL.Resultsfromastudyexploringchildren’sviewsontheuseofvideorecordingsdemonstratehow childvoicecaninformpractice,enhancingchildren’slearninganddevelopment.

Corpus-basedgenreanalysisoftheemerginggenreofbusinesstweets

Khokha ChaibAinou (UniversityofLimerick)

BasedonmyPhDresearch,thistalkwillshowtheapplicationofgenreandmultimediatheorytothe analysisofanemerginggenreinbusinesscommunication.Iwilldelineatethelinguisticandstructural propertiesofL’Oréaltweetswhichentailitsrhetoricalandcommunicativefunctions.Theanalysiswill provideESPteachersofbusinessEnglishwithguidelinesforteachingbusinesstweets.

Developingteachercognitions:maximisingtheimpactofin-serviceCPDcourses

Ben Beaumont (TrinityCollegeLondon)

In-serviceteachereducationcoursesareknowntostrugglefindingabalancebetweenproviding stimulatingprofessionaldevelopmentandsupportthathaslastinginfluenceinteachers’contexts. Throughthelensofteachercognitions,thispresentationexploresthisareaandreportsontheimpact ofin-serviceteachereducationcoursesthatuseTrinity’sCertPTasadevelopmentalassessmenttoolto meetteachers’professionalneeds.

WhoisafraidofteachingEnglish?

Senem Sahin (TheUniversityofAugsburg)

ThistalkintroducesacompletedstudyonforeignlanguageteachinganxietyofprospectiveEnglish teachersinGermany.Wewilldiscusstheirreasonsfpranxiety,preventionstrategies,andexpectations oftheteachingprofessionwhichwillprovideguidanceforvariousstakeholders(e.g.,teachertrainers, fieldpracticummentors)tooptimizetheirconceptstopreparefutureEnglishteachersfortheircareer pathmoreefficiently.

YounglearnersandPadlet:strengtheningbondswhiledevelopinglinguisticskills

Roberta Regua (AssociaçãoCulturaInglesaSãoPaulo)

ThistalksharesideasonhowtousePadlet–anenhanceddigitalnoticeboard–forhands-onactivities (e.g.drawing,showandtell)withyounglearnersagedeighttoteninhybridclasses(simultaneously face-to-faceandonline),promotingacreativeandinteractivespacewhichcontributestoahigher senseofbelongingandthedevelopmentoflanguage,digitalliteracyandpresentationskills.

Howtobecomeasuccessfulfreelancer(online)fornon-nativespeakerteachers

Assiya Zhangabay (Freelance)

Thistalkisabouthowtobecomesuccessfulfreelanceteacheronlinewithoutspendinganymoneyon promotionalads.Thistalkanswersthequestionssuchas:wheretofindstudentsforanoviceonline teacher;howandwheretostart?Howtomakeonlinelessonsengagingandeffective.Thistalkisbased ontheexperienceofanon-nativespeakingteacher.

Spokenwordrecognitionforlisteners

Mark Hancock (UniversityofChester)

Knowingawordisonething;recognisingitinthecontinuousstreamofspeechissomethingelse.How dolistenersaccomplishthis,andhowcanwehelpourlearnerstoachievethesame?Inthistalk,wewill lookatresearchintospokenwordrecognitionandtryoutsomeclassroomactivitiesfordevelopingthis keyaspectofthelisteningskill.

QuestionandanswersessionrelatingtoEvanFrendo’splenarysession

IfyouattendedEvanFrendo’splenarysessionthismorningon Englishfortheworkplace-lookingfornew answers,youarewelcometoattendthisrelatedsession.Thiswillallowparticipantstoaskanyquestions oraddressanyissuesthathavebeenraisedbyEvanFrendo’stalk.

Videorecordings:atooltoassessspeakinginEFLclasses

María Aguilar (UniversidadTécnicaFedericoSantaMaría), Marisol Castillo (UniversidadTécnica FedericoSantaMaría), Vanessa Fernández (UniversidadTécnicaFedericoSantaMaría)

Teacherslookingforacommunicative-friendlyapproachtodeveloporalproductionabilities,findselfvideorecordingsagoodtooltoimprovethebasicproficiencylevelofuniversitystudentswhoare learningEnglishasaforeignlanguage.Anewspeakingtask-basedactivityguidelinewhichexhibitsa theorical-practicalmodelthatintegratestheteacher-studentinteractionandthestudent’sfeelingsand self-reflectionprocesswillbeshared.

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk TD a, e

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

LA,YLT

p,s, e,le

LASIGShowcase

ProdProm

NewbySuite-CrownePlaza

Hotel

35 audience

Talk

GI,TD

s, e,le

Auditorium-Harrogate

Languagecoachingtechniquestoimproveyourteaching

Barnaby Griffiths (BarnabyGriffithsLanguageConsultancy)

LookingbeyondthefieldofELTtowidereducationandlifecoachingmethodscanaddanewand excitingdimensiontoteachingone-to-oneandsmallergroupclasses.Usingshortvideoclipsofwork withprofessionalclientsinSpain,attendeeswillcompleteaseriesoftaskstoidentifypractical languageandcommunicationcoachingtechniquestheycanimplementintheirownteaching.

TheEnglishlanguagemakerspace–acreativelearner-centeredlanguagejourney

Carmen Becker (TechnischeUniversitätBraunschweig), Annika Albrecht (MontessoriFoundation Berlin)

Studentsdifferintheircompetenciesandinterests.However,humanneedsandtendenciesare universalandcanserveasafoundationforthedevelopmentofanEFLclassroomcenteredonthe student’sself.Inourtalk,wepresentaninnovativeproject-bookandshowhowproduct-oriented foreignlanguagelearningcanbethekeytowardsalearner-drivendifferentiation.

Volunteeringispartofbeingasuccessfulteacher

MariaEstelaRibeiroJardim Rondon (Freelance)

Thistalkfocusesonhowteachinginnonprofitorganisationsandtheoutcomeofthisvolunteering experiencemaketeachersimprovetheirsensitivityandadapttheirmethodology.Someideasthat workedanddifficultiesfoundarehighlighted.Teenagersinsituationofsocialvulnerabilityfeelincluded andhappylearningEnglishonline.Enablingthemtocapturethisopportunityisnotonlychallenging butalsorewarding.

AligningaC1-levelintertextualreading-into-writingtaskwiththeCEFR

Nathaniel Owen (OxfordUniversityPress), Colin Finnerty (OxfordUniversityPress)

InthistalkwereportourexperienceinusingthenewHandbookfor AligningLanguageEducationwith theCEFR (2022)toalignanintertextualreading-into-writingtask.Thetaskrequirestesttakerstoread twotextsonthesametopic(atotalof300words)andtosummarisetheinformationintheirownwords (uptoamaximumof100words).

HallD-Harrogate ConventionCentre

300 audience

Talk LT,MD a, e,le

Restaurant-Harrogate ConventionCentre

50 audience

Adaptingmaterialstoteachspeakinginavirtualrealityenvironment

ThuThu Naing (INTOManchester)

Virtualrealitycanenablelearnerstobefullyimmersedinthetargetlanguagecontextandexperience thecultureandlanguage.Inthistalk,IwilltalkabouthowIadaptedanexistingpieceofteaching materialtobeusedinavirtualrealityenvironmentincorporatingtask-basedlanguageteachingand principlesbyseverallinguistsandhowItaughtVRlessons.

Engagementanduseoftechnologyprovidingnewerastudents'assessment

Beatriz Meneguetti (CulturaInglesaMaringá)

Inrecentyearsteachinghadtobereinvented-engagement,technologyandassessment.Anewwayof teaching,butnevertheless,havingstudentsstillastheprotagonistsofthelearningprocess.Usingtasks, projectsleadingtonewformsofassessmentusingsomeGoogleToolscanmakelearnersworkmore collaborativelyanduselanguagelearnedinarealisticcontext.

Queen'sSuite1-Harrogate ConventionCentre

64 audience Talk LT,TD ey,p,s,t,a,e

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Talk BE,ESP a, e,le BESIGShowcase

Queen'sSuite3-Harrogate ConventionCentre

75 audience Talk RES,TTEd ey,p,s,t,a,

Queen'sSuite4-Harrogate ConventionCentre

40 audience

Talkwithrestricted audiencenumber GEN p,s, e,le

Whatconstitutesaneffectiveteacherintoday’snewlandscape?

BeatriceSeguraHarvey(Freelance)

Whathaschangedinteachercompetenciespost-pandemic?Resultsfromastudyexposedhowthe statusquohaschangeddramatically.HowcanwesupportourteachersandELTleadersofthefuture? Thefindingsprovideapictureofwhattomorrowmightlooklikeandwherewecanstarttofosterthe bestopportunitiespresentedbythisvastlychangedELTworld.

Task-basedlearningandcomparativelawinlegalEnglishclasses

Eloa Figaro (EloáFigaroLegal&BusinessEnglish)

Thistalkaimstoaddressthetheoryandpracticeofcombiningtask-basedlearningandthefunctional approachofcomparativelawinlegalEnglishclasses.Adetailedlessonplanwilldemonstrateand exemplifyhowatransdisciplinaryapproachintegratingbothconceptsisefficientinteachingnotonly legalvocabularyandstylebutalsoskillsandgrammar.

Interculturalawarenessofteachertrainees:aMalaysian-Hungarianvideoexchangeproject Fruzsina Szabo (UniversityofDebrecen,Hungary,DepartmentofEnglishLanguagePedagogy) Whatistheroleofinterculturaleducationinpre-serviceteachertraining?Thistalkpresentsthe researchfindingsofaMalaysian-Hungarianuniversityvideoexchangeproject,whereteachertrainees reflectedupontheirownparticipationintheprojectandthechangesintheirinterculturalawareness. Thetalkintroduceshowstudentsimprovedtheirinterculturalknowledge,thuscombiningthetermsof interculturalvalues/communicationandattitude.

IsRabindranathTagorethefirstnon-nativedeveloperofELTmethodology?

Kalyan Chattopadhyay (BankimSardarCollege,UniversityofCalcutta)

RabindranathTagorewroteanumberofprimersforteachingEnglishbetween1904and1909.Iwill presenthowheusedtheminteachingandwhattheyshowedabouthisteachingEnglish.Iwilldiscuss whatwas‘new’aboutthemandhowTagore,anon-nativeuserofEnglish,developedamethodology whichwasaheadofhistime.

CANCELLED

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk

EAP,ESP t,a, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk LA,YLT p, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk

PRON,TTEd

ey,p,s,t,a, e,le PronSIGShowcase ProdProm

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk

LAM,LT a, e,le

CANCELLED

Queen'sSuite9-Harrogate

ConventionCentre

66audience

Talk

Ensuringpersonalizedteachingandlecturer-studentinteractioninstandardizedcourses

Gabriela Schoekler (UniversityofAppliedSciencesTechnikumWien)

Theincreaseduseofblendedlearningformatsinlanguageteachinggoeshandinhandwithatrend towardsstandardizingcourses.Thistalkpresentsstrategiesenablinglecturerstoworkwithinthe frameworkofthesestandardizedcoursesinsuchawaythatthereisroomforindividualteachingand learningstyles,ensuringpersonalizedteachingaswellaslecturer-studentinteraction.

Promotingchildren'sspeakingskillsandautonomythroughclassroompairwork

Dalia Elhawary (Instruction&CurriculaDepartment,FacultyofEducation,AlexandriaUniversity)

ThistalkreportsonaninnovativeresearchprojectthathelpedprimaryschoolteachersuseSelf DeterminationTheorytopromotelearningtospeakEnglishintheclassrooms.Itoutlineshowteachers usedsimultaneouspairworkactivitieswithattentiontostudents’senseofautonomy,competenceand relatednessandhowthisledtochildrenfeelingleastanxiousandmostautonomoustospeakEnglish.

Becomingapronunciationteacher–whatdoesittake?

Kristýna ČervinkováPoesová (CharlesUniversity,FacultyofEducationinPrague), Klara Ulicna (CharlesUniversity,FacultyofEducationinPrague)

Thistalkpresentsthekeyideasbehindthee-book Becomingapronunciationteacher,primarilywritten forstudentteachers,althoughnoviceEnglishteachersmayfinditusefulfortheirprofessionalgrowth aswell.Specialattentionwillbeputonillustratingwhattheprocessofchoosingandstructuringthe contentforpronunciationclassesinvolvesandhowcomplexittendstobe.

Promotingtutorandparticipantwell-beingononlinecourses

Susi Pearson (NorwichInstituteforLanguageEducation,UK)

Lookingafterthewell-beingoftutorsandparticipantsononlinecoursesisjustasimportantasonfaceto-facecourses,butneedsdifferentconsiderationsandapproaches.Thistalkwillexplorewhatwellbeingmightlooklikeinanonlinecontextandpresenttheresultsofasmall-scaleresearchprojectinto whatonlineparticipantsandteacherssaidtheyneedtopromotetheirwell-being.

EffectofpeertutoringonEnglishlearnerswithhearingimpairments

Josephine Akabogu (UniversityofNigeria,Nsukka)

Pupilswithlanguagehearingimpairmentarefacedwithalotofchallenges.Thesechallengeswill continuetoadverselyaffecttheirsocialadjustmentandacademicachievementsifleftunaddressed. Theobjectiveofthepresentstudywastoinvestigatetheeffectofpeertutoringasasocialadjustment interventionamongEnglishlearnerswithhearingimpairmentinspecialprimaryschoolsinNigeria. Break

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

BramhamSuite-Crowne

PlazaHotel

90 audience

TDSIGShowcase

CANCELLED

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk LA

t, e,le

LASIGShowcase

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk GEN

ey,p,s,t,a, e,le

ProdProm

RipleySuite-CrownePlaza Hotel

160 audience Talk GEN ey,p,s,t,a, e,le

NewbySuite-CrownePlaza

Hotel

35 audience

Talk GEN ey,p,s,t,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience Talk GEN s,t,a, e,le

King'sSuite-Harrogate ConventionCentre

220 audience

Talk GEN

t, e,le

HallD-Harrogate ConventionCentre

300 audience

Talk GI,TD ey,p,s,t,a, e,le

Restaurant-Harrogate

ConventionCentre

50audience

ESOLSIGShowcase

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk EAP,ESP

IATEFLTeacherDevelopmentSpecialInterestGroupOpenForum

JoinusforasummaryofTDSIG’spastyearandfutureplans.Moreover,wewanttowrapupwithsome foodforthoughtbyreflectingonthepresentationsinourshowcaseaswetriedtocreateanarrative.

Missionimpossibleorpossible?Navigatinglearnerautonomyinturbulenttimes

Gamze Sayram (MacquarieUniversity)

ThisresearchstudyproposesanintegratedpedagogicalapproachthataimstoencourageESLlearners todeveloptheirself-directedlearningthroughgoalsetting,problemsolving,criticalreflection, encapsulatedinacollaborativedigitalstorytellingresearchprojectwhichinvolvesresearching, analysing,synthesizing,informationandintegratingmultimodaldigitaltoolstocreateameaningful artefact.

Makingtimeforcriticalthinkingactivitiesinthelanguageclassroom

Richard Harrison (CanfordPublishing)

Theimportanceofcriticalthinkingfortertiary-levelstudentsiswidelyacknowledged.However,itis rarelytaughtexplicitly.Theassumptionisthatstudentspickupthinkingskillsalongtheway.Research indicatesthatthisisnotalwaysthecase.Variousmethodsofintroducingthinkingintolanguage programmesarediscussedinthistalkusingexamplesfrom Framework:AcademicWriting and Critical Thinking

Danger-buzzwords!

Adrian Tennant (Freelance)

Ineveryprofession,includingELT,thereis‘shared’terminology.However,isitreallyshared?Inthistalk, we’lllookatsomekeyconceptsthatappeartobeuniversal,butoftenaren’t.Forexample,most teachersclaimtoteach‘communicatively’,butwhatgoesonintheclassroomisoftenverydifferent aroundtheworld.

Specialiseordiversify?That'sthequestion!

Shilpa Pulapaka (Freelance), Fabiana Crispim (Freelance)

COVID-19hasconsiderablytransformedtheworldofELT.Thishasaddedtothechallengesofnewand establishedteachers,especiallywhenmakingdecisionsregardingteachingpathwaysinELT.Looking throughthelensofbothanewteacherandanexperiencedteacher,thistalkwillfocusonour experienceswithspecialisingaswellasdiversifyingourteachingsubjects.

Beyondthenativespeakerparadigm

Hugh Dellar (LexicalLab)

DespitecontinuingnativespeakerisminEFLjobmarkets,definingwhatnativespeakerEnglishactually isremainsincrediblyproblematic.Inthistalk,I’llbesuggestingthatideassuchas‘British’or‘American’ Englisharesimplyconstructsandthattherealityisbothmorecomplicatedandmoreliberating.I’llalso exploresomeoftheclassroomimplicationsofallthis.

Videoconferencingexchanges:fosteringEFLlearners’reflectiveauthenticinteraction

Lena Barrantes (UniversidadNacionalSedeRegionalBrunca)

Inthistalk,Iwillsharehowvideoconferencingexchangesareanopportunitytopromoteauthentic interaction,culturalawarenessandreflectivepracticesastheybringtogetherEnglishlanguagelearners ingeographicallydistantlocations.Followingamodelthatincludesthe5Rframeworkforreflection andlanguage/culturallearningtasks,Iwillsharemyexperiencesimplementingtheseexchangesboth atnationalandinternationallevel.

Givingback.HowprivateELTinstitutesvoluntarilysupportteachersglobally Thom Kiddle (NorwichInstituteForLanguageEducation(NILE))

Achallengeforanyoneintheprivatelanguageeducationsectoristherealisationthattheteachersand studentswhowouldmostbenefitfromourprogrammesarethoseleastabletoaccessthem.Thistalk showcaseshowNILEandotherUK-basedELTorganisationsareaddressingthischallenge,andthe resources,activitiesandsupporttheyareprovidingforfreetoteachersworldwide.

ESOLSpecialInterestGroupOpenForum

TeachersofEnglishwhoworkwithasylumseekers,refugees,andmigrants

ThelandscapeoftheESOLfieldhaschangeddramaticallyoverthelastfewyearsasthesurgeinhuman migrationhasaccelerated.ESOLteachersfacemanychallengesintheclassroomconnectedtoforced migration.JoinusinadiscussionabouthowweasESOLteachersmeetthosechallenges,forgeavenues ofprofessionaldevelopmentforourselves,anddevelopmaterialswhichaddressourlearners’needs.

Canstudentsco-createcoursecontent?Astudent-contrivedinternationalconference

Alena Hradilová (MasarykUniversityLanguageCentre)

Thetalkwillintroducethedevelopmentofandstudentfeedbackonamanageableauthentictask (designingandrunninganonlineinternationalconferenceusingtoolsofferedbyTeamsorZoom)that allowstudentstoexperienceacademiccommunicationskillsnaturally,observetheirpeersactively,and discuss andreflecton theirexperience withoutmeeting physically.Thetaskdesigncanbeusedforany academiccontextorcontent.

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

BE,MD a, e,le

BESIGShowcase

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

TD,TTEd p,t, e,le

TTEdSIGShowcase

Queen'sSuite4-Harrogate ConventionCentre

42 audience

Talk

AL,EAP a, e,le

Queen'sSuite5-Harrogate

Cover-to-coverisover:revolutionisingbusinessEnglishtrainingwithAgile

David Guerrero (ComasJapan)

ThistalkwilllookathowmosttraditionalapproachestobusinessEnglishcurriculumsstruggleina VUCAworld.RelyingonblendedlearningandusinganAgileapproachprovidescorporateclientsand learnerstheflexibilitytheyneedtohitmilestonesmoreconsistentlyandclearlyunderstandtheir progressovertime,allwhileboostingintrinsicmotivation.

Frompreserviceteacherpreparationtoinserviceteacherdevelopment:longitudinalresearch

Kazuyoshi Sato (NagoyaUniversityofForeignStudies)

Thislongitudinalstudykeepstrackoffivenoviceelementaryschoolteacherswhoreceivedayearlong preserviceteacherpreparationprogrambasedonTBLT(Task-basedlanguageteaching)andrevealhow theytryto“applytheteachingmethodstheyweretrainedtouse”(Farrell,2012)intheirschoolcontexts laterasnoviceteachersforthreeyears.

Assessingpragmaticsthroughscenariosinacademiccontexts

IsabelleGonthier (PSIServices)

ThisstudyexploreshowpragmaticscanbeassessedinanacademicEnglishtest.Variousauthentic scenariosinacademiccontextsweredeveloped.Foreachscenario,acontextstatementandthree talkingpointswereprovided,andtest-takerswereinstructedtorespondappropriately.Basedonthe resultsofapreteststudy,test-takers’responseprofilesandassessmentopportunitiesandchallenges willbediscussed.

CriticalenvironmentaleducationandELT:anecessaryblend

Serrana Muniz (BritishCouncilColombia)

Duringthistalk,Iwilldefineandexplorekeyconceptsregardingcriticalenvironmentaleducation: ecophobia;participatoryperspectives;buildingaglobalunderstandingfromgrounded,localaction; theimportanceofcriticalanalysisofenvironmentalissues,theirrelationwithsocialinequalities.Iwill thenaddresstheneedtoconnectenvironmentaleducationandELTandintroducesomeideasasto how.

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk ESP,TEA s,t,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

PronSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk RES,TD s,t,a, e,le

Queen'sSuite9-Harrogate ConventionCentre

66 audience

Talk LT,TD a, e,le

Testingmediation:thechallengeofanunorthodoxanswer

Barbora Chovancova (MasarykUniversityLanguageCentre)

Linguisticmediationappearstobeafeasibletesttaskinthefighttocombatonlinecheatingintestsfor B2students.Whenmediating,languageneedstobeadjusted,itcannotbecopiedandpasted.The difficulty,however,comeswhenthetaskistobeevaluated.Suggestionstodealwithunexpected, unorthodox,orimpoliteanswerswillbepresentedanddiscussed.

PronunciationSpecialInterestGroup’s2023Swapshop

PronSIGisbackwithits2023Pronunciationswapshop!Comealongandbringapronunciationteaching tip,technique,orexercisetosharewithotherteachers.Alternatively,justcomeandlistenin;you’re guaranteedtoleavewithnew,creativeandpracticalideastotakebackintoyourownclassroom.

FourcharacteristicsofsuccessfulmusicuseinadultELT

Anja Stumpf (KingsCollegeLondon)

Thistalkisbasedonarecentstudyonmusicinlanguageteaching.Fourcriteriaforsuccessfulmusic applicationwereidentified:relatablecontent,engagement,structure,andpurpose.Basedonteachers’ accountsguidelinesformusicusearepresented.Thetalkwillfeaturetipsonactivitiesandresourcesfor teachingwithmusic.

Upskillinginusingtechnology:whatteacherssayworks

Sundeep Dhillon (UniversityofWarwick)

TheuseoftechnologyinELThasincreasinglybecomeanecessaryelementofateacher’srepertoire. ThistalkwillexplorethewaysinwhichteachersareupskillinginthisareabasedonresearchwithEAP practitioners.RecommendationsforprofessionaldevelopmentsuitableforthewiderELTsectorwillbe providedbasedonwhatteacherssayworksforthem.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Pleasechecknoticeboards orvisit www.iatefl.org/conference/cancellations for changes and cancellations

BramhamSuite-Crowne

PlazaHotel

90 audience Workshop

TD,TTEd

ey,p,s,t,a, e,le

TDSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience Workshop

LA,TTEd

s,t,a, e,le

LASIGShowcase

HarewoodSuite2-Crowne PlazaHotel 120 audience Workshop EAP,TEA a, e,le

RipleySuite-CrownePlaza Hotel

160 audience

Workshop GEN ey,p,s,t,a, e

Auditorium-Harrogate ConventionCentre

550 audience Workshop GEN ey,p,s,t,a, e,le ProdProm

King'sSuite-Harrogate ConventionCentre

220 audience Workshop ESOL,TD s,t,a, e,le

HallD-Harrogate ConventionCentre

300 audience SignatureEvent

Navigatingfashions,trendsandnewideas:questionsforteachers’development

Graham Hall (NorthumbriaUniversity)

HowmightwenavigateourwaythroughallthenewideasandpracticesweencounterinELT?How mightwedecidewhatisorisn’timportantforourownprofessionalpracticeanddevelopment?This workshopwillpresentandexemplify,viaparticipants’discussionoftheirownpractices/contexts,key questionstoaskaswebecome‘selectiveconsumers’ofpedagogicalinnovationinELT.

Integratingprofessionalcoachingconversationsintolanguagelearning

Rachel Paling (EfficientLanguageCoachingGlobalSL)

Theworkshopwillexplorehowacoachingstructure,coachingmodels,professionalcoaching conversationsandInternationalCoachingFederationCoachingcompetencescanbeusedand integratedinthelearningprocesstocreatecoachingconversationstoenhancemotivationand commitment,andtroubleshootquestionssuchasovercomingemotionalblocksandfinding compassionatesolutionstoissues.

IELTSacademicwritingtask1:dealingwithtables

Sarah Philpot (BritishCouncil)

AsanIELTSteacher,Ihavewitnessedmystudents’consternationwhenfacedwithaTask1questionthat involvesatable.Typicalreactionsinclude‘WheredoIstart?”and‘HowcanIpickoutthemaintrends?’In thisinteractiveworkshop,weshalladdressthesetwoquestionsandothers,andworkthrough strategiesandtipsfordealingwithtablequestions.

GeneratingHERstoryofELT

Richard Smith (UniversityofWarwick)

ThisworkshopaddressesthelackofrepresentationofwomeninconventionalhistoriesofEnglish LanguageTeaching(ELT)byinvolvingparticipantsinactivelyinvestigatingthisareaandcollectively beginningtocreateanalternativeaccount.Workshoptaskswillinvolveinvestigatinganumberof notablewomenfromthepast,generatingfurtherquestionsforresearch,andplanningforanongoing collectiveproject.

Thewhat,whyandhowofsocialandemotionallearning

Katherine Stannett (NationalGeographicLearning)

Whatissocialandemotionallearning(SEL),whyisitsorelevantrightnowandhowcanweincorporate itintoourteachingpractice?Inthisworkshop,wewillexplorethedefinitionofSELandsharesome simple,practicalactivitiesfromtheNGLcourse‘NewClose-up’thatcanhelptofosterthesecruciallife skillswithintheEnglishlanguageclassroom.

Thepowerofthepersonal:recipesforteachersandlearners

Julie Wallis (AISLi,ITALY), Tessa Woodward (TheFairList,UK)

Learnersstruggletofocusonandengageinactivitiesandroleplaystheycannotidentifywith.A reliableclassroomresourceisthelearners.Howcanweexploittheirintereststocreateahighly motivated,learner-centredenvironment?Inthisworkshop,wewillsharepractical,inspirationalwaysof teachinglanguagestructures,functions,andlexis,tappingintothepersonalpassionsofourlearners.

ExpressPublishingSignatureEvent

Toactornottoact

KristyKors

TeachingEnglishthroughdramaisanentertainingandinspiringwaytolearnthelanguage!A combinationofdramaactivitieswiththeusualteachingmethodscanproducefantasticresults! Studentscanusethelanguageeffectivelyoutsidetheclassroomiftheyhavepracticedthroughdrama activities!Inthisworkshopwewillexperiencetheeffectivenessofdramaactivitiesandanalysetheir procedures,planningandaims.

Restaurant-Harrogate ConventionCentre

50audience Workshop GEN

p,s, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience Workshop

RES,TTEd ey,p,s,t,a, e,le

Queen'sSuite2-Harrogate ConventionCentre

75 audience Workshop

BE,TEA t, e,le

BESIGShowcase

Recycle,revise,teachandplay

Sanja Raskovic (Globallingua,privatelanguageschool)Teachersoftenlookforthenewideason howtoteachandrevisegrammar,vocabulary,testreadingandlisteningskills.Inthisengaging workshop,Iwillsharemanyfunactivitiesusingrecycledmaterialssuchasbottlecaps,bottles,egg cartons,paperandplasticcups,yoghurtcontainersI’vecomeupwith.It’scheap,childrenlovethem, andtheyareeffective.

ApplyingthescienceofreadingtoEnglishlanguageinstruction

Laura Axtell (ReadingHorizons)

Researchhasprovidedvaluableinformationabouthowthebrainlearnstoreadandthevalueofa structuredliteracyinstructionalapproach.Thisworkshopwillfocusonwhatisknownaboutthescience ofreadinganddyslexia,applicationoftheresearchforteachers,andeffectivemodelsofinstructionfor alllearnersofEnglish.

Assessinginternationalbusinessundergraduates'communicationandcriticalthinkingskills

Sue Ashley (HUUniversityofAppliedSciencesUtrecht)

Sothatinternationalbusinessundergraduatescandeveloptheknowledgeandskillsthattheywill needtofunctioneffectivelyinprofessionallife,Dutchuniversitiesofappliedsciencesbaseinternational businessmoduleson24programmelearningoutcomes(PLOs).ThesePLOsincludebusiness communicationandcriticalthinkingskills.Thisworkshopwilllookathowwecanuserubricstoassess theseskills.

Queen'sSuite3-Harrogate ConventionCentre

75 audience

Workshop

TTEd a, e

TTEdSIGShowcase

Queen'sSuite4-Harrogate ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

LT

s,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

EAP,TTEd s,t, le ProdProm

Queen'sSuite6-Harrogate

ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

LIT,YLT p,s, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience Workshop

IPSEN,PRON ey,p,s,t,a, e,le PronSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Workshop

TD,YLT

p,s, e,le

Queen'sSuite9-Harrogate ConventionCentre

66 audience Workshop

TD,YLT p,s,t,a, e,le

CELTAlessonobservations:findingthepositives

Garth Cadden (InternationalHouseLondon)

Teachertrainerswillalwayslookforbalancebetweenstrengthsoflessonstheyareobservingandareas fordevelopment.Thisbecomesmorechallengingwhen`keytechniques`areabsent,butpositivescan alwaysbefound.Thisworkshopusescasestudiestoexplorethesepositives,howwecanfocusonthem infeedbackandhelptraineesbuildontheirsuccesses.

Listenwithyoureyesaswellasyourears!

Kristina Urboniene (LAKMA), Diana Galatiltiene (LAKMA)

Inthisdayandageteachersallovertheworldfacedifferentchallenges.Inthisworkshop,wewillshare sometipsonhowtomakelisteningpracticemoreattractiveandjoyfulbothforteachersandtheir students.Theteacherswillbepresentedwithtoolswhichallowthemtousevideosandcreatequizzes basedonwhatstudentsseeandhear.

TBLTapproachintheEAPandtestprepclassroom

Joanna Wrzesinska (ETSTOEFL)

Areyouusingelementsoftask-basedlanguageteachingmoreintuitivelythanpurposefully?This refresherworkshopwilldiscusskeyprinciplesofTBLTandofferguidanceforlessonplanning. ParticipantswillexplorebenefitsofTBLTforstudentsanditsrelevanceforTOEFLiBTtestpreparation.I willalsomakereferencestoanewonlineprofessionaldevelopmentcoursebyETS.

Creatingalessonaroundashortstory

Sharon Ahlquist (KristianstadUniversity)

Astorywhichengagesthelearnerisavaluableclassroomresourceforthedevelopmentofreadingand listening,astartingpointforspeakingandwriting,exposuretogrammarincontext,andasourceof vocabulary.Inthisworkshop,participantswilltryoutanumberoftasksdesignedtopiqueinterest, supportunderstandingandpromotesecondlanguagedevelopment.

Includingstammersandlispsinthelanguageclassroom

AnneMargaret Smith (ELTwell)

StudentswhostammerorlispintheirfirstlanguagewillprobablydosoinEnglish,too.Thissessionfirst examinestheunderlyingcausesofthesespeechcharacteristics(‘dysfluency’/‘misarticulation’).Then, throughsharingtheirownexperiences,anddiscussionofcasestudies,teacherswillexplorewaysto includethesestudents,andempowerthemtospeakEnglishconfidently.

Improvelearners’comprehensionandcollaborationskillsthroughdynamicdictationactivities Servet Corekcioglu (InkasA.S)

Thisisapracticalworkshopshowcasingthepurposefulintegrationofdictationactivitiesinthe classroomtosupportcommunicativeandactivelanguagelearning.Variousadaptableexampleswill demonstratehowteacherscanexploitdifferenttypesofdictationactivities.Participantswillparticipate inandexperiencedictationvariationsdesignedtoimprovevocabularyacquisition,readingand comprehensionskills,memorybuildingandcollaborationskills.

Gen-Z101:engagingthegenerationoftrulydigitalnatives

Georgia Papamichailidou (KaplanInternationalLanguages)

Aswegetolder,ourstudentsgetyounger!Weoftenfeelthatwecan'tconnectwiththisgenerationbut why?Inthisworkshop,wewilldecodetheprofileofourGen-Zlearnersconsideringtheirmindsetand relationshipwithtechnology.WewillexplorehowtheyhavetransformedtheTEFLindustryand understandhowwecandesignrelevantandrelatabletasks.

EveningEvents

1930-2030

HarewoodSuite1CrownePlazaHotel

1830-1930

HarewoodSuite2CrownePlazaHotel

IntroductiontoHarrogate

WewilldiscoverwhyguestshavebeenflockingtotheBeautifulSpatownofHarrogateforhundredsof years.ExploringthevitalrolethatHarrogateplayedindefeatingtheAxisforcesduringtheSecond WorldWaraswellastalkingaboutwhyHarrogateisstilloneofthemostremarkablecornersof England.

ESPSIG’s30th BirthdayParty

Enjoyaneveningofcheeseandofcoursebirthdaycake.Sitbackandrelax,chattocolleaguesand sharestoriesandmemoriesfromthepast30years.Itpromisestobeaspecialeventthatyouwill rememberforalongtimetocome,andonethatwilltransportyoubackintime,takingyoufromthe theconceptionoftheSIGuptothepresentday.Birthdaypresentsnotrequired–yourcompanyis enough.Wealsohavearaffleplanned,givingyoutheopportunitytowinagreatselectionofprizes.

Way s to startyour d a y

Earlymorningsessions-0815-0845

Bemindful

Queen'sSuite

2-Harrogate Convention Centre

Mindfulnesssessiontwo

AdeleWinkley

Introduction:awarenessofourenvironment, whatistrueformemaynotbetruefor someoneelse,stayinginourownseat,oftruth, peaceandnaturalpower.Creating spaciousnessforthedayaheadtounfold. Practice:mindfulness,exercise,two acknowledgefeelingswithinthebody, observingthem,astheyare,acceptanceofour selfinthenow.Discerningbetweenourenergy andothers,energy,closingthemindfulness practicebybeinginrightrelationshipwiththe environmentinwhichwefindourselvestoday.

Beprepared

Queen'sSuite

8-Harrogate Convention Centre

Howtoreflectonresearchtalksat conference

ErnestoVargasGil

Inthissession,wewillexplorehowtomake themostofthetalksandpresentationswe attendduringtheconference.Inparticular,we willfocusonhowtoreflectontheresearchwe hearaboutandconsideritsrelevanceforand connectionstoourownprofessionalcontexts.

SpecialInterestGroupOpenForums

ComeandlearnmoreaboutourSpecialInterestGroups(SIGs) andhowyoucangetinvolved.

1410-1440

BramhamSuite-Crowne PlazaHotel

1640-1710

Queen’sSuite7-Harrogate ConventionCentre

1640-1710

Queen’sSuite8-Harrogate ConventionCentre

1725-1810

Queen’sSuite5-Harrogate ConventionCentre

Learning Technologies(LT) SIG

InclusivePractices &Special EducationalNeeds (IP&SEN)SIG

GlobalIssues(GI) SIG

Literature(Lit)SIG

IATEFLAnnualGeneralMeeting

1300-1400

Signatureevents

1725-1810

AuditoriumHarrogate ConventionCentre

RipleySuite-CrownePlazaHotel

CultivatingacultureofcareinELT-In conversationwithKieranDonagh

Howdoescarelooklikewithinlanguage educationcontexts?Howcanwe developaneffective‘vocabularyofcare’ whenitcomestoteaching?Inspiredby KieranDonaghy’splenarytalk ‘EmbeddingaCultureofEmpathyinELT’, wehaveinvitedhimtorevisithisideas onthenotionofempathysituating themwithinthecontextofcare.Jointhe LanguagCertTeacherSupportteamina conversationwithKieranDonaghy whichaimstobroadenourperspectives oncare-focusededucation.

Eveningevents

1930-2130

RipleySuiteCrownePlaza Hotel

SharingStories:StoriesSetUsFree

JoinStorytellerDavidHeathfieldandour specialguestco-hostHarryKuchah Kuchahwhowouldlovetoshareastory ortwowithyoufromhisCameroon homelandhereinYorkshirewherehe lives.Feelfreetocomeandlistenand tellfolktales,mythsandlegendsfrom oralculturesaroundtheworldaswellas personalstoriesandanecdotes.Youare invitedtotellyourstoryratherthanread italoud.Hearingeachother'sstoriessets ourhearts,minds,imaginationsandthe wholeworldfree.

"Iamnobird;andnonetensnaresme:I amafreehumanbeingwithan independentwill.”CharlotteBrontë, Yorkshireauthor.

2000-2200

HarewoodSuiteCrownePlaza Hotel

InternationalQuiz

Thepopularquizisbackagain!You’ll needaglobalteam(youcancomealong andjoinoneonthenight!)withdiverse interestsandknowledge,asenseof humourandadesiretomeetnew people,havesomefun,networkand worktogethertoscoremorepointsthan anyotherteam.Music,fun,drinksand nibbles,andthechancetobecrowned quizchampionsofHarrogate2023.

TheRegistrationDeskwillbeopen0800-1730

TheExhibitionwillbeopen0830-1730

Plenarysession 0900-1000(Doorsopenat0830)

Leanonme:storiesofcoaching,mentoringandteacherresilience

DivyaMadhavan

Ofalltheamazingthingsteachersachieveinclassroomsaroundtheworldeveryday,oneofthemost amazingisperhapshowmuchteachersshowup.Evenwhenit'smessy,evenwhenit'sunderpaid,even whenit'sexhausting-weteachershavethisincrediblecapacitytoshowup,tobethere,toensure presence.Withthisconstantandreassuringpresence,weshapelearnersandlearningenvironments within(andsometimesdespite)educationsystems.Teachershavealwaysbeentheheroesofquieter revolutions,suchastoleranceandunderstanding,achievedonlythrougheducation.Andasteachersof theworld'sinternationallanguage,weknowthisrealityoffosteringunderstandingandacceptance throughbettercommunicationalltoowell.Wehavealwaysbeentheoneswhofightthegoodfightthatis education.

So,whoshowsupforteachers?Whenwe'reoverwhelmed,feelundervalued,oraresimplyjusttired:who doweleanon?Howdowefindwaystolookafterteacherscontinuouslyandnotjustinspecificmoments oftraining?Whoseresponsibilityisteacherwell-being?Wheredowestart?Inthistalk,Iwillexplorea coupleofstartingpointsfordevelopingteacherwell-beingandresilience,whicharetheinformaland organicpracticesofcoachingandmentoringthatoccurnaturallyinELTenvironments.Iwillmapouthow coachingandmentoringinitiativescanbeembeddedintoorganisationsandhowtheycantransform interactionsandrelationshipsthroughfiner-tunedperceptionsofself.Throughstoriesofstrongteachers whohavebuiltresilientenvironments,wewillexploretherolesofcoachandmentorandhowtheyfitwith ateacher'sidentity.

AboutDivya:

DivyaistheDirectoroftheDepartmentofLanguagesandCulturesatCentraleSupélec,anengineering schoolinFrance.SheteachescoursesinEnglishandcoachesdebatersforinter-varsitycompetitions.Divya isalsotheFounderandDirectorofUniversitéParis-Saclay’sAcademicWritingCenter,whichprovides publicationssupportandcommunicationstrainingandtoFrance’smostprominentresearch communities.Throughtheseexperiences,shehascometovalueprofessionaldevelopmentthatistruly meaningfulandusefultobusyteacherswhosooftenhaveevenbusierlives.Sheisagraduateofthe universitiesofWarwick,London,andExeterandaFellowoftheRSAwithextensiveexperienceinbuilding languagepolicy,designingcurricula,recruiting,andtrainingteachers.Asshehasjourneyedfromayoung languageassistantover20yearsagotoheadingafacultytoday,DivyahasleanedontheIATEFL communityinsomanyways,atsomanymoments,whichiswhysheissoexcitedtobeapartofthe Harrogateconferencein2023.

IATEFLConferenceplenarysessionswillberecorded,ratherthanstreamedlive,andshownaspartoftheconferencecoverageon oursocialmediaplatforms,Facebook,LinkedInandYouTube,latereachday.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation&

Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Pleasechecknoticeboards orvisit www.iatefl.org/conference/cancellations for changes and cancellations

Auditorium-Harrogate ConventionCentre

Session2.1 1015-1045

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk LT,TEA

t,a, e,le

LTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

RES,TTEd

ey,p,s,t,a, e,le

HarewoodSuite2-Crowne PlazaHotel

Screencastfeedback,atooltoimprovespeakingskills

Yéssica Aguilera (UniversidadTécnicaFedericoSantaMaría)

Thistalkwillintroduceaninnovativewaytodeliverfeedbackusingvideocaptureswhereteacherscan commentonstudentsperformancewhenworkingwithoralproductiontasks.Screencastfeedback helpsstudentscorrectmisunderstandings,clarifyandretaininformation.Italsomotivatesthemto improveexistingandfuturework.Teachers'videoswillpromoteamoreencouragingandstudentcenteredlearningenvironment

Teachers4Teachers:conversationsaboutlocalclassroomELTknowledge

Loreto Aliaga (UniversityofLeeds/RICELT)

Thistalkprovidesinsightsonadecentralisingprojectthattakesabottom-updevelopedknowledge approachbyencouragingschoolteacher-researchers,whorarelyhavetheopportunitytoshowcase theirwork,tosharetheiractionresearchprojectsinaPodcastseriesmadebyandforELTteachers.This projectwaspartofHornbyAlumniprojectfund.

Creatingandsustainingalarge-scalecontinuingprofessionaldevelopmentmodel

Fatih Toy (MinistryofNationalEducation,Türkiye), AyşeHande Günaydın (MinistryofNational Education,Türkiye), Ebru Tiryaki (MinistryofNationalEducation,Türkiye)

e,le

RipleySuite-CrownePlaza

HowcanwecreateandsustainaContinuingProfessionalDevelopmentmodelfor80,000English languageteachers?Notaneasytask,butdoablethroughonlinesupporttoteachersfacilitating CommunitiesofPractice.WewillanswerthisquestionwithreferencetotheEnglishTogetherProject andshareimplicationsfordesigningonlinesupportmodelsforsimilarlarge-scaleprofessional developmentmodels.

Offeringlearnerchoice

Brian Tomlinson (MATSDA)

Thispresentationwillreporttheresultsofastudyofteachers'viewsontheofferingofchoiceto languagelearnersandoftheirreasonsandsuggestionsfordoingso.Itwillalsoofferthesuggestions (andexamples)oftheexperiencedpresenterforprincipledwaysofofferinglearnerchoiceinthe development,adaptationanduseofmaterials.

NewbySuite-CrownePlaza Hotel

35 audience

Talk GEN p,s,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience

Talk RES,TD ey,p,s,t,a, e,le

King'sSuite-Harrogate ConventionCentre

220 audience

Talk BE,TD

t,a, e,le

HallD-Harrogate ConventionCentre

300 audience

Talk GEN ey,p,s,t,a, e,le

Restaurant-Harrogate ConventionCentre

50 audience

Talk GEN ey,p,s,t,a, e,le

Queen'sSuite1-Harrogate

ConventionCentre

64 audience

Talk

ESP,MaW

t,a, e ESPSIGShowcase

Leadingyourlearners'orchestraviadifferentiatedinstruction

Nesreen ElNesr (MinistryofEducation)

Differentiatedinstruction(DI)helpstoacceleratetheteaching-learningprocessbypavingthewayfor magnificentorchestrasledbyeducators.Tomeetthediversityoftheirstudents'capabilities, participantsinthisworkshopwillhaveanoverviewofDI'sdefinition,methods,andstrategiestocraft theironesizefitsallactivities.Ofthese,sixactivitiesaretobeappliedtoorchestrateeffectively.

Interestingrecentresearch

Penny Ur (Retired)

OneoftheadvantagesofbeingretiredbutstillinvolvedinELTisthatonehasmoretimetobrowse throughrecentbooksandjournalsinsearchofinterestingresearchstudies.Inthissession,I’llshare someoftheonesI’vefoundonavarietyoftopics,anddiscusswithparticipantsthepossible implicationsforpractice.

UpskillingourselvesbygivingbacktotheELTcommunity

Marjorie Rosenberg (Freelance)

ELTtrainersoftenhavetohelplearnersacquireskillsoutsideournormalrepertoire.Languageteaching isnottheissue,butwemaylackknowledgeofotherworkplaceskills.Onewaytofillthisgapisby volunteeringforateacherassociation.Cometothistalktodiscoverhowtoupskillyourselfwhile helpingtheELTcommunity.

Assessmentforlearningintheevery-dayclassroom

Yordanka Kavalova (OxfordUniversityPress)

Assessmentforlearningisapowerfulclassroomtoolthatusesinformalandformalinputtoidentify gapsandmovelearningforward.Thistalkmapsassessmentforlearningprinciplesontothedaily eventsofthelanguageclassroomandlearningmaterialsfeatures.Itaimstoillustrateitseaseandrange ofimplementationandencourageyoutogiveassessmentforlearningatry.

Throughtheunknown:mentoringinpandemictimes

Maria PoncedeLeón (Ceibal)

PlanCeibalhasplayedakeyroleinthecontinuityofsecondlanguageacquisitionduringthepandemic byteachingEnglishindiverseandchallengingenvironments.Thiswaspossiblethankstothe appropriationoftechnologypreviouslyplacedinUruguayaneducationandtheproposalsteachers adapted,supportedbyaninnovativefigureintheUruguayaneducationalsystem:thementor.

MediatinginternationalandscientificcommunicationforEMIcontexts

Bethany Cagnol (TelecomParis), Sinead Namur (TelecomParis)

Inthistalk,weaddresstheinterculturalandEnglishcommunicationneedsofscientists,specifically engineeringstudents,PhDcandidates,EMIpractitioners,aswellasresearchersinthepublicandprivate industries.Tomeettheseneeds,wehavemergedtwomainpillarsofessentialskillsintoa30-hour ready-madecourse,“MediatingInternationalandScientificCommunication,”whichwillbesharedwith IATEFLparticipants.

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

LT,TTEd

p,s,t,a, e,le

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

GEN

s,t, e,le

Queen'sSuite4-Harrogate

ConventionCentre

40 audience

Talkwithrestricted audiencenumber

GEN

p,s, le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk LIT a, e LitSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk

GEN ey,p,s,t,a, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience

Talk

IPSEN,YLT p,s, e,le IP&SENSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk

GI,TTEd

s,t,a, e GISIGShowcase

Queen'sSuite9-Harrogate

ConventionCentre

66audience

Talk TTEd,YLT p,e,le

AdventuresinWhatsApp:teachertraininginlow-resourcecentres

Anna Young (BellEducationalServices), Kristina Smith (BellEducationalServices)

ThistalkreportsonourexperienceofcreatingalanguagedevelopmentcourseforEnglishlanguage teachersinhighschoolsinGuineaandhowweusedthematerialsonaneight-weekcoursedelivered mainlyonWhatsApp.ThiswasacollaborativeprojectbetweentheGuineaEnglishTeachers’Cluband twoteachertrainersfromBell,aspartofthePRELIM2project.

TranslanguagingintheEFLclassroom:acasestudy

Cristina ManeaGultekin (SchoolofForeignLanguagesGaziantepUniversity)

Usingtranslanguagingasapedagogicalstrategythatincludesintentionaluseofdifferentlanguagesin theEFLclassroom(Cenoz&Gorter,2011)hasbecomeacommonpractice.Thistalkreportsand exploreshowtranslanguagingstrategieshelplearnerswithmetatalk(talkabouttalk),metacognition (talkaboutthetask),andwriting(Garcia&Wei,2014)inahighereducationcontext.

Bringingenergyintotheyounglearnerclassroom

Diana-Andreea Margaritescu (SmartAcademyofLanguages,Pitesti,Romania)

Farfrombringingnewideasintothefield,theaimofmytalkistohighlightoldtricksthatcansparkthe students’attention.Inthistalk,Iwillbeexploringactivitiessuchasmeditation,music,physical movement,drama,androleplay,thatcanengageandenergizeyounglearnersthroughoutthelesson.

AwaytoadvancementinEFLthroughliteratureandpolish

Marija Drazdauskiene (WszechnicaPolska)

AnadvancementofB2+universityundergraduatesintheirEnglishisprecludedbythemissingintegrity ofsemanticrelationsinEFL.Readingofimaginativeliteraturewithavarietyoftaskswasawayto gainingthelackingaccomplishmentandthefeelforthelanguage.AlanMaley’sideaof“anaesthetics ofELT”(2009,2010)wasamajorresourceinthisapproach.

Designthinking,astickysideuppathtoinnovators

Daniela Sora (PrivateCollegeV.Goldis)

Withthedesignthinkingapproach,studentscandevelopcriticalthinkingandcollaborate,and communicate.Thenextstepisanautonomouslearnerwhodecideshowtheyworkandwhatsolutions theywanttocreatethroughastructuredscaffoldandasetofmindsetsthatallowstudentsto effectivelyapproachchallengeswithcourageandconfidencethroughthesolution-based methodology.

Everystudentmatters

Rachel Jeffries (CambridgeUniversityPress&Assessment)

Howimportantisitthatourstudentsfeelcomfortable,supportedandconnected?Howcanwecreate therightenvironmentforourlearnerswheretheyallhaveopportunitiestosucceedandflourish?In thisworkshop,wewilldiscussthesekeyquestionsandpresentsomepracticalapproachestobest supportourEnglishlearners.

Language,powerandeducation:fiveprinciplesforcriticalpedagogytraining

Rose Aylett (Freelance)

Ifeducationisinextricablylinkedtosocialandmoralresponsibility(Kemmis&Smith,2008),then teachereducationshouldraiseawarenessofhowsocialinequalitiesareperpetuatedthroughthe dominantpowerstructuresinherentwithinexistingteacher-studentrelations,curriculacontent, teachingmaterials,andlanguageitself.Thistalkwillexplorefiveguidingprinciplestoconsiderwhen designingcriticalpedagogytrainingforEnglishteachers.

Fromwordstotext-academicwritinginEFLclassrooms

SorenHattesenBalle(UniversityCollegeAbsalon),MereteOlsen(TeacherEducation,Absalon UniversityCollege),LiseBencard(TybjergPrivatskole,Zealand,Denmark),ChristianGrosen (Stroebyskolen,Zealand,Denmark)

ThistalkisabouthowEFLpupils’academicwritingcompetencecanbedevelopedthrougha systematicfocusonsubject-specificvocabularyandmeaningfultextproduction.Atheory-based discussionandready-to-useactivitiesforEFLteachersareintroduced.Thefocusisonhowtoenable pupilstoengageinacademiccommunicationaboutglobalissueswithpeersacrossbordersnowandin thefuture.

Session2.2 1100-1130

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk LT,TEA

a, e

LTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk ESP,TD

t,a, e,le

RipleySuite-CrownePlaza

Validityandthedigitalage:developingteachers’proceduralassessmentliteracy

Philip Horne (TrinityCollegeLondon), Ekaterina Stanchovska (TrinityCollegeLondon)

Effectiveassessmentreliesuponprincipledunderstanding(i.e.,aprocedurallevel)oftestingprinciples suchasvalidity.Thisisknownaslanguageassessmentliteracy(LAL).Moreover,theever-evolving natureofdigitalassessmentrequireseducatorstoadaptassessmentandclassroomteachingto computer-baseddelivery.WewillexaminethenatureofLALindigitalcontextsandproposesolutions toaddressingpotentialknowledgegaps.

Teacherreactionstoonlinelessonfeedback-canweimprovethem?

David Bish (EFEducationFirst)

Lessonobservationscanbeanintimidatingexperienceforteachers,andevenmoresothefeedback givenafterwards.Iwillbesharingtheresultsofmyinvestigationsintowhatconcernedonlineteachers, whattheyexpectedandhopedforinlessonobservationfeedbackandhowwehavebeenworkingto addresstheirdesireformoreinclusivefeedback.

Theroadnottakencanbefun:translanguagingforsuccess!

Naziha AliRaza (GeneralCivilAviationAuthorityUAE)

Translanguaginghelpslearnersusetheirfulllinguisticrepertoiretherebyempoweringthemtorealize theirfullpotential.Thepresentersattempttodescribehowtheircollaborativeexperienceof translanguagingwithinamultilingualclassroomincreasedstudentconfidenceandinterestthus leavingparticipantstoconsidertheimplicationsofthisstrategyforimprovededucationalspaces.

Wherearewegoingwithgrammar?

Rita Baker (TheGlobalApproach,LydburyEnglishCentre)

Fromgrammartranslationviastructural,situational,notional-functional(communicative)andlexical approacheswehavearrivedintheageofneuroscienceinformingusthatourbrainsareprogrammed tolearnthroughrecognisingmemorablepatterns.Yetwecontinuetodeconstructtheseintoan overwhelmingnumberofrules-basedgrammarMcNuggets.Iwillillustratethesimplicityand consistencyoftheglobalpatternsofEnglish.

NewbySuite-CrownePlaza

Hotel

35 audience

Talk LA,TD s,t,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience Talk GEN ey,p,s,t,a, e,le ProdProm

King'sSuite-Harrogate ConventionCentre

220 audience

Talk EAP,GI

t,a, e,le ESPSIGShowcase ProdProm

HallD-Harrogate ConventionCentre

300 audience

Talk GEN s,t,a, e,le

ProdProm

Restaurant-Harrogate ConventionCentre

50 audience Talk TD,TTEd ey,p,s,t,a, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience Talk LA,RES s, e,le

Languagetriptych:atooltoselectandprioritizelanguage

Leticia Moraes (Troika)

Selectinglanguagetobetaughtinclassispartofteachers’lives.This,however,doesnotmeanthisisan easytask.Afterall,howcanwebalancesyllabusandlearners’needs?Thistalkproposestheuseofthe languagetriptych,atoolusedinCLILlessons,tohelpELTteachersselectlanguagetobedealtwithin theirlessons.

Thepsychologyoflearning:buildingconfidenceinEnglishlanguagelearners

Mike Mayor (Pearson)

Learningisacomplexprocess.Asteachers,weneedtounderstandtheroleofemotionsinlearningand howbesttosupportourlearnersontheirjourneytomasterEnglish.Inthistalk,wewillexplorethe psychologyoflanguagelearningandsharewaysinwhichtheGlobalScaleofEnglishresourcescan helpteachersbuildlearnerconfidence.

Forwhatit’sEarth:incorporatingsustainabilityeducationintoEAPclassrooms

Alex Warren (NationalGeographicLearning)

TeachingEnglishisnolongerjustteachingEnglish.Wemustalsopreparestudentswiththeskills, valuesandknowledgetocontributetoaglobalsociety.WithexamplesfromNationalGeographic Learningtitles,inthissessionwe'llexplorehowwecanincorporateeducationforsustainable developmentintoourEAPclasses,andindoingsotrulypreparestudentsfortheirfutures.

OvertTeaching:settingthestageforeffectivefeedbackinspeaking David Byrne (ECEnglish), Mark Heffernan (QueenMaryUniversityofLondon)

Feedbackissomethingmanywouldagreeisimportant.Buthowdoweensurefeedbackisrelevantand focused?Andwhatshouldwedoaboutallthewonderfulstudentoutputthatwedidn’thearwhile monitoring?Inthistalk,wewillgiveyoupracticalideasfromourbook OvertTeaching onhowtosetup anactivitytoenableeffectivefeedback.

Theteachersupportprogram:goingbeyondtheoryandpractice

Ayat AlTawel (TheBritishCouncil,Egypt)

Thistalkintroducesanintegratedmodelofin-serviceteachereducationforteacherswithno/verylittle teachingexperience.Iwillgothroughthecomponentsoftheprogramandsharetestimonialsfrom previousgraduatesoftheprogram.Theaudienceareexpectedtoleavethesessionwithaflexible modelofteachereducationthattheycanadapttotheirowncontexts.

FosteringlearnerautonomyinanELTclassroom

Samúel Lefever (UniversityofIceland)

ThistalkwillpresentfindingsfromtworesearchstudieswhichlookedatlearnerautonomyandselfregulatedlearninginEnglishatlower-secondarylevel.Findingsshowedthatstudents’participationin determininglearningcriteriahelpedthemtosetlearninggoalsandtakeresponsibilityfortheir learning.Bothstudentsandteachersrecognizedtheimportanceoflearnerautonomyforincreasing motivationandself-regulatedlearning.

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

GEN ey,p,s,t,a, e,le

Queen'sSuite3-Harrogate ConventionCentre

75 audience

Talk

TTEd a, e,le

Queen'sSuite4-Harrogate ConventionCentre

42 audience

Talk

TD,TTEd ey,p,s,t,a, e,le

Queen'sSuite5-Harrogate ConventionCentre

60 audience

Talk LIT,TEA ey,p,s,t,a, e,le LitSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk

BE,LAM a, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience

Talk EAP,IPSEN

t, e IP&SENSIGShowcase

Queen'sSuite8-Harrogate ConventionCentre

75 audience

Talk GI,MD

p,s, e,le GISIGShowcase

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk

ESP,MD t,a, e,le

SupportingprofessionalprideinEFLteachers

Astrid Mairitsch (UniversityofGraz,ELTResearchandMethodologyDepartment)

ThistalkreportsonthefindingsfromaglobalsurveyonEFLteacherprofessionalpride.Thedata showedthatpridecancomefromtwomainsources:self-orientedandother-oriented.Wereflectonthe practicalimplicationsofthesefindingsforstrengtheningteacherprideinordertoenhanceteacher wellbeing,motivation,andsenseofagency.

FinishedCELTA.Readytoteach?

Amanda Bailey (AngliaRuskinUniversity), Alastair Douglas (AngliaRuskinUniversity)

Asateachertrainer,haveyoueverwonderedhowwellyouareequippingyourCELTAtraineeswiththe skillsneededtostartanewjob?ThistalkwillsharefeedbackfromDirectorsofStudiesandnewCELTA graduatesaftertheirfirstemployment.Wewillexploretheimplicationsforcoursecontent,designand delivery.

edc|path,adevelopmentjourneyforteachertrainersandeducators

Claudia Caleff (InternationalSchoolEducation)

edc|path-EducationalDevelopmentPath–isamonthlyongoingprojectattheInternationalSchool EducationCompanyinBrazil.Byjoiningthistalk,theaudiencewilllearnhowtheEducational DevelopmentCentreteamhasthoroughlydesignedandperfectedthisconsistenteducationalpathfor teachertrainersandeducatorswhoworkwithbilingualprogrammeteachersinBrazilianprivate schools.

TeachingEnglishliteraturetoundergraduateclassesinIndia:acasestudy

Manoj Chhaya (ShriRamjiRavjiLalanCollege)

Thistalkdiscussesfindingsofamixed-methodexperimentalclassroom-basedstudyonteaching EnglishliteraturetoundergraduatestudentsinKachchhUniversity,India,usingtask-basedinstruction. Thefindingsofthestudysupportthehypothesisthatthereisasignificantdifferencebetweenthose learninginatraditionalclassroomsettingandtheexperimentalgroup.Thefindingsalsocorrelated severallearnerattributeswithacademicachievement.

How(not)tocommunicateintimesofcrises

Choreanne Frei (Freelance)

Restructuringorevenschoolclosuresarestressfulatthebestoftimes.Whataretheteachers’emotional needsinsuchdifficulttimes?Asateacherandformeracademicmanagerinaprivatelanguageschool,I willlookathowtheeventsunfoldedinaspecificcaseandtheimpactthecommunicationstylehadon itsteachers.

WorkingtowardsamoreinclusiveEnglish-languageclassroom:studentswithADHD

Wiktoria Allan (TechnicalUniversityofAppliedSciencesWildau)

Itisreportedthat2.5-5%ofadultshaveattentiondeficithyperactivitydisorder(ADHD)(Ginsbergetal., 2014).Inthistalk,IwillgiveanoverviewofADHDsymptoms,particularlyinuniversitystudents,and givepracticalwaystocreateafairandinclusiveclassroom,whichisbeneficialnotonlyforthosewith anofficialdiagnosis,butforeveryone.

Linguisticandcontentscaffoldingintheteachingofglobalissues

Catherine Watson (UniversityCollegeCopenhagen/KP)

Integratingglobaltopics,suchasissuesfromtheUNglobalgoals,isoftenamotivatingfactorinforeign languageclassesinupperprimaryandlowersecondaryschool.However,itcanpresentbothlinguistic andcognitivechallenges.Thistalkwillshareideasandexamplesofscaffoldingtoprovideoptimal opportunitiesforbothlanguagelearningandincreasedawarenessofimportantsocietalissues.

Togetherisbetter:researcher-practitionercollaboration

Komila Tangirova (UniversityofWarwick)

Achievementsinresearchusuallytakealongtimetoreachday-to-dayteachingpractices.However, collaborationbetweenresearchersandpractitionerscanbeawayofnarrowingthegapbetweenthe two.Thistalkpresentsinsightsfromadoctoralprojectwherethegapisaddressedincollaborative actionresearchbyintroducingcorpuslinguisticstoESPteachingathighereducationinUzbekistan.

Break 1130-1200

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

Session2.3 1140-1150(PosterPresentationArea)

Poster2 ESP,GI a, e,le

Co-creatingsustainableteachingviaUN’sSDGs

Helle Damgaard (AarhusSchoolofMarineandTechnicalEngineering)

Thisposterpresentsaresearchstudythatdemonstratestherelevanceofactivatingstudentvoicesinco-creating thelearningspaceusingUN’ssustainabledevelopmentgoals.Thestudyisbasedonadistributedsurvey intendedformarineandtechnicalengineeringstudentsinDenmarkwithfollow-upfocusgroupinterviews,and highlightsofgeneralinterestfortheappliedscienceswillbediscussed.

Poster5 ESP,RES a, e,le

ToKahoot!ornottoKahoot!?

Õie Tähtla (TallinnHealthCareCollege), Elle Sõrmus (TallinnHealthCareCollege)

TheresearchwasconductedatTallinnHealthCareCollegeonlearningapplicationsinuse(Kahoot!;Quizlet,and LearningApps).Theobjectiveistoinvestigatewhethertheseapplicationsimprovelearners´skillsandifstudents findthembeneficial.Theresultsindicatethattoolswithsignificantbenefitfactorontheirperformanceshouldbe usedinthelearningprocess.

Poster8 GEN s, e,le

CANCELLED

Makingtheimpossiblepossible Jana Jilkova (ICVKH&CharlesUniversityPrague)

Doyourstudentsfeelasslow,behindtheothers,orlowachievers-whetheritistrueornot?Thisposterpresents approachesusedinheterogeneousclassesatasecondaryvocationalschoolallowingthelearnersnotonlyto developtheirEnglishbutalsotodiscoverandusetheirpersonalknowledgeandstrengths.Samplesofstudents' workwillbeshown.

Howtobuildtrustandcooperationamongstudents ElenaPeresada(TrendyEnglish)

Studentsmustfeelsafetyandtrustinourclassroom.However,theconceptsofsafetyandtrustarebasedon students’existingrelationshipsandattitudesinrealworld.Whenstudentsworktogethertheygothroughcertain stagesofgroupdevelopment.Inmytalk,I'lldemonstrateactivitiesforeachstagewhichcanbeeasilyintegrated inELTlessonsforbetterresults.

Holisticeducationisthenewkeytosuccess RoxanaArean(DreamOnELC)

Ourpersonallifeisundoubtedlylinkedtoourprofessionallife.Wenotonlyteachwhatweknowwhenweteach butalsowhatweare.Inthistalk,we’lldiscusshowbothpersonalandprofessionaldevelopmentgohandinhand andhowwecanlookintoourselvesfirsttotrulyimpactonourstudents’lives.

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Expert Advice

Grow as an English Language Teacher with advice and insights from our expert panel, built on research and classroom practice with practical guidance and tips for your classroom.

University

Oxford, it really is something amazing. ”

Session2.4

BramhamSuite-Crowne

PlazaHotel

90 audience Workshop

LT,RES

ey,p,s,t,a, e,le

LTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience Workshop

TD,TTEd

s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience Workshop

MD,TD

s,t,a, e,le

RipleySuite-CrownePlaza

Hotel

160 audience Workshop

AL,MaW

s,t,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience Workshop GEN s,t,a, e,le ProdProm

King'sSuite-Harrogate

ConventionCentre

220 audience Workshop

GI,YLT

s, e,le

HallD-Harrogate ConventionCentre

300 audience Workshop GEN

ey,p,s,t,a, e,le ProdProm

Restaurant-Harrogate ConventionCentre

50 audience Workshop

LAM,TD

ey,p,s,t,a, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience Workshop

EAP,ESP

t,a, e,le

ESPSIGShowcase

Queen'sSuite2-Harrogate ConventionCentre

75 audience Workshop

TD,YLT

ey,p,s, e

Howcantechinformdecisionsintheclassroom?

Olivia Goodman (CambridgeUniversityPress&Assessment), AndreaVinkler (Cambridge UniversityPress&Assessment)

Doyouknowhowtomakethemostoftechnologyinyourteaching?Thisworkshopexploreshow usingtechnologycaninformdecisionsintheclassroom.Drawingonlatestresearch,alongside examplesfrom AdventuresinEnglish and CambridgeOne,togetherwewilldelveintowhattechnologyis mostusefulandhowwecanusethistooptimiseteachingandlearning.

Developingastressmanagementtoolkitwithteensinexamclasses

Anna Hasper (TeacherTrainLtd)

Examsarestressfulatthebestoftimes,however,forsometeenagelearnersstresshinderstheir learningjourneyandimpactstheirtestperformance.Inthisinteractiveworkshop,wewillexplorethe conceptofstressanddiscusshowtosupportlearnersindevelopingastressmanagementtoolkitwith pro-activecopingstrategiestosucceedinexamsandbeyond.

Exploringreasonsandemergentlanguageinlearner-generatedtexts

Danny Norrington-Davies (InternationalHouseLondon)

Afterlearnerstakepartincommunicativetasksanddiscussions,post-taskfeedbackoftenfocuseson sentenceorphraselevellanguage.Inthisworkshop,wewilllookatwaysteacherscanhelplearners reconstructwhattheysaidintolongertexts,andhowthesecanbeusedtoworkwithemergent languageandexplorethereasonswhylearnersareusingspecificforms.

Whatdoyoumeme?Incorporatingmemeticcommunicationintolanguagelearning

Ciarán Lynch (englii)

Whatisameme?Whataretheirrolesincommunication?Howdoteachersusememes'untapped potentialintheclassroomandpreparelearnersfortheiruse?Usingmemescanbeaneffectivewayof teachingvocabularyandgrammarwhileactingassupportstructuresforlearners.Thisworkshop featuresfunpracticaltaskswhichparticipantscanimmediatelyuseinanylearningenvironment.

Teachingreal-worldcommunicationstrategiesthroughmediation

Riccardo Chiappini (DELTAPublishing)

Wewillanalysethemacroandmicroskillsthatmediationtrainingcanprovidelanguagestudents. Usingexamplesfrom‘ActivitiesforMediation’(DELTAPublishing,2021),wewillseehowthethree categoriesofmediationdescribedintheCEFRcanhelpstudentsacquiresocio-culturalaswellas linguisticandparalinguisticcompetences,usefulforthemtobetterfunctioninmultilingualand multiculturalcontexts.

Interculturalizeyourcoursebook!(throughshort,regularlink-upswithinternationalvolunteers)

Nick Bilbrough (TheHandsUpProject)

Localisedcoursebooksusefamiliarcontextstofacilitatelearning.Butareteenagersnecessarily motivatedtotalkinEnglishaboutdailyroutines,theirhomesetcwithpeoplewhosharethesameL1, andwhothey’veknownalltheirlives?UsingvideoedexamplesfromlargeclassesinGaza,let’sexplore howtointerculturalize EnglishforPalestine (andotherlocalcoursebooks) throughonlinelink-ups.

Wecangrowascreativeandengagingstorytellingteachers

David Heathfield (HeathfieldCreativeEnglishCoaching)

Learnerssenseaconnectiontostoriesexchangedwithteachersandclassmatesinacreativeand community-focusedstorytellingclassroom.Thisplayfulworkshopinvitesyoutotakeasteponyour developmentasastorytellingteacherandexperiencethebenefitsofdoinganonlinecoursesuchas ‘CreativeandEngagingStorytellingforTeachers’andonlineandhomestay‘HeathfieldCreativeEnglish Coaching’.

Sixstepstohappinessinyourworkplace

Duncan Foord (OxfordTEFL)

Youwillcomeawaywithsomepracticalideasonhowtodefine,assessanddevelopwellbeingand happinessinyourselfandintheplaceyouwork.Todothiswewillconsiderwhatweunderstandby thesetermswiththehelpofMaslowandevaluatesomeexamplesofwhatmightbeconsidered “wellbeinginitiatives”.

Usingstand-upcomedytodevelopinterculturalcompetence(IC)

Christina Laporda (UniversityofCentralLancashire)

Interculturalcompetence(IC),theabilitytoeffectivelyandappropriatelyinteractwithpeoplefrom differentworldorientations,hasbecomeanimportantlearningoutcomeinrecentyears.Thispractical workshopaimstoexplorehowstand-upcomedycanfacilitatethedevelopmentofIC.Wewillwatch somecomedianstogetherandwilltrytodecidehowsuchmaterialcouldbeembeddedinour teaching.

ApplyingprinciplesofgentledisciplineintheELTclassroom

Zahra Zuhair (BritishCouncil)

Queen'sSuite3-Harrogate ConventionCentre

75 audience

Workshop GEN

s,a, e,le

Queen'sSuite4-Harrogate ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

TD s,a, le

Queen'sSuite5-Harrogate ConventionCentre

60 audience

Workshop

LIT s, e,le LitSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience Workshop TD,TTEd ey,p,s,t,a,

Queen'sSuite7-Harrogate

ConventionCentre

75 audience Workshop

IPSEN,PRON s,a, e,le IP&SENSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Workshop

GI,YLT

p,s,t,a, e,le GISIGShowcase

Queen'sSuite9-Harrogate ConventionCentre

66 audience Workshop GEN

ey,p,s,t,a, e,le

“Thankyouforthemusic”

Yuval Shomron (EnglishTeachersAssociationSwitzerland)

Usingtherecentlyrecognizedskillofvisualizing,wewillseehowvocabulary,slang,andpoeticimages foundinsongscanbelearnedandrememberedusingabalanceofaudio/visual,printedtexts,and homework.Participantswillhaveachancetotrytheseskillsafterviewingshortvideos.Well-known oldiesandup-to-datehitswillbeusedasexamples.

Solovin’it,eh?Let’scontemporariseourEnglish!

Clare Henderson (BellEducationalServices)

Englishpridesitselfonplayfulcreativity,butitisremisstolimitthescopeofcontemporaryEnglishto merelyaninfluxoftrendynewwordsandphrases.Thisworkshopexploressomerecentchangesin bothgrammarandlexis,howcorpus-basedfindingscaninformourteaching,andwhetherstudents needexposuretothistypeoflanguageatall.

EngagingwithShakespeareintheEFLclassroom

Conny Loder (EuropeanSchoolMunich)

ThisworkshopfocusesonactivitiesthathelpEFLlearnerstoapproachShakespeareactivelyand throughmeaningfultasks.Specialfocusissetonliteraryanalysisactivitiesthatareengagingand elevatethinking.LearnersaretherebyencouragedtodiscoverShakespeare’splaysthroughhidden cluesandtherebyturnfromreaders,tocritics,toactors.

SustainingAssociationsofLanguageTeachers(SALT)–keepingELTAsalive Beatrix Price (EötvösLorándUniversity)

ConsciousreflectiononsuccessesandchallengesleadtoimprovementwithinEnglishlanguage teachers’associations.Therefore,betterunderstandingofdifferentformsofCPDprovidedbythese associationsdonotonlyaffecttheirmembers’professionallifebuthelptheseorganisationsstayalive, healthyandprosperous.Membersareinvitedtosharetheirexperienceonspecificcontextsintheir ownassociations.

Diversifyingpronunciationtasks:quick&easyinclusiveextensionsforteachers

Helen Slee (Freelance)

Iwillshowsomecommongapsindiversityandinclusioninreceptive/productivepronunciation activitiesinmainstreamcoursebooks,thendemonstratehowteacherscanexpandanddiversify pronunciationactivities.Wewilllookatactivityandextensionideasbeforeteachersbrainstormideas fortheirowncontextinpairs/groups.

Teachingforabetterworld.SustainabledevelopmentgoalsinELT

Eftychios Kantarakis (NationalGeographicLearning), Ruby Polygenis (FarosLanguageSchool)

WorkingwiththeUNSustainableDevelopmentGoalsbringsrealworldcontentandissuesintothe classroom.HowaboutELT?Inthispracticalworkshop,teacherswillbeworkingonactivitiesthatmake languagelearningrelevantandmeaningfulandconsequentlyleadstudentstofindingworld-changing solutionsstartingwiththefutureoftheworldintheirclassroomtoday.

40yearson:threegoldenteachingrules

Roy Cross (RXC(RoyCrossConsultancy)andNILE)

Thisworkshopwillattemptadistillationofthegood,thebad,andtheuglyfrommorethan40years engagementwithEnglishlanguageteachingaroundtheworld.Itwilloutlinethree'goldenrules’ emergingfrommyexperienceandinvitediscussionofwhetherwecanestablishthegeneralprinciples ofgoodteachingandwhetherweshouldeventry.

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

BramhamSuite-Crowne

PlazaHotel

90 audience

LTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

1410-1525

120 audience

Paneldiscussion

TD,TTEd

p,s,t, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

NewbySuite-CrownePlaza

Hotel

35 audience

Talk RES,TD

t, e,le

Auditorium-Harrogate ConventionCentre

550 audience

Talk GEN

p, e,le

ProdProm

King'sSuite-Harrogate ConventionCentre

220 audience

Talk MD,MaW s,t,a, e,le

HallD-Harrogate ConventionCentre

300 audience

Talk GEN s,t,a, e,le

ProdProm

Restaurant-Harrogate ConventionCentre

50 audience

Talk YLT

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk EAP,GI

a, e ESPSIGShowcase

Queen'sSuite2-Harrogate ConventionCentre

75 audience

IATEFLLearningTechnologiesSpecialInterestGroupOpenForum

Inspiringpedagogically-soundapplicationoflearningtechnologies

JoinourOpenForumtolearnmoreaboutwhatwedoandtotellushowwecanhelpyouinarelaxed informalget-together.

Solidaritythroughautoethnography:reimagininghopethroughtransnationalresearchin Palestine

Anwar Hussein (BirzeitUniversity), Thuy Tu (GeorgeMaysonUniversity), Anita Bright (Portland StateUniversity), Shelley Wong (GeorgeMaysonUniversity)

WhatcanteachereducatorsinTEFLlearnfromandthroughautoethnography?Builtuponafoundation ofdecolonizingmethodologies(Smith,1999),fourauthorsreflectonuniqueexperiencesas transnationalresearchersandhighlightthesignificanceofbi-nationalcollaborationonaK-12EFL teacher-focusedresearchprojectbasedinthePalestinianOccupiedTerritories.

Chameleonicstrategiestosuccessfulmentoring:peer-ledprofessionaldevelopment

Natalia Guzmán (Ceibal-CeibalenInglés)

ThistalkaimstoshedlightonthestrategiesusedbyUruguayanmentorswhenofferingprofessional developmentopportunitiestoteachers.Strategiesgofrommentors’undertakingaprofessional developmentjourney,tocustomizingtheprofessionaldevelopmentopportunitiestofiteveryteacher’s particularneeds.Peer-ledprofessionaldevelopmenthelpsteacherstobetheirbetterprofessional selveswhichpositivelyimpactsonstudents’success.

Ed-tech,e-learningandELT:PDperspectivesfromPakistan

Saima Nomaan (UniversityofExeter)

Duetoitsunstableandcontinuallyevolvingeducationpolicies,adevelopingcountrylikePakistan greatlyneedseffectiveeducationaltechnologyandE-learning-relatedteacherprofessional development(E-PD).ThispresentationsharesresearchonE-PDexperiences,provisionsandneedsofa PakistanihighereducationELTfaculty.Participantswilllearnabouttheemergingfuture-orientedE-PD frameworksandbeinvitedtoprovidesuggestionsforinnovativeimprovements.

Readytorollwith Marbles:developingcreativityinyounglearners

Katy Kelly (HelblingELT)

Coursebookscanbepredictableandprescriptive.Althoughtheymaycovereverythingstudentsneed topassexams,creativityisrarelyattheforefront.UsingexamplesfromHelbling’sbrand-new Marbles primaryserieswewillexplorehowkeystrandsofawell-researchedcreativecurriculumcanactivate children'simaginationandbecomeanoutletformorenaturalwaysofthinkingandusinglanguage.

Effectiveonlinematerialsdesign:whatdoestheevidencesay?

Carol Lethaby (UCBerkeleyExtension,SanFrancisco)

Since2020manyteachershavehadtodesigntheirownmaterialsforteachingonline,oftenwithlittle ornoguidanceorsupport.Thistalklooksatresearchintoeffectiveonlineinstructionaldesign,focusing ontheconceptsofcognitiveloadtheoryandmultimedialearning.How(andhowwell)dothese evidence-basedstrategiesapplytoonlineEnglishlanguageteaching?

Whyisfluencythelastthingweteach?

Robert McLarty (PavilionELTatPavilionPublishing)

Itisnoticeablecertainstudentspassexamsandmovetothenextlevelwhilstlackingeverydayfluency. Thisrestrictsthemwhentheyenteracademicstudiesortheworkplace.Howdoesthiscomeabout? Whydoesteachingoftenconcentrateontargetlanguageandskillsleavingfluencytochance?Thistalk addressespossiblereasonsandofferssomesolutionsfrom ModernEnglishTeacher.

EmpoweringyouthsinruralNepal,duringtheCOVIDcrisisandthereafter

Babita SharmaChapagain (IERRC,Nepal)

ThisprojectstrivestomakeasignificantcontributiontoEnglishlearning,throughempoweringEnglish teachers,parentsandlocalyouthsinarusticandremotevillageofArunValleytoimprovetheir extremelypoorliteracyconditions.Thepresentationintendstoexplaintheprojectgoal,shareproject design,anddiscussthelessonslearnedthroughouttheprojectimplementationprocess.

EAP,scienceandpublicengagementmeettheUNSustainableGoals

AnilaR. Scott-Monkhouse (UniversityofParma)

ThistalkdescribesanEAPsessionwhichencompassedthemissionsofuniversity(education,research andpublicengagement)whilecontemplatingtheSDGs.TheactivitieswerecarriedoutwithSTEMPhD studentsandextendedlanguageskillsforsciencetalktothelanguageof(self-)reflectionandcritical thinking.TheexperiencecanleadtoacloserinteractionbetweenEAP,non-linguisticsubjectsand publicengagement.

Reflectingonstudentteacherreflection:broadeningthescope

Kevin Balchin (CanterburyChristChurchUniversity)

ThistalkconsidersstudentteacherreflectiononEnglishlanguageteachertrainingprogrammes.Iwill discussesthedegreetowhichstudentteachersareequippedtoreflecteffectively,thepurpose(s)of reflectionwithinthetrainingprogramme,thedepthandscopeofthereflectionsthattakeplace,and theroleofemotionsinthereflectionprocess.

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

LT,TTEd a, e,le

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk

GEN ey,p,s,t,a, le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk LIT t, e,le LitSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk PRON ey,t, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk IPSEN p,s,t,a, e,le IP&SENSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk

GI,TD

ey,p,s,t,a, e,le GISIGShowcase

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk

ESOL,TEA

ey,p,s,t,a, e,le

HowtomakeCELTAhybridinputsessionsfullyinteractive

Joelle Finck (ECLondon)

ThispracticaltalkexplainshowwesetuphybridinputsessionsonaCELTAcoursewithface-to-faceand onlinecandidates,ensuringinvolvementandcommunicationbetweenallparticipants.Iwillshowthe ITequipmentneeded(nospecialistknowledgerequired),discusstheadvantagesofthesesessionsand solvingpotentialdifficulties.Thisset-upcanbeappliedtootherhybridteachingsituations.

ALTplanningalesson:changingteachers'mindsettoteachinglexically

Marina Dolgacheva (TeachersTeachTeachers/SkyengOnlineEnglishSchool)

Whilethelexicalapproachisbecomingincreasinglypopular,manyteachersstillfindithardtoputinto practice.Inthistalk,I’llexplorewhythismightbeandintroduceanalternative(ALT)viewoflesson planningwhereAstandsforlexicalawareness,LfocusonthelearnerandemergentlanguageandTthe roleofteachersinallthis.

Graphicnovelsintheclassroom

Evelina Miscin (RITCroatia)

Inarealityinwhichstudentsarequiteunwillingtoread,teachershavetocomeupwithnewideasto motivatethem.Graphicnovelsareanexcellenttooltogetstudentsinterestedinreading.This workshopwillgiveaninsightintoseveralgraphicnovelswhichcanbeusedinclassroomsaswellas accompanyingexercises.

Do’sanddon’tsinyounglearners’pronunciationlessons

Stella Palavecino (InstitutoSuperiorenLenguasVivasJuanRamonFernandez)

Thistalkonamultisensoryteachingofpronunciationtoyounglearnerswillshowsometeachingtipsto favourthewaychildrencanlearn,mostlybasedonthefactthatchildrentendtopickuplanguage soundsinsense-making,playfulenvironments,andincontactwithotherchildren.EFLphonicsstories willcreatememorablelessonsbasedonrealEFLneeds.

DiversifyingELT:futuredirectionsforLGBTIQ+inclusion

Thorsten Merse (UniversitätDuisburg-Essen)

Forsure,theneedforLGBTIQ+inclusionhasbeenlegitimizedandunderstoodthoroughlyincriticalELT discourse.Thereismoreinsecurity,however,astohowthiscommitted‘calltoaction’canbeputinto concreteclassroompracticeinthefuture.Therefore,thistalkoffersmuch-neededexamplesofqueerinformedtaskdesign,textselection,coursebookuseandclassroommethodologies.

TeachingEnglishasagloballanguage:changingmindsetsthroughculture

Anna Hearrell (BridgeEducationGroup), Venice Irving (HappyTeachers,Jamaica)

Thelackoflinguisticdiversityinlearningmaterialsgreatlyunderservesourlearners’needforauthentic languageexposure,leavingthemunderpreparedtouseEnglishasalinguafrancainthe21stcentury. LearnaboutworldEnglishesandhowtheinclusionofculturalawarenessactivitiesanddiverse authenticlanguageintheclassroomcanbroadenstudents’exposuretoEnglishasagloballanguage.

Benefitsandchallengesofcomputer-adaptivetestingforteachersandleaners

Corina Dourda (LanguageCert)

Themainobjectiveofthispresentationistoprovideacomprehensiveoverviewofthedifferenteffects thatCATsmayhaveonexampreparationaswellasonteachingandlearningingeneral.Italso introducesthekeyaspectsofLanguageCertTestofEnglishcomputer-adaptivetest(LTECAT)and focusesonitsmainadvantagesforteachersandlearners.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Pleasechecknoticeboards orvisit www.iatefl.org/conference/cancellations for changes and cancellations

Session2.6

BramhamSuite-Crowne PlazaHotel 90 audience

LT,TD ey,p,s,t,a, e,le LTSIGShowcase

HarewoodSuite2-Crowne PlazaHotel

audience

RipleySuite-CrownePlaza Hotel

160 audience Talk

Bestpracticesforonlinecoursedelivery:engagingandsupportinglearners

Maggie deOliveira (BridgeEducationGroup)

Onlinelearninggrewrapidlyoverthepastyearsandisheretostay,buthaveyourevisitedyouronline deliverypracticesforcontinualimprovements?It’stimetomoveoutofreactiveandintoproactive onlinecoursedesignanddelivery.Wecancreateeffectiveonlinecoursesandpavealearningpath wherethelearnerissetupforsuccess.

Firstthegrammar,secondthetext:exploringstudent-teachers’materialsdesign Luis Carabantes (QueenMary,UniversityofLondon)

ThistalkreportsthelearningoflanguagematerialsdesignbyagroupofChileanpreserviceteachersof English.Datafromstudent-teachers,teachereducators,andschoolteachershighlightssomeofthe reasonswhydiscretelanguagecontinuestohaveaspearheadingroleinmaterialsdevelopment despitedecadesofcommunicativelanguageteaching,curricularchangeandinnovation,andteacher educationstandards.

Usingstandardizedassessmentstoinformclassroominstructionforyounglearners

Karina Anvarova (ETSGlobal)

Evaluatingstudents’Englishlanguageproficiencyandprovidingdifferentiatedinstructionpose challengesforteachersofyounglearnersinprimaryandlow-secondaryschools.Inthistalk,acase studywillbepresentedonhowtheuseofTOEFL®YoungStudentsSeriesassessmentsprovided teacherswithperformancedataandfeedbacktoinforminstructionandsupportdevelopmentof students'languageskills.

NewbySuite-CrownePlaza

EMIinEgyptianhighereducation:students'andteachers’perspectives

Amira Salama (NileUniversity)

ThistalkreportsonastudywhichexploreshowEgyptianuniversitystudentsandteacherscopeinan EMIcontext.Theirviewsaboutitseffectivenessandwaystoovercomesomechallengesaresharedand discussedwiththeaudiencetoprovidesometipsfordealingwithEMIchallengesinsimilarcontexts.

Auditorium-Harrogate

Masteringmotivationmechanisms

George Kokolas (ExpressPublishing)

Educatorshavebeentryingtofindthesecrettostudents'motivationforyearsbutthequestionishow manyofthesemechanismsreallywork.Thus,wemayfirstneedtoseehowwecanmotivate“people” insteadofstudents.Teachersalsoneedtobeawareofthe“darksideofmotivation.”ELTactivitieswhich endorsehumanmotivationwillbedemonstrated.

King'sSuite-Harrogate ConventionCentre

220 audience

Talk GEN ey,p,s,t,a, e,le

HallD-Harrogate ConventionCentre

300 audience

Talk MD,MaW ey,p,s,t,a, e,le

Restaurant-Harrogate ConventionCentre

50 audience

Talk TD,TTEd ey,p,s,t,a, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk EAP

s,t, e,le

ESPSIGShowcase

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Talk RES,TTEd

WomeninELT:wherearewenow?

Heather Buchanan (UniversityofYork), Julie Norton (UniversityofLeicester)

ThistalkreportsonthreeinterviewswithpastandpresentwomenPresidentsofIATEFL,conductedfor ournew,freepodcastseries,ELTLives.Wefocusontheirreflections,experiencesandadviceforwomen inthisprofession.ThetalkcontextualisesthepositionofwomeninELTandinvitesdebateonprogress sofarandwhatstillneedstobedone.

Usingwordhistories,cognates,etymologiesinlanguageteaching

Michael Carrier (Freelance)

Thistalkwilladdresshowtobuildmotivationamonglearnersbybuildingaloveofwordsandlanguage enquiry.TheactivitiesoutlinedwilluseaspectsofEnglishlanguagehistoryincludingcognates, borrowingsfromworldlanguages,etymologies,wordhistoriesandinternationalwordstoaddanew dimensiontolessonsandbuildlearners’loveoflanguageplayandenquiry.

Tracingtheteachers’growththroughoutthejourneyofreflection

Rasha Halat (LebaneseInternationalUniversity)

Howimportantisreflectioninanyteachertrainingprogram,andwillitleadtothedesiredprofessional growth?Iwillsharetheresultsfromacasestudythatlookscriticallyintotheimpactofreflectionon teachers’plansandin-classpractices.Recommendationsonhowtomaximizetheeffectivenessof reflectivepracticeinteachertrainingprogramswillbeshared.

TeachingTRUEsummarywriting

Ann Roemer (UtahStateUniversity)

Thispedagogy-orientedtalkchallengesthewaytextbooksforEAPstudentsinNorthAmericateach summarywriting,eitherignoringitcompletelyorgivingitlittleconsideration.IwillintroduceTRUE summarization(TextReflectingtheUnderlyingEssence),aprocessthatreflectstheunderlyingessence ofatext.Attendeeswillbeencouragedtosharetheirperspectivesonhowtoteachsummarization.

Noticing,asocialpractice?Learningtoobserve,observingtolearn

Cathy Clarkson (KirkleesCollege)

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

LT,TTEd

a, e,le

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk

TD,TTEd

a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk LT,LIT

ey,p,s,t,a, e,le LitSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk TD,TTEd ey,p,s, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk

IPSEN,LAM ey,p,s,t,a, e,le IP&SENSIGShowcase

Queen'sSuite8-Harrogate ConventionCentre

75 audience

Talk

GI,MD a, e,le GISIGShowcase

Queen'sSuite9-Harrogate ConventionCentre

66 audience

Talk GEN t, e,le

TakingteachertrainingonlineinSriLankaanditsbenefits

Norma Swyngedauw (BritishCouncilColombo)

TheCOVID-19pandemichitSriLankajustastheBritishCouncilwasgoingtolaunchface-to-face teachertrainingnationwideontwopriorityteacherdevelopmentareas.Thistalkwillpresenthowthe ProjectTeammanagedtheswitchtotheunfamiliarmodalityofdistancelearning,andhowtheswitch ledtootherunforeseenbenefitsanddevelopmentofnewskills.

EPIC:howtocreatethebesttrainersintheindustry

Marc Anderson (ComasLLC)

ThistalkwillshowhowalanguagesolutionscompanyinJapanhasimplementedaframeworkto provideEnglishtrainerswithopportunitiesfordevelopmentinordertobethebesttrainersinthe industry.ItwillexaminethekeyelementsforcontinuousgrowthusingtheEPICframeworkandthe astoundingeffectithadonthetrainer’sattitudetopursueexcellence.

Fromthepagesofstorybookstomultimodaldigitalstorytelling

Maria Diakou (CyprusMinistryofEducation,Culture,SportsandYouth/UniversityofNicosia)

Howcanteacherstakeadvantageofdigitalstorytelling,helpingstudentstobeimmersedinliteracyrichonlineenvironments,gettheopportunitytoreadbooksonline,andengageincollaborative projects?Howcanteachersusedigitalbooks,incombinationwithtraditionalstorytelling,toincrease studentmotivationandexposethemto“real”language,havingapositiveeffectontheirmotivation andlearning?

Themultiverseofteacherdevelopment:breakingparadigms

Anatevka Galindo (SystemicBilingual)

Thistalkwillshowyouwaystodevelopadeep-learningmindsetandtonourishmultiversethinkingin self-development.WewilluseBloom’staxonomyverbslikeanalyzing,evaluating,andcreatingtopush fortransformation,changingourviewoftheeducationalprocess.Youarethemostimportantagentin thisprocess.Prepareyourmindforthiskaleidoscopeofdifferentuniverses.

Spillover:howmanagementstylesspreadthrougheducationalcontexts

Giovanni Licata (InternationalHouseAccademiaBritannica)

Allmembersofecosystemsareinterconnectedandinfinitesimallysmallfactorscanclearlyhavea giganticimpact.Thistalkreflectsontheimpactofschoolmanagement’sactionsandchoices.Starting fromexperienceswithinthecontextofalocal-communitylanguageschool,thistalkwillexplorehowa spilloverofwell-beingcanhappen(ornot)tocreateahealthyworkenvironment.

“Mywar”:creatingmeaningfulmaterialsfortimesofconflict

Maggie Sokolik (UniversityofCalifornia,Berkeley), Yaroslava Fedoriv (TheNationalUniversityof "Kyiv-MohylaAcademy")

Inresponsetotheongoingwar,aUkrainianuniversityallowedstudentstosubmit"MyWar"video storiesinsteadoftheusualacademicreports.Samplesofthesevideosandsupportingmaterials demonstratehowalternativeassignmentsandresponsivecurriculacanfulfillprogramrequirements whileallowingstudentstoengagecriticallywiththeeventsaroundthem.

Promotinglearnerreflectionandautonomythroughone-to-onedialogues

Jo Mynard (KandaUniversityofInternationalStudies,Japan)

Eachinteractionwithstudents,insideoroutsidetheclassroom,isanopportunitytopromotereflective thinking.Inthispracticalworkshop,welookatthetheoryofreflectioninlanguagelearningandthen seehowitcanbepromotedusingone-to-onedialogues.Dialoguecanbeapowerfultoolforhelping learnerstounderstandthemselvesandtakechargeoftheirlanguagelearning.

Break 1525-1555

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

Session2.7

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk LT,TD

ey,p,s,t,a, e,le

LTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk TD,TTEd ey,p,s,t,a, e,le

HarewoodSuite2-Crowne PlazaHotel 120 audience Talk GEN

s,a, e,le

RipleySuite-CrownePlaza

“Packedwithtechnology”:pedagogically-driventechnologyprofessionaldevelopmentfor languageteaching

Zoe Handley (TheUniversityofYork)

Wewilldiscussthedevelopmentof“PackedwithTechnology”,apedagogically-driventechnology professionaldevelopmenttrainingprogramwehavedevelopedfortraineeKuwaitiprimaryschool teachersofEnglishasaforeignlanguage(EFL)whichaimstoequipteacherswiththeknowledge requiredtomaketheirowndecisionsaboutwhattechnologiestousewhenandhowintheirteaching.

Whatdoteachersreallywant?Avoice,andmoremoney

Chaz Pugliese (PilgrimsTeacherTraining)

Whateverhashappenedtoteaching?Whyisitthatstaggeringteachersarequittingtheprofession withoutbeingreplaced?Whyisitthatjob-satisfactionisatanalltimelow?Howhavewecometothis? Inthistalk,wewilllookatwhathastriggeredthiscrisis,andwewillconsiderstrategiesthatmighthelp getthingsright.

Grammarwithnohammer.Teachinggrammarlexically Anna Plaksiienko (EnglishStudiobyAnnaPlaksiienko(ESA))

Howtoteachgrammarwithoutmakingyourstudentscringe?Inthistalk,we’lldiscusstheeffective waysofpractisinggrammarnaturallyandmeaningfullythroughcommunication.Theaudiencewillbe promptedtorethinkandreshapetheirgrammarlessonswiththehelpofusefultoolsandactivities whichcanbeeasilyadaptedtofitanyclassroom.

GenerationAlpha:reimaginingsummerschoolfortheteensoftoday

Gary Silcock (DiscoverySummer)

MeetGenerationAlpha:technologicallyimmersed,hyperconnected,andculturallydiverse,anew generationofyounglearnersisinoursummerschools.But,foralltheirrichness,theyarrivefacing technologicaldependency,mentalhealthchallenges,andaninhibitedsenseofcreativity.Howcanwe makesummerschoolsimaginative,socialenvironments?Howcanwebridgethegapbetweendigital isolationandface-to-faceinteraction?

NewbySuite-CrownePlaza Hotel 35 audience Talk RES,YLT p, e,le

Auditorium-Harrogate ConventionCentre

550 audience

Talk GEN p, le ProdProm

King'sSuite-Harrogate ConventionCentre

220 audience

Talk EAP,TTEd

t, e

HallD-Harrogate ConventionCentre

1555-1710

300 audience

AL,TD

MotivationandattitudevariationinChileanprimaryEnglishlanguagelearners

Maria-Jesus Inostroza (UniversidaddeConcepción-RICELT)

ThistalkexaminesthemotivationandattitudevariationofprimaryEnglishlanguagelearnersfrom threeschoolsinConcepción,Chile.Thisispartofalargerstudythatexploresthelearningexperiences ofthird,fourthandfifthgradersstudyingEnglishatstate-runinstitutions.Thevalidationofchildren’s voicesaspartofthepolicyevaluationprocessisdiscussed.

Areprimarydictionariesstillrelevantforyounglearners?

Maree Airlie (HarperCollinsPublishers)

Inthecourseofthisworkshopwewillbediscussingthecontinuingimportanceandrelevanceof primarydictionariesindevelopingtheskillsandknowledgeofyounglearners.Usingthe Collins COBUILDPrimaryLearner’sDictionary,wewillbelookingatsomepracticalclassroomactivitiesaimedat makingdictionariesfunforpupilsandtheirteachers.

EMIPathfinder-UK-Indonesiadevelopmentprojectforhighereducation

Will Nash (TheUniversityofSheffield,ELTC), Sisilia Halimi (UniversitasIndonesia)

Thetalkpresentstheoutcomesandrecommendationsfroma12-monthBritishCouncilfundedproject todevelopEMIpracticeandcapacityatover25HEinstitutionsfromaroundIndonesia.Ablended programmeforsubjectandEnglishlecturersfocussedonkeyEMIareastocreate50plusmaster trainerstofurthertrainanddisseminateattheirhomeinstitutions.

ELTJournalDebate

Thishousebelievesthattranslanguagingconstitutesafundamentalparadigmshiftforthe teachingofEnglish JasonAnderson,JeanineTreffers-Daller

Theconceptoftranslanguaginghascapturedtheimaginationofmanyacademicsandteachersaspart ofthe‘multilingualturn’ineducation.Forsomeproponents,itquestionsthevalidityofdistinctions betweennamedlanguages,offeringavisionoflanguageusethatrecognisesandvaluesthecomplex waysinwhichmanyofuscombineandmeshresourcesflexiblyfromdifferentnamedlanguagesand othersemioticsystemsinsocialinteraction.Butwhatimplicationsdoesithaveforthelearningof Englishandwhatwedo(orshoulddo)asteachers?Ourtwospeakerswillexploreanddebatethe complexissuesaroundtheconceptoftranslanguagingandtheextenttowhichitconstitutes somethinggenuinelynewthatweneedtorespondtoasteachersorisjust‘oldwineinnewbottles’. Pleasecomealongandjointhedebate.

Restaurant-Harrogate

Creatingcontext-relevantEFLworksheetsforCameroonsecondaryschools:lessonslearnt EricEnongene Ekembe (CAMELTA)

PaucityoflearnermaterialsisacharacteristicfeatureofteachingEnglishinCameroon.Facedwiththis challenge,membersofCAMELTAResearchGroupdecidedtocreatelearnerworksheetsinresponseto this.Thistalkexaminesthetransformativepotentialsoftheprojectandhowitdevelopedlocal expertiseandagencyinCAMELTA.

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk

BE,ESP a, e,le

ESPSIGShowcase

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Talk GEN ey,p,s,t,a, e,le

Queen'sSuite3-Harrogate

ConventionCentre

75audience

TD

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk

TD,TTEd ey,p,s,t,a, e

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk GI,LIT ey,p,s,t,a, e,le LitSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk RES s,a, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience

Talk

IPSEN,LA

ey,p,s,t,a, e,le IP&SENSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk

EAP,GI

t,a, e,le GISIGShowcase

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk GEN a, e,le

SpeakyourmindviaZoomhappyhours

Flavia Uhlmann (CreativeEnglishLearning)

ThistalkaimstoshowanddiscussaninteractiveandcollaborativespeakingactivityonZoomplatform, withonlineBE–ESPintermediateandupper-intermediatestudents.Itmadeitpossibletolinguistically interactBrazilianandPortugueseprofessionalsfromdifferentbusinesssegmentsandpositions,thus enhancingnotonlytheirspeakingskillsbuttheirnetworking.

Secretlivesofconsonantclusters

Jonathan Marks (Freelance)

Consonantclustersareoftenneglected,butimpedelearners’abilitytounderstandandbeunderstood, especiallysinceclustersareoftenreducedinspontaneousspeech,whichalsocontains‘illegal’clusters.I willintroducelegalandillegalclusters,suggestwaysofhelpinglearnersnegotiateclustersinspeaking andlistening,considerimplicationsforELF,andshowhowclusterinstabilitythrowslightonspelling.

QuestionandanswersessionrelatingtoDivyaMadhavan’splenarysession

IfyouattendedDivyaMadhavan’splenarysessionthismorningon Leanonme:storiesofcoaching, mentoringandteacherresilience,youarewelcometoattendthisrelatedsession.Thiswillallow participantstoaskanyquestionsoraddressanyissuesthathavebeenraisedbyDivyaMadhavan’stalk.

EvolutionofEFLteachertrainingprograminaprivateinstitution

Dilorom Mirsaliyeva (GlobalEducationSayram,GESEC)

Creatingteachertraining(TT)programstomeetcustomers’needscanbeathornyissuetomanagein privateinstitutions.However,whenitisdonewithproperreflection,suchattentivenesscanleadto establishinganeffectiveTTacademywithintheschool.ThistalkpresentsalocallycontextualizedTT modelinKazakhstanthatcanbeusefulforothercontexts.

Developinginterculturalcompetenceswithliterarytexts

Barbara Lapornik (LiceoScientificoStatale"FrancePrešeren")

Languageeducationnowadaysdemandsadistinctinterculturalknowledgeandamuchgreater culturalawareness.Thistalkfocusesoncontemporarymulticulturalliterarytextsfromdifferentsettings andbackgroundstoraiseourstudents’culturalsensitivityandcriticalunderstanding.Framedby present-dayinterculturalcompetencemodels,variedin-presenceandonlineclassactivitieswillbe presented.

Teacherattitudestoonlineassessmentinchallengingtimes

Ruby Vurdien (WhiteRoseLanguageSchool)

Inthepresentstudy34languageteachersfromSpainandFinlandcompletedaquestionnaire comprising20questionstogaugetheirviewsontheiruseofdifferentonlinetoolsforassessingtheir students.Theaimwastoexploretheirattitudetoonlineassessment.Thiswasgenerallypositive,the findingsshowingthatthereweremoreadvantagesthandisadvantages.

Utilizingstudentpotentialofgiftedlearnersthroughuniversaldesignlearning

Rana Khan (AlgonquinCollege,Kuwait)

Universaldesignlearningphilosophybelievesthatstudentsarediverseintheirlearningstyleshence needadditionalsupporttoengagewithinformationandexpresslearningintheirdesiredmodeof expression.Thissessionwilldemonstratehoweducatorscandifferentiateourgiftedlearnersbasedon theirassetsandnotdeficits.Usefultipswillbesharedonhowtoempowerthesediverselearners.

AtoolkitforusingUNinternationaldaysinuniversitytelecollaboration

Will Hutton (QueenMaryUniversityofLondon), Daniela Garcia (UNESP-Assis)

TheUnitedNationsusesinternationaldaysasleverstopromoteinternationalawarenessandactionon specificthemes.AseriesofcollaborativevirtualforumsbetweenuniversitystudentsintheUKand BrazilusingUNinternationaldaystopromoteinternationalizationathomealongsideEnglishfor academicpurposeswillbeassessed.Atoolkitforapplyingthisapproachinothercontextswillbe presented.

Studenttutorprogram:supportnetworkforlearningbeyondtheclassroom

CarlosEduardo EulálioMartins (AssociaçãoCulturaInglesa)

LearnaboutaprojectfromanEFLlanguageinstituteinBrazilwhereseniorlearners(CEFRB2)meet withlow-leveladultlearners(A1/A2)forsupportandsharingoflearningstrategies.NamedStudent TutorProgram,theschemehasboostedlearners’motivationonbothsidesandpromotedbetter learning.Leavethetalkwithpracticalideasonlearnertrainingapplicableindifferentcontexts.

Session2.8 1640-1710

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk GI,LT

ey,p,s,t,a, e,le

LTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk GEN

ey,p,s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk

ESP,MaW

t,a, e,le

MinecraftforCLILandglobalissues:theEXCALIBURproject

Letizia Cinganotto (UniversityforForeignersofPerugia,Italy), Heike Philp (let'stalkonlinesprl) EUfundedEXCALIBURproject(2022-2024)exploresMinecrafttoteachSTEMsubjectswithafocuson environmentaleducationindifferentlanguages,accordingtoCLILmethodology.Intheproject studentsfromthedifferentpartnercountrieswillbeengagedbygamebasedimmersiveactivitiesto practiceandimplementdigitalinternationalcooperationinordertofindpossiblesolutionstomajor globalchallenges(SDGs).

Getthemeaning?Makinggrammarexercisesmoreeffective

Bruno Leys (VIVESUniversityofAppliedSciences)

Inthistalk,wewillexplorehowwecanreshapetraditionalgrammarexercisetypes,tohelpstudents noticehowpatternsofEnglishgrammarworkandwhatmeaning(s)theyconvey.Furthermore,thisshift ingrammarpractisetowardsawareness-raisingwithafocusonmeaningfirstshouldleadtobetter practiceandusageoutcomes.

ComeonEinstein!Usinglogicpuzzlestopractiselanguageskills

Pete Westbrook (UniversityofCopenhagen)

Einsteinlogicpuzzlesareidealforusinginthelanguageclassroom,astheycaneasilybetailoredtothe languagetopics,levelandvocabularycoveredonacourseorinalesson.Thisinteractivetalkgoes throughthevariouswaysthesefunandmotivatingpuzzlescanbedesignedandappliedtopractise differentlanguageskillsintheclassroom.

Extensivereading:theroleofmotivation

Sue Leather (SueLeatherAssociates)

HowcanwemotivateschooladministratorstosupportExtensiveReading?Howcanwemotivate teacherstouseit?Andimportantly,howcanwemotivatestudentstomakeuseofitspotentialin languagelearning?Drawingon ExtensiveReading:TheRoleofMotivation (Routledge),thistalklooksat boththeresearchandhowmotivationplaysoutinclassroomactivities.

NewbySuite-CrownePlaza

Hotel

35 audience Talk TD,TTEd ey,p,s,t,a,

Auditorium-Harrogate ConventionCentre

550 audience

Talk GEN

t,a, e,le

ProdProm

CANCELLED

King'sSuite-Harrogate ConventionCentre

220 audience

Talk GEN ey,p,s,t,a, e,le

Restaurant-Harrogate ConventionCentre

50 audience

Talk LA,YLT

p, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk BE,ESP

t,a, e ESPSIGShowcase

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Talk TD,TTEd

t,a, e,le

Conceptualizingwellbeing,autonomy,andtrainingprotocolsfornon-nativeEnglish-speaking teachers

Chris White (OitaUniversity)

Neglectingtoprioritiseteacherwellbeingandautonomyhas,andwillcontinuetoleadtoincreased ratesofburnoutintheprofession.ExploringtheopaqueJapaneseeducationalcontext,thisinsightful talkwillexemplifyfeaturesfromCanadianandFinnishmilieustoillustratetheinterconnectednessof thisissueandraiseawarenesstohelptocorrectthisimbalance.

Preparinglearnersfortheworkplace:employabilityskillsandwrittencommunication

Craig Thaine (CambridgeUniversityPress&Assessment)

Thistalkexploreskeyissuesassociatedwiththerelationshipbetweenemployabilityskillsandwritten communicationwithreferencetoTheCambridgeEmployabilitySkillsFramework.Itwillprovide practicalideasfordevelopingHigherEducationlearners’abilitytocommunicateeffectivelywhen writingtoarangeofdifferentaudiencesinaworkplacesetting,drawingontherecentpublication, TeachingandDevelopingWritingSkills

Past,present,future-linkingpeople,ideasandcontexts Susan Holden (SwanCommunication)

Thistalkdescribesthedevelopmentstagesforanongoinginternationalprojecttoproduceadigital resourceillustratingthegrowthofHumanisticLanguageTeaching(HLT).Itshowshowtheproject members,fromavarietyofcountriesandELTcontexts,worktogethertousetheirdifferentexperiences tofeedintothefinalproduct,involvingarangeofteachersandotherpractitioners.

SixThinkingHatsapproachintheprimaryclassroom

Natalia Bagdavadze (BritishCouncilGeorgia)

ThistalkexploresthesignificanceofSixHats’approach,atooltounderstandandexploitdifferenttypes ofthinking.Througharangeofpracticalactivities,thetalkshowshowtheapproachcanhelpprimary learnerstosharpentheircriticalthinking,exploretheirownpotentialbytakinganactiveroleintheir learning,andenhancetheircreativethinking.

Mindfulmulti-communication:thesoftskillyourlearnersneed

Vicky Margari (Freelance/Jump4English)

Multi-communicationisthepracticeofholdingmultipleconversationssimultaneouslyinaneffortto domoreinlesstime.Inourdigitalera,multi-communicationhasbecomethe'newnormal',posing uniquechallengesforlanguagelearners.Thistalkdiscussesthelatestresearchonmindfulmulticommunicationandhowtopracticallyhelpourstudentsdevelopthiscrucialsoftskill.

Practicaltipsandtricks:videoreflectiontoolsinteacherdevelopment

Chris Meoli (MarlboroughPublicSchools)

SeekingtoenhanceyourteacherdevelopmentprogramsuchastheCELTAorDELTA?Thistalkwill showcasestrategiesforusingrecordedlessonstopromotereflectionandcustomizeworkshops. Participantswillseevideofootageoftheseapproachesinactionandwillleavethesessionwithasetof easilyimplementablevideo-based“tools”applicableinalmostanyteachertrainingcourse.

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

GI,LIT

ey,p,s,t,a, e,le LitSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talkwithrestricted audiencenumber

YLT

s, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk MD,YLT

s, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk TD,TTEd

a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

IP&SENSIGShowcase

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

GISIGShowcase

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk GEN a, e,le

Embeddingdemocracyandchoiceinreadingandliteratureclassrooms

Amos Paran (UCLInstituteofEducation)

IncludingdemocraticeducationintheEFLclassroomlocatesourteachingwithinavaluesapproach andinoppositiontoinstrumentalviewsofEFL.Idiscusswaysinwhichdemocracytheorycanbecome authenticdemocraticpraxisandembeddedatalllevelsofclassroomteaching:providingauthentic choiceforthelearners;ensuringhigherengagementlevels;promotingcriticalthinking;and understandingtheOther.

Whatstudentsthinktheyreallylearn

Kate Smook (MillfieldEnterprises,MillfieldSchool)

Reportwritingissomethingwhichteachersdread,especiallywhentheyneedtobecompletedatthe endofashortcoursesuchasasummerschool.Canwemakethempersonalisedandmeaningful?This presentationwillexplorethebenefitsofusingstudentreflectionasthebasisforwritingreportsfor teenagersattheendoftheirsummerschoolexperience.

Teachingembarrassedteenagerstospeaktheforeignlanguagesustainably Heidrun Lang-Heran (UniversityofGraz)

Inthistalk,IwilloutlineamethodtoshowsecondaryESOLteachershowtogetembarrassedteenagers tospeakspontaneously.Wewillexplorethestagesinvolvedincreatingspeakingtasksineverylesson sothatspeakingbecomesahabit.Inmyownpractice,Ihavesuccessfullyachievedspontaneous, meaningfulspeechwithmylearnerswithinafewmonths.

It’sTEAtime!AspecialblendservingEgyptianteacherswell Hala Ahmed (BritishCouncil)

Teach,Engage,Aspire(TEA)isthenewBritishCouncilprogrammeforEnglishteachersinEgypt,which tookaccountofnewly-identifiedteachers’needsandcountryambitions.Itshowshowblendingfour globalBritishCounciltrainingcomponentsintoapracticaltailoredtrainingcurriculumhelpsteachers improvetheirlanguageskills,integrateenvironmentalissuesintoteachingandbecomemore confidentinfacilitatingteachers’learninggroups.

IATEFLInclusivePractices&SpecialEducationalNeedsSpecialInterestGroupOpenForum Wheretonow?MorethanSE

MostcountriesmakeatleasttokengesturestowardsIPintheireducationprogrammes,butwhatdowe needtomakeourSIGunnecessary?Duringourforum,wewillbediscussingthefutureofInclusive Practicesaroundtheworld.

IATEFLGlobalIssuesSpecialInterestGroupOpenForum ConnectingcriticaleducatorstoadvocateforsocialjusticeinELT

Comealongtomeetourfriendlycommitteemembers,networkwithlike-mindedcriticaleducatorsand findoutmoreaboutongoingGISIGactivitiesandevents.Takepartinourlatest‘Conversationfor Change’-alively,interactive,action-orienteddiscussionaboutthemostpressingglobalsocialjustice issuesfacingELTpractitioners,andtheconcretestepswecantaketoaddressthem.

Learnerperceptionsofemergentlanguageinterventions

Katherine Moynihan (InternationalHouseLondon), Alexey Solovyev (InternationalHouse London)

Inthistalk,wewillexaminesomeoftherelevantliteraturesurroundingemergentlanguageandlookat studentperceptionsofdifferentteachinginterventiontypes.Followingthis,wewillthenproposesome practicalimplicationsforteacherswhenworkingwithemergentlanguageanddiscusssomeofthe waysinwhichemergentlanguagecanandshouldbeincludedincontinuousprofessional development.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Session2.9

BramhamSuite-Crowne

PlazaHotel

90 audience

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Workshop

TD

ey,p,s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Workshop

TTEd,YLT

p,s, e,le

RipleySuite-CrownePlaza

Tributesession

Thetributesessionisanopportunitytoremembercolleagueswhohavediedsincethelastconference. Ifyou’velostacolleagueorformercolleague,you’llhaveanopportunitytosayafewwordsintheir memoryand,ifyouwish,tobringalongamemento(book,teachingmaterials,etc.).Oryoumayjust wanttocometothesessiontohearaboutcolleagueswhoarenolongerwithus,andperhapstoadd anymemoriesyoumayhave.

Englishhereandnow:presenceinteaching

Ellen Keates (KeatesActiveEnglish)

Thisworkshopfocusesonteacherpresence.Presencecanberoughlydefinedasbeingfullyinthe moment,withanopenmindtowhatmaypresentitself.Mostofuswillrecognisethis.Whypractice teacherpresence?Doesithaveaddedvaluetoourstudents,tousteachingprofessionals,toeducation asawhole?Comejoinin,exploreandpractice!

TransitionsandbreaksintheYLTclassroom

Niki Joseph (Freelance)

TransitionsintheYLTclassroomcanbeachangeofactivity,paceorfocus.Buthowcanteachersensure thattheattentionandmotivationofYLTsisnotlostwhenmovingfromactivitytoactivity?Inthis workshop,weexploredifferenttypesoftransitionsandbreaks,consideringhowbesttomaximize classroomlearning.

Digitalliteraciesinadata-drivenworld

Nicky Hockly (TCE(TheConsultants-E))

Digitalliteraciesarewidelyacceptedaskeyskillsthatbothteachersandlearnersneedtoacquire.What digitalliteraciescanhelpusnavigateanincreasinglydata-drivenworld,andwheremighttheyhavea placeinthelanguageclassroom?Thistalklooksatsomeofthetheoryunderpinningdigitalliteracies, andalsooutlinespracticalclassroomactivitiesforthelanguageclassroom.

NewbySuite-CrownePlaza

Fiveprinciplesfordesigningrelevantandactionablecourseevaluationsurveys

Kim Beadle (BritishCouncil)

Doyousendfeedbacksurveystolearnersafteracourse?Orteachersaftertraining?Howprincipledis theirdesign?Thisinteractiveworkshopencouragesyoutocastacriticaleyeoversurveysusedinyour context.Wewilllookatsomeresearch-basedprinciplesfordesigningcourseevaluationsurveyswhich offerafreshperspectivetohelpyougatherrelevantandactionablefeedback.

Auditorium-Harrogate ConventionCentre

550 audience SignatureEvent ESOL,TD

King'sSuite-Harrogate ConventionCentre

220 audience Workshop BE

HallD-Harrogate ConventionCentre

300 audience Workshop GEN

s,t,a, e,le

Restaurant-Harrogate ConventionCentre

50 audience Workshop

YLT

ey,p, e,le

Queen'sSuite1-Harrogate

ConventionCentre

64 audience Workshop

EAP,TTEd

p,s,t,a, e,le

ESPSIGShowcase

LanguageCertSignatureEvent

CultivatingacultureofcareinELT-InconversationwithKieranDonaghy KieranDonaghy,SylviaKarastathi

Howdoescarelooklikewithinlanguageeducationcontexts?Howcanwedevelopaneffective ‘vocabularyofcare’whenitcomestoteaching?InspiredbyKieranDonaghy’splenarytalk‘Embeddinga CultureofEmpathyinELT’,wehaveinvitedhimtorevisithisideasonthenotionofempathysituating themwithinthecontextofcare.JointheLanguagCertTeacherSupportteaminaconversationwith KieranDonaghywhichaimstobroadenourperspectivesoncare-focusededucation.

DebatingthekeyissuesinbusinessEnglishteaching Louis Rogers (DeltaPublishing)

TherangeofcontextsinbusinessEnglishisalmostlimitlessandthisleadstomanychallenges.This workshoppresentskeytopicsforgroupdebatessuchas,thebalancebetweenbusinesssoft-skillsand languageaims,integratingcoursebookswithneedsanalysisandmeasuringandensuringprogress. Participantswillalsohavetheopportunitytoposetheirownquestionsandraiseissuestodiscuss.

Dolearnershavealeveloraspikyprofile?

Rudi Camerer (elc-EuropeanLanguageCompetence), Judith Mader (elc-EuropeanLanguage Competence)

DespitetheusefulnessoftheCEFR(2001&2018),theleveltitleshavecausedmuchmisunderstanding. Languagelearnersarerarelyatonelevel,butdemonstratedifferentlevelsofcompetence,depending oncontextsandneeds.DrawingonexamplesgivenbytheCEFR,wewilldiscussspikyprofilesandhow toputthemtobestuseinteachingandassessment.

Makereducation:anapproachworthadaptingforyounglearners

Caroline Linse (QueensUniversity,Belfast)

Thepurposeofthisworkshopistoexploredifferentaspectsofmakercultureandmakereducationand howtheycanbeadaptedandappliedtoELTclassroomsforyounglearners.Theworkshopwillinclude averybriefoverviewofmakereducationandthemakermovementaswellasopportunitiesfor participantstomakesomethingillustratinganaspectof"making."

Asynthesizedapproachtoimprovingwritingfeedback

Christopher Gras (UnitedStatesAirForceAcademy), Constance Leonard (UnitedStatesAirForce Academy)

ThisworkshopwillequipEnglishlanguageeducatorswithevidence-basedpracticestoimprovewriting feedback.Thiscollaborativesessionhighlightsstrategiestoutilizedirectandindirecttypesoffeedback, correctioncodes,andstrategiestofocuswritingcorrections.Attendeeswillalsobeshownhowto synthesizetheirapproachtofeedbackusingwrittencomments,individualconferences,andaudiobasedrecordings.

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Workshop MD,TD

s,a, e,le

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Workshopwithrestricted audiencenumber

MD,TTEd

ey,p,s,t,a, e

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Workshopwithrestricted audiencenumber

TD,YLT

ey,p, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

LitSIGShowcase

Queen'sSuite7-Harrogate

ConventionCentre

75 audience Workshop

IPSEN,YLT

ey,p,s,t,a, e,le IP&SENSIGShowcase

Queen'sSuite8-Harrogate ConventionCentre

75 audience Workshop

GI,LIT

ey,p,s,t,a, e,le GISIGShowcase

Queen'sSuite9-Harrogate ConventionCentre

66 audience Workshop BE,MaW ey,p,s,t,a, e,le

EveningEvents

1930-2130

RipleySuite-CrownePlaza Hotel

Howcanweaddresscross-culturaldifferencesinourclassroom?

Barbara Roosken (FontysUniversityofAppliedSciences)

ThisworkshopexamineshoweducatorsmayaccommodateculturaldifferencesinanESLcontext. Culturalchallengescanbeovercomethroughincreasedawarenessamongstyourstudentsbymeansof culturallysensitivecommunication.Toinducechangeinourthinkingweshouldfirstbecomeawareof ourownbeliefs.Asetofpracticalactivitiesdesignedtoimplementthisteachingapproachwillbe shared.

Bringyoursyllabusandlet'sgamifyyourclass!

Deborah Healey (Freelance)

Gamification,theuseofgameelementsinnon-gamesettings,isanincreasinglypopulartopicin Englishlanguageeducation.Teachersattendworkshopsandreadbookstobuildaknowledgebase. Thisworkshopwilltakethenextstep–havingyouuseyourownsyllabustocreateagamifiedcourse. You’llusegamemechanics,points,badges,andlevels,andmore.

CreateaneffectivebondbetweenELTandalternativeeducationalapproaches

Cecilia Cabrera (Freelance)

HowmayMontessoriapproach,ReggioEmiliaphilosophyandWaldorfapproachfosterlanguage learning?Theseactivelearningapproacheshavebeenrecoveringrelevanceintheselastyears.Inthis workshop,theparticipantswillexperiencewhyitisrelevanttoincorporatedifferentaspectsofthese approachesintheirlessonsalongwithguidelinesandstrategiesonhowtointegratetheseapproaches successfully.

IATEFLLiteratureSpecialInterestGroupOpenForum

ConnectingELT,literature,extensivereadingandthearts

ComeandmeettheLitSIGcommitteeandotherlike-mindedpeopletodiscoverhowtobenefitfrom andgetinvolvedinLitSIG…andenjoyadrinkandnibbles!Thenjoinusforthepresentationofawards topublishersandauthorsofthe2022LanguageLiteratureAwardsfromtheExtensiveReading Foundation.

Downsyndrome–excludinglearnersbecauseofachromosome?

Anette Igel (Freelance)

TeachingEnglishinaninclusiveclassroomcanhaveitschallenges.Whenitcomestolearnersthathave differentcognitiveabilitiesalotofteachersshyaway.Thisverypracticalandhandsonworkshopwill showyouhowtocreatematerialforlearnerswithDownsyndromeandwhyusingmusicanddrama canplayanimportantrolewhenlearningalanguage.

Poetryandeducationforsustainabledevelopmentinlanguageclassrooms

Jason Skeet (NorwichInstituteforLanguageEducation(NILE))

Whatcountsassustainableeducationandwhat(andwho)isitfor?Thisworkshopaddressesthis questionthroughademonstrationandexplorationofproceduresforgeneratingpoetryinalanguage classroom,alongsideanexaminationofwhylanguageteachersmightwanttousebothreadingand writingpoetryasawaytoinvestigatetheecologiesoftheirclassrooms.

Overcomeunhelpfulself-doubttoflourishasanELTfreelancer

Rachael Roberts (EarnLearnThriveLtd)

InmyworkwithfreelanceELTprofessionals(onlineteachers,writers,editors,trainers),Ioftenencounter unhelpfulself-doubtaroundmarketing,pricing,andevensometimesaroundtheirabilities.Inthis workshop,we’lllookatjustwhythiskindofself-doubtissocommon,andI’lltakeyouthroughastep bystepprocesstoovercomeitandflourishasafreelancer.

SharingStories:StoriesSetUsFree

JoinStorytellerDavidHeathfieldandourspecialguestco-hostHarryKuchahKuchahwhowouldlove toshareastoryortwowithyoufromhisCameroonhomelandhereinYorkshirewherehelives.Feel freetocomeandlistenandtellfolktales,mythsandlegendsfromoralculturesaroundtheworldas wellaspersonalstoriesandanecdotes.Youareinvitedtotellyourstoryratherthanreaditaloud. Hearingeachother'sstoriessetsourhearts,minds,imaginationsandthewholeworldfree. "Iamnobird;andnonetensnaresme:Iamafreehumanbeingwithanindependentwill.”Charlotte Brontë,Yorkshireauthor.

DavidHeathfieldisaninternationalstorytellerandtheauthorofStorytellingWithOurStudents.He runsonlineCreativeandEngagingStorytellingforTeacherscourses. www.davidheathfield.co.uk

HarryKuchahKuchahisateachereducatorfromCameroonwhoenjoysplayingdrumsandtelling Africanstoriesfromhisgrandma’srepertoire

2000-2200

HarewoodeSuite-Crowne PlazaHotel

InternationalQuiz

Thepopularquizisbackagain!You’llneedaglobalteam(youcancomealongandjoinoneonthe night!)withdiverseinterestsandknowledge,asenseofhumourandadesiretomeetnewpeople, havesomefun,networkandworktogethertoscoremorepointsthananyotherteam.Music,fun, drinksandnibbles,andthechancetobecrownedquizchampionsofHarrogate2023.

Day3-Thursday20April

Way

Bemindful

Queen'sSuite

2-Harrogate Convention Centre

Mindfulnesssessionthree

AdeleWinkley

Introduction:inourbusylives,itiseasytoget distractedandtoabsorbchaoswhichmakesfor amuddled,mindandbodychemistrythatisina stateofalert.

Practice:anchoringinandremindingoursystem ofpeacewithin;detectingenergyblocks, defences,anddeviationswithintheenergy system.Settingourdayuptoallowflow.

Beprepared

Queen'sSuite

7-Harrogate Convention Centre

Howtosubmitaspeakerproposal

MadeleineduVivier

Inthissession,wewillreviewthecriteriathatare usedtodecideifaconferenceproposalis acceptedfortheIATEFLAnnualConference programme.Wewilldiscusswhatmakesa successfulproposal,bothintermsofthe abstractandthesummary,andhowtoensure thatyourproposalisaccepted.

SpecialInterestGroupOpenForums

ComeandlearnmoreaboutourSpecialInterestGroups (SIGs)andhowyoucangetinvolved.

1012-1045

BramhamSuite-Crowne PlazaHotel

1415-1500

Queen'sSuite1-Harrogate ConventionCentre

1515-1545

Queen'sSuite3-Harrogate ConventionCentre

1615-1645

Queen'sSuite2-Harrogate ConventionCentre

1700-1745

Queen'sSuite5-Harrogate ConventionCentre

YoungLearners& Teenagers(YLT)SIG

Testing,Evaluation &Assessment(TEA)

SIG

MaterialsWriting (MaW)SIG

Leadership& Management (LAM)SIG

Research(Re)SIG

IntheITNNetworkingZone

1305-1405

MeettheIATEFLPatron-DavidCrystal DavidCrystalwillbeinattendanceinthe exhibitionduringthelunchbreak.Ifyou wouldliketosayhelloorhaveaquestion forDavid,pleasejoinhimthereforthis greatopportunity.

Eveningevents

1845-1945

PechaKucha

Queen'sSuite

8-Harrogate Convention Centre

HowtowritesuccessfullyforIATEFL ConferenceSelections

DeborahBullock

AreyoupresentingatIATEFL?Ifso,youmay writeupyoursessionforconsiderationfor IATEFL’sannualConferenceSelections publication.Theeditorwillprovideguidanceby discussingsomeofthecharacteristicsofa successfulpaperandsomeofthereasonsfor non-acceptance.Therewillalsobetimefor questions.

Signatureevents

1700-1745

HallD-Harrogate

ConventionCentre

TheFutureofEnglish:Global Perspectives

What’sthefutureofEnglish?Inaworld transformedbymomentousglobalevents, what’sthenewrealityfortheworld’smost spokenlanguage?Whatdoesthismeanfor thefutureofteachingEnglish?Joinustobe attheforefrontoftheconversationandbe amongthefirsttohearthefindingsfrom theBritishCouncil’snewlandmarkbook.

RipleySuiteCrownePlaza Hotel

Originatingfromtheword“chitchat”,a Japanesetermdescribingthesoundof conversation,weagainofferyouaPecha Kuchaevening.Eachspeakerisalloweda slideshowof20images,eachshownfor 20seconds,givingatotalpresentation timeofsixminutesandfortyseconds beforethenextspeakerisup,keeping presentationsconciseandfast-paced.It promisestobeasexcitingaseverso don’tmissit!

1945-2115

HarewoodSuite

1-CrownePlaza Hotel

MusicNight:“UnitedWeSing!”

Inaworlddivided,themusiciansof IATEFLunite,cometogether,singand makemusic.Songsofprotest,songsof solidarity,songsoflove-actually,any songyouwouldliketosing.Thereare someamazingmusiciansamongour numberandthisisyourchancetobe withusandenjoythemusicaroundyou.

Plenarysession 0900-1000(Doorsopenat0830)

Auditorium-Harrogate ConventionCentre

Sharingwordsandworlds:ESOLteachersasallies,advocates,andactivists

LesleyPainter-Farrell

ThefieldofESOLteachingisgrowingexponentially,asistheglobalhumanitariancrisisofforced displacementandmigration.ItisacomplicatedcontextthatpresentsESOLteachers,manyofwhomare volunteers,withmultiplechallenges.Theirlearnershavepossiblyleftwar-torncountries,sufferedtrauma, andmadeharrowingjourneystofindsafety.Manyhavehadinterruptionsintheireducationandmaybe havelowliteracyintheirfirstlanguages.TheEnglishlanguageclassroomisoftentheprimaryspacefor themtosharetheirstories,belistenedto,feelwelcomed,andlearnaboutpracticalresourcestheyneedto helpthemsettleintotheirnewhomes.Itisaplacetoaccessandunderstandthenewcountry’sculture whilemakingsenseoftheiridentitiesandfindingtheirvoices.ESOLteachershavetoadoptmanyrolesto addresstheirlearners’multi-dimensionalneedswhichoftenextendfarbeyondsimplyteachingEnglish. Theirworkhasbeencompoundedbythesurgeinthepervasiveanti-immigrantrhetoricmanyofushave witnessedinrecentyears.ESOLteachersaretheirlearners’allies,advocates,andactivists. Inthispresentation,IexploreESOLteachers’myriadrolesandquestionhowweprepareandequipESOL teachersforthischallengingfield.IsuggestthatamultimodalapproachtoESOLclassroompractices, includingculturalresponsiveness,restorativepractices,andresponsivecurriculumswhileusinganassetbased,international-mindednesslens,supportsteachersinnavigatingandaddressingtheirlearners’ linguistic,social,andemotionalneeds.

AboutLesley:

LesleyPainter-Farrell(M.Sc.AstonUniversity,EdDinprogressatBathUniversity)workedasateacherof EnglishasaforeignlanguageinPortugal,Poland,andmanycountriesinAsia.Shebeganteachertraining whenbasedinPolandforInternationalHouse,theSorosFoundation,andLongmanpublications.She movedtoNewYorktoheadateachertrainingdepartmentanddesignedcoursesforteachingyounger learners,teachingusingnewtrends,andlanguagedevelopmentcoursesforteachers.ShealsoranCELTA courses.Duringthistime,shebecameinvolvedintheESOLcontext,volunteeringasateacherto immigrantsandrefugees.WhileworkingontheMATESOLprogramattheNewSchoolUniversityinNew York,sheestablishedtheEnglishOutreachprogram.ThemissionoftheOutreachistoprovidefreeEnglish classestorefugees,immigrants,andmigrantslivinginNewYork.Currently,sheisthecoordinatorofthe TESOLcertificateprogramataStateuniversityinNewYork-WestchesterCommunityCollege-whereshe hasestablishedanotherfreeEnglishprogramforrefugeesandimmigrants.Herresearchfocuseson reflectivepracticeinteaching,internationalmindednessineducation,andasset-basedapproachesto education.HerownpublishedmaterialsforELTincludeTheRolePlayBook,Homework,andLessons Learned:FirstStepsTowardsReflectiveTeachinginELT.Currently,sheisworkingonabookaboutteaching beginnerlanguagelearnersforBloomsburyPresswithGabrielDiazMaggioli.

IATEFLConferenceplenarysessionswillberecorded,ratherthanstreamedlive,andshownaspartoftheconferencecoverageon oursocialmediaplatforms,Facebook,LinkedInandYouTube,latereachday.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Pleasechecknoticeboards orvisit www.iatefl.org/conference/cancellations for changes and cancellations

Session3.1

BramhamSuite-Crowne

PlazaHotel

90 audience

YLTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

GEN

ey,p,s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

1015-1130

120 audience Forum

TD,TTEd

ey,p,s,t,a, e,le

IATEFLYoungLearners&TeenagersSpecialInterestGroupOpenForum

YoungLearnersinachangingworld:resiliencearoundtheglobe

TheSIGwillpresentashortbriefingonrecentactivityandupcomingplansandglobalevents.Thiswill befollowedbyaninteractivepaneldiscussiononthethemeofresilience-acurrent‘hottopic’inthe worldofYLteachingbutaconceptthatmeansmanydifferentthingsinthewiderangeofcontextsour membersworkin.

LearningtolisteninglobalEnglishesera

Hitomi Masuhara (TheUniversityofLiverpool)

Thisresearch-basedtalkreportsthelatestfindingsinourownlisteningresearchattheUniversityof Liverpoolandinsomecurrentlisteningliteratureonphonologicalprocessing.Itexploreswithsome exampleshowourunderstandingofphonologicalandsemanticprocessingduringlisteningmightbe bestreflectedinfutureteachinglisteningmaterialsforlearnersofglobalEnglishes.

ForumononlineCPD

UsingsocialmediaasapowerfulCPDtoolfortrainers

Cecilia Nobre (TheUniversityofWarwick)

Inthisinteractivetalk,whichdrawsfrommyownexperienceofbeingateacherandteachertrainerwho heavilyusessocialmediaasaformofcollaborativeCPD,Iwillsharemyperceptionsofthe developmentalbenefitsofparticipatinginandrunningteachers'groupsandsocialmediaaccounts, includingTwitter,Facebookgroups,LinkedInandInstagram.

DigitalinnovationsforEnglishlanguageteaching

JoannaNewton(BritishCouncil-SouthAfrica), SiphatisiwePatricia Ndlovu (DBEEasternCapeSA)

ThistalkdescribesdigitalinnovationsinELTfromBritishCouncilSouthAfricaandshowstheuseof availableapplicationssuchasWhatsApptodelivermaterialstoteachersinallareas,aswellasthe coursestoprepareforteachingonlineanddevelopingteachers’digitalliteracy.Examplesofhowthe trainingandmaterialshavebeenimplementedandthesuccessesarediscussed.

Teacherdevelopmentindigitalspaces:thefutureoranexception?

Anna Bartosik (GeorgeBrownCollege)

ThistalkpresentsanethnographicstudyobservingELTsinCanadaandTheUnitedKingdomengaging invirtualself-directedteacherdevelopment.Findingsinclude:theimmediacyofcontinuing professionaldevelopmentthatisuniquetoateachingcontext,thebenefitsoflearninganonymously butactivelyonline,andtheopportunitiesfortransformativelearningthatdigitalspacesaffordteachers, inadditiontothechallenges.

ForumonESP/EAPvocabulary

GlossarybuildinginESPscenarios:why,whenandhow

GloriaRegina Sampaio (PontificalCatholicUniversityofSãoPaulo)

Glossarybuildingisavaluabletoolinintra/interlingualESPcontexts,encompassingclarificationof concepts,vocabularyexpansion,refinementandprecisioninoral/writtenexpression,informed decisionsregardingtheuseofspecificjargonsandcorrespondent/equivalentforms,particularlyin translator/interpretertraining.Drawingonourteachingexperienceandlearners’responses,thistalkwill provideamethodologicalpathwayandexamplesofstrategiestoachievesuchpurposes.

Whenlexicalsemanticsmeetslexicography:hitsandmisses

Chinh Nguyen (SchoolofEducation,UniversityofAdelaide,SouthAustralia)

Semi-technicalvocabularycanconfusedESPlearningandteachingasitoftenhasmultiplecontextbasedmeanings,andthissemanticissuehasbeenoverlookedinlexicalresources(e.g.,wordlistsor dictionaries).ThistalkwillpresentonemainstageofanA.S.HornbyDictionaryResearchAward-funded projectthataimstodevelopanon-conventionalresourceofsemi-technicalvocabularythatconsiders theoriesoflexicalsemantics.

EFLlearners’vocabularysizeandstrategies:acasefromUzbekistan

Iroda Saydazimova (WestminsterInternationalUniversityinTashkent)

AchievingmasterlevelinvocabularyusuallyremainsthemostchallengingtaskEFL/ESLlearnersface. ThistalksharesfindingsfromastudyconductedamongUzbekistaniuniversitystudents(n=1847)to determinetheirvocabularysizeandlearningstrategies.Basedonthefindings,wewillintroduce practicalrecommendationsandlearner-friendlystrategiesthatpromotevocabularydevelopmentand engagement.

NewbySuite-Crowne

PlazaHotel

35 audience

Talk TTEd a, e,le

Auditorium-Harrogate ConventionCentre

1015-1130

550 audience

Paneldiscussion

TrainingasaDELTAM2tutor:lessonsobserved,lessonslearned Jacqueline Douglas (NorwichInstituteforLanguageEducation(NILE))

AreyouaCambridgeCELTAtrainerlookingfornewchallenges,perhapsaddingDELTAtoyourroles? ThiswasmeandI’mnowqualifiedtodeliverM2.Hearaboutmyjourney,andreflectionsofothers recently-trained.Mytalkgivespracticalinsightsforwould-betutorsinworkingthroughtheprocessand emergingaconfidentpractitioner.NewM2tutors/prospectivetraineesalsowelcome.

Englishforwhatpurpose?Movingforwardswithengagementandequity

Hanan Khalifa (CambridgeUniversityPress&Assessment), Chris Sowton (InternationalEducation Consultant), Harry Kuchah (UniversityofLeeds), Dee Rutgers (SheffieldHallamUniversity)

King'sSuite-Harrogate ConventionCentre

1015-1130

220 audience Forum

TD,TTEd ey,p,s,t,a, e,le

Forumonteachers’associationsandCPD

Empoweringteacherassociationprojectsinalow-resourcedchallengingcontext

Isora EnriquezO'Farrill (UCPEnriqueJVarona)

TheAssociationofCubanEducators-ELTSection(APC-ELI)hascommittedtosupportEnglishteachers byundertakingprojectsinitiativesincollaborationwithuniversitiesandBritishCouncilCubaorfunded byIATEFLandHornbyTeacherAssociationProjectAwardSchemes.Theyhavebeencontext-sensitiveto meetteachers´professionalneedsandbuildtheircapacitytoengageactivelyintheELTeducational renewal.

Professionaldevelopmentforteachersinruralareas

Eduardo Escalona (UniversityofGranma/APC-ELI)

TeachersfromruralandmountainareasinGranma,Cubahavedevelopedprofessionallylikenever before.TheAPC-ELI,anditslinkwithIATEFL,havepermittedteachertraineesattheUniversityof Granmatodevelopcommunicativecompetencenotonlyfromtheinteractionwithtrainers,butalso throughtheexchangewithnativespeakers;experiencestheycascadeamongtheirpeers.

ThePalestinianteachers'association:virtuallearningcommunitiesforprofessionaldevelopment

Mohammed Isifan (UNRWA(UnitedNationsReliefandWorksAgency))

Inthistalk,IwillgiveabriefingonPATEFL’sexperienceinmaximizingtheimpactofcommunitiesof practice.Iwillshedlightonasuccessfulprojectrecentlydonetopromoteteachers’confidencein speakingincollaborationwithUKlanguageschoolsundertheumbrellaofthePRELIMproject.This projectwassupportedbymasterclassesgivenbyAdrianUnderhill.

HallD-Harrogate

ConventionCentre

300 audience

Talk GEN

s,t,a, e,le ProdProm

Restaurant-Harrogate

ConventionCentre

50 audience

Talk

ESP,MD

t,a, e,le

Queen'sSuite1-Harrogate

ConventionCentre

64 audience

Talk

LT,TEA

ey,p,s,t,a, e,le TEASIGShowcase

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk LAM ey,p,s,t,a, e,le LAMSIGShowcase

Queen'sSuite3-Harrogate ConventionCentre

75 audience

Talk MD,MaW ey,p,s,t,a, e MaWSIGShowcase

Queen'sSuite4-Harrogate ConventionCentre

42 audience

Talk EAP,LA

t, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk RES

t, e,le

ReSIGShowcase

Redesigninggamesforthe21stcentury

Jill Hadfield (PavilionPublishing)

Inthispracticaltalk,Iwilllookatvariouschallengesinvolvedindesigningandupdatinginteractive materials,focusingprincipallyonthechallengeofdesigningonlineinteractionaswellasclassroom materials.Usingpracticalactivitiesfromthenewlyupdated CommunicationGames titles(Pavilion Publishing,forthcoming),Iwilloutlineaframeworkthatteacherscanusetodeveloponlineinteraction.

‘Englishforfreelancers’:movingbeyondthetraditionalclassroomandworkplace

Runna Badwan (BritishCouncil)

DigitalfreelancingoffersPalestinianyouths,particularlywomen,theopportunitytoearnincome despitethechallengingcontext.However,accessingthoseopportunitiesoftenrequiresstrongEnglish communicationskills.ThistalkwilltakeyouthroughthedesignprocessusedbytheBritishCouncilto createaflexible,ESPcoursethataddressestheneedsofdigitalfreelancersinPalestineandbeyond.

Maintainingtheintegrityofonlineassessment

Peter Davidson (ZayedUniversity)

Studentsareincreasinglytakingonlineclassesandonlineassessments.However,itisveryeasyfor studentstocheat,copy,plagiarize,orgetoutsidehelpduringanonlineassessment.Inthistalk,wewill outlineanumberofstrategiesthatcanbeimplementedtomitigateagainststudentscheatinginan onlineassessment.

Howdidteachingturnintomanagement?

Kateryna Protsenko (Promova.com)

Whetherweworkforschoolsorasprivatelanguageteachers,weoftenfeelthereissome administration,customercareandsalesinvolvedinteaching.Inthistalk,wewilllookintotheabove aspectsofbeinganeducatorandexploresometechniqueswhichhelpmanagethoseprocesses surroundingtheactualteaching.

Accurateorbiased?HowdoELTmaterialsdealwithscience?

James Taylor (Freelance)

Englishteachingmaterialsoftenincludescientificsubjects,buthowgoodajobarewedoingof presentingtheseoftencomplexsubjects?Arewecomfortablehandlingsomeofthemorecontroversial areasofmodernlife?Andmostimportantly,doweofferanaccurateviewofthescientificconsensusto ourstudents?

Teachingreflectiontouniversitystudentstoencourageself-developmentandgrowth

Sophie Farag (TheAmericanUniversityinCairo)

Thistalkdescribesactivitiesusedtoteachreflectionandgoalsettinginaproject-basedcourse.Students engagedinaseriesofgroupactivities,andwerethenassigneddifferenttaskstoreflectontheir performanceandtosetgoalsforpersonalgrowth.Samplereflectiontaskswillbepresented,andthe resultsofastudentself-evaluationsurveywillbeshared.

Englishlanguageteacherscollaboratinginteacherresearchandlovingit

Mark Wyatt (KhalifaUniversity), Cemile Buğra (CukurovaUniversity)

CollaborationcanbeinvaluableinhelpingEnglishlanguageteacherstoconductteacherresearch.Set inafoundationprogrammeuniversitycontextinTurkey,wherecollaborativeresearchtosupport continuingprofessionaldevelopmentisencouraged,ourresearchtellsthestoryoffiveteachers. Interviewdatarevealhowcollaborationhelpedtheteacherstoengagewithresearch,stayontrackand experiencejoyandgrowth.

Session3.1continuedonnextpage…

Queen'sSuite6-Harrogate ConventionCentre

43 audience

Talk GEN a, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

Queen'sSuite8-Harrogate ConventionCentre

75 audience

Talk MD,TTEd ey,p,s,t,a, e,le

Queen'sSuite9-Harrogate ConventionCentre

66 audience

Talk GEN s, e,le

SharingtipsandtricksforA1adultlearnergroupsonline

Tamires deOliveira (SimplificaInglês)

Inthispracticaltalk,Iwilldemonstratehowteacherscansetupmeaningfulpatternsofinteraction, variedfeedbackmomentsandamplifystudents’spokenproduction.Bysharingtools,strategiesand theorybehindfeedback,taskdesignandlessonplanninginonlineclasses,teachersareexpectedto leavethistalkbetterequippedtoboostA1learners’performance.

EmbodiedapproachestoELTprofessionaldevelopment

James Godfrey (InternationalTrainingInstitute,Istanbul)

Thistalkexploresparticipant-led,solutionorientedembodiedapproachestoTeacherDevelopment.It isbasedondiagnosticworkshopsfocusingonhowappliedtheatremethodologycaninformteacher education.Theworkshopsprovideparticipantsexperienceofappliedtheatretechniquesandelicits feedbackontheirpedagogicvalueandefficacyinteachereducationaswellasdevelopingfacilitation andperformativeskills.

Differentstrokes…usingsongstoteachstudentsatvariedlevels

Chris Walklett (UniversityofEssex)

Songscanbeusedinamultitudeofwaystoteachmany(ifnotall)agegroups.Itisthoughsometimes astruggletoaccommodatestudentsatthehigherand,evenmoreso,lowerendofthescales.This interactivetalkwilllookatideasforemployingthisresourceforboth‘basicusers’andstudentsofvery highproficiency.

Positiveattitudesbutpooroutcomes:theELTconundruminThailand

David Hayes (BrockUniversity)

ResearchinThaischoolsshowsstudentsseegreatvalueinlearningEnglish.However,achievement levelsaregenerallypoor,withsignificanturban-ruraldisparity.Inthistalk,Iarguethattoimprove achievementlevels,asthegovernmentdemands,inequityineducationalprovisionandschool resourcingneedstobetackledasmuchasthetraditionalfocusonteachers’languageproficiencyand classroommethodology.

Session3.2 1100-1130

BramhamSuite-Crowne PlazaHotel

90 audience

Talk LT,YLT p,s, e,le YLTSIGShowcase

HarewoodSuite1-Crowne PlazaHotel

120 audience

Talk EAP,GI

a, e,le

NewbySuite-CrownePlaza Hotel

Onlineinterculturallink-ups:sparkingmotivationinlarge,coursebookfocussedclasses Ashraf Kuhail (MinistryofEducation-EastGazadirectorate)

TheHandsUpProjecthasbeenahugeforceofmotivationforyounglearnersinPalestinetoenhance theirinterculturalcommunicativecompetence.However,thishasgenerallytargetedsmallgroupsof highlymotivatedlearners.Whatifthisauthenticmodelofonlinelink-upsexploresnewgroundinlarge classesfocusingoncoursebooks?Inthistalk,Iwillreportonmyresearchfindings.

Interculturalism:shouldwebedoingmoreinEAP?

Nadia Hards (TheUniversityofNorthampton)

Inthistalk,Iwillpresenttheresultsofapilotstudyexamininghowinternationalstudentsononline pre-sessionalcoursescouldbebettersupportedfromthethreeshocks,whichcanbedescribedas culture,language,andacademicshock.ThiswillbedemonstratedinanEAPcontextwithopportunities fordiscussionattheend.

Asystematicreview:theidentificationofsegmentalMandarin-accentedEnglishfeatures Hongzhi Wang (UniversityofLondon)

Mandarin-accentedEnglishisreceivingmoreattentioninclassrooms,research,anddailylife.Butwhat exactlyarethesegmentalfeaturesofMandarin-accentedEnglish?Thisresearch-basedtalkwill introducehowthefeatureswereidentifiedinacompletedsystematicreview,reportkeyaccented featuresinlaylanguage,discusspotentialfactorsthatcontributetothefeatures,andmaketeaching recommendationsforhigherintelligibility.

HallD-Harrogate ConventionCentre

300 audience

Talk GEN t,a, e,le

ProdProm

Restaurant-Harrogate ConventionCentre

50 audience

Talk AL,YLT p,s,t, e,le

GlobalEnglish:chaos,communicationandtheartofthekludge

Lewis Lansford (NationalGeographicLearning)

Coursebookconversationsgenerallyfeaturecompletesentences,clearturn-taking,andstraightforward communication.Whileusefulforpractisinggrammarandvocabulary,theymaynotpreparelearnersfor therelativechaosofthereal-world.Thatrequiresmasteryofthekludge–aquickfixusingavailable resources.UsingexamplesfromNationalGeographic’s Voices series,thistalkexplorescommunication kludgesandwayslearnerscanusethem.

Lessonsthedynamicbilingualmodelcanteachlanguageteachers

Cássia Venezuela (FaculdadeCulturaInglesa)

Inthistalk,wewillexaminethemaincharacteristicsofthedynamicbilingualmodel,suchasthe fosteringoftransculturalism,howitchallengestheconceptsoffirstandsecondlanguageina globalizedworldandhowitunderstandslanguageblendingaspartofthemetalinguisticdevelopment ofstudents.

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk

TTEd,TEA ey,p,s,t,a, e,le TEASIGShowcase

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

LAM,TD ey,p,s,t,a, e,le LAMSIGShowcase

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk MD,MaW s, e,le MaWSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk TTEd t, e,le

Queen'sSuite5-Harrogate ConventionCentre

60 audience

Talk RES,TD ey,p,s,t,a, e ReSIGShowcase

Queen'sSuite6-Harrogate ConventionCentre

43 audience

Talk AL,TTEd ey,p,s,t,a, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience

Talk IPSEN ey,p,s,t,a, e,le

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk LA s,t,a, e,le

Proficiencyexamsandclassroomassessment:friendsorfoes?

Isabela deFreitasVillasBoas (Troka)

Shouldclassroomassessmentfollowalarge-scaleassessmentframework?Inthistalk,Iwilldiscussthe logicbehindaccountabilityassessment–i.e.,proficiencyexams–andclassroomassessment,and presentaframeworkinwhichbothcancoexistinanELT/CLILprogramwithoutlettinggoofwhat classroomassessmentshouldbe,namely,assessmentforandaslearning.

Missionredefined:BeG.R.A.C.E.(ful)asaleader

Zeynep Oğul (ETSGlobalB.V.Turkey)

ELTprofessionalsarerequiredtoperformmultipletasksinaparallelapproachthroughoutanacademic year.Thistalkwillbeonsometheoryandpracticeabouthowbalancingteachers’workloadwithGRACE principlenotonlydecreasestheworkload,andhencethestresslevel,andenhancesteachers’wellbeingbutalsoleavesroomfornovelteacherdevelopmentexercises.

DecolonizingELTmaterials:challengingprocessesofotheringandWesternsupremacy

HannaLena Hertzel (UniversityofDuisburg-Essen)

Researchhasshownthatteachingmaterialsarepronetoreproducingpostcolonialpowerstructures andknowledgearchives.ELTmaterialsarenoexceptiontothis,whichrequiresteacherstocritically engagewiththeirmaterials.Thus,thistalkexploreskeycharacteristicsofdecolonization,arguesfor theirrelevanceinELT,andpresentsstrategiesteacherscanapplyfordecolonizingtheuseanddesignof materials.

IntegratingtheCertTESOLintouniversitydegreeprogrammes

Helen Thompson (SheffieldHallamUniversity)

InrecentyearsundergraduatecoursesembeddinginitialTESOLteachingqualificationshavegained popularity,andinterestinsimilarprogrammesforTESOLmaster’sstudentshasincreased.Inthistalk,I willconsideralternativewaysCertTESOLcouldbealignedto,orintegratedwithinundergraduateor master’sdegreeprogrammes,thebenefitsandchallengesforstudentsandsupportavailableforcourse providers.

Howcanwhatteachersreallyfeelhelpthemteachbetter?

Laura Ferroglio (Freelance/LancasterUniversity)

InELT,learners’emotionsareavitalpartoflearningandteaching.Whataboutteachers’emotions?Can weusewhatwefeeltobecomebetterteachers,inclassandonline?Inthistalk,wewilllookatwhat researchsaysabouttheroleofteachers’emotionsanddiscusshowtheycanbeusedtotransformdaily practice.

“Let’stalkaboutyourlesson”:genreanalysisoftrainers'feedback

Osama Elbeyaly (TheBritishCouncil)

ThistalkpresentsthefindingsofagenreanalysisstudyinvestigatingEFLteachertrainers’spokenand writtenobservationalfeedbackonEFLin-serviceteacherperformance.Itdescribesstudymethods, summarisesfindings,andsuggestsfutureimplications.Theaudienceareexpectedtobecomeawareof discursiveandlinguisticpatternsutilisedinteachertrainers’feedbackaswellaspracticesoftraining novicetrainers.

MakingPDFteachingresourcesaccessibletousersofassistivetechnology

Andrew Skinner (BritishCouncil)

Iwilloutlinetheimportanceofproducingteachingresourcesaccessibletolearnerswhouseassistive technology(e.g.screenreaders).IwilldemonstratewhatanaccessiblePDF(PortableDigitalFormat)is andgiveanoverviewoftheworkflowtomakeaPDFcomplianttointernationalaccessibilitystandards. Iwilladdresscommonconcerns,suchasbalancingpeople’saccessneedswithcontentsecurity.

Material-lightactivitiestohelpstudentsmonitortheirprogress

Ekaterina Stoliarova (EnglishPath)

Thistalkwilldemonstrateandsuggestsomepractical,material-lightactivitieswhichcanbedonewith yourstudents.Theseactivitiesareaimedatpromotinglearnerautonomyrelatedtounderstandingtheir progress.Theparticipantswillgettheopportunitytotakeadeeperlookintometacognitivestrategiesessentialtoolswhichempowerstudentsandencourageindependence.

Break 1130-1200

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk

MD,YLT

s, e,le

YLTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk GEN

a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk

GI,PRON

s,t,a, e,le

RipleySuite-CrownePlaza

Hotel

160 audience

Talk GEN s,t,a, e,le

CANCELLED

NewbySuite-CrownePlaza

Hotel

35 audience

Talk ESP,TTEd

t,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience

Talk GEN t,a, e,le ProdProm

King'sSuite-Harrogate ConventionCentre

1200-1315

220 audience Forum GEN

t, e,le

Bloom’staxonomyandCLILmaterialsdevelopment:friendsorfoes?

Denise Santos (Freelance)

ThistalkexamineswhetherBloom’staxonomycanprovideausefulrationaleforthedevelopmentof CLILmaterialsforsecondaryschools.Itexploressomestrengthsandweaknessesofthetaxonomyin materialsdevelopment,andalsoconsidershowthetaxonomycanorientdecisionsaboutpedagogical sequence,disciplinaryknowledge,contentandlanguageintegration,andassessment.Theconclusions includeasetofrecommendations.

Thehiddentrauma:empoweringlearnersthroughcoachingconversations

Polina Gordyshevskaya (ETCInternationalCollege)

Whatdoourlearnersactuallymeanbysaying‘Idon’tfeelconfidentenoughwhenIspeakEnglish?’.It signalsthatthereisahiddentraumathatoftenpreventsthemfromspeakingEnglishwithoutfeeling ashamed,miserable,orpathetic.Inthistalk,Iwillsharepracticaltipsthatwillhelpyourstudentswork throughtheirpainandstarttheirself-transformation.

Variationnotdeviation:encouragingtoleranceofEnglishdiversityinELT

Gemma Archer (UniversityofStrathclyde)

Inthistalk,I’llpinpointwhycontinuedadherenceto'nativelikeness'normsareharmingratherthan helpingourstudentsintermsofboththeirperceptionandproductionofEnglish.I'llthensuggest practicalwaysinwhichwecanovercomethis,encouragingstudentstoembracetheirL2identity, acceptratherthanfearunfamiliarEnglishes,andfeelconfidenttospeakout.

Thepragmaticsoficonsandtheiruseinlanguageteaching

Peter Grundy (DurhamUniversity)

Icons(left-andright-facingarrows,basketsymbols,etc.)areanon-linguisticwayofcommunicating meaningincreasinglyusedbothinplaceofandalongsidelanguage,especiallyinsignageanddigital communication.Afterdrawingattentiontothepragmaticpropertiesoficonicrepresentations,I’llinvite discussionaboutthewayswemightuseiconsalongsidelanguagetoenhancelearningandlanguage awareness.

ThemismatchbetweentheoryandpracticeintourismEnglishclassrooms

Amina Merhab (UniversityofLimerick)

IwillinvestigatetherelationshipbetweentheoryandpracticeinteachingandlearningEnglishinthe Algeriantourismandhospitalityindustry.Inaddition,Iwillexplorethegapbetweenfuturehotel receptionists'needsandtheindustryemployees'requirementsbyanalyzingtheeffectivenessofthe currentlanguagepreparationcoursesinAlgerianinstitutions.

MediationintheELTclassroom

Cathy Rogers (DeltaPublishing)

Mediationisarguably,morecomplextodefine,assessandteachthanreceptive,productiveand interactiveskills.Itencompassesvariouscommunicationskillsandisasocial,collaborativevisionof languagethatrecognisesthelearnerasasocialagentandintermediary.Thistalklooksatthenewadult coursefromDeltaPublishing,OnPoint,andpresentsideasforintegratingmediationintolessons.

Forumoninterculturalprojectsinhighereducation

Enhancingundergraduatestudents’interculturalcommunicationthroughvirtualexchange

Jirajittra Higgins (ChulalongkornUniversity)

Virtualexchangeiscommonlyemployedasapedagogicalapproachinforeignlanguageeducation thatinvolvesengagingstudentsfromdifferentbackgroundsinonlinecollaborationtasks.This presentationprovidesanoverviewofthestudyonhoweffectivelyvirtualexchangecanenhance undergraduatestudents’competenceintermsofinterculturalcommunicationandEnglishskills. TheimpactofCOILprojectsonlanguagelearningandteaching

Khaleda AlMansoori (AmericanUniversityofRasAlKhaimah)

CollaborativeOnlineInternationalLearning(COIL)isbecominganeducationalapproachinmany highereducationinstitutions.Thistalk,whichisbasedonactualprojectbetweenAURAKandWayne StateUniversity(WYS),willdiscussthestudents’experiences.IwillsharewhatfeaturesIdeemmore importantfordesigningthesetypesofprojectsthatmayleadtosuccessoflearninglanguages. Exploringinterculturalcommunicativecompetencethroughtelecollaboration

Silke Riegler (HAWLandshut,Germany), Hui-ju Tsai (NationalTaipeiUniversity,Taiwan) Ascommunicationmethodsandtoolshaveevolvedandmadevirtualexchangesmoreaccessible, telecommunicationhasbeenusedconstantlyinlanguageclassroomstoprovideculturalcontext. Recentstudieshavefocusedontheeffectivenessofinterculturallearningwithinatelecollaborative setting.Thistalkaimstodiscussstudents’interculturalcommunicativecompetencelevelthrougha telecollaborationprojectamongundergraduatestudentsinTaiwanandGermany.

AreyouteachingtheEnglishlanguageorcommunicationinEnglish?

Ben Knight (OxfordUniversityPress)

ThereisafundamentalshifthappeninginELT–fromstudentsas‘learnersoftheEnglishlanguage’to ‘apprenticeusersofEnglishforinternationalcommunication’.Weseethisininitiativesaround translanguaging,plurilingualism,andbilingualeducation.Thistalkexamineschangesinthecore frameworkofELT–curriculum,assessment,resourcesandtraining–thatwouldenablethis transformationinpractice.

Restaurant-Harrogate ConventionCentre

50 audience

Talk

TTEd t, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk TEA t, e,le TEASIGShowcase

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

LAM,TTEd

ey,p,s,t,a, e,le LAMSIGShowcase

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk MD,TEA

ey,p,s,t,a, e,le MaWSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk AL,GI

t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk RES,TD

ey,p,s,t,a, e,le ReSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk GEN s,t,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk PRON s,t,a, le

ProdProm

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk GEN ey,p,s,t,a, e,le

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk GEN t,a, e,le

Emotionsinpre-serviceteachers’testimonialsabouttheirfutureprofession

Aleksandra Wach (AdamMickiewiczUniversity,Poznań), Anna Broszkiewicz (AdamMickiewicz University,Poznań)

AfterabriefliteraturereviewontheroleofemotionsinL2teachereducation,wewillpresentthe resultsofaqualitativestudyaimingtoinvestigatepre-serviceteachers’emotionsexpressedinwritten testimonialsabouttheirfutureprofession.Wewillconcludewithpracticalideasforembracingthe affectivesideofteacherlearningandforstimulatingpositiveemotionsintrainingcourses.

Trainingstudentsindevelopingaratingscaletoassesswriting

Olga Kvasova (TarasShevchenkoUniversityofKyiv)

Thistalkpresentsadetaileddescriptionofaprocedureoftrainingprospectiveteachersindevelopinga ratingscaleforclassroom-basedassessmentofwriting.Iwillfocusonthestepsofimplementingthe scaledesign,providesamplesofmaterialsofferedasguidelinesaswellasratingscalesdesignedby students.Implicationsfortrainingwillbeofferedintheend.

Doingtop-downandbottom-upneedsright-meetingeveryone'sneeds

James Fuller (SpongeELT/TheNorthStation)

WithinINSETTprogrammes,weoftenmakethedistinctionbetweenbottom-up,i.e.,teachers'needs andwants,andtop-down,i.e.,management'sneedsandwants.Thesetwodistinctionsneednot/ cannotbeseparated.Inthisworkshop,we'lllookatcollectinginformationonbothsetsofneeds,anda numberofwaysinwhichthesecanbebroughttogetherthroughanumberofprocesses.

Customreadingandlisteningtestsfromscratch.Seriously?

Trish Hannigan (CamosunCollege,Victoria,Canada)

Teachersfrequentlyusetestsfromtextbooksandothercommercialsources,butarethesetestsalways thebestoption?FindouthowoneEnglishLanguageDevelopmentdepartmentataCanadiancollege setouttocreateasetoforiginalin-housereadingandlisteningdiagnostictestsusingonlinetools, creativity,andperseverance.

Integrationof21stcenturyskillsintoEFLsyllabus

El-Sadig Ezza (UniversityofKhartoum), Summaya Elhussain (KingAbdulAzizUniversity)

ThisstudyexplorestheattemptsmadebytheeducationalinstitutionsintheMiddleEastandNorth Africa(MENA)tointegrate21stcenturyskillsintoanEFLsyllabusasdocumentedbypublished research.Inotherwords,thisstudyappliesmeta-analysistoanumberofpublishedarticlesby researchersfromtheMENAtoachieveanumberofobjectives.

Veteranteachers’researchengagement:perspectivesfromChina Meifang Zhuo (UniversityofWarwick)

ThistalkwillsharethefindingsofastudyexploringChineseveteranteachers’perspectivesonteacher researchandtheirengagementwithandineducationalresearch.Thistalkisbeneficialforawide audienceinterestedinteacherresearch,includinginstitutionsstrivingtopromoteteacherresearch activitiesamongseasonedteachersandteachereducatorsworkingwithexperiencedteachers.

Authenticallyspeaking:toassesstaskachievementorformandaccuracy?

Kerstin Sandstrom (UniversityofToronto,InternationalFoundationProgram)

Howcanweeffectivelyassessandgivefeedbackonstudentspeaking?Shouldwefocusonspeaking formandaccuracy,oroninteractionalabilityandtaskachievement?Thistalkwillintroduceseveral typesofrecordedspeakingassignmentstoachieveoneobjectiveortheother,andsuggestwaysto giveconstructivefeedbackeffectively.Participantswillenjoysamplerecordings,transcriptsandrubrics.

Makingsenseoftonicstressintheclassroom

Fran Watkins (Sensations)

ThistalkfocusesontonicstressandthetoneunitinEnglish,highlightedascrucialinELFresearchfor intelligibility.Thesessionbridgestheoryandpractice,aimingtomaketheareaaccessibleinpractical termstosecondaryandtertiarylevelteachersinvariedcontexts.Concretestrategieswillbesuggested, someofwhichwillreferencethewebsite"Sensations".

PracticalimplicationsofinclusivepracticesintheELTmainstreamclassroom

Priscila Riffo (UniversityofSouthampton)

ByexploringhowEFLpreserviceteachersdeveloptheirprofessionalidentitiesthroughouttheirlaststagepracticuminChile,thistalkshowsthedifficultiesexperiencedinenactinginclusivepracticesin theELTmainstreamclassroomduetotheInclusionLegislationof2016.Additionally,itofferspractical implicationsforotherELTclassroomsorthetrainingofteacherstopromoteinclusivepractices.

UnderstandingexcessiveL1throughexploratoryAR:interventionandunexpectedopportunities

Andrew Drought (BritishCouncil,Japan)

ThistalklooksatexploratoryactionresearchconductedataJapaneseuniversitytobetterunderstand excessiveL1use.Ioutlineaninterventionwhereteachersco-createdachecklistcontainingpractical actionstomaintainanEnglish-richenvironmentandtheunexpectedopportunitiestoreduceL1 broughtaboutbythesuddenmoveonline.Ifinishbyconsideringtheirapplicabilitytoface-2-face teaching.

Session3.4 1245-1315

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk LT,YLT

p, e,le

YLTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk TD p,s, e,le

CANCELLED

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk GEN

s,t,a, e,le

ProdProm

RipleySuite-CrownePlaza

Hotel

160 audience

Talk GEN ey,p,s,t,a, e,le

NewbySuite-CrownePlaza

Hotel 35 audience

Talk ESP

t, e,le

Auditorium-Harrogate ConventionCentre

550 audience

Talk MaW

s,t,a, e,le

ProdProm

HallD-Harrogate ConventionCentre

300 audience

Talk GEN

t,a, e,le

Restaurant-Harrogate ConventionCentre

50 audience

Talk EAP,RES

s, le

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk EAP,TEA

p,s, e,le TEASIGShowcase

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Talk LAM,LT ey,p,s,t,a, le LAMSIGShowcase

LearningEnglishthroughonlinegames:whatchildrentellus

Annamaria Pinter (UniversityofWarwick), Pia Tabali (BernardoO'HigginsUniversity,Santiago, Chile)

Thistalkwillfocusoninsightsfromchildren(aged8-14years)aboutwhattheylearnfromonline gaminginEnglish.Wecollecteddatainsixcountriesfromover600children.Followingabrief introductiontothestudyandourfindingsacrossallcontexts,wewillpresentcasesofchildrenfrom Chile,IndiaandtheUK.

Empoweringtheteacher:thegrowthfromteachertoan‘expert’

Funda DemirYalçıntaş (BritishCouncilTurkey), Munevver Cesur (MinistryofNationalEducation Türkiye), MerveNuran Sezer (MinistryofNationalEducationTürkiye)

Forrealchangetotakeplace,teachersneedtobeputintothecentreofchange.Especiallywhenit comestocreatingContinuingProfessionalDevelopment(CPD)programmes.Wewillsharestoriesof teacherempowermentandtheconditionsnecessaryforpersonalandprofessionalgrowth.Wewill arguethatonceempowered,teachersbecome‘experts’indesigningandimplementingaCPD programme.

Reintroducingboardgamesasapowerfullearningtool

Irina Nosova (Freelance)

Boardgamesaremainlyusedtodayasareward,orafilleractivity,whereastheirpotentialismuch greater.Inthistalk,aimedatabroadscopeofteachingcontexts(groups/individuallearners,teenagers/ adults),youwillfindouthowtobuildalessonaroundanumberofengagingboardgamespreserving allthequalitiesofagoodlesson.

Grammarrulesandgrammarreasons

Crayton Walker (UniversityofBirmingham)

Weteachthat'some'isusedintheaffirmativeand'any'intheinterrogativeandnegative.Whenwe lookatthecorpuswefindmanyinstanceswhere'some'isusedinaquestione.g.Wouldyoulikesome tea?Inthistalk,Iwillbecomparingtheruleswiththereasonsbehindthemanyexceptionsfoundin commonusage.

ESPcoursedevelopmentforculturalcreativedesignwithdesignthinking

Cheng-Yi Lin (NationalDongHwaUniversity)

Inthisactionresearch,withthedesignthinkingapproach,theteacher-researcherconstructed, reflectedandadjustedalearner-centeredsyllabusforacourse,EnglishforCulturalCreativeDesign.35 interviewedparticipantsindicatedthatprofessionalEnglishvocabularyandpresentationskillswere essentialtostudents.TEDtalksondesignwerethususedaslearningmaterialstomeetbothneeds.

Dowordshavelevels?UnderstandingCEFRlabelsinadictionary

Julie Moore (Freelance)

IsitpossibletosaythatawordisinherentlyA1orB2?Inthistalk,we'lllookatthebenefitsofassigning CEFRlabelstovocabularyandsomeofthepitfallsandfactorstobeawareof.We'llthenexplore practicalwaysthatteachersandmaterialswriterscanusetheCEFRlabelsinthenew COBUILDAdvanced Learner’sDictionary

ElicitedimitationinassessingL2oralproficiency

Arum Perwitasari (ETSGlobal)

WhatisElicitedImitation(EI)andhowcanitbeusedinpreparingforanL2oralproficiencytest?Inthis session,youwillexplorethetheoreticalrationalebehindEI,thedesignandthescoringrubrics.This sessionwillendbylookingattechniquesofEIthatcanbeutilizedinclassrooms,beneficialtoboth teachersandtesttakers.

Whowilllisten?IhaveEnglishphobia

Sajan Chaudhary (ShreeJanataSecondarySchool)

ThistalkhighlightstheanxietyofEnglishamonglowachieverstudentsinaNepaleseEFLsetting. ForeignlanguageanxietyisauniversalphenomenonthatisnotjustfoundinEnglishlanguage classrooms(Kondo,2005;Sila,2010),so,Englishhasbecomeaburdenfortheaveragestudent.It revealssomepracticalmeasurestobridgethegapbetweenlearnersandobjectives.

AligningassessmentwiththecurriculumthroughUnderstandingbyDesignapproach

Zhananur Kassimova (NazarbayevIntellestualschoolofChemistryandBiology)

Teacherstendtofocusonactivitiesandinstructionratherthantheoutcomeoftheirteachingduring theplanningprocess.BackwardplanningknownasUnderstandingbyDesignprioritizesstudent learningandunderstanding.Teacherslearntoidentifynotonlyknowledgeandskillsstudentsneedto learntobesuccessfulinexams,butalsovaluesandideasthathelpstudentsthriveinlife.

Qualityassuranceinonlineteaching–standards&guidance

Lou McLaughlin (Eaquals)

TheEaqualsAccreditationSchemeforOnlineProvidersaddressestheneedforclarityaroundstandards inonlineteachingandlearninginordertodesignaclearpathtowardsthedevelopmentofquality assurancewithinanorganisation.Theschemeprovidesapracticalwayofaddressingthisneedbothfor theinstitution,managementandstakeholders.

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

MD,TTEd

p,s,t, e,le MaWSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk

TD,TTEd

s,t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk RES,TD

ey,p,s,t,a, e,le

ReSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk EAP,RES

t, e

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk

GEN

s, e,le

Queen'sSuite8-Harrogate ConventionCentre

75 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talk LA,YLT p,s, e,le

Movingawayfromaone-size-fits-allapproachwhenusingprescribedmaterials

Susanna Schwab (BernUniversityofTeacherEducation/PHBern)

Recentresearchfindingsaboutteachers’useofacompulsorytextbookinSwitzerlandrevealedfew opportunitiestocaterformixed-abilityclassroomswhenthetextbookistreatedasthescript. Professionaldevelopmentcoursesfocusingonmaterialdevelopmentandevaluationare recommendedsothatteachersbecomeawareofaprincipledapproachthattakesindividuallearner needsintoconsideration.

Exploringteachers'resourcesforprofessionallearning:whatreallymatters?

MohammadZulfeqar Haider (MuminunnisaGovt.Women'sCollege)

ThistalkreportsonresearchthatfocusesonBangladeshiEFLteachers’resourcesforprofessional developmentandlearning.Thestudy,throughasurveyof500teachers,exploredtentypesof resourceslocalisedintheindividualteachersaswellasintheirenvironments.Itconcludedthat teacherswithlimitedenvironmentalresourcescangainexcellencebyvirtueoftheirendogenous resources.

Self-mentoringthroughenhancementmentoringapproachforteacher-research

Seden EraldemirTuyan (CagUniversity,FacultyofArtsandSciences)

Thistalkdiscussesthefindingsandsuggestionsbasedonmystudy'self-mentoringthrough enhancementapproachforteacher-research’of16EFLteacherswhoareMAstudentsinanELT program.Datarevealsthatfocusingonparticipants'previoussuccessesbuildstheirconfidence, empowersthem,booststheirmorale,andinstilsasenseofagentivenessthatencouragesthemtotake responsibilityfortheirprofessionaldevelopment.

ExploringELFA-inspiredimplicationsforthedevelopmentofEAPpedagogicalmethods

Lu Liu (King'sCollegeLondon)

Therapidinternationalizationofhighereducationhasgivenrisetosubstantialdebateregarding currentEAPpractices.Inthistalk,IdrawonanELFAframework(Englishasalinguafrancainacademic settings)toexploretheimplicationsforpedagogytoemergefromrecentdoctoralresearch.My objectiveistodevelopatransformativeapproach,particularlyconcerningtheteachingofpragmatic strategies.

HowtointegrateglobalskillsteachingintoregularEFLlessons

Katharina Platzer (UniversityofGraz)

Globalskillsteaching(GST)hasbecomeincreasinglyimportantbutfindingyourwayintoitcanbe difficult.Inthisworkshop,Iwillsharemyinsightsfromalong-termexploratorycasestudyonGST conductedinalowersecondaryEFLclassroom.Iwillprovideteacherswithpracticaltipsonhowto integrateGSTintheEFLclassroomonaday-to-daybasis.

Abeginner’sguidetopodcasting.Threestepstostartrecording

Laura Wilkes (TESOLPop)

Podcastsareagreatwaytoengageandsupportvarioustargetaudiences,fromlanguagestudentsina schooltowork-from-hometeachers.However,oftenthebiggestchallengeinpodcastingisgetting started.Inthistalk,wewilllookatthestepsanddecisionsyouneedtomaketorecordyourfirst episode.

HowdoesaninclusivespiritmaterializeinELT?

Katja Heim (UniversityofDuisburg-Essen)

Thistalkpresentsexploratoryresearchonhowaninclusivespiritofdedicatedinclusiveschoolscanalso betracedwithintheirrespectiveEnglishlanguageteaching.Thefocusoftheresearchisonschools, whichcaterfordiversityalsobymakingroomforchoicesandthusaimtodeveloplearners’autonomy withintheschool’scommunity.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Lunch 1315-1415

ITNNetworking Zone MeettheIATEFLPatron

DavidCrystalwillbeinattendanceintheexhibitionduringthelunchbreak.Ifyouwouldliketosayhelloorhave aquestionforDavid,pleasejoinhimthereforthisgreatopportunity.

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

Session3.5 1330-1340(PosterPresentationArea)

Poster3 MD ey,p,s,t,a, e,le

Poster6 RES p,s,t, e,le

Poster9 AL,RES a,e,le

Theimpactoftext-drivenversuscoursebookmaterialsonEFLstudents

Eman Aldhahri (UniversityofLiverpool/UniversityofJeddah,KSA)

Thisstudycomparedtheeffectoftext-drivenandcoursebookmaterialsonlearners'perceptionsandinteraction inEFLclassrooms.Thestudyadoptedamultiple-methodresearchdesign.Thefindingsofthisstudymight benefitEFL/ESLstakeholdersasthestudyproposesaflexibleandcoherentteachingmodelthatfollowsSLA principlesinitsdevelopment,andaimstopromotelearners’engagementandcommunication.

Exploringtheassessmentliteracyofwritingteachers:asystematicreview

Lee McCallum (CoventryUniversity)

Thisposterpresentsapracticalprojectwhichexploresthewritingassessmentliteracyneedsandskillsofforeign andsecondlanguageteachersviaasystematicliteraturereview.Theposterprovidesanoverviewofthedesign ofthesystematicliteraturereview,itskeyfindingsandthendetailsthekeyimplicationsofthosefindingsfor differentsub-sectorsoftheL2writingcommunity.

Overseasstudents’perspectivesontheeffectofcommunicationstrategies

ZhimingYang(UniversityofLiverpool)

Althoughtherehasbeenagreatdealofcommunicationstrategies(CSs)researchusingquantitativetestsfor provingthe“positive”effectsofCSsonEFLlearners’willingnesstocommunicate(WTC)andforeignlanguage anxiety,languagelearners’perspectivesareworthbeingappreciated.Thisstudyisgoingtoexplore13overseas students’innervoicequalitativelyabouttheirtrueperspectivesontheimpactofCSs.

Poster12 RES

s, e,le

Poster15 EAP,ESP a, e

Pupils'perceptionsofEnglishlearninginaruralarea

Oriana Onate (UniversidaddeLaFrontera)

Theposterpresentspupils'perceptionsoftheEnglishlanguageaspartofaresearchproject(diagnosis)inorder toplananinterventioninaruralschoolwithahighpercentageofindigenouspeople,intheAraucaníaregion, SouthofChile.Teachers,staff,parentsandpupilshaveengagedinasix-year-projecttoimprovethelevelof Englishintheschoolcommunity.

ThewritingjourneyofQataristudentsatTexasA&M

Naqaa Abbas (TexasA&MUniversityQatar)

MyposterwillhighlightthechallengesthattheFoundationEnglishprogramatTexasA&MQatarfacesinserving mainlyQatariengineeringstudentsandworkingwithaSTEMfacultywhohaveaverynarrowviewoftheroleof EAPinengineering.TheposterwillsharefindingsofasurveycirculatedtoaSTEMandLiberalArtsfacultywhich addressestheseissues.

ONLINE ROUNDS

IATEFL Conference 2023

Presentations by the TOEFL® Programme Experts

Tuesday,April18th,2023

Standardized test questions: from design to administration

TBLT approach in the EAP and test prep classroom

Presenter: Liana Berkowitz

Presenter: Joanna Wrzesinska

Come

Booth #37

Wednesday,April19th,2023

Using standardized assessments to inform classroom instruction for young learners

Thursday,April20th,2023

Mission redefined: Be G.R.A.C.E.(ful) as a leader

Elicited imitation in assessing L2 oral proficiency

Presenter: Karina Anvarova

Presenter: Zeynep Oğul

Presenter: Arum Perwitasari Ph.D.

Reimagining teacher-centred professional developmentcan design thinking help?

Friday,April21st,2023

Presenters: Lorraine Sova, Pablo Garcia Gomez

www.ets.org/toefl

Session3.6

BramhamSuite-Crowne

PlazaHotel

90 audience Workshop

YLT

p,s, e,le

YLTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience Workshop

TD,TTEd

ey,p,s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience Workshop

RES,TTEd

a, e,le

RipleySuite-CrownePlaza

Hotel

160 audience Workshop GEN

s,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience Workshop GEN

ey,p,s,t,a, e,le

ProdProm

King'sSuite-Harrogate ConventionCentre

220 audience

Workshop GI p,s, e,le

ProdProm

HallD-Harrogate ConventionCentre

300 audience Workshop

GEN

ey,p,s,t,a, e,le

Restaurant-Harrogate ConventionCentre

50 audience Workshop

TD,TTEd

ey,p,s,t,a, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience

TEASIGShowcase

ExploringthelanguageoffilmtoteachYLsvisualliteracy

Romina Muse (BritishCouncil,Argentina/PlanCeibalinEnglish)

Filmisapedagogicalresource,whichfrequentlyintegratestheYLsELTcurriculum.Hailedasan alternativetopromoteliteracyskills,ithasnotbeenfullyexploitedtoteachvisualliteracy.Thistalk journeysintoexploringthelanguageoffilm.Participantswilltakeawayideasandstrategiestodevelop lessonplansforteachingvisualliteracyskills.

Usinganexperientialapproachtoin-serviceteachertraining

Mark Saxby (Freelance)

Everwanted(orbeenexpected)toshareyourknowledgewithpeersatanin-serviceworkshop?Or perhapsyouarethinkingaboutmovingintoteachertrainingandwanttoseehowthingscanworkin practice?Inthispracticalworkshop,participantswillbrieflyexaminetop-downandbottom-upmodels ofknowledgetransferbeforetakingpartinsomehands-onexperientialpeertraining!

Vocabularyteaching:whatteachersknow,believeanddoinclass

Leo Selivan (Freelance), Benjamin Naismith (Duolingo)

Howconfidentareyouaboutteachingvocabulary?Doyoufindcertainaspectsofwordknowledge morechallenging?Doyouusethelearners’L1?Thesearesomeofthequestionswesoughtanswersto inarecentsurvey.Beforesharingtheresults,wewillinviteparticipantstoreflectontheirownlexical beliefsandknowledge,potentiallyheighteningtheiroveralllexicalawareness.

Makinglearningvisible:personalisingreadingandlisteningdevelopment

Tom Booth (CambridgeUniversityPress&Assessment), Chris Edgoose (CambridgeUniversity Press&Assessment)

Inthisworkshop,wewilllookatkeyissueswhichteachersface,includingreliablyunderstanding learners’abilities,andgivingalllearnerstherightlevelofchallenge.We’llshareinsightsintohowweare workingtoaddresstheseissues,withaparticularfocusonreadingandlistening,andwewouldloveto hearyourperspectivesandexperiences.

Silenceandnoise:modesofbeingintheclassroom

Jeremy Harmer (Freelance), Jane Revell (Freelance)

Classroomsareoftennoisyplacesordeadeninglyquiet.True,noisecanstimulatecreativitybutitcan alsosometimesstifleit,whereastherightkindofsilenceusedthoughtfullycanfacilitatedeep processing(cognitiveandemotionalengagement).Wewillexploretheadvantagesanddisadvantages ofboth.Maybeithassomethingtodowithindividualpreferences?(Examplesfrom AmericanJetstream 2ndedition)

Englishforasustainablefuture

DaVida Alston (NationalGeographicLearning)

Asourglobalcommunitycontinuestogrowandchangeacrossinternationalschools,itisimperative thatEducatorsdevelopinstructionalpracticeswhichpromoteglobalcitizenship,sustainability,social emotionallearning,andstudentinquiry.NationalGeographicLearningResources, Lift and ReachHigher willbeusedtoprovideadeeperunderstandingofhowEducatorsmayusecontentbasedresourcesto promoteglobalperspectives.

Whatnow?

Thom Jones (ExpressPublishing)

TherapidadvancesofArtificialIntelligenceandmachinelearningcouldsoonmakelanguagelearning redundant.Instantinterpretationappsareincreasinglyaccurate,ubiquitousandcheap–whybother learningonelanguagewhenyourphonecanspeakthemall?AswemovetolearningINEnglishand awayfromlearningEnglish…whatisourpedagogicalcompass?

Workingwithfunctionalgrammar–whyandhow?

Susanne Jacobsen (CopenhagenUniversityCollege)

Teachinglanguageincontext:Englishlanguageteachersarerequiredtoteachgrammarincontext,but manycoursematerialsapproachgrammarascompletelydetachedfromthecontentinfocus.This workshopprovidesexamplesofhowtosetupcontextsformeaningfulcommunication,combiningthe teachingofcontentwiththeteachingoflanguage.

IATEFLTesting,EvaluationandAssessmentSpecialInterestGroupOpenForum

Connectingeducationalprofessionalsworldwideinlanguagetesting,evaluationand assessment

TheTEASIGOpenForumisaninformaleventopentoeveryone,bothmembersandguests.Comeand joinustomeettheCommittee,findoutwhatwedoandwhatweoffer.Thisisanexcellentopportunity tomeetotherTEASIGmembersandTEApractitioners,andhaveyoursayinshapingtheSIG.Welook forwardtoseeingyouthere!

Queen'sSuite2-Harrogate ConventionCentre

75 audience Workshop

LAM,TD

ey,p,s,t,a, e,le

LAMSIGShowcase

Motivatingandengagingteachingteamsforexcellentresults

Anju Moses (BritishCouncil,SriLanka)

Queen'sSuite3-Harrogate ConventionCentre

75 audience

Workshop

IPSEN,MaW

s,t,a, e,le

MaWSIGShowcase ProdProm

CANCELLED

Queen'sSuite4-Harrogate ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

TD,TTEd

s,t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Workshop RES,TD

ey,p,s,t,a, e,le

ReSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

TD,TTEd

ey,p,s, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience Workshop

GEN

s,t,a, e,le

Queen'sSuite8-Harrogate ConventionCentre

75 audience Workshop

MD,TD

ey,p,s,t,a, e,le

CANCELLED

Queen'sSuite9-Harrogate ConventionCentre

66 audience

Workshop

GEN ey,p,s,t,a, e,le

Iamnotataboo:LGBTQIA+intheELTclassroom

Peter Fullagar (Freelance)

ThereareLGBTQIA+studentsandteachers,sowhyaren’twerepresentedinmaterials?Thisinteractive workshopguidesteachersandmaterialswritersthroughgeneratingideasforincludingimproved representationinmaterialsandinclass.Usingthespeaker’sExistenceseriesofresources,thesession willexplorewhyandhowwecanbemoreinclusiveofrainbowidentities.

Eccentricwaystoteach(foreignlanguages)

Richard Palmer (LanguageAccelerator)

Aswegrapplewithlearningandmotivationlossbyteachersandstudents,therearestrategiesto overcomethis–keepinglearnersmotivatedwhileprogressing.Acompilationofeccentrictipsand trickstomaketeachingandlearningmorepleasant,engagingbutespeciallyeccentricwillbeprovided; toupdateyourpedagogicaltoolkitfor21stcenturylearning–leavingyouequippedtomakeyour teachingmemorable!

Doingandreporting‘shortstory’analysisfor(teacher)researchers

Gary Barkhuizen (UniversityofAuckland)

Shortstoriesareexcerptsofdatasystematicallyanalysedforcontentandcontexttomakesenseof languageteachingandlearningexperiences.Inthisworkshop,participantswillanalysesampleshort storiesandwillconsidertheapplicabilityoftheapproachtotheirownteachingandresearch.Howto reporttheoutcomesoftheanalysis(e.g.indissertations)willalsobecovered.

Theuseofstorytellingasamotivationtechnique

Natassa Stylianou (StylianouEducation)

Teachersofforeignlanguageswillbeabletoadoptaspecifictechniquethroughthemethodof storytellinginordertoraisetheirlearners’motivationtowardstheirsubject.Bytheendofthe workshop,teacherswillworkonhowtostimulatevisuallearningoflearners,andembedlearnersin contextual,engagingandeffectivelearning.

Timetoreconsiderthepowerofsocialmedia

Karen Waterston (BritishCouncil), Marcus Morgan (BritishCouncil)

Inthepast,youmighthavebeenputoffusingsocialmediainyourteachingbutwe'llshowyouhowto identifywhatmakesagoodpostandhelpyoutocreateyourownengagingandmeaningfulcontent. We’llshareourownexperienceofmanagingthelargestglobalteachercommunitysoyoucanenjoyall thatsocialmediaoffers.

Englishispuzzling:combiningELApuzzlestocreate“EscapeRooms”

Katherine Neginskiy (InternationalWomen'sResourceCenter)

Puzzleshaveshowntodevelopvocabulary,spelling,criticalthinkingskills,grammarandretentionin languagelearners.Jointhisworkshoptolearnaboutthebenefitsofpuzzles,whattypesofpuzzles work,onlinetoolsforbuildingcustompuzzles,examplesofthemesforELA“EscapeRooms”inbothinperson,synchronousonline,asynchronousteaching,andtoreceiveanexampleEscapeRoompacket.

LowcostresourcesforESOLteacherstobrainstormideas

Thomas LeSeelleur (NateclaIOIBranch)

TheworkshopisaimedatESOLteachersandvolunteerstogenerateideasthroughcollectivegroup brainstormingonhowtousecheap,practical,adaptableteachingresourcesinlowtechorresourced centres.Highlyinteractivethroughoutwithparticipantssharingsuggestionsandbuildingahuge repertoireofteachingandlearningideasthatwillbesharedafteronpadlet.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk GI,YLT

p,s, e,le

YLTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

EAP,TD

s, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk GEN

ey,p,s,t,a, e,le

RipleySuite-CrownePlaza Hotel

160 audience

e,le

CANCELLED

NewbySuite-CrownePlaza

Hotel

35 audience

Talk

TD,TTEd

t,a, e,le

Auditorium-Harrogate ConventionCentre

550 audience

Talk GEN

ey,p,s,t,a, e,le

ProdProm

King'sSuite-Harrogate

ConventionCentre

220 audience

Talk

TD,TTEd

p,s,t,a, e,le

HallD-Harrogate ConventionCentre

300 audience Talk GI,MD ey,p,s,t,a, e,le

Restaurant-Harrogate

ConventionCentre

50 audience

Talk

GI,TTEd

ey,p,s,t,a, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk

Activelanguagelearningandactivisminpicturebooks

Janice Bland (NordUniversity)

Supportingchildagency,autonomyandactivismwithexcellentmaterialscanbeanimportantpartof languageeducation.Iwillintroducehowtopicsofenvironmentalandsocialjusticecanbeincludedin theyounglearnerclassroomwithpicturebooksonamazingchildren: Malala’sMagicPencil, SixDots:A StoryofYoungLouisBraille, GretaandtheGiants and WeareWaterProtectors.

Academicskillsteachinginfoundationcourses;ESAPandcross-curricularapproaches

ClareGabrielle Anderson (Freelance)

Thistalkfocusesonfoundationstudents'needtounderstandacademicconventions,researchskillsand thegenreofacademicwritingexpected,andtheunderlyingreasonsforsomestudents'lackof engagementinthisarea.Subjectteacherstoocanbeambivalent,whileacceptingtheimportanceof theseskills.Someresearchissummarised.

Gettingoutofourbrains:distributedcognitioninELT

Sarn Rich (CanterburyChristChurchUniversity)

Distributed/extendedcognitionisawaytounderstandthinkingandlearningasspreadingdynamically throughourbodies,throughobjects,throughinteractionswithotherpeopleandwiththewider environment.WewilllookatpracticalwaystoapplytheseideasinELTformoreeffectivelanguage learning,finishingwithadistributed-cognitionescape-roomactivitythatdemandssharedproblem solving,teamworkandcommunication.

NationalELTreform:learningfromtheUnitedStatesofMexico

John Knagg (TransformELT), Liliana Sánchez (BritishCouncilMexico)

In2009,theMexicangovernmentlaunchedaprogrammetotransformlearningandteachingof Englishinpublicschools,startingatprimarylevels.The33stateshaveverydifferentrealities.In2022, weresearchedhowtheprogrammeevolvedinfourstates.Wepresentataxonomyofpoliticaland educationaltensionsthatpolicy-makersnavigate,highlightinglearningforlarge-scalereformglobally.

EnglishlanguageteachertrainingformultilingualregionsinChina

Ping Zhang (ZhongnanUniversityofEconomicsandLaw)

Recentdevelopmentinmultilingualismandmultilingualeducationhashighlightedtheimportanceof trainingqualifiedmultilingualteacherstosupportthestudentstoachieveadditivetrilingualism. Adoptingacasestudyapproach,thisresearchevaluateslanguageteachertrainingprogrammesin multilingualregioninChina,anddiscussestheminthelightofwiderpedagogicalimplicationsfor multilingualteachertraininginChinaandothercountries.

Meaningfulandimpactfultraining?Evaluatingself-directedPD

Neil Ainsworth (OxfordUniversityPress)

Engaginginmeaningfulandimpactfulprofessionaldevelopmentcanleadtoincreasedmotivation, greaterjobsatisfaction,andhigherqualityteaching.HowcanwetellifthePDwedoismeaningfuland impactful?Thistalkexploreswhataself-directedPDevaluationframework,‘Self-directedprofessional developmentinELT’(OUP),mightlooklikeandwhetherexistingevaluationmodelscanteachus anything.

Let’stalkaboutit...(Developingthespeakingskill)

Tery Lemanis (HamiltonHousePublishers)

Evenafteryearsoflearning,speakingseemstobethemostchallengingintermsofachievingfluency. Inthistalk,wewillanalyzewhatwedowhenspeakinganddiscussthehurdleslearnersencounterthat impacttheirabilitytodeveloptheirspeaking,thedifferencesbetweengrammarandusage,the competencesrequired,andtheissuesarisingfromlanguageandpragmatictransfer.

PromotinginterculturalityinELTthroughculturaldiversity

Amina Douidi (MacmillanEducation)

Representingtheworld’sculturaldiversityinmaterialsisafirststeptocreatingaspaceforintercultural learningintheclassroom.ByreviewinghowculturesandidentitieshavebeenportrayedinELTinthe pastfewyears,thistalkshedsanewlightonpracticalwaysteachersandmaterialwriterscanpromote interculturalitybyaddressinginequityinrepresentingculturaldiversity.

Bi-directionaldecolonialityinteachingEnglish:aLao-Germancooperationproject Isabel Martin (UniversityofEducationKarlsruhe)

Abi-directionalteachingandlearningprojectbetweentheUniversityofEducationKarlsruhe (Germany)andsevenLaoinstitutionsofeducationwhichstartedin2015ledtoanexplorationof hithertounnoticedbinariesinEnglishlanguageeducationandthentoself-criticalprocessesofbidirectionaldecoloniality,followingMignolo'stostepsofde-linkingandengagingdecolonialoptions (2018:115,125).

Preliminarytest-takerperspectivesofahigh-stakesassessmentconductedonline Emma Bruce (BritishCouncil)

IELTSOnline(IOL),thenewestmemberoftheIELTSportfolio,promotesaccessibilityfortest-takers previouslyreliantonattendingtestcentres.Inthistalk,Iwillsharepreliminaryfindingsfromthetesttakerstrandofourvalidationresearch.Ireporttest-takerperceptionsoftakingahigh-stakestestat home,attitudestowardsremoteproctoringandbeliefsabouttheimpactonperformance.

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

LAM

ey,p,s,t,a, e,le LAMSIGShowcase

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

MaWSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

75 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

CANCELLED

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk

EAP,RES

t, e,le ReSIGShowcase

Queen'sSuite6-Harrogate

ConventionCentre

40 audience

Talkwithrestricted audiencenumber

GEN ey,p,s,t,a, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience

Talk

TD

Queen'sSuite8-Harrogate ConventionCentre

75 audience

Talk

BE,IPSEN a, e,le

Queen'sSuite9-Harrogate ConventionCentre

66audience

Talk GEN a,e,le

Myexternalbrainhurts:thesecretsofpersonalknowledgemanagement

Mike Riley (NILE)

Asoverloadedacademicmanagers,wouldn’tasecondbrainbeuseful?Appsandevenpenandpaper canhelpusbuildanexternalone.Guidedbyhistory'snote-takersandcurrentthoughtleaders,we explorethefundamentalsofnote-takingandpersonalknowledgemanagement:creating,engaging withandstoringnotesinwaysthatreducestress,savetimeandmakeusbettermanagers.

IATEFLMaterialsWritingSpecialInterestGroupOpenForum

TheMaWSIGOpenForumprovidesanopportunitytomeettheMaWSIGcommittee,learnaboutour activitiesandfutureplans,andfindouthowyoucanbecomeinvolved.Whetheryouwritefor publicationorforyourownclasses,comealongandmeetotherwritersandpublishingprofessionals. Everyoneiswelcome–youdon’tneedtobeaMaWSIGmembertoattend.

Trainingevaluationmodelsandthevalueofdemonstratingeffectiveness

Malamatenia Gatsou (EFTeachOnline)

Wheredoestrainingevaluationbegin;whatdoesitentail;whyshouldweevendoit?Joinmeinthis talktodiscusstheprocessofevaluatingtrainingresourcestodemonstratelearningandprogressin trainees’knowledge,skillsandbehaviours.Wewillfocusononlinetrainingusingrealexamplesfrom trainingresourcesIdevelopedanddeliveredtothousandsofteachersworldwide.

Howcouldteachersassiststudentsduringthewar?

Larysa Sanotska (IvanFrankoNationalUniversityofLviv)

Thistalkisbasedonresearchaboutuniversitystudents’attitudetostudyingEnglishduringthewar.It includestheanalysisofthequalitativesurveydatacollectedfromtheuniversitystudentsfromthevast areaofUkraineandrepresentstheiropinionsaboutthewaystheyaretaught,aswellastheir expectationsforthescopeandcontentsoftheirteachers’assistance.

StudentperceptionsofsuccessandfailureinEFLlearning

Pawel Sobkowiak (AdamMickiewiczUniversity,Poland)

Thispresentationreportsonresearchonwhatfactors(causalattributions)EFLlearnersascribetotheir achievement.Theauthorwilldiscusshowparticipantsconceptualizedthenotionofsuccessandselfassessedtheirlinguisticaptitudesandpersonalprogress,andtheirimpactonstudents’selfperception asun/successfulandin/competent.Implicationsforlearnertrainingandteacherinterventionsinthe classroomwillbeconsidered.

POET-AbeaconforteachersofEnglishinWestBengal

Kuheli Mukherjee (DepartmentofSchoolEducation,GovernmentofWestBengal)

ThistalkfocusesonPOET,aCommunityofPractice(COP)ofEnglishlanguageteachersfromIndia,and itsimpactonthepracticeandprofessionaldevelopmentofitsmembersduringandaftertheCOVID pandemic.ThetalkwillattempttoidentifytheimportantrolethatCOPscanplayinthemainstream teachereducationsystemofIndiaandsimilarcontexts.

Balancinginterculturalcommunicationsinsingle-languageorganisations Gerard Lysaght (Freelance)

Multinationalorganisationsfacemanychallengestoensureclearandeffectivecommunicationswith employeesandcustomersfromdifferentcultures,aswellasthosewhospeakdifferentlanguages.This presentationwillexaminehowcompaniescanbeststructureEnglish-languageandother communicationswithinternalandexternalaudiencesandwillshareexamplesofsuccessfulpractices fromleadingglobalorganisations.

Vocabulary,islessmore?

ChrisWatts(DufferinPeelCatholicDSB)

Howdoesastudentacquirevocabularyandmoreimportantly,howdoesateacherexposeittoa student?Thistalkwilluseacombinationofpracticalandtheoreticalapproachestohelpastudentand teachercoexistinthisminefield.Whetheritisalowleveloradvancedclass,simplifyingandinstilling confidenceiscriticaltosuccessfulvocabularyacquisition.

Break 1545-1615

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

Session3.8

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk TD,YLT

p, e,le

YLTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

ESOL,IPSEN

a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience

Talk

LT,TTEd

p,s,t, e,le

RipleySuite-CrownePlaza

ImprovingteachingqualityinprimaryELTbyincreasingcognitiveactivation

Joel Guttke (Duisburg-EssenUniversity)

Cognitiveactivationhasbeenrepeatedlyidentifiedasakeyfactorpredictingstudentachievement–especiallyinresearchintoSTEMsubjects.Suchfindings,however,aredifficulttotransfertotheprimary ELTcontext.ThistalkproposesaworkingdefinitionofcognitiveactivationinELT,appliesittoarangeof tasksandclassroomsituations,andpresentsteachingstrategiesforitsimplementation.

LGBTwho?-lackofLGBTQIArepresentationinTEFLcoursebooks

Kamila Niedzwiedzka (StGilesLondonCentral)

ThelackofLGBTQAIrepresentationinEFLcoursebooksandteachingmaterialsisasevereproblem. Whyitisstillhappeningandwhyitiscrucialtostartactionsagainstthisongoingtrend.Whatweteachersandwriterscandoaboutitandmoreimportantly,howouractionsmightaffectlanguage learningprocesses.

NarrativesandbloggingasprofessionaldevelopmenttoolsforEFLteachers

Cynthia James (UniversityofCambridge)

ThistalkwilldiscusshowagroupofMalaysianEFLteachersusesabloggingplatformtoshare narrativesoftechnology-enhancedlanguageactivitiesintheclassroom.Bypresentingsummariesof threeselectedblogpostsandtheteachers’personalreflections,Ihopetosharesomeinsightsonthe potentialsofnarrativesandbloggingastoolsforself-directedprofessionaldevelopment.

Communityofinquiry:theheartofcollaborativelearning

Noha Khafagi (TheAmericanUniversityinCairo(AUC))

Iwillshowhowthecommunityofinquiry(CoI)techniqueappliedinanacademicEnglishfortheliberal artscoursehelpsstudentsusemeaningfulproblem-solvingstrategiestoenhancetheir communication,criticalthinkingandcriticalreadingskills.Thistechniquerequirestargetedmaterial selection,theteacher’sexpertiseinconveyingthematerialsandthelearner’scognitivepresence.

NewbySuite-CrownePlaza

Independentlearningplansinhighereducation:metacognitioninESPclasses

Stella GiorgouTzampazi (UniversityofBedfordshire)

Learningskillsthatenablelearnerstobeself-directedlearnersareessentialtoimprovingeducationin the21stcentury.L2studentscanusetheindependentlearningplanandpersonallearningand thinkingskillsformintheirESPclassesinHigherEducationtotracktheirlearningprogressanddevelop agrowthmindset. Auditorium-Harrogate

Evaluatingtheimpactoftheflippedclassroomapproachinpractice

Graeme Harrison (CambridgeUniversityPress&Assessment)

IwillpresentfindingsfromresearchintotheimpactofusingtheFlippedClassroomApproach(FCA)in ahighereducationELTsetting.Areasinvestigatedwerestudentandteacherengagement,andhow welltheFCAsupportedlanguagelearning.Thefocuswillbeonwhatworked,whatdidn’t,andhowthis approachcanbeusedmosteffectivelytosupportstudentlearning.

King'sSuite-Harrogate ConventionCentre

220 audience

Talk GEN ey,p,s,t,a, e,le

CANCELLED

HallD-Harrogate ConventionCentre

300audience

Talk TD,TTEd ey,p,s,t,a, e

Restaurant-Harrogate ConventionCentre

50 audience

Talk TD,TTEd a, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience

Talk TD,TEA

p,s,a, le TEASIGShowcase

Queen'sSuite2-Harrogate ConventionCentre

75 audience

LAMSIGShowcase

Apictureisworthathousandwords

Jennifer Lowe (LancasterUniversity)

Inthistalk,wewillseehowtheuseofimagesandschematicrepresentationscanhelpstudents dramaticallyincreasethesizeoftheirvocabularyandimprovetheirlanguageskillsinafunandcreative way.Equippedwithpenandpaper,wewillplaywithourimagination,pinningdownthedistinctive featuresofwords,phrasalverbsandmuchmore.

DoesthefutureofELTincludeTA,TAGsandCoPs?

Wendy Arnold (ELTConsultants)

Thistalksharesthree‘new’and‘old’terminologies,theirmeaningandrelevanceinELTwithpossible insightsintothefutureofteacherdevelopment.Therationale,meaninganddifferencebetweenTA, TAGsandCoPswillbeexplored,aswellashowtheymaybeprovingtobeaneffectivewaytoimprove teacherscontinuingprofessionaldevelopment(CPD)andstudents’learningoutcomes.

Whatisamix-modeCELTAanddoesitwork?

Varinder Unlu (StaffordHouseLondon)

CELTAhasbeenchangingandevolvingovertheyearstomeettheneedsoftrainees.FromF2F,fully online,flipped,part-timetraineesreallydohaveachoice.Howaboutmixmode–aCELTAthatispart onlineandpartFacetoFace?Doesitwork?Joinmetodiscusswhatthebenefitsareofdoingitthisway.

Unlockingpeerandself-assessmentandfeedback

Annie Altamirano (TESOL-SPAIN)

Whenaskedtoassesseachother’swork,ortheirown,andprovidefeedback,studentsoftencomeup withcommentssuchas,‘It’snice’,‘It’sinteresting’,whichcanbequitedisheartening.Iwillexplainhowto makepeerandself-assessmentandfeedbackformative,enrichingexperiences.Iwillthenoffersome ideasforimplementationovertime.

IATEFLLeadership&ManagementSpecialInterestGroupOpenForum ConnectingELTleadersandmanagersfromaroundtheworld

Queen'sSuite3-Harrogate ConventionCentre

75 audience

Talk

GI,MD ey,p,s,t,a, e,le MaWSIGShowcase

Queen'sSuite4-Harrogate ConventionCentre 40audience

Talkwithrestricted audiencenumber

TD,TTEd ey,p,s,t,a, e,le

Queen'sSuite5-Harrogate ConventionCentre

60 audience

Talk RES,TD a, le ReSIGShowcase

Queen'sSuite6-Harrogate

ThreemoneymythsthatELTmaterialscoulddowithout

Lottie Galpin (Freelance)

Inthistalk,I'llbeexploringthreestereotypes,ormyths,aboutmoneythatpublishedELTmaterialstend toperpetuate.Usingmyownmaterials,I'llexaminewhatthesestereotypesareandwhytheyare damaging.I'llalsosuggesthowwecanbetterrepresentarangeofsocioeconomicexperiencesinorder tobetterrepresenttherealityofallourlearners.

CreatingaPDmodelforEnglishlanguageteachersinPalestine

Silvia NassarMustaklem (UniversityofExeter)

ThecurrentlyavailableprofessionaldevelopmentprogrammesinPalestinedon'tcatertoEFLteachers’ needsordeveloptheirlearning.Thisstudyaimstocreateanappropriateprofessionaldevelopment modelforteachersofEnglishasaforeignlanguageinPalestine.Theproposedmodelisbasedon teachers’needsandinterests,guidedbytheirparticipationandinvolvement,andsupportedby globallysuccessfulmodels.

Negotiatingenvironments:makingthemovefromteachertoresearcher

Gareth Scyner (BINE-BeneméritoInstitutoNormaldelEstado"Gral.JuanCrisóstomoBonilla") Doyouwanttomovebeyondtheclassroomandinvesttimetoresearchyourfield?Isfindingtheright momentdifficultbecauseofyourworkandpersonalcircumstances?Thistalkprovidesan autobiographicalaccountofhownegotiatingyourprofessionalandprivatecontextcanprovidethe necessaryimpetustomakethemovefromELTteachertoresearcher.

MeasuringknowledgeofadolescentanxietyamongChileanteachers

JavieraJara(UniversidaddeLaFrontera)

Itisessentialforteacherstobeawareoftheproblemsthatcommonlyafflictsecondandforeign languagelearners,suchasanxiety,sothattheycanrecognise,manageandpreventtheseproblems. Therefore,thepurposeofthisresearchistodevelopatesttomeasureteachers'knowledgeof adolescentanxietyintheChileaneducationalcontext.

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk

GEN

ey,p,s,t,a, e,le

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

ESOL,TTEd

Queen'sSuite9-Harrogate

ConventionCentre

66audience

Talk

TD,TTEd t,e,le

MysignaturepedagogyafterCOVID-19inNepaleseELTclassrooms

KrishnaKumari Upadhayaya (KathmanduUniversitySchoolofEducation)

AfterCOVID-19,Iemployedreflectivewritingstrategieswhileinstructingmixed-levelNepaleseEFL students.I'lltalkaboutmypersonalexperiencewiththisinthistalk.Asapracticaltoolforgranting studentscontrolovertheirlearning,Iwilldiscussafewusefultacticsingeneral,theirimpactonthe NepaleseEFLlearningcontextinparticular,andsomeencouragingfindingsatlast.

QuestionandanswersessionrelatingtoLesleyPainter-Farrell’splenarysession

IfyouattendedLesleyPainter-Farrell’splenarysessionthismorningonon Sharingwordsandworlds: ESOLteachersasallies,advocates,andactivists,youarewelcometoattendthisrelatedsession.Thiswill allowparticipantstoaskanyquestionsoraddressanyissuesthathavebeenraisedbyLesleyPainterFarrell’stalk.

ExploratorypracticeasameansofprofessionaldevelopmentinIndonesia

JunjunMuhamadRamdani(TheUniversityofNewSouthWales)

Inthistalk,IwillpresenthowuniversityEnglishlanguageteachersimplementedexploratorypracticein responsetothedrivefortechnology-enhancedlanguageeducationduringthepandemic.Iwillexplore theimpedimentsfourteachersexperiencedwithintegratingtechnology-enhancedpedagogical practices,andtheirresponsestothoseconcernsbyundertakingexploratorypracticeandcollaborative inquirywiththeirstudentstoimprovetheironlineteaching.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

BramhamSuite-Crowne

PlazaHotel

90 audience Workshop

TD,YLT

p,s, e,le

YLTSIGShowcase

HarewoodSuite1-Crowne

PlazaHotel

120 audience Workshop

TD,TTEd

ey,p,s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience Workshop

AL,TD

a, e

RipleySuite-CrownePlaza Hotel

160 audience Workshop GI,TTEd

s,t, e

NewbySuite-CrownePlaza Hotel

35 audience Workshop GEN

a, e,le

Auditorium-Harrogate ConventionCentre

550 audience Workshop GEN s,t,a, e,le

King'sSuite-Harrogate ConventionCentre

220 audience Workshop GEN

ey,p,s,t,a, e,le ProdProm

HallD-Harrogate ConventionCentre

300 audience

SignatureEvent

GI,RES

Restaurant-Harrogate ConventionCentre

50 audience Workshop GEN

s, e,le

Queen'sSuite1-Harrogate ConventionCentre

audience Workshop

Howtoteachcreativethinkingtoyounglearners

Sarah Smith (eltonix), Claire Steele (eltonix)

Tomany,‘creativity’meansthecompletefreedomtoexpressoneself,evokingimagesoftalented musiciansandartists.However,everyonecanbecreative,andeveryteacher(newandexperienced)can nurturecreativityinthelanguageclassroom.Inthispracticalworkshop,wedemonstrateanapproach whichencouragescreativethinkingintheyounglearnerclassroombyexploringthreefacetsof creativity.

Motivatinglearnersbymakinglearningrelevanttoliving

Caterina Skiniotou (Freelance)

Theaimsofthisworkshoparetoengageparticipantsindiscussionontheimportanceofarticulating learner-friendlylessonobjectives,identifythefeaturesofsuchobjectivesandprovideanefficienttool fortheirevaluation.Participantswillbeinvitedtocontributetheirviewsfromexperienceandclassroom researchandsharetheirreflectionsinthefinalstageoftheworkshop.

Capturingandshapinglearnercontributionsintheonlineclassroom

Lauren Perkins (BritishCouncil-EnglishOnline), James Bukowski (BritishCouncil)

Inthispracticalworkshop,wewilllookathowteachersgiveimmediatelanguage-focusedfeedbackto learnersduringsynchronousclasses.Usingvideos,transcriptsandscreenshotsofonlineclassroom interaction,wewillexplorehowteacherseffectivelyscaffold,upgradeandrecastwhatlearnerssayat themomentofspeakingandreflectonhowwecanusethesetechniquesinourownteaching contexts.

Makingsustainabilityamindset

Margit Szesztay (ELTEUniversity,Budapest)

HowtobringtheissuesofenvironmentaldegradationandclimatechangeintotheELTclassroomin freshandengagingways?IwillsharemyexperienceofbuildinganA-Zofkeyconceptsandtermsasa long-termproject.Participantswillhaveachancetosharetheirideasfordevelopingsustainabilityasa mindset,ratherthanatopictocover.

EasyaccesstoinclusivepracticesusingtheUDLguidelines

Petra Harder (Helmut-Schmidt-University)

Thisinspiringworkshopwillprovideparticipantswithampleopportunitytoshareideasonhowto incorporateinclusivepracticeseasilyandmotivationally.TheUniversalDesignforLearning(UDL) guidelineswillserveasastructuredandhighlyaccessiblebasisforthisand,drawingonthepresenter´s experiencesfromwithinauniversitycontext,participantswillbeequippedwithmanyeasy-to-apply ideas.

Task-basedlearningandgrammar:fivewaysoflettinglearnerschoose

Jane Willis (Freelance)

Weexaminetheopportunitiesatask-basedframeworkoffersforlearnerstochooselanguageitemsto focuson.Howcanadultsandteenagersbenefitfromstudyingrecordingsoftheirteachersummarising whattheysaidduringtheirtask?Participantswilltryouttheseprocessesanddiscusshowtoapply themtotheircontexts.Examplesoflearnerchoiceswillbegivenandanalysed.

Learn,grow,flourish:self-directedprofessionaldevelopmentandwellbeing

Sarah Mercer (UniversityofGraz/OxfordUniversityPress)

Inthisworkshop,weexploretheconceptofself-directedprofessionaldevelopment.Weexaminethe importanceofteachersbeingabletodirecttheirownlearningandgrowthaswelltheconnections betweenthis,teacheragency,andtheirsenseofprofessionalwellbeing.Wewillcriticallydiscuss opportunitiesandobstaclestoself-directedprofessionaldevelopmentandshareideasforaction.

BritishCouncilSignatureEvent

TheFutureofEnglish:GlobalPerspectives

MinaPatel

What’sthefutureofEnglish?Inaworldtransformedbymomentousglobalevents,what’sthenew realityfortheworld’smostspokenlanguage?WhatdoesthismeanforthefutureofteachingEnglish? Joinustobeattheforefrontoftheconversationandbeamongthefirsttohearthefindingsfromthe BritishCouncil’snewlandmarkbook.

Teachingvocabularywithrevisionanddeepprocessingactivities

Urs Kalberer (SekundarschuleLandquartSwitzerland)

Fartoooftenteachersexpecttheirlearnerstolearnandacquirenewvocabularyitemsindependently, i.e.ashomework.Formanyteenagelearners,thisisaskingtoomuch.Thetwomostrelevantfactorsin theteachingofvocabularyaredeepprocessingandrevision.Intheworkshop,bothtypesofactivities willbepresentedandtriedout.

Wheredonovicetestitemwritersgowrong?

Shakeh Manassian (PSIServices(UK)Ltd)

Whennewitemwritersbegindevelopingreadingorlisteningtestitems,theyoftenconcentrateon whatiseasiest:testingofvocabulary.Thisleadstoanarrowerfocusthanneededandignorestheneed toassessotheraspectsofcomprehension.Thisworkshopwillshareexamplesofnewlywrittenitems, exploreissuesanddiscusshowtestitemscanbeimproved.

Queen'sSuite2-Harrogate ConventionCentre

75 audience Workshop

LAM

ey,p,s,t,a, e,le LAMSIGShowcase

Queen'sSuite3-Harrogate ConventionCentre

75 audience Workshop

MaW,TD

ey,p,s,t,a, e,le

MaWSIGShowcase

Queen'sSuite4-Harrogate

ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

LT p,s,t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60audience

ReSIGShowcase

Queen'sSuite6-Harrogate ConventionCentre 40 audience Workshopwithrestricted

Beyondprofit:purpose-drivenleadershipandstrategyinELT

George Pickering (GeorgePickeringConsultancy)

Inadditiontoseekingprofit,manyorganisationshaveadoptedamorebalancedstakeholder-based approachtostrategythatincorporatesstaffwellbeingandengagement,andwidersocialand environmentalimpact.Thisworkshopwilldiscussresearchintotheextenttowhichlanguageteaching organisationshavefollowedthisgeneraltrendandparticipantswillreviewaseven-stepprocessfor movingstrategicallyinthisdirection.

Howtowriteeffectiveandengagingdigitalmaterials

Laura Broadbent (otterelt), Billie Jago (otterelt)

Howcanmaterialsaddressthechallengesofdigital,remoteandself-studyenvironments?Inthis interactiveworkshop,weguideyouthroughtheprocessofadaptingaprintcoursebooklessonintoan interactivedigitalversion.Participantslookatwaystoensuredigitalmaterialsteach,engageand supportalllearnersandwilltakeawaypracticalideastouseintheirownresources.

Virtualrealityforlanguagelearners

Richard Twigg (MediterraneanTraining)

VirtualRealityisnolongerthefuture.It'shereanditissaidthatin10yearsitwillbewhattheInternetis today.Studieshaveshownthatlearningis40%moreeffectiveinVRthanintherealclassroom.Whynot combinethetwoandhavethebestofbothworlds.Cometothisworkshoptodiscovermore.

IATEFLResearchSpecialInterestGroupOpenForum

ReSIG:pastandcurrentdevelopmentsinteacherresearch

WeinviteyoutomeetReSIGCommitteemembersandlearnmoreabouttheSIG'smainobjectives, activities,plannedeventsandpublications.Wewillopenthesessionbytalkingabouttheactivities developedbytheSIGin2022/23,followedbyanopenplenarywheretheaudiencewillbewelcomedto expresstheirviewsandcontributetoplanningtheSIG'sfutureactivities.

Improvisation.WheredoIstart?Withone-liners

Amanda Croft (Freelance)

Whyuseimprovisationinthelanguagelearningenvironment?Whilelotsoflanguagecanbetaught andlearnt,yourlearnerswillconstantlyfindthemselvesinsituationstheydidnotplan.Inthis workshop,Iwilloffersomewarm-upgamesthatgetyourlearnersintherightphysicalandmental spacetoactspontaneouslywiththelanguagetheyalreadyhave.

Queen'sSuite7-Harrogate

ConventionCentre

75 audience Workshop

PRON a, e,le

Queen'sSuite8-Harrogate

ConventionCentre

75 audience Workshop GEN

s,a, e,le

Queen'sSuite9-Harrogate ConventionCentre

66 audience Workshop

EAP,ESP

s,t,a, e,le

EveningEvents

1845-1945

RipleySuite-CrownePlaza Hotel

Addressingspeakinghabitstoinstilself-confidenceandimproveintelligibility

Marieke vanderMeer (TheEnglishPronunciationCoach-TheNetherlands)

AlotofourstudentsperceivetheirEnglishpronunciationaspoorandfeelprofoundlyinsecureaboutit. Inanattempttohidetheirembarrassment,theymayspeakverysoftly,speakextremelyfastorwithout anybreaks.Thisworkshopwilldemonstrateinhands-on,impactfulandfunwayshowadoptingnew speakinghabitswillhelpthembecomemoreconfidentandintelligiblespeakers.

Mediationandlanguagingthroughtranslationtasks

Stephen Parsons (StGilesInternationalLondonCentral)

Translationasteachingtoolhascomeinandoutoffashionoverthelastcentury.Thisworkshopwill touchuponthishistory,andarguethatnowmorethanevertranslationtaskscanandshouldbeusedin theELTclassroom,inparticulartostimulatelanguagingthroughmediation.Boththetheoretical underpinningandpracticalapplicationofthiswillbedemonstrated.

Improvingreadingskillsthroughguidedtextanalysis

Lisa Nazarenko (UniversityofAppliedSciencesTechnikumWien)

Mytertiarystudentsdon’thavedifficultyunderstandingvocabulary,grammarorsentencestructure whenreadingtexts.Butoftentheymissfeaturesthatindicatetone/attitude,purpose,audience, intertextualityorculturalbackground.Thiskeepsthemfrombeingeffectivereaders.Isharemy approachofguidingstudentsinaformoftextanalysis.Participantswilltrythisapproachwithatext provided.

PechaKucha

Originatingfromtheword“chitchat”,aJapanesetermdescribingthesoundofconversation,we againofferyouaPechaKuchaevening.Eachspeakerisallowedaslideshowof20images,each shownfor20seconds,givingatotalpresentationtimeofsixminutesandfortysecondsbefore thenextspeakerisup,keepingpresentationsconciseandfast-paced.Itpromisestobeas excitingaseversodon’tmissit!

1945-2115

HarewoodSuite1-Crowne PlazaHotel

MusicNight:“UnitedWeSing!”

Inaworlddivided,themusiciansofIATEFLunite,cometogether,singandmakemusic.Songsof protest,songsofsolidarity,songsoflove-actually,anysongyouwouldliketosing.Thereare someamazingmusiciansamongournumberandthisisyourchancetobewithusandenjoythe musicaroundyou.

Way

Bemindful

Queen's Suite2Harrogate Convention Centre

Mindfulnesssessionfour AdeleWinkley

Introduction:bringingitalltogether, mindfully.Wehavecoveredafewkey areasintermsofenergeticandmindful well-beingaswegoaboutdailylife.Let’s reviewtheseandthenintegratethemall togetherinonesitting.It’smindfulness magic;timetoallowourinnateabilitiesto bringourdayintogreateralignment. Practice:scanningthebody,discerning whatismyenergywhatisnotmyenergy. Acceptance.Generatingawarenessofour physicalbodyandenergeticbody.What doIneedtoday?Settingtheintentionto allowthemind,bodyandspirittoworkin symphonythroughouttheday,anchoring inacentrepointofpeacetoreturntoat anystageintheday.

AuditoriumHarrogate Convention Centre

Race,popularcultureandESLinapost-George Floydmoment AwadIbrahim

Seefulldetailsonpage95.

Plenarysession 0900-1000(Doorsopenat0830)

Auditorium-Harrogate ConventionCentre

TranslanguagingandteachingEnglishasaforeignlanguage

OfeliaGarcía

HowdoestranslanguagingtheoryshiftourperspectiveontheEnglishlanguage?Whatdoesthisthen meanforthinkingofhowEFLstudentsbecomebilingualindifferentsocioculturalcontexts?Whatarethe pedagogicalimplicationsofunderstandingbilingualism/multilingualismfromatranslanguaging perspective?

ThispresentationshowcasestwoEFLteacherswhohavedevelopedwhatwecallatranslanguagingjuntos stance.OneoftheteachersisfromaLatinAmericancountry;theotherisfromaEuropeancountry.We discussthedifferentnationalsociolinguisticandsocioeconomic/politicalcontexts,theideologiesof policymakers,students,andteachers,andhowtheseimpactthetake-upoftranslanguagingtheory amongeducatorswhoteachEnglishasaforeignlanguage.Wedescribehowthetwoteachersinourcase studieshaveshiftedtheirinstructionaldesignasaresultofdevelopingatranslanguagingstance,aswell asthedevelopmentofsocioculturalconsciousnessofthepowerfulrolethatEnglishhashadinthehistory ofcolonialismandglobalization,anditsrelationshiptotheirlocalcontext.Wediscusshowtheopeningup oftranslanguagingspaceswithinEFLinstructionenablesstudentstoactinEnglishwithoutgivinguptheir identities,knowledgesystemsandculturalandlinguisticpractices.Asaresult,theybecomemore engagedwithEnglishlearning.Weendbysummarizingideologicalandpedagogicalprinciplesthatmust operatetoopenuptranslanguagingspacesinEFLinstruction,andtoensurethatEnglishteachingis cognitively,aswellassocially,just.

AboutOfelia:

OfeliaGarcíaisProfessorEmeritainthePh.D.programsinUrbanEducationandLatinAmerican,Iberian andLatinoCulturesatTheGraduateCenteroftheCityUniversityofNewYork.Garcíahaspublishedwidely intheareasofbilingualism/multilingualismandbilingualeducation,languageeducation,language policy,andsociologyoflanguage.TheAmericanEducationalResearchAssociationhasawardedhertwo LifetimeResearchAchievementAwards–DistinguishedContributionstoSocialContextsinEducation (2019)andBilingualEducation(2017),aswellasSecondLanguageAcquisitionLeadershipthrough ResearchAward(2019).In2022shereceivedtheAssociationofDepartmentsofForeignLanguages’(ADFL) AwardforDistinguishedServicetotheProfessionfromtheModernLanguageAssociation.Sheisa memberoftheU.S.NationalAcademyofEducation.Formore,visitwww.ofeliagarcia.org.

IATEFLConferenceplenarysessionswillberecorded,ratherthanstreamedlive,andshownaspartoftheconferencecoverageon oursocialmediaplatforms,Facebook,LinkedInandYouTube,latereachday.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

PRON =Pronunciation

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

ProdProm =Thissessionincludes productpromotion

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

a =adultteaching

Pleasechecknoticeboards orvisit www.iatefl.org/conference/cancellations for changes and cancellations

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk

TD,TTEd

p,s,a, e,le

ProdProm

HarewoodSuite1-Crowne

PlazaHotel

120 audience

Talk

GI,TTEd

t,a, e,le

HarewoodSuite2-Crowne PlazaHotel

120 audience

Talk LT,MD

p,s,a, e,le ProdProm

RipleySuite-CrownePlaza Hotel

160 audience

Talk LT s,t,a, e,le ProdProm

NewbySuite-CrownePlaza Hotel

35 audience

Talk IPSEN

s, e,le

Auditorium-Harrogate ConventionCentre

550

Breakingthecurseofknowledge:whatnewteachersactuallyneed!

William Morrow (InternationalHouseLondon), Marie Willoughby (InternationalHouseLondon)

Thecurseofknowledge:themoreexperiencewehaveinafield,themorechallengingitistorelateto newcomers.IHLondonhavestartedanonlineteacherdevelopmentcommunity(TeacherPortal)to helpusidentifyandaddressrealteacherneeds,usingengagementanalyticsincommunity,course contentandresources.Comeanddiscoverwhatteachersreallywanttodevelop.

Internationallanguageteachersstudyingabroad:aframeworkforpractice

Steve Marshall (SimonFraserUniversity)

IpresentaframeworkforEnglishlanguageteachersstudyingabroad,drawingoninterviewswith universityEnglishteachersfromfourSoutheastAsiancountrieswhocompletedgraduatestudiesin Canada.Interviewstookplaceinhomecountriesseveralyearspost-program.Ishowthechallenges thatteachersfacedwhenapplyingnewknowledgeinhomecountriesandthebenefitsthat internationalgraduatestudiescanbring.

Deliveringunique,compellingdigitalprogrammes,withoutthecomplexity

Ian Johnstone (AvallainAG)

Nowmorethanever,institutionsneedtodevelopeffectiveanddistinctivedigitalprogrammes.In Avallain’s20yearsastheleadingtechnologyprovidertoELTpublishers,we'veexperiencedallthe opportunitiesandthepitfallsofdeliveringgreatdigitallearning.Inthistalk,Iwillexplainhowweare nowbringingthisexperienceandtechnologydirectlytoinstitutions,withoutthecomplexity.

Transformingtextingfromdistractiontoempowerment

Paige Poole (PangeaChat)

Thistalkwilldemonstratehowtotransformtextmessagingfromadistractionintoatoolof empowermentforhighschoolanduniversitylevelEnglishlearners.Iwillpresentasetofpractical strategiesforusing‘PangeaChat’toincreasestudentengagementandon-tasklearning,raise conversationalskills,increasestudent’sabilitytorecognizeandcorrecterrors,andpromote interculturalinteractions.

Transferringpassionfortechnologytofemaleteachersofmycommunity

Abigail EkangouoAwanga (CAMELTA)

ThistalkstellsthestoryofaCameroonianfemaleteacherwhoispassionateabouteducational technologyandwhoorganizesworkshopsforfemaleteachersinhercommunity,helpingthemacquire basicdigitalskillstohelpthemlearn,teachandmanagecommunitiesofpractice.

Thinkingskillsandmindsetsforyounglearnersustainabledevelopmenteducation

Ellen Setterfield (NationalGeographicLearning)

HowdoweexploretheUNSustainableDevelopmentGoalswithouryounglearnersinage-appropriate ways?WithexamplesfromseriesbyNationalGeographicLearningwe’llconsidermindsetsand thinkingskillsthatwillbeusefulaswestrivetocreateabetterworld,andsharepracticalwayswecan fostertheseinourschools,inourlearners,andinourselves.

King'sSuite-Harrogate ConventionCentre

220 audience Talk GEN s, e,le

HallD-Harrogate

Integratingmachinetranslationinthelowersecondaryclassroom

Brigitte Reber (PHBern)

InaSwissresearchproject,astrategytrainingforusingmachinetranslation(MT)wasdevelopedand testedinfivelowersecondaryclasses.Inthetalk,thestrategytrainingwhichwasintegratedinexisting coursematerialswillbepresented,anditslearningpotentialsandchallengesfromtheperspectivesof learnerswillbediscussed.

EncouragingindependenceintheacademicEnglishlanguageclassroomwithLextutor Patrick McMahon (UniversityofPlymouth)

Canyousay‘bigneed’oristhereabetterwordtouse?Is‘whatismore’moreorlesscommonin academicwritingthan‘moreover’?Inthissession,IwillshowhowIusetheconcordancetoolonthe Lextutorwebsitetoenablestudentstoanswertheirownlanguagequeriesandtobuildtheir independentstudyskills.

Restaurant-Harrogate

ConventionCentre

50 audience

Talk ESP,TEA

t, e,le

Queen'sSuite1-Harrogate

ConventionCentre

64 audience

Talk RES

Teachingandevaluatingspeakingintheengineeringclassroom

Divya John (SriSivasubramaniyaNadarCollegeofEngineering(SSN),Chennai)

Thistalkinvestigatesthedifficultiesinassessingspeakingforengineeringundergraduates,triestofind solutionstoaddresstheproblemusingtechnology,andrecommendsaclassroom-basedassessment. Thestudydealswiththeadvantagesanddisadvantagesofusingtechnologyintheclassroomtoassess speakingandarrivesataviablesolutionthatcanbeimplementedwithoutmuchdifficulty.

TeacherresearchersandmentorsofUzbekistan:NETRUZprojectresults

Elyanora Menglieva (NETRUZ)

Inthistalk,IwillsharethesuccessfuloutcomesofanewlyestablishednetworkofEFLteacherresearchersinUzbekistan:NETRUZ,usingthevoicesofteacher-researchersandtheirmentors.Iwilltalk abouthowNETRUZmanagedtobringuniversityandschoolteachersandresearcherstogether throughmentoringandtrainingteacher-researcherstoexplore,experimentandreflectontheir classroompractices.

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

GEN s, e,le

Queen'sSuite3-Harrogate

ConventionCentre

75 audience

Talk

TD,TTEd s,t,a, e,le

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk

LA,MD a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk ESOL,TTEd s,t,a, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk TD,TTEd ey,p,s,t,a, e,le

Queen'sSuite7-Harrogate ConventionCentre

75 audience

Talk PRON,RES

t,a, e,le

Queen'sSuite8-Harrogate ConventionCentre

75 audience

Talk

GEN ey,p,s,t,a, e,le

Queen'sSuite9-Harrogate ConventionCentre

66 audience

Talk MD,TEA ey,p,s,t,a, e,le

Effectivelanguageteachingrevisited

Peter Hohwiller (PaderbornUniversity)

15yearsaftertheglobalsuccessofHattie'sresearch,itmightbetimetolookagainatwhatverifiably worksintheEFLclassroom.Inthistalk,wewillthereforefocus,amongotherissues,onselfverbalisationasameansofpromotingspeakingskills,peer-teachinganditseffectonreading comprehension,andworkedexamplesandtheireffectsonwritinginEnglish.

GivingbacktotheELTprofession:acollaborativeendeavour

Jennifer SchummFauster (UniversityofGraz), Ulla Fuerstenberg (UniversityofGraz)

Inthistalk,wewillpresenthoweditingapracticalELTresourcebookwithcontributionswhichwere writtencollaborativelybyteachers,teachereducatorsandpractitionerresearchersworkinginAustria providedtheopportunitytogivebacktothelanguageteachingprofession.Wewillreflectonhow workingonthisvolumehasenhancedtheprofessionaldevelopmentofourcontributorsandourselves.

Helpingbusystudentslearnregularlywithstudynewsletters

Katerina Lanickova (Freelance)

Manyofourbusyadultlearnerscomplainthattheydon'thaveenoughtimetostudybetweenlessons. Inthistalk,I'mgoingtoproposeasolutiontotacklethisproblembysendingourstudentsregular studynewsletters.Comealongtothistalktofindoutaboutbasicconsiderations,toolsaswellastipson startingyourownnewsletterproject.

Backtothestart:fromteachertotrainertoteacher

CaroleAnne Robinson (NILENorwichInstituteforLanguageEducation)

Thisyear,Ihavereturnedtoteachingbeginners,somethingIhadn’tdoneforaround25years.The UkrainianrefugeesI’mteachinghaveprovidedmewithmoreCPDthanIcouldhaveimaginedandin thistalkIwillsharewithyousomeofthechallengesandhighlights,tipsandadviceIhavelearntfrom goingbacktobasics.

I'mnotinitforthemoney!

Ola Kowalska (BusinessCoachforTeachers)

Inmytalk,IwilldiscussreasonswhyfreelanceEFLprofessionalsmake(too)littleandwhymoneyis suchataboointheindustry.Iwillshowyouadifferentperspectiveandequipyouwithsomeuseful techniquesthatwillallowyoutodevelopabetterrelationshipwithmoneyandhelpyoutakechargeof yourownfinancialsituation.

Learningfromstudents’andteachers’experienceofclassroompronunciationteaching

Adam Scott (SensationsEnglish/UniversityofBrighton/IATEFLPronSIG)

Limitedteachertrainingandreluctancetoengagewithpronunciationinclasshasleftstudentsand teachersuncertainandunguided.Traditionalapproachesmaynotaddresslearners’goalsandneeds, andintelligibility-focusedpronunciationinstructionwhichsupportsallfourskillsisredefiningeffective approaches.Thistalksummarisesaqualitativestudyintoteacherandstudentperceptionsofcurrent practice,exploringimplicationsforclassroompractice.

Pickingupwhereweleftoff:whichclassroomphrasals?

Eric Nicaise (HELHaTeachertraining/UCLouvain)

Arguably,theEnglish-languageclassroomisthesettingwhereteachersaregoingtoneedlotsof phrasalverbs,especiallywhentheygiveinstructions:I’dlikeyoutobreakintopairs.Throughacorpus exploration,thistalkwilllookattheteachers’useofphrasalverbsandwillconsiderhowteacherscan helplearnersincorporatephrasalverbsintotheirownspeech.

Developinginstitutionallisteningtests

Michael Fields (UniversityofDelawareEnglishLanguageInstitute)

Thispractice-focusedtalkdetailstheprocessofdevelopingasuiteoflisteningtestsinalargepublic university:fromwritingtextanditems,torecordingsoundfiles,throughpilotingthetests,runningan itemanalysis,andtheneditingtocreatefinalforms.Inadditiontothecomplextechnicalchallenges, theroleofcollaborationwithallstakeholderswillbeexamined.

Key toabbreviations used in theConferenceProgramme

AL =AppliedLinguistics

BE =BusinessEnglish

EAP =EnglishforAcademicPurposes

ESOL=EnglishforSpeakersofOther

Languages

ESP =EnglishforSpecificPurposes

GEN =General

GI =GlobalIssues

IPSEN =InclusivePractices&SEN

LA =LearnerAutonomy

LAM =Leadership&Management

LIT =Literature

LT =LearningTechnologies

MaW =MaterialsWriting

MD =MaterialsDevelopment

RES =Research

TD =TeacherDevelopment

TEA =Testing,Evaluation& Assessment

TTEd =TeacherTraining&Education

YLT =YoungLearners&Teenagers

le =less-experiencedaudience

e =experiencedaudience

ey =earlyyears

p =primaryteaching

s =secondaryteaching

t =tertiaryteaching

PRON =Pronunciation

ProdProm =Thissessionincludes productpromotion

a =adultteaching Pleasechecknoticeboards

BramhamSuite-Crowne

PlazaHotel

90 audience

Workshop GEN

ey,p,s,t,a, e,le

ProdProm

HarewoodSuite1-Crowne

PlazaHotel

120 audience Workshop

p, e,le EAP,TEA

s,t,a, e,le

HarewoodSuite2-Crowne

PlazaHotel

120 audience Workshop GEN

s,t,a, e,le

RipleySuite-CrownePlaza Hotel

160 audience

Workshop PRON,TD

s,t,a, e,le ProdProm

King'sSuite-Harrogate ConventionCentre

220 audience

Workshop TD,TTEd

ey,p,s,t,a, e,le

HallD-Harrogate ConventionCentre

300 audience

Workshop GEN

ey,p,s,t,a, e,le

Restaurant-Harrogate ConventionCentre

40 audience

Workshopwithrestricted audiencenumber GEN ey,p,s,t,a, e,le

Queen'sSuite1-Harrogate ConventionCentre

64 audience Workshop

LA,YLT

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Workshopwithrestricted audiencenumber

GEN

s,t,a, e,le

ProdProm

Queen'sSuite3-Harrogate ConventionCentre

75 audience

Workshop GEN

s,t,a, e,le

Newestwaysofusingvideoinlanguagelearning

Adam Salkeld (DigitalLearningAssociates), Hannah Morris (Busuu)

Onlinecontentculturebringsnewoptionsforhandlingvideo’sgrowingroleinELTpedagogy.Forthis session,languageplatformBusuujoinsforceswithELTvideocatalogueproviderReadytoRunand togetherwithcontentcreatorstheyexploredifferentwaystousethismostpowerfulmedium.

TransferringskillsandstrategiesacrosstheIELTSpapers

Louisa Dunne (BritishCouncilFrance)

WhenpreparingstudentsforIELTS,highlightingthelinksbetweenthedifferentskillsandtaskscanhelp studentstotransferskillsandstrategiesbetweenthedifferentpapers.Thispracticalworkshopwill discusssomeofthelinksbetweendifferentsectionsofthedifferentpapersandshowcasesome classroomactivitieswhichcanbeusedforintegratedpreparationfortheIELTStest.

Sizedoesn'tmatter-implicationsof'littlewords'incontext

Andreas Grundtvig (DELTAPublishing)

Inoureffortstobuildourlearners’lexicalresource,littlewords–the,so,but,we,mightetc–areoften takentooeasilyforgrantedtowarrantclassattention.Inthisworkshop,wewillconsiderthe implicatureofsuchwordsandshareactivities,fromresourcessuchasin EnglishisContext (DELTA Publishing)andclozetestsinEnglishassessment.

Tenwaystointegratemorepronunciationintoyourlessonsseamlessly

Gerhard Erasmus (InspiredCPD)

Commonlyinteachertrainingcoursesthefocustendstobeonphonologicalfeaturesratherthan lookingatwayspronunciationcanbeincorporatedintolessonsnaturallyorviewedasintegraltoany grammar,vocabularyorskills-basedactivity.Inthisdynamicworkshop,wewillwalkyouthroughten simplestepsfrom ETpediaPronunciation thatwillrevolutioniseyourapproachtoteaching pronunciation!

ChooseyourownPDadventure

Mark Richard (OxfordUniversityPress)

Youhavecometoaforkintheroad.Whichpathaheadwillyouchoose?It’seasytoloseprofessional developmentdirection.Thissessionoutlinesthreewaystoidentifyyourdevelopmentpurpose,then sharesasimplesystemforassessingPDactivitiesandplottingthepathwaythatbestfitsyourneeds, purposesandcapacities.

Thefutureisbright:activitiesfordevelopingsustainabilityskills

Helen Allen (CambridgeUniversityPress&Assessment)

Howcanweequiplearnerswiththeskillsrequiredtomakeadifference?Inthisinteractiveworkshop, we’llsharepracticalideasforbringingsustainabilityintotheELTclassroom.Togetherwe’llexploreways tohelplearnersdevelopanddemonstratetheskillsthey’llneedtolivemoresustainably,become responsiblecitizens,andinnovateforpositivechange.

BuildingculturalawarenessintheEFLclassroomthroughcriticalincidents

Kirsten Waechter (TailoredTrainings)

Manyofourlearnersneedtocommunicatewithpeopleacrosscultures.TeachingEnglishasaforeign languagemeansteachingmorethanalanguage,buthowcanwehelpourlearnersbuildcultural awareness?Usingcriticalincidents,thisinteractiveworkshopdemonstrateshowwecanbuildandraise culturalawareness.Participantswillhavetheopportunitytoanalyseandcreatetheirownincidents.

Makingprogressvisibleintheprimaryclassroom

Ruth Horsfall (BritishCouncil)

Byinvolvingourprimaryagedstudentsinthelearningprocess,wehelpthemtodevelopanawareness ofwhatandhowtheyarelearningandtobecomemoreautonomous.Thisworkshopwilllookatthe importanceofdoingthis,demonstratestrategiestomakestudentsawareoftheirprogressandgive examplesofhowtomakeprogressmorevisibletoall.

Developingcreativityandcriticalthinkinginyourclass

Kasia Warszynska (EVTeacherTraining)

TimetoTALK!Experienceitfirst-handandbecomemystudentsforthedurationoftheworkshop.We'll bepracticingcreativityandcriticalthinkingwithmy“LandThatJob!”game.We'lldiscussvariousjobs andapplyforoneinanedutainingmanner!Letmehelpyouteach21stCenturyskills(CriticalThinking, Creativity,Collaboration,Communication)andhavefunintheprocess.

TeachingEnglishtoadvancedlearners(C1/2):achallengeoropportunity?

Hanna Kryszewska (PilgrimsTeacherTraining)

Anadvancedclasshaveseenalotandexperienceddifferentapproaches;theywillhavebeentaughtby variousteachersandfromallsortsofbooks.Theyarereasonablyeffectivelanguageusers,sohowcan wekeepthemmotivated,excited,surprised,andpushthemtowardsrealmasteryoflanguageuse.The workshoplooksatpracticalideasandhowbreakingruleshelps.

Queen'sSuite4-Harrogate

ConventionCentre

40 audience

Workshopwithrestricted audiencenumber

GEN ey,p,s,t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

40 audience Workshop

ESOL,YLT ey,p, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75audience Workshop

TD,TTEd ey,p,s,t,a, e,le

Queen'sSuite8-Harrogate

ConventionCentre

75 audience Workshop

LIT,YLT s, e,le

Queen'sSuite9-Harrogate

ConventionCentre

66 audience Workshop

LT,MD

ey,p,s,t,a, e,le

Teacherperceptionsofmultilingualism:challengingunconsciousbias

Melike BulutAlbaba (SheffieldHallamUniversity)

Despitethegrowingdiscourseonmultilingualturnsinlanguageteaching,monolingualnative speakerismisstillthedominantviewinlanguageteachereducation.Inthisworkshop,wewillnotonly haveanoverviewofthemultilingualismliteraturebutalsofindoutyourmultilingualismlimits(ifany) viaamagazinequizstylequestionnaire.Wewillexploreunconsciousbiasthroughdiscussionswith peers.

Migrantandrefugeebackgroundchildren’slanguagelearningacrossthecurriculum

Jonathan FeitosaFerreira (UniversityofBritishColumbia), Lucas Veras (EfficiencyConsultoriaem Ingles)

Thisworkshoppresentsaninquiry-basedELTapproachthataddressesthelinguisticand socioemotionalneedsofyounglearnersfrommigrantandrefugeebackgroundsincontent-area classrooms.Experiencedandless-experiencededucatorsareinvitedtodesigninterdisciplinary thematicunitsonsociallyrelevanttopicsanddiscusstheaffordancesandchallengesofinterweaving languageandcontent-areaknowledgewithdiverseyounglearnersinvariousteachingsettings.

TheCLILWheelasateacherandteachertrainingtool

Aleksandra Zaparucha (Freelance/CLILMatters)

TheCLILWheel,whichcombinesthetraditional4CsofCLILwith10CLILparameters,isapracticaltool allCLILteachertrainersandteachersmayfindreallyuseful.Toputittoatest,joinmeforthisworkshop offeringahands-onhistoryCLILlessonsequencewiththeCLILWheelinthebackdrop.

MakingShakespeareexcitingforteenagers

Abbie Moore (HelloDrama)

“Shakespeare’ssoboring”thestudentscried!Well,notanymore.Youwillleavethisactiveworkshop withatoolkitofaccessibleandplayfuldramaexercisesthatyoucanusewhenworkingona Shakespeareplayatyourschool.Youwillexperiencetheexercisesfirst-hand.Afterall,whyshouldthe teenshaveallthefun?

UsingthedesigncycleintheEnglishlanguageclassroom

Kimberly Chopin (UniversityCollegeCopenhagen)

Althoughprimarilyassociatedwiththebusinessandtechnologysectors,designthinkingandthe designcyclearerelevanttoeducationatalllevelsandacrosssubjects.Thisworkshopwillmake connectionsbetweenthedesigncycleandtheEnglishlanguageclassroom.Participantswilltryaminidesignactivity,andconsiderpossiblewaystobringdesignintotheirownteachingsituations.

Lunch 1145-1245

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyLanguageCert

Session4.3

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk GEN

ey,p,s,t,a, e,le

HarewoodSuite1-Crowne

PlazaHotel

1245-1400

120 audience Forum

TD,TTEd

ey,p,s,t,a, e,le

Post-pandemicEnglishlanguageteacherdevelopment

Rhian Webb (UniversityofSouthWales)

ResearchwhichexploredthedevelopmentofEnglishlanguageteachers’beliefs,roles,practices,and feelingsaboutonlineteachingnow,post-pandemic,willbepresented.Aliteraturereviewwill substantiateteachers’lockdownexperiences.Then,anoutlineofresearchundertakenwithteachers globally,whichincludesIATEFLBelfast2022participantswillbepresentedtogetherwiththequalitative andquantitativeresearchfindings.

Forumonmentoring

Reversingmentor-menteerelationshipsinTEFL:Amentor’sreflections

Niki Christodoulou (UniversityofNicosia,Cyprus)

Mentoringrelationshipsinlanguageteachereducationcanbeintentionallycreatedanddeveloped withtheaimtohelpteachersgrowpersonallyandprofessionally.Typically,however,mentoringhas entailedconnotationsofaunidirectionalrelationshipbetweenamentorandmentees.Inthistalk,I discussanEFLmentor’sreflectionsinaresearchstudywhereareciprocalmentoringrelationship carriednopowerdifferentials.

Oneforall…allforone!Empoweringteachersthroughmentoring

Soultana Livarda (Freelance)

AccordingtoGardinerandWeisling(2020),mentoringis‘complexandimportantworkthatcanhavea long-lastingimpactonbothteacherandstudentlearning’.Mentorscanhelpteachersworktogether towardsacommongoalandtrulygrowthroughouttheircareer.Mentoringcanalsobechallengingas notallpeopleareopentoviewingmentoringasadevelopmentalprocess.

Students’educabilitypotential:theroleofteachersandmentors

Mauricio Pérez (Ceibal-CeibalenInglés)

Thistalkexplorestheconceptofeducability,asconceptualisedbyPhilippeMeirieu(1997),andthe impactclassroomteacherscanhaveontheirstudents.CasestudiesfromUruguay’sCeibalenInglés programmeshowhowmentorsareofutmostimportanceinthequesttofosterthispedagogicalgoal, makingmentorshipapowerfultooltoempowerteachersandbyextension,students.

HarewoodSuite2-Crowne

Supportinganddevelopingteachers’employabilityskills

Nicholas Northall (TheUniversityofSheffield)

Teachertrainingprogrammesrightlyfocusondevelopingteachingskillsandunderstandingof learning.However,dosuchprogrammeshelpteacherstoreflectonandarticulatelessobviousskills suchaswell-being,resilienceandworkingwithothers?Thistalksuggestshowteachereducatorscan aidteacherstoreflectonandarticulatesuchtransferableskillstofindthejobopportunitiestheyreally deserve.

RipleySuite-CrownePlaza

Hotel

160 audience

Talk ESP,GI s,t, e,le

NewbySuite-CrownePlaza Hotel

35 audience

Talk EAP,LT a, e,le

Auditorium-Harrogate

ConventionCentre

550 audience

Talk TD,YLT

ey,p, e,le

King'sSuite-Harrogate ConventionCentre

525 audience

Talk BE,TD a, le

HallD-Harrogate ConventionCentre

300 audience

Howtogetteenagersattentionandkeepit!

Clodagh Twomey (MaxYourClass)

Thispresentationaddressesmanyofthechallengesfacedbyteachersinvocationaleducation(VE), principallymotivationandconcentration.Thistalkgivespracticaladviceonhowtodesigntaskbased learning(TBL)activitiestobemoremeaningfultostudents.Keytothisapproachistheuseofgame basedlearningandgamificationforsomeseriousfun!

Translationtechnologyinhighereducation–afriendorfoe?

Hatem Essa (SurUniversityofTechnologyandAppliedSciences)

ThistalkreportsonfindingsfromaqualitativestudyinanOmaniuniversity.Theaimwastoexplore students’experiencesandattitudestowardstheuseoftranslationtechnologiesforlearning.The intendedaudiencesareuniversityandTESOLteachers.Theimplicationsofthestudyareintendedto helpenhancethepositiveaspectsofthepracticeandminimizethepotentialnegativesides.

Classroommanagement101forpre-primaryELT

Fannie Daou (ExpressPublishing)

Aneffectiveclassroommanagementplaniskeytoestablishingtheexpectationsandbehavioursofour students.Thisbecomesevenmorecrucialwhentakingintoaccounttheaddedsocial,linguistic,and emotionalfoundationsneededinpre-primaryELT.Thistalkwillexploreavarietyoftechniquesand strategiesthatcanhelppavethewaytoeffectiveandenjoyablepre-primarylanguageinstruction.

WhatdoesittaketobeabusinessEnglishtrainer?

Ben Dobbs (DistanceCert), Michelle Hunter (DistanceCert)

Thistalkwillclarifythecompetencesrequiredfromanyoneaimingtomakethemoveintobusiness Englishtrainingandwhoiscuriousastowhattheyneedinordertoperformeffectivelyinthisfield.This willincludeconsiderationofbusinessknowledge,trainingskills,functions,managingthetrainingcycle, grammarandvocabularyforbusiness,andmuchmore.

Reimaginingteacher-centeredprofessionaldevelopment-candesignthinkinghelp?

Pablo GarciaGomez (EducationalTestingService)

Restaurant-Harrogate

ConventionCentre

50 audience

Talk

EAP,IPSEN

t, e

Queen'sSuite1-Harrogate

ConventionCentre

64 audience

Talk

TTEd

a, e,le

Queen'sSuite2-Harrogate

ConventionCentre

75 audience

Talk

EAP,LT

t,a, e,le

Queen'sSuite3-Harrogate

ConventionCentre

75audience

Talk LIT,TEA

s,e,le

Queen'sSuite4-Harrogate

ConventionCentre

42 audience

Talk BE,ESP t, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk

LT,TTEd

p,s,a, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43audience

Talk

AL,MaW

s,t,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75 audience

Talk TTEd,TEA

a, e,le

Queen'sSuite8-Harrogate

ConventionCentre

75 audience

Talk LA,MD

s,t,a, e,le

CANCELLED

Queen'sSuite9-Harrogate

ConventionCentre

66 audience

Talkwithrestricted audiencenumber

LT,MD

ey,p,s,t,a, e,le

ThefutureofteachingEnglishlanguagetothehearingimpaired

MarthaAda Onjewu (KadunaPolytechnic,Nigeria), Mairo Ipadeola (KadunaPolytechnic,Nigeria)

ThehearingimpairedalsoneedtomastertheEnglishlanguagebothforeducationaladvancementand employment.However,inNigeria,thesituationofmostofthemhavingnoadequatesignlanguage backgroundwithotherissuesishighlydetrimentaltotheiracquisitionofEnglishlanguage.Hence,the veryurgentneedtolookintothechallengesforenhancedEnglishlanguageteachingandlearning.

“Teachinggrown-ups":buildingconfidenceinyoungorinexperiencedtrainees

Laura Khaddi (YorkStJohnUniversity)

YoungtraineesconstituteasubstantialproportionofthecohortatmanyCeltacentres.Thesetrainees mayhavelimitedlifeexperienceandcanfindtheprospectofteachingadultsolderthanthemselves extremelydaunting.Overrecentcourses,tutorstrialledtheeffectivenessofvariousconfidencebuildingtechniques;thistalkconsidersourfindingsandsuggestswaystheycanbeappliedmore widely.

Howcananapp-basedacademicEnglishcoursehelpEAPlearners?

Mahtab Chadry (Busuu)

Almosteverystudentinyourclassroomhasatleastonelanguagelearningappinstalledontheir phones.ThistalkwilldemonstratehowEAPteacherscanexploitlearningtechnologiestohelplearners developacademicEnglishskills,varythelearningexperienceforgreatermotivationandencourage learnerautonomyandcommunityparticipationwithexamplesfromBusuu’sAcademicEnglishselfstudycourse.

Studentassessmentanduseoffeedbackreceived:anupdatedstudy

IsabelPiñeiroSorondo(CamiloJoséCelaUniversity)

Aresearchproject(2020-2021)usingthecycleofcollaborativeinvestigation,withafocusonstudents´ appraisalofformativefeedback,wascarriedoutinaUruguayanSecondarybilingualschool.Itinvolved 29studentsofEnglishlanguage(B2level),literatureandrobotics.Theaudience´stakeawayisgetting acquaintedwithstudents´voicesonthislargelyunexploredissueinLatinAmerica.

AreBangladeshiemployerscompromisingwithEnglishlanguageproficiency?

MohammadGolam Mohiuddin (GreenUniversityofBangladesh)

InBangladesh,Englishlanguageproficiencyisconsideredaprerequisiteforbetteremployment. However,researchfindingsshowadecliningtrendofthequalityofEnglisheducationhere.Thistalk exploresiftheemployersarecurrentlycompromisingwiththeperceivedlowstandardsofEnglish whilerecruitingtheirstaff.Thefindingsshowtheneedforaddressingaccuracyandapplicationsin Englisheducation.

Empoweringthemarginalizedfemaleteachers:anoverviewofsustainableproject

Motikala SubbaDewan (NepalEnglishLanguageTeachers'Association(NELTA)), Bikas Rimal Communityschools'femaleteachersinthewesternpartofNepalhavebeendeprivedofaccesstoICT andprofessionalopportunities.TheIATEFLprojectisinstrumentaltoprovidebasicdigitalknowledge andpreparefemaleleadersfortheircommunity.Thispresentationsharestherealityofwomen's sustainabletransformationandempowermentwhichisrelevantoothercontexts.

SEQ-CORP:ateachingsequenceandmaterialsbasedoncorpusprinciples

Andréa GeroldodosSantos (Mastery)

ThistalkaimsatdescribingaproposaltodesignmaterialforteachingEnglishandateachingsequence relyingonCorpusLinguisticsprinciples.Bothmaterialsandthesequencemayhelpincreaselearners’ interestinresearchingandworkingautonomously.Iwillalsodemonstratehowthismaterial,andthis sequencemaybeputintopracticebyprovidingpracticalexamplesusedintheclassroom.

Howtogivemeaningfulfeedbackwhilsttestingspeakingskills?

Ievgeniia Kaskova (EducationFirst)

Feedbackisanessentialpartofeverylearningprocess.Oftenwithoutknowing,teachersgauge learners’speakingperformancedifferentlyprovidingimprecisefeedbackbasedontheirexperienceor intuition.Thistalkwillfocusonkeyprinciplesofhowformativefeedbackshouldbeprovidedand outlineitsframeworksobothteachersandstudentscanbenefitfromit.

Enhancingstudentmotivationthroughvisualizationandvisionbuildingactivities

Thomas Keller (UniversidaddelasAméricas,Chile)

SomestudentscanfindthemselvesinanEnglishclassroomnotbecauseofintrinsicinterestbut becauseofcurriculardecisions.Consequently,teacherscanfacethechallengeofteachingdisinterested students.ThistalkwillshowhowteacherscanuseZoltanDörnyei’sproposalforusingvision-building strategiesintheclassroomtoenhancestudentmotivation.

Teachingjustfourlanguageskills?Missedthemostimportantfifth!

Harisimran Sandhu (Freelance)

Withtheproliferationofdigitaltechnology,teachershavemorecreativeopportunitiestoincorporate videosinsidetheclassroomasadeparturefromtraditionallargelytext-boundlanguageeducation.In additiontointegratingallfourlanguageskillsinourvideolessons,thissessionfocusesonhowwe couldincludeculture—thecriticalfifthskill—usingroleplayandsimulationoutsidetheclassroom.

BramhamSuite-Crowne

PlazaHotel

90 audience

Talk ESOL,RES

s, e,le

HarewoodSuite2-Crowne

PlazaHotel

120audience Talk GEN

s,t,a,e,le

RipleySuite-CrownePlaza

160 audience

Benefitsoffacilitatinggrowthlanguagemindsetsinsecondarystudents

Claudia TapiaCastillo (UniversityofEssex)

Inthisresearch,secondarystudentsfromChileparticipatedin12onlinesessionstopromotegrowth languagemindsets.Resultsshowedthesessionssuccessfullypromotedgrowthmindsetsandincreased L2motivation.Thisstudy’sfindingsofferguidancetofosteringgrowthlanguagemindsetsinthe classroomstofacilitatelearners’developmentofagrowthlanguagemindset,L2motivationand, ultimately,languagelearningimprovement.

Designingengaging,meaningfulandreflectiveonlinetasksinteacher-educationcourses MarcosPolifemi(FaculdadeCulturaInglesa)

Learnhow,insteadoftraditionalapproaches,activeknowledgemakingconcepts(AMINA,2017),such asengagingstudentsintheirlearningbyhavingthemworkonmeaningfulactivities,andthinking reflexivelyabouttheirknowledgeprocesses,wereappliedtotheinstructionaldesign,deliveryand mediationofanonlinespecializationcourseforEnglishteachers,resultingintheirdeep,criticaland situatedparticipationandlearning.

ERTatanEAPprogramme:howdidtheteacherscope?

KarlaKerlley deLimaGuedes (UniversityofSouthampton

ThistalkfocusesonpresentingtheexperiencesofnoviceonlineEAPteachersandtheimpactof EmergencyRemoteTeachingontheirworkandwell-beingbyexaminingthekindofsupportthey received,howtheycopedwithanddevelopedtheironlineteaching,whatkindofsupporttheylacked, andhowthishadanimpactonthemandtheironlineteachingexperiences.

NewbySuite-CrownePlaza

ANIE,aneclecticapprroachforefficientEAPteachinginDRC

Raymond Sangabau (UniversitédeKinshasa,RDC)

ThistalkdiscussestheANIEmodel.ItfocusesonthecombinationofstepsontheAwareness,Needs analysis,InteractivityandEvaluationcontinuumknownastheANIEapproachandhowthisteaching strategybenefitslearnersofEnglishforacademicpurposesinDRCsuchaschangingtheirperception fromnegativetopositive.

King'sSuite-Harrogate ConventionCentre

220 audience

Talk GI,TD ey,p,s,t,a, e,le

HallD-Harrogate ConventionCentre

300 audience Talk LA,TD ey,p,s,t,a, e,le

Restaurant-Harrogate ConventionCentre

Counteringdisinformationwithdigitalliteracy

Pamela Johnson (U.S.StateDepartmentEnglishLanguagePrograms)

Englishlanguageteacherswhointegratedigitalliteracyintotheirinstructioncanslowthespreadof disinformationandimprovelearneroutcomes.Thistalkwillexaminedigitalliteracyforteachersand strategiesforteachingdigitalliteracytostudentsofallages.Participantswilldiscussverifying informationsources,theconnectionbetweenourbehaviorsandtheonlinecontentwesee,and professionaldevelopment.

"Managing"students:usingbusinesstechniquestore-imaginethestudent-teacherrelationship

Alex Fayle (Well&WillLanguageAcademy)

Theterm“classroommanagement”bringsupimagesofchildrenrunningaroundwildandteenagers pointedlyignoringtheteacher.Whatifitdidn’thavetobethatway?Whatifclassroommanagement meanthelpingstudentsachievetheclassroomobjectives?Takingapagefrombusinessmanagement, thistalkoffersconcretetipsonhowtobringstudentstogethertoworkasateam.

Coachingstyleneedsanalysistotransformone-to-oneteachingandlearning

Elena Kozhevnikova (Freelance)

Inthistalk,thespeakerwillsharepracticalcoachingandmethodologicaldevelopmentsinneeds analysisareaforindividuals,thathavebeendesignedtoenhanceeffectivenessinlanguagestudying processforbothELTpractitionersandlearners.Theneedsanalysisincludesthreestagesofthorough researchintolearners’background,settingupcongruentgoalsaswellastakingintoaccounttheir learningstyles.

Queen'sSuite1-Harrogate

EFLteacherprofessionalidentityinshort-termteachereducationcourses

Awad Alhassan (DhofarUniversity)

Thispresentationreportsonfindingsfromanon-goingresearchprojectonEnglishasaforeign language(EFL)teacherprofessionalidentity.ThetargetaudienceincludesnoviceandexperiencedEFL practitioners,EFLresearchers,EFLteachereducators,andteachertrainingmaterials’designersand developers.IwillengagewiththeaudienceinthediscussionofthestudyimplicationsforEFL continuingprofessionaldevelopment.

Queen'sSuite2-Harrogate ConventionCentre

75 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

Queen'sSuite3-Harrogate ConventionCentre

75audience

Talk

TTEd

s,e,le

Developingatrainingprogramtopromotenon-specialistEFLteachers’self-efficacy Shoichi Matsumura (RyukokuUniversity), Julian Chapple (RyukokuUniversity)

Thisstudyaimstoevaluatetheeffectivenessofanin-servicetrainingprogramdesignedtofacilitate non-specialistEFLteachers’self-efficacyforusingEnglishintheclassroom.Theparticipantswere72 teachersservinginJapan’spublicprimaryschools.Theresultsofarepeated-measuresANOVAalong withfollow-upinterviewssuggestthefactorsthatmaycontributetomaintainingtheirself-efficacy increasedthroughthetraining.

GlobalEnglishintheELTclassroom:thelinguisticlandscape ChristinaEgger(UniversityofGraz)

Theuseofthelinguisticlandscape(LL)hasshowngreatpotentialforlanguagelearningpurposes.ELT studentteachersmaynotyethavetheexpertisetoexploitthisresourcefortheirteaching.Thistalkwill discusswhethertheywereabletodetectEnglishintheirenvironmentandsuccessfullyintegrateitinto languagetasksforasecondaryschoolinAustria(CEFRA2).

Queen'sSuite4-Harrogate

ConventionCentre

40 audience

Talkwithrestricted audiencenumber

GEN

ey,p,s,t,a, e,le

Queen'sSuite5-Harrogate

ConventionCentre

60 audience

Talk

TD,TTEd

ey,p,s,t,a, e,le

Queen'sSuite6-Harrogate

ConventionCentre

43 audience

Talk GEN ey,p,s,t,a, e,le

Queen'sSuite7-Harrogate

ConventionCentre

75audience AL

CANCELLED

Queen'sSuite8-Harrogate

IntegratingSixThinkingHatsintoplanningargumentativewritinginEFL

Chang Liu (NewcastleUniveristy,UK)

ThistalkwillsharefindingsfrommyPhDstudy,whichexploredhowSixThinkingHatshelpedto provideadialogicspaceforEFLlearnerstoexperienceandcollaborativelygenerateideasfrommultiple perspectivesatpre-writingstage.Theresultssuggestpositiveimpactonstudentslearningtoplan argumentativewriting,whichenablesustoseetheprocessofgeneratingideasinaction.

Aboatontheriver:teacherautonomyandprofessionaldevelopment

Mandana ArfaKaboodvand (UniversityofEswatini)

Drawingupondatagatheredfromasmall-scalestudy,Iwilldemonstratethattocapitalizeon professionaldevelopment,teachersshouldbelievethattheyhavesomeautonomytodecidehowto bothpracticeintheirclassesandprofessionallydevelop.Iwillthensuggestwaysteacherscanreach autonomy,focusingontherolesoftheirbeliefsandreflectiveness,schoolcultureandteacher communities.

Theprofitmotive:timetoproblematisecapitalisminELT?

Steve Brown (UniversityoftheWestofScotland)

Whilethemeritsofcapitalismasasystemofglobalgovernancefaceincreasingscrutiny,capitalist principlesremainhighlyprevalentinELT,withprofit-orientatedorganisationsheavilyinfluencingour teachingpractice,materialscontentandassessment.Thistalkquestionstheroleoftheprofitmotivein ELT,exploresitsnegativeimpact,andcallsforare-assessmentofprioritieswithinourprofession.

QuestionandanswersessionrelatingtoOfeliaGarcía’splenarysession

IfyouattendedOfeliaGarcía’splenarysessionthismorningon TranslanguagingandteachingEnglishas aforeignlanguage,youarewelcometoattendthisrelatedsession.Thiswillallowparticipantstoaskany questionsoraddressanyissuesthathavebeenraisedbyOfeliaGarcía’stalk.

Familyengagementandyounglearnersagencyinremotelearning

Lenora Haranaka (CulturaInglesa)

Teachingyounglearners(7-12y.o.)remotelycanbemoreeffectivewhenfamiliesareactivelyinvolved inthelearningprocess.MainlyinEFLcontexts,familyengagementcombinedwithteachersupportcan helpYLsgraduallydevelopagencyandengageintheirremotelearning.Inthistalk,Iwillsharechoices, toolsandpracticaltipsfromasuccessfulprojectIcarriedout.

Queen'sSuite9-Harrogate ConventionCentre

66 audience

Talk AL,ESOL a, e,le

Languagecomplexityininterculturalcommunication-acasestudy

Shan An (TeachersCollege,ColumbiaUniversity)

ThispaperinvestigatedaChinese-speakingEnglishlearner'semailexchangeswithanAmericanpeer byanalyzingtheparticipants’lexicalandsyntacticcomplexityandqualitativelyanalysestoexplore possiblemotivationsoftheobservedfluctuationsinlanguageuse.Theresultsportrayedthe dynamicityoflearnerlanguageandsuggestthatthespeaker'schangeofidentityandmotivation, besidesotherpossibilities,impactedtheinteraction.

Plenarysession 1415-1515

AuditoriumHarrogateConvention Centre

Race,popularcultureandESLinapost-GeorgeFloydmoment AwadIbrahim

Dopeopleknowthatraceworkslikealanguage?Thefirstpartofthispresentationisananswertothis question,whereIshowtheoreticallyhowraceworksexactlylikealanguage,withitsownsyntax, morphologyandphonology.Racespeaks,Iamarguing,itspeaksusasmuchaswespeakit.Thesecond partofmypresentationistolinktheseargumentstopopcultureandinturnlinkthetwo(raceandpop culture)tothenicefieldofESL.Itishightime,Iwillconclude,thatweengageraceandpopcultureinour ESLclassrooms,andIwillofferaconcreteunitplanthatdoesexactlythat.Comeandseehowpopculture, namelyHip-Hop,canbeengagedinanESLclassroom.WORD!

AboutAwad:

AwadIbrahimistheAirCanadaProfessorinAnti-RacismattheFacultyofEducation,UniversityofOttawa. Heisacurriculumtheoristwithspecialinterestinanti-racismandsocialjustice,youthculture,hip-hop, diasporicandcontinentalAfricanidentities,andappliedlinguistics.Hismostrecentbooksinclude, NuancesofBlacknessintheCanadianacademy:Teaching,learning,andresearchingwhileBlack(2002,coeditedwithTamariKitossa,MalindaSmithandHandelWright)andDisruptivelearningnarrative framework:Analyzingrace,powerandprivilegeinpost-secondaryinternationalservicelearning(2022,coeditedwithManuSharmaandAndrewAllen).

IATEFLConferenceplenarysessionswillberecorded,ratherthanstreamedlive,andshownaspartoftheconferencecoverageon oursocialmediaplatforms,Facebook,LinkedInandYouTube.

TheconferencewillbeclosedbyIATEFLPresidentGabrielDiazMaggioli

AreasofInterest

BusinessEnglish(BE)

EnglishforSpecificPurposes(ESP)

InclusivePractices&SEN(IPSEN)continued

LearnerAutonomy(LA)

Leadership&Management(LAM)

MaterialsWriting(MaW)

TeacherDevelopment(TD)

TeacherDevelopment(TD)continued

TeacherTraining&Education(TTEd)

TeacherTraining&Education(TTEd)continued

YoungLearners&Teenagers(YLT)

OVER 2MILLION COPIESSOLD WORLDWIDE

VISIT STAND44

IndexofPresenters

Who’swhoattheIATEFLConference

IATEFLTrustees

ConferenceCommittee

GabrielDiazMaggioli

ChristopherGraham

SarahMount

RosWright

ScholarshipCommittee

ChristianLudwig

BenBeaumont

NoraNemethTartsay

AmosParan

AdrianTennant

IATEFL Conference

DeborahBullock

Voices Editor

TaniaPattison(outgoing)

DerekPhilip-Xu(incoming)

IATEFL’SAmbassadors

IATEFLAmbassadorsbuildawarenessofwhatweare, whatwedo,andthebenefitsofworkingwith,or joiningIATEFL.Theyarechosenbasedontheir passion,theircommitmenttotheAssociation,and theirexistinglinksandnetworkswithintheprofession.

SpecialInterestGroup(SIG) Coordinators

BusinessEnglish

RobHoward

MariaSzugfil

ES(O)LSIG

LesleyPainter-Farrell

EnglishforSpecific Purposes

CarolineHyde-Simon

GlobalIssues

RoseAylett

InclusivePractices& SpecialEducational Needs

RachaelHarris

GiovanniLicata

LearnerAutonomy

GiovannaTassinari

LawrieMoore-Walter

Leadership& Management

GerhardErasmus

Literature

RobHill

Learning Technologies

VickySaumell

MaterialsWriting

HeatherBuchanan

Pronunciation

GemmaArcher

AdamScott

Research

ErnestoVargasGil

Teacher

Development

SerkanAras

TeacherTrainingand Education

BaharGun

Testing,Evaluation& Assessment

MaggiLussiBell (interim)

YoungLearners& Teenagers

LauraMcWilliams

Thisinformationiscorrectasof1March 2023.Foracompleteanduptodatelistof who’swhoinIATEFL,pleasevisit: www.iatefl.org/about/whos-who-iatefl

Sandy Millin Evan Frendo

Sarah Mercer George Pickering

MinecraftforCLILand globalissues:the…LCinganotto,HPhilp

Englishhereandnow:presenceinteachingEKeates

Getthemeaning?Makinggrammar…BLeys

Whatdoteachersreallywant?Avoice,and…CPugliese

ComeonEinstein! Usinglogicpuzzlesto…PWestbrook

Grammarwithno hammer.Teaching…APlaksiienko

Digitalliteraciesinadata-drivenworld NHockly

Extensivereading:theroleofmotivation SLeather

GenerationAlpha:reimaginingsummer…GSilcock

Fiveprinciplesfordesigningrelevant…KBeadle

Conceptualizingwellbeing,autonomy…CWhite

Motivationandattitude variationinChilean… M-JInostroza

LanguageCertSignatureEvent:CultivatingacultureofcareinELT…

Preparinglearnersfortheworkplace…CThaine

Areprimarydictionariesstillrelevantfor… MAirlie

DebatingthekeyissuesinbusinessEnglish…LRogers

Past,present,future-linkingpeople,ideas…SHolden

EMIPathfinder-UK- Indonesia… WNash,SHalimi

Dolearnershavealevel oraspikyprofile?RCamerer,JMader

ELTJournalDebate:Thishousebelievesthat translanguagingconstitutesafundamentalparadigmshiftfortheteachingofEnglish

Makereducation:an approachworth…CLinse

SixThinkingHatsapproachinthe…NBagdavadze

Creatingcontext-relevantEFL…

Asynthesizedapproachtoimprovingwriting…CGras,CLeonard

Bringyoursyllabusandlet'sgamifyyourclass!DHealey

Createaneffective bondbetweenELT… CCabrera

IATEFLLiteratureSIG OpenForum

Downsyndrome–excludinglearners…AIgel

Poetryandeducationforsustainable… JSkeet

Overcomeunhelpfulself-doubttoflourish… RRoberts

EEEkembe

SpeakyourmindviaZoomhappyhoursFUhlmann

Practicaltipsandtricks:videoreflectiontools…

Embeddingdemocracyandchoiceinreading…AParan

Q&AsessionrelatingtoDivyaMadhavan’splenarysession

Whatstudentsthink theyreallylearnKSmook

EvolutionofEFLteacher trainingprogramina… DMirsaliyeva

Bestpracticesforonlinecoursedelivery…MdeOliveira

IATEFLLearningTechnologiesSIGOpen

Solidaritythroughautoethnography:reimagininghopethroughtransnationalresearchinPalestineAHusseinetal

Firstthegrammar,secondthetext:… LCarabantes

Chameleonicstrategiestosuccessful… NGuzmán

Usingstandardizedassessmentsto… KAnvarova

EMIinEgyptianhighereducation:students'… ASalama

Ed-tech,e-learningandELT:PDperspectives…SNomaan

Masteringmotivationmechanisms GKokolas

ReadytorollwithMarbles:developing…KKelly

WomeninELT:where arewenow?

HBuchanan,JNorton

Effectiveonline materialsdesign…CLethaby

Usingwordhistories,cognates…MCarrier

Whyisfluencythelastthingweteach?RMcLarty

Tracingtheteachers’growththroughout…RHalat

EmpoweringyouthsinruralNepal,during…BSChapagain

EAP,scienceandpublicengagementmeet…ARScott-Monkhouse TeachingTRUEsummarywritingARoemer

Noticing,asocialpractice?Learningto...CClarkson

Reflectingonstudentteacherreflection…

TakingteachertrainingonlineinSriLanka… NSwyngedauw

HowtomakeCELTA hybridinputsessions…JFinck

Teachingembarrassedteenagerstospeak…HLang-Heran

Developinginterculturalcompetenceswith… BLapornik

EPIC:howtocreatethe besttrainersinthe… MAnderson

ALTplanningalesson:changingteachers'…MDolgacheva

Fromthepagesofstorybooksto…MDiakou

Graphicnovelsintheclassroom EMiscin

It’sTEAtime!Aspecialblendserving…HAhmed

Teacherattitudesto onlineassessmentin… RVurdien

Themultiverseof teacherdevelopment…AGalindo

Do’sanddon’tsin younglearners’…SPalavecino

IATEFLInclusivePractices &SpecialEducationalNeedsSIGOpenForum

Utilizingstudentpotentialofgifted…RKhan

IATEFLGlobalIssuesSIG

Studenttutorprogram:supportnetworkfor…CEEulálioMartins Learnerperceptionsofemergentlanguage…KMoynihan,ASolovyev

Spillover:howmanagementstyles…GLicata

DiversifyingELT:futuredirectionsfor… TMerse

“Mywar”:creatingmeaningfulmaterials…MSokolik,YFedoriv

TeachingEnglishasagloballanguage…AHearrell,VIrving

Benefitsandchallengesofcomputer…CDourda Promotinglearnerreflectionand… JMynard

Developingastressmanagement…AHasper

Exploringreasonsandemergentlanguage…DNorrington-Davies

Whatdoyoumeme?Incorporating…CLynch

Teachingreal-worldcommunication… RChiappini

Interculturalizeyourcoursebook… NBilbrough

Wecangrowascreativeand… DHeathfield

SixstepstohappinessinyourworkplaceDFoord

Usingstand-upcomedytodevelop…CLaporda

Applyingprinciplesofgentledisciplinein…ZZuhair

“Thankyouforthemusic” YShomron

Solovin’it,eh?Let’s contemporariseour…CHenderson

EngagingwithShakespeareinthe…CLoder

SustainingAssociationsofLanguageTeachers…BPrice

Diversifyingpronunciationtasks…HSlee

Teachingforabetterworld.Sustainable… EKantarakis,RPolygenis

40yearson:threegoldenteachingrulesRCross

Theroadnottakencan befun… NAliRaza

Creatingandsustainingalarge-scale…FToyetal

Wherearewegoingwithgrammar?RBaker

OfferinglearnerchoiceBTomlinson

Ripley Suite

Languagetriptych:atooltoselectand… LMoraes

Leadingyourlearners'orchestravia… NElNesr

Newby Suite

Thepsychologyoflearning:building…MMayor

Interestingrecentresearch

Auditorium

Forwhatit’sEarth: incorporating…AWarren

OvertTeaching :settingthestageforeffective…DByrne,MHeffernan

Theteachersupportprogram:going…AAlTawel

FosteringlearnerautonomyinanELT…SLefever

SupportingprofessionalprideinEFLteachers AMairitsch

FinishedCELTA.Readytoteach? ABailey,ADouglas

edc|path,adevelopmentjourney…CCaleff

TeachingEnglishliteratureto… MChhaya

How(not)to communicatein… CFrei

Workingtowardsamoreinclusive… WAllan

Linguisticandcontentscaffoldinginthe…CWatson

Togetherisbetter:researcher… KTangirova

PUr

King’sSuite Upskillingourselvesbygivingbacktothe…MRosenberg

Assessmentforlearningintheevery-day…YKavalova

HallD

Restaurant Throughtheunknown:mentoringin…MPoncedeLeón

Mediatinginternationalandscientific… BCagnol,SNamur

Queen’s Suite1

Adventuresin WhatsApp:teacher…AYoung,KSmith

Queen’s Suite2

TranslanguagingintheEFLclassroom:acase… CManeaGultekin

Queen’s Suite3

Bringingenergyintotheyounglearner…D-AMargaritescu

Queen’s Suite4

AwaytoadvancementinEFLthrough…MDrazdauskiene

Queen’s Suite5

HarrogateConventionCentre

Designthinking,astickysideuppathto…DSora

Queen’s Suite6

EverystudentmattersRJeffries

Queen’s Suite7

Language,powerandeducation:five… RAylett

Queen’s Suite8

Fromwordstotext- academicwritingin…SHBalleetal

Queen’s Suite9

Howtoteachcreative thinkingtoyoung…SSmith,CSteele

ImprovingteachingqualityinprimaryELT…JGuttke

Activelanguagelearningandactivism…JBland

ExploringthelanguageoffilmtoteachYLs… RMuse

Motivatinglearnersbymakinglearning…CSkiniotou

LGBTwho?-lackof LGBTQIA… KNiedzwiedzka

Academicskillsteachinginfoundation… CGAnderson

Usinganexperientialapproachtoin-service… MSaxby

Capturingandshapinglearnercontributions… LPerkins,JBukowski

Narrativesandbloggingasprofessional…CJames

Makingsustainabilityamindset MSzesztay

Communityofinquiry:theheartof… NKhafagi

Easyaccesstoinclusivepracticesusingthe…PHarder

Independentlearningplansinhigher…SGiorgouTzampazi

Task-basedlearningandgrammar:fiveways…JWillis

Evaluatingtheimpactoftheflipped…GHarrison

Learn,grow,flourish:self-directed… SMercer

Apictureisworthathousandwords JLowe

BritishCouncilSignatureEvent:TheFutureof English:Global…

DoesthefutureofELT includeTA,TAGsand…WArnold

Teachingvocabularywithrevisionand… UKalberer

Whatisamix-mode CELTAanddoesitwork? VUnlu

Wheredonovicetest itemwritersgowrong?SManassian

Unlockingpeerandself-assessmentand… AAltamirano

Beyondprofit:purpose-drivenleadership…GPickering

IATEFLLeadership&ManagementSIGOpenForum

Howtowriteeffective andengagingdigital…LBroadbent,BJago

ThreemoneymythsthatELTmaterials… LGalpin

VirtualrealityforlanguagelearnersRTwigg

CreatingaPDmodelforEnglishlanguage…SNassarMustaklem

IATEFLResearchSIG OpenForum

Negotiatingenvironments:making… GScyner

FreeteaandcoffeeintheExhibitionsponsoredbyLanguageCert

Break|1545-1615

Improvisation.WheredoIstart?With… ACroft

Measuringknowledgeofadolescentanxiety…JJara

Addressingspeakinghabitstoinstil… MvanderMeer

MysignaturepedagogyafterCOVID-19in… KKUpadhayaya

Mediationand

languagingthrough…SParsons

Q&AsessionrelatingtoLesleyPainter-Farrell’splenarysession

Improvingreadingskillsthroughguidedtext…LNazarenko

Exploratorypracticeasameansof… JMRamdani

Gettingoutofourbrains:distributed… SRich

Vocabularyteaching:whatteachersknow… LSelivan,BNaismith

NationalELTreform: learningfromthe…JKnagg,LSánchez

Makinglearningvisible:personalisingreading…TBooth,CEdgoose

Englishlanguageteachertrainingfor…PZhang

Meaningfulandimpactfultraining?…NAinsworth

Silenceandnoise: modesofbeinginthe…JHarmer,JRevell

Let’stalkaboutit... (Developingthe…TLemanis

Englishforasustainablefuture DAlston

PromotinginterculturalityinELT…ADouidi

Whatnow? TJones

Workingwithfunctionalgrammar–whyand…SJacobsen Bi-directional decolonialityin…IMartin

Preliminarytest-takerperspectivesofa…EBruce

IATEFLTesting,EvaluationandAssessmentSIG OpenForum

Myexternalbrainhurts:thesecretsof… MRiley

Motivatingandengagingteaching…AMoses

IATEFLMaterialsWritingSIGOpenForum

Iamnotataboo: LGBTQIA+intheELT… PFullagar

Trainingevaluationmodelsandthevalue… MGatsou

Eccentricwaystoteach(foreignlanguages)RPalmer

Howcouldteachers assiststudentsduring…LSanotska

Doingandreporting‘shortstory’analysis…GBarkhuizen

FreeteaandcoffeeintheExhibitionsponsoredbyLanguageCert

3.5-Posterpresentations-1330-1340(seepage76)

Lunch|1315-1415

Studentperceptionsofsuccessandfailurein… PSobkowiak

Theuseofstorytellingasamotivation… NStylianou

POET-Abeaconfor teachersofEnglishin…KMukherjee

Timetoreconsiderthe powerofsocialmediaKWaterston,MMorgan

Balancinginterculturalcommunicationsin… GLysaght

Englishispuzzling:combiningELA…KNeginskiy

Vocabulary,islessmore? CWatts

Lowcostresourcesfor ESOLteachersto… TLeSeelleur

LearningEnglishthroughonline…APinter,PTabali

Bloom’staxonomyandCLILmaterials… DSantos

Onlineinterculturallink- ups:sparking…AKuhail

IATEFLYoungLearners&TeenagersSIGOpenForum

Bramham Suite

Empoweringtheteacher:thegrowth…FDemirYalçıntaşetal

Thehiddentrauma: empoweringlearners…PGordyshevskaya

Reintroducingboardgamesasapowerful…INosova

Variationnotdeviation: encouraging…GArcher

Grammarrulesand grammarreasonsCWalker

Thepragmaticsoficonsandtheirusein… PGrundy

ESPcoursedevelopmentforcultural… C-YLin

Themismatchbetween theoryandpractice…AMerhab

Dowordshavelevels? UnderstandingCEFR…JMoore

MediationintheELT classroom CRogers

ForumoninterculturalprojectsinhighereducationJHiggins,KAlMansoori,SRiegler&HTsai

Elicitedimitationin assessingL2oral…APerwitasari

AreyouteachingtheEnglishlanguageor…BKnight

Whowilllisten?Ihave EnglishphobiaSChaudhary

Emotionsinpre-serviceteachers’testimonials… AWach,ABroszkiewicz

Aligningassessmentwiththecurriculum… ZKassimova

Trainingstudentsindevelopingarating…OKvasova

Qualityassuranceinonlineteaching…LMcLaughlin

Doingtop-downandbottom-upneeds…JFuller

Movingawayfromaone-size-fits-all… SSchwab

Customreadingandlisteningtestsfrom…THannigan

Exploringteachers'resourcesfor… MZHaider

Integrationof21stcenturyskillsintoEFL…E-SEzza,SElhussain

Self-mentoringthroughenhancement… SEraldemirTuyan

Veteranteachers’ researchengagement…MZhuo

FreeteaandcoffeeintheExhibitionsponsoredbyLanguageCert

ExploringELFA-inspiredimplicationsforthe…LLiu

Authenticallyspeaking:toassesstask… KSandstrom

Howtointegrateglobalskillsteachinginto…KPlatzer

Makingsenseoftonicstressintheclassroom FWatkins

Abeginner’sguidetopodcasting.Three…LWilkes

Practicalimplicationsofinclusivepracticesin…PRiffo

Howdoesaninclusive spiritmaterializeinELT?KHeim

UnderstandingexcessiveL1through…ADrought

Interculturalism:should webedoingmorein…NHards

LearningtolisteninglobalEnglisheseraHMasuhara

Harewood Suite1

ForumononlineCPD CNobre,JNewton&SPNdlovu,ABartosik

Harewood Suite2

ForumonESP/EAPvocabularyGRSampaio,CNguyen,ISaydazimova

Ripley Suite

Asystematicreview:theidentificationof… HWang

TrainingasaDELTAM2tutor:lessons…

JDouglas

Newby Suite

Englishforwhatpurpose?MovingforwardswithengagementandequityHKhalifaetal

Auditorium

Forumonteachers’associationsandCPD IEnriquezO'Farrill,EEscalona,MIsifan

King’sSuite

GlobalEnglish:chaos,communicationand… LLansford

Redesigninggamesforthe21stcenturyJHadfield

HallD

Lessonsthedynamicbilingualmodelcan…CVenezuela

Restaurant ‘Englishforfreelancers’:movingbeyondthe…RBadwan

Proficiencyexamsandclassroom… IdeFreitasVillasBoas

Maintainingtheintegrityofonline…PDavidson

Queen’s Suite1

Missionredefined:Be G.R.A.C.E.(ful)asa…ZOğul

Howdidteachingturnintomanagement?KProtsenko

Queen’s Suite2

DecolonizingELTmaterials… HLHertzel

Accurateorbiased?

HowdoELTmaterials… JTaylor

Queen’s Suite3

IntegratingtheCertTESOLinto… HThompson

Teachingreflectiontouniversitystudentsto…SFarag

Queen’s Suite4

Howcanwhatteachers reallyfeelhelpthem…LFerroglio

Englishlanguageteacherscollaborating… MWyatt,CBuğra

Queen’s Suite5

“Let’stalkaboutyourlesson”:genre…OElbeyaly

SharingtipsandtricksforA1adultlearner… TdeOliveira

Queen’s Suite6

MakingPDFteachingresourcesaccessible… ASkinner

EmbodiedapproachestoELTprofessional…JGodfrey

Queen’s Suite7

Differentstrokes… usingsongstoteach…CWalklett

Queen’s Suite8

Material-lightactivitiestohelpstudents…EStoliarova

Positiveattitudesbut pooroutcomes:the…DHayes

Queen’s Suite9

Benefitsoffacilitatinggrowthlanguage…CTapiaCastillo

Post-pandemicEnglishlanguageteacher…RWebb

eeS uoy n e x t year!

ForumonmentoringNChristodoulou,SLivarda,MPérez

Brighton 2024

4202

1619 A p r i l

Designingengaging,meaningfuland…MPolifemi

Supportinganddevelopingteachers’…NNorthall

ERTatanEAP

programme:howdid…KKdeLimaGuedes

Howtogetteenagersattentionandkeepit!CTwomey

ANIE,aneclecticapprroachfor…RSangabau

Translationtechnologyinhighereducation…HEssa

Classroom management101for…FDaou

Counteringdisinformationwith… PJohnson

Whatdoesittaketobe abusinessEnglish…BDobbs,MHunter

"Managing"students:usingbusiness…AFayle

Reimaginingteacher-centeredprofessionalPGarciaGomez

Coachingstyleneedsanalysistotransform…EKozhevnikova

ThefutureofteachingEnglishlanguageto… MAOnjewu,MIpadeola

EFLteacherprofessionalidentityinshort-term…AAlhassan

“Teachinggrown-ups":buildingconfidence…LKhaddi

Developingatrainingprogramtopromote…SMatsumura,JChapple

Howcananapp-basedacademicEnglish…MChadry

GlobalEnglishintheELTclassroom:the… CEgger

Studentassessment anduseoffeedback… IPiñeiroSorondo

IntegratingSixThinkingHatsintoplanning…CLiu

AreBangladeshiemployers…MGMohiuddin

Aboatontheriver: teacherautonomy…MArfaKaboodvand

Empoweringthemarginalizedfemale…MSubbaDewan,BRimal

FreeteaandcoffeeintheExhibitionsponsoredbyLanguageCert

Lunch|1145-1245

Theprofitmotive:timetoproblematise…SBrown

SEQ-CORP:ateachingsequenceand…AGeroldodosSantos

Q&AsessionrelatingtoOfeliaGarcía’splenarysession

Howtogivemeaningfulfeedbackwhilst… IKaskova

Familyengagementandyounglearners…LHaranaka

Enhancingstudentmotivationthrough…TKeller

Languagecomplexityinintercultural… SAn

Teachingjustfourlanguageskills?…HSandhu

Newestwaysofusingvideoinlanguage…ASalkeld,HMorris

Transferringskillsandstrategiesacrossthe…LDunne

Internationallanguageteachersstudying…SMarshall

Harewood Suite1

Sizedoesn'tmatter- implicationsof'little…AGrundtvig

Deliveringunique,compellingdigital…IJohnstone

Harewood Suite2

Tenwaystointegratemorepronunciation…GErasmus

Transformingtextingfromdistractionto… PPoole

Ripley Suite

Transferingpassionfortechnologytofemale…AEkangouoAwanga

Newby Suite

ChooseyourownPDadventure MRichard

Thefutureisbright:activitiesfor… HAllen

BuildingculturalawarenessintheEFL… KWaechter

Makingprogressvisibleintheprimary…RHorsfall

Developingcreativityandcriticalthinking…KWarszynska

TeachingEnglishtoadvancedlearners… HKryszewska

Teacherperceptionsofmultilingualism…MBulutAlbaba

Migrantandrefugeebackground… JFeitosaFerreira,LVeras

Thinkingskillsandmindsetsforyoung…ESetterfield

Auditorium

Integratingmachinetranslationinthe… BReber

King’sSuite

Encouragingindependenceinthe…PMcMahon

Teachingandevaluatingspeaking…DJohn

Teacherresearchersand mentorsofUzbekistan… EMenglieva

HallD

EffectivelanguageteachingrevisitedPHohwiller

Restaurant

GivingbacktotheELT…JSchummFauster,UFuerstenberg

Queen’s Suite1

Queen’s Suite2

Queen’s Suite3

Helpingbusystudentslearnregularlywith…KLanickova

Queen’s Suite4

Backtothestart:from teachertotrainerto… CARobinson

Queen’s Suite5

HarrogateConventionCentre

I'mnotinitforthe money!OKowalska

Queen’s Suite6

TheCLILWheelasa teacherandteacher… AZaparucha

Learningfromstudents’andteachers’… AScott

Queen’s Suite7

MakingShakespeareexcitingforteenagersAMoore

Pickingupwhereweleftoff:which… ENicaise

Queen’s Suite8

UsingthedesigncycleintheEnglish…KChopin

DevelopinginstitutionallisteningtestsMFields

Queen’s Suite9

Venuemaps

HarrogateConventionCentreFirstfloor

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AbbreviationsattheIATEFLConference

ThesearesomeabbreviationsthatyoumayseeorhearatanIATEFLConferenceandwhattheystandfor. YoucanfindacompletelistofabbreviationsusedbyIATEFLat: www.iatefl.org/about-iatefl/key-documents

a ThepresentationfocusesonAdultTeaching

AGM AnnualGeneralMeeting

AL AppliedLinguistics

BE BusinessEnglish

CAE CertificateinAdvancedEnglish

CALL ComputerAssistedLanguageLearning

CEFR CommonEuropeanFrameworkofReference

CELTA CertificateinEnglishLanguageTeachingtoAdults

CLIL ContentandLanguageIntegratedLearning

ConfCom ConferenceCommittee

CPD ContinuingProfessionalDevelopment

CPE CertificateofProficiencyinEnglish

DELTA DiplomainEnglishLanguageTeachingtoAdults

DigiCom DigitalCommittee

e ThepresentationisforanExperiencedAudience

E4W EnglishforWork

EAL EnglishasanAdditionalLanguage

EAP EnglishforAcademicPurposes

EFB EnglishForBusiness

EFL EnglishasaForeignLanguage

EGP EnglishforGeneralPurposes

ELF EnglishasaLinguaFranca

ELT EnglishLanguageTeaching

ESL EnglishasaSecondLanguage

ESOL EnglishforSpeakersofOtherLanguages

ESP EnglishforSpecificPurposes

ey ThepresentationfocusesonEarlyYearsTeaching

EYL EnglishforYoungLearners

FCE FirstCertificateinEnglish

FD FuturedirectionsinELT

FE FurtherEducation

GEN General

GI GlobalIssues

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IPSEN InclusivePractices&SpecialEducationalNeeds

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YLT YoungLearners&Teenagers

What’s the future of the world’s most spoken language?

Join us at sessions and events for the first international launch of the British Council’s new landmark book, The Future of English: Global Perspectives.

Have your say at the British Council stand, Exhibition Hall, Stand 5.

The Future of English for teachers, schools and governments

Tuesday 18 April, 14.05 – 14.35, Auditorium

Global book launch and evening reception

Tuesday 18 April, 18.15 – 19.30, Doubletree by Hilton Harrogate Majestic Hotel and Spa

Have your say! pop-up

Wednesday 19 April, 13.40 – 13.55, Exhibition Hall, Pop-up stage

The British Council Signature Event

Thursday 20 April, 17.00 – 17.45, Hall D

www.britishcouncil.org/future-of-english