2024 IATEFL Conference digital programme

Welcometothe57th IATEFLInternationalConference&Exhibition

Contents

Anoteaboutphotographyand filming

IATEFLphotographersandvideographerswillbein allareasofthevenuetakingphotosofdelegates andconductingvideointerviews.Ifyoudonot wanttobeincludedinthephotosorvideos,thatis notaproblem,justletthephotographersand videographersknow.

Photosandvideostakenattheconferenceon behlafofIATEFLwillbeusedbyIATEFLfor journalisticandmarketingpurposes,includingon socialmedia.IATEFL’sprivacypolicycanbefound onourwebsite: www.iatefl.org/about/keydocuments.

Delegatesarewelcometotaketheirownphotos throughouttheConference,butpleasebeaware thatfilminginsessionswillnotbeallowedwithout consentfrombothIATEFLandthepresenter(s).

DearConferenceDelegate,

Welcometothe57thIATEFLInternational Conference!We'rethrilledtobebackinvibrant Brighton,readytocelebrateourprofessionand learntogether.Thisconferenceisyour opportunitytodevelopyourself,network, discoverthelatestELTinnovations,andsupport yourfellowteachersaroundtheworld.

IATEFL’sConferenceCommitteeandourHead OfficeStaffhaveworkedtirelesslyformonthstoputtogetherafantastic lineupofsessionsandprofessionaldevelopmentactivities.Pleasetakea momentduringtheconferencetolearnhowyoucancontributeto IATEFL'scharitablemission.Yoursupportmakesahugedifferencefor teachersworldwide.IATEFL'scharitableworkisvitaltoourmissionof supportingEnglishlanguageteachersgloballysopleaseconsider contributingtotheseefforts.Yoursupportempowersinnovationand progressinourprofessionworldwide.Tolearnmoreabouthowyoucan contribute,visitthemainIATEFLstandandtalktotheIATEFLTrustees, ourPatron,anddedicatedvolunteers.

Ofcourse,don'tmisstheamazingresourcesandopportunitiesoffered byourexhibitorsandpartners.Wehaveafantasticexhibitionforyou whereyoucanbrowsethelatestELTresources,courses,materialsand careeropportunities-withplentyofcoffeeandrefreshmentstofuel yourexploration.

Iwouldliketothankalloursponsorsfortheirgenerouscontributions. YoucanfindoutmoreabouteachofthemwithintheConference SponsorssectionofthisProgramme.

We’vealsogotafun-filledsocialcalendar.JointheIntroductionto BrightononTuesday,competeintheInternationalQuizandDynamic DuetsonWednesday,andletlooseatSharingStoriesandLipSyncBattle onThursday.ParticipationintheAnnualGeneralMeetingonWednesday 17ApriliscrucialforallIATEFLmembers.Thisisyouropportunityto contributeyourinsightsandhelpshapethefutureofIATEFL.

Finally,aswegathertolearnandconnect,let'sextendourthoughtsand supporttocolleaguesworldwidewhofaceimmensechallengesdueto conflictordisasters.Ourprofessionisaglobalcommunity,andtheir resilienceremindsusoftheimportanceofsolidarity.Ifpossible,please considerwaystoreachoutwithmessagesofencouragementorsupport –whetherthroughdonations,advocacy,orsimplylettingthemknow theyarenotalone.Youractionsmakeadifference.

Iwishyouallawonderfulweekoflearning,sharing,andcaring.

AleksandraPopovskiGolubovikj IATEFLPresident

GeneralInformation

RegistrationandInformationDesk

Thisiswhereyoucancheck-intocollectyourdelegatebadge (sponsoredby IELTS)ifyouhavebookedonlineinadvance,or youcanbookandpayonsitebyvisitingthefinanceteamhere. Makesureyoutakecareofyourdelegatebadgeandbringit withyoueveryday.Youwon’tbeabletoentersessionswithout itandareplacementwillcostyou £10

Onceyouhaveyourdelegatebadge,youwillbeabletocollect yourlanyard(sponsoredby IELTS),ConferenceProgramme (sponsoredby BritishCouncil)anddelegatebag(sponsoredby ExpressPublishing)here.

IATEFLstaffandstewardswillalsobeon handtoansweranyquestionsyoumayhave. Thedeskwillbeopenatthefollowing times:

Monday:0745-1800

TuesdaytoThursday:0800-1730 Friday:0800-1400

IATEFL’sAGM

WeinviteallIATEFLmemberstoattendtheIATEFLAnnual GeneralMeeting(AGM)at1300-1400,Wednesday17Aprilin Skyline.Theagendawillbemadeavailableonourwebsite(you mustbeloggedinasamembertoviewthis): www.iatefl.org/ about/key-documents

Foodanddrink

Youwillfindcateringpointsintheexhibition.Duringbreaks thereisfreeteaandcoffeeandatthelunchbreakyouwillbe abletopurchaseaselectionofhotandcoldmeals.

Youcanalsopurchasefoodanddrinkthroughoutthedayfrom theCafeneartheRegistrationandInformationDesk.Thereare alsovariousfreewaterstationslocatedaroundthevenue.Please noteyoucannotpayatthecateringoutletsusingcash,onlyby card.

Certificates

Alldelegateswillbeemailedtheircertificateof attendance(sponsoredby ETSGlobal)aftertheconference. Pleasenote,thiscouldtakeuptotwoweekstoarriveinyour inbox.

Cloakroom

IATEFLStand

Duringbreakandlunchtimes,therewillbeanopportunityfor youtogatherattheIATEFLstandwithlike-minded professionals: AMbreak Lunch

Leaveyourcoatorluggageherefor£2peritem.Pleasenote,the cloakroomwillacceptCASHPAYMENTSONLY.Youcanpayby cardforthecloakroomattheRegistrationDesk.

QuietZone

Stepawayfromthebusynessoftheconferenceforabitofpeace inWestBar.Weaskthatmobilephonesareswitchedtosilent, headphonesareusedifyouwanttolistentomusicandyou keepconversationtoaminimum.

Prayerroom

Locatedinroom7,thisisaplaceofreflectionforpeopleofall faithsandnone.

PosterPresentations

Takealookatthisyear’sposterpresentationsinEastBar.Each presenterwillbeavailableforquestionsduringtwo10minute slots,thetimeswillbeondisplaywiththeposters.

Tributesession

Thetributesessionisanopportunitytoremembercolleagues whohavesadlypassedawaysincethelastconference.Cometo sayafewwordsinsomeone’smemoryortohearabout colleagueswhoarenolongerwithus.Itwilltakeplaceon Wednesday17April,1730-1815,inMeetingRoom3.

HornbyTrust

Wecontinuethetraditionoffeaturingthisyear’sHornby ScholarswithintheConference.Theywillpresent Teacher developmentinGlobalSouthcontexts:constraintsand affordances onTuesday16April,1405-1520,inSkyline. TheHornbyTrusthavealsosupportedthefollowingindividuals tocomeandpresentattheconference: Laurent Ahishakiye, Cândida Arlindo,JulesChamprien FadidacandNino Nijaradze. LookthemupintheIndexofPresenterstofindoutmore.

Eveningevents

Taketimeoutattheendoftheconference daytorelaxandmeetnewpeopleat eventsinoursocialprogramme,sponsoredby BritishCouncil Moreinformationabouteachoftheseeventscanbefound undereachdayofthe‘Presentations’sectionofthisProgramme. Delegateswillneedtousethe SyndicateEntrance toaccess theseevents.

Tuesday

IntroductiontoBrighton|1930-2030

Wednesday

DynamicDuets|1830-1930

BritishCouncilDrinksReception|1930-2000

InternationalQuiz|2000-2200

Thursday

SharingStories|1830-2000

Lip-SyncBattle|2000-2130

SustainabilityattheConference

Wehaveusedrecycledcardboardsignagefordelegate informationwhereappropriate/possible.Thisisalso reusedforfutureeventswhereverpossible.

Ourdelegatebagsaresourcedwithenvironmental credentials,andreusability,inmindtoavoidthembeing single-useitems.

Delegatecertificatesaresentdigitally,youcanchooseto printyoursoutifyouwish,orstoreitdigitally.

TheprogrammehasbeenprintedinBrightontoreduce unnecessarytransportation.

Newthisyear Wehaveaskeddelegateswhetherthey requireaprintedversionoftheprogrammeatthepoint ofbookingtocutdownonoverorderingprinted programmesandminimisingwastage.

Manyexhibitoroffersfordelegatesareprovidedthrough aQRcodeonacombined‘memberofferleaflet’,toavoid unnecessaryprinting.

Newthisyear TheBrightonCentrehasa‘zerotolandfill’ policyforanywastegeneratedbytheconference.

Newthisyear AllenergyusedattheBrightonCentre comesfromrenewablesources.

Wepromotetheuseofpublictransportandcarsharesas waysfordelegatestotraveltoandfromtheconference.

Weencouragespeakerstosharetheirhandoutsand PowerPointsonline,ratherthanprintingoutlotsofcopies inordertogivetodelegates.

Youareinvitedtobringyourownwaterbottleandrefillit fromthefreewaterfountainsaroundthevenue.

Wehaverequestedthatthecateringprovidersoffera rangeofoptionsfordelegates,includingwhitemeat,fish, vegetarianandveganoptions,butavoidingredmeatdue toitshighercarbonimpact.

Newthisyear Anyexcessfoodispassedontolocal homelesscharities.

English Language Centre

Brighton Robert O’Neill

Ngwa Bichearline Cameroon

IATEFL ESPSIG Roving Reporter

Lone Bendixen Goulani Iraq

IATEFL PronSIG

Classroom Research

Xian Wang China

English Language Centre

Eastbourne Graham Smith

Irene Rahmaniar Indonesia

IATEFL Gill Sturtridge First Time Speaker

Rudra Bahadur Thapa Nepal

IATEFL Ray Tongue

Kuheli Mukherjee India

Gillian Porter Ladousse

Nelson Arditto Spain

IATEFL LAMSIG

Emma Gowing Spain

IATEFL ReSIG

Marisol Guzman Cova Mexico

László Hajba Hungary

IATEFL Latin America

Claudia Boni Brazil

IATEFL TDSIG

Early Career Teacher

Didar Moldazhanov Kazakhstan

Anila R. Scott-Monkhouse Italy

IATEFL LTSIG Diana Eastment Roving Reporter

Elis Kakoulli Constantinou Cyprus

IATEFL TDSIG

Michael Berman

Maryam Mirshahnasab Iran

IATEFL TEASIG

Myleni Ishida Brazil

IELTS Morgan Terry Memorial

Rory Reyes-Cobar Australia

Lexical Lab Scholarship for lexically-orientated teachers

Sérgio Silva Brazil

The LitSIG & Creativity Group Scholarship

Oleksandra Avramenko Ukraine

TOEFL

Anne Haggerson United States

Trinity College London Language Examinations

Shaun Sweeney Ireland

Trinity College London Teacher Trainer

Belen Albarracin Argentina Africa*

Denice Deogratius Tanzania

English Language Centre

Eastbourne Graham Smith*

Maryam Masoomeh Hassani Iran

IATEFL TDSIG

Early Career Teacher*

Wing Wu Hong Kong

Macmillan Education*

Olha Yavorska Ukraine

*Scholarship deferred from a previous year

IELTS Morgan Terry Memorial*

Chi Anestin Lum Cameroon

The world’s most trusted English test

IELTS at IATEFL 2024

Visit us at stand #4 in the exhibition hall.

Get an IELTS teaching pack, including updated band score descriptor resources.

Join our informative sessions for valuable IELTS tips and advice.

Celebrate the winner of this year’s Morgan Terry Memorial IATEFL scholarship.

Scan to find out more

MeettheIATEFLBrighton2024sponsors

YourIATEFLconferenceexperienceisofparamountimportancetous,webelieveensuringthatyoueachhavea valuableandenjoyabletimeisoneofthekeystooursuccessandlongevity.Wearealwaysexploringnewwaysto enhancetheconferenceandmuchofthiswouldnotbepossiblewithoutthesupportofoursponsors.Theinvaluable contributionstheyoffernotonlyhelptomaketheconferencehappen,butalsoensureyouhaveamemorabletime.We wouldliketoextendaverybigthankyoutoeachofoursponsorsfortheirdedicationtoIATEFLandtheConference.

Goldsponsor

Signatureevent:

Wednesday17|1645-1815|Syndicate2

ThefutureofEnglishintheageofAI

Pop-upPresentation:

Tuesday16|1615-1630

Therighttestattherighttime:howAIcan enhanceyounglearners’success

Findthemonstand27

What’sthefutureofEnglishintheageofAI?

AtIATEFL2023,welaunchedTheFutureofEnglish:GlobalPerspectives.Join ustoexploretherapidevolutionwithinayear.Delveintohow1,300+ teachersin118countriesuseandfeelaboutAIandexperienceournewAIdrivenexamyounglearnerswillactuallyenjoy!

Wewarmlyinviteyoutooursignatureevent,Wednesday,16.45,followedbya receptionandquiz.

DiscovermoreaboutELT’sAIrevolutionatStand27.

Visit https://futureofenglish.britishcouncil.org/iatefl formore.

Goldsponsor

Goldsponsor

Signatureevent:

Friday19|1105-1150|Syndicate1

Thepowerofone–supportingtheself, communityandplanet

Pop-upPresentation:

Thursday18|1140-1155

Developyourteachingcareerwith Cambridge

Signatureevent:

Tuesday16|1720-1805|Syndicate1

Teachinginthepastorteachinginthe present?

Pop-upPresentation:

Tuesday16|1130-1145

4Minds:learningfortherealworld

Findthemonstand40

Goldsponsor

Signatureevent:

Thursday18|1205-1250|Syndicate1

Assessmentandlearningforthedigitalage

Pop-upPresentation:

Wednesday17|1315-1330

PavethewaytoEnglishproficiencywith

LanguageCertESOLforSchools!

Findthemonstand20

Togetherwithteachersandourpartners,we’reheretoengageandinspire millionsofpeoplethroughouttheirlearningjourney,allowingthemto confidentlyprovetheirskills,openingupopportunitiesacrosstheworld. Overthecomingweek,wehavelotsofexcitingtalksandeventshappening whicharedetailedinyourdelegatebaginsert.AsGoldSponsor,welook forwardtosupportingyourprofessionaldevelopmentandsharingour expertiseonworld-leadingintegratedlearningandassessment.

ExpressPublishingwasestablishedin1988.After3decadesofoperation, theyhavesuccessfullybridgedthegapbetweenmethodology,technology andeducation.Thecompanyhasbeengrowingsteadilyandtodayexportsin 109countries,hasformednumerousstrategicpartnershipsand30ministerial adoptions.Bycombiningmoderntechnologyandtraditionalteaching methods,expresspublishingstrivestobeinnovativeeverystepofthe learningjourney.

LanguageCert,amemberofthePeopleCertGroup,isaninnovativeOfqual recognisedAwardingOrganisationcommittedtodevelopinganddelivering high-quality,internationallyrecognisedlanguageexamsthatenhance thecareer,educationandlifeopportunitiesofindividualsworldwide. Anever-growingnumberofuniversitiesandorganisationsinover90 countriesworldwiderecogniseLanguageCertscoresasevidenceofEnglish languageproficiency.

Pop-upPresentation: Friday19|1155-121

Thehigh-stakesEnglishtestthat disruptedanindustry

Pop-upPresentation: Thursday18|1535-1550

TOEFL®MasteryChallenge

TheDuolingoEnglishTestisdesignedtoradicallyimproveEnglishlanguage proficiencyassessmentfortesttakersandscorerecipientsalike,byproviding atestingexperiencethatisaccessiblewhileremainingaccurateandsecure. ThetestleveragesAItopersonaliseitselfinreal-timetoeverytesttaker, holdinginontheirproficiencymorequickly,precisely,andsecurelythan traditionsfixed-formtests.Visit englishtest.duolingo.com/research tolearn moreabouttheresearchbehindthetest.

Findthemonstand2

Pop-upPresentation: Wednesday17|1140-1155

AnoverviewoftheupdatedIELTSWriting bandscoredescriptorsandassessment criteria

Findthemonstand4

Pop-upPresentation: Wednesday17|1255-1310

Findthemonstand1 Silversponsor

OxfordTestofEnglishAdvanced:tastertour &takeawaytips

Findthemonstand57

ETSGlobal,aproudsponsorof2024IATEFLConferenceinBrighton,provides awiderangeoflanguageassessmentsincludingtheTOEFL®Familyof Assessments:TOEFLPrimary®,TOEFLJunior®,TOEFLiTP®,andTOEFLiBT®

TheTOEFLFamilyofAssessmentsistrustedworldwidetomeasurestudents' skillsateverystageoftheirEnglish-languagelearning.

JoinpresentationsbytheTOEFLprogramexperts: www.etsglobal.org/eg/en/ landing-page/iatefl

IELTSistheworld’smosttrustedEnglishlanguagetestforhighereducation andglobalmigration.JoinourELTexpertsatIATEFLtolearntipsand strategiesforyourIELTSclassroom.Plus,visitusourstandtoaccessfreeIELTS teachingresources,celebrateourIATEFLscholarshipwinner,andmuchmore!

AtOxfordUniversityPress,weareproudtobeattheheartoftheEnglish languagelearningcommunity. ThisyearoursponsoredtalkscoversubjectsrangingfromAItoAssessment. Comeandconnectwithusandothers,onourexhibitionstandandthe adjacentnetworkingzone.Bringyourlunch,yourcoffee,yourideas…we’ll onlyaskyoutoshareyourideas!

Ifyouareinterestedinsponsoringatour2025 ConferenceinEdinburgh,we’dlovetohearfrom you.Sendusanemailatsponsorship@iatefl.orgto beoneofthefirsttohearaboutouropportunities.

Learn, share, inspire!

50 years mm educational group

Innovative ELT books and e-learning material that work for EVERYONE!

Explore the world of MM Publications at stand 39

Get to Know us!

Firstfloor

The Exhibition isashowcaseofthelatestresources,servicesandpublicationsfrom internationalcourseproviders,publishers,digitalinnovatorsandmanymore!Itisamuchloved aspectoftheconferenceandofferstheperfectopportunitytofindoutaboutthelatestELT productsandservices,andtoconnectwithavarietyoforganisations.

WithintheExhibitionyouwillfindthe IntroducingZone,featuringfirsttimeexhibitors,andthe CareerDevelopmentZone,featuringexhibitorswhocanhelpyoutakethenextstepinyour career.TherewillalsobeourPop-upPresenationstagewhereyoucanhearindustryexperts givingshortpresentationsaboutthelatestproductsandservices.

We’repleasedtohavesomanyofoursponsorsexhibitingwithusthisyear,you’llseethose exhibitorsmarkedin red.

Freeteaandcoffee willbeserved intheExhibitionduringbreaktimes andfoodwillbeavailabletobuyinthe cateringareaduringthelunchbreakor intheCafethroughouttheday.

DrViolaWiegand

JoinourglobalcommunityofELTprofessionals

teachers • trainers • managers • materialwriters • trainees freelancers

• researchers • lecturers • universities • languageschools stateschools

• trainingcolleges • publishers • ministriesofeducation

Discoverourrangeofmembershiptypesandfindthe rightoneforyouat:www.iatefl.org/membership

Pop-upPresentationsStage

ThePop-upPresentationStageisbackagainfor2024,whereyouwillbeabletolistentoavarietyofinterestingshorttalksinthe morningsandduringbreaktimes.Forthefirsttimeever,ourearlymorning‘Howto…’sessionswilltakeplaceonthisstage.Eachof thesesessionsareanopportunityforyoutogrowyourselfprofessionally.AswellasthesemomentsofCPD,wehaveanumberof companiesandorganisationswhowanttoshowcasetoyoutheirproductsandservices.Whynotgrabafreehotdrinkfromthe ExhibitionandmakeyourwaytothePop-upPresentationStagetohearallabouttheseinterestingtopics!

Tuesday16

0835-0855 HowtomovefrombeingateachertobecomingateachertrainerwithMatthewEllman Transitioningfromteachertoteachertrainercanbeachallenge.InthispresentationIwillsharesomeexperiencesand insightsasatrainerandtrainingmanager,lookingatthreequestions:'AmIreadytobeateachertrainer?',‘Howdoes trainingdifferfromteaching?’and‘HowdoIgetstarted?’

1130-1145 ExpressPublishing

4Minds:learningfortherealworld

4Minds isanewmulti-levelcoursethatturnslanguagelearningintoanopportunityforlearnerstoexploretheworld andtheirpotential.DesignedforlearnersofCEFRlevelsA1–C1/C2,itcoversthelatestdevelopmentsandtrendsin technology,entertainmentandsocialissueswhilepreparinglearnersfortherealworld,outsideclass.Theseries includeslifeskillsandpresentationskillssections,STEAMactivitiesandthemedunitspractisingall21stcenturyskills includingresearchandmediationactivities.

Speaker:JennyDooley-PresidentofExpressPublishing

1315-1330 UniversityofBirmingham

StudyingforaMasterscourseonline

TheUniversityofBirminghamrunsfourpostgraduatecourseswhichcanbefollowed100%online,including:

-MAinTESOL

-MAinAppliedLinguistics

-PostgraduateCertificateinTESOL

-PostgraduateCertificateinAppliedLinguistics

Wehave210studentsfollowingthesecoursesbasedin22differentcountries.OurMastersprogrammesarewell knownandhavebeenrunningforover25years.Iwillbetalkingaboutthestructureandcontentoftheseonline Mastersprogrammes.

Ifyouareinterestedinstudyingonline,comealong!

Speaker:DrCraytonWalker

Tuesday16 continued

1340-1355 TrinityCollegeLondon

Friendorfoe?AIinELT

WhiletheimpactofnewlyavailableAItoolsisclear,therehasbeenlittledataonwhetherteachersareusingAI,what they’reusingitforandhowmuchit’strusted.TrinityCollegeLondoncommissionedaYouGovsurveyof1,000teachers intheUKtoanswerthesequestions.

Findoutwhattheysaid,alongsidedetailsofourexcitinginnovations,includingthenewapp, SkillUp!,whichuses generativeAItocreateapersonalisedlearningpathforyounglearners,anAIlessonplanninggenerator,andsome excitingupdatestoourEnglishlanguageassessmentsthatutilisethelatestdevelopmentsintechnology.

Speaker:MartinOetegenn-LanguageandTESOLManager,TrinityCollegeLondon

1615-1630 BritishCouncil

Therighttestattherighttime:howAIcanenhanceyounglearners’success

Joinusforagame-changingpop-uponourcutting-edge PrimaryEnglishLanguageTest,poweredbyAI.Takeafew briefmomentsinyourafternoonbreaktoinstantlyboostyourknowledgeofprogressivetestingmethodologiesand howAIisredefiningEnglishlanguageassessmentworldwide.AnIATEFL2024mustsee.

Speakers:SimonaOrsingherandRadosvetaValkova

Wednesday17

0835-0855 HowtowriteCVsthatgetresultswithPeterPanayotou

ThispresentationprovidesablueprintfortheperfectCV.Itincludesasimple,step-by-stepguidewithadviceonhow topresentyourskillsandexperienceinthebestpossiblewayandalistofdosanddon’tstoavoidalltheclassic mistakes.

1140-1155 IELTS

AnoverviewoftheupdatedIELTSWritingbandscoredescriptorsandassessmentcriteria

Thisinteractivesessionwilllookatwhathaschangedrecentlyinthebandscoredescriptorsandassessmentcriteriafor IELTSWritingTask1andWritingTask2.Wewillhighlightthechangesthatteachersshouldbeawareof,andlookathow themarkingcriteriacanbeausefultoolforusasteachersintheclassroomguidingourstudentsintheirpreparation fortheIELTSWritingTest,andasatoolforthestudentsthemselvestoself-assess.

Speakers:LouisaDunneandSarahPhilpot

1255-1310 OxfordUniversityPress

OxfordTestofEnglishAdvanced:tastertour&takeawaytips

Swingbyforatastertourofthe OxfordTestofEnglishAdvanced,anewB2toC1Englishlanguageproficiencytest.In thispop-upsessionwe’llbreakthetestintobite-sizedpieces,introducingthetestformatandhighlightingour innovativewaysofassessingintegratedskillsandmediation,bothidentifiedasessentialacademicandprofessional competenciesinthe CEFRCompanion volume.We’llfinishthesessionwithsometastytake-awaytipswhichwillhelp youprepareyourstudentsforsuccessinthe OxfordTestofEnglishAdvanced…andbeyond.

Speaker:GailPasque

1315-1330 LanguageCert

PavethewaytoEnglishproficiencywith LanguageCertESOLforSchools! LanguageCertispavingthewaytoEnglishproficiencywithexamscateringforeverytesttakerneed.Discoverournew ESOLsinglelevelexams,fromA1toB2,withtestcontentappropriateforschoolagestudents.

Speaker:LiamVint-LanguageCertPortfolioDirector

1340-1355 NationalGeographicLearning

Fivewaystomakeyourschoolgreener

Joinsustainabilityexpertandenthusiast,CharlotteEllis,togetfivequickideastoimproveyourschool’simpactonthe environment,yourcommunityandyourstudents.Comealongandreceiveafreedesktopgarden!

Speaker:CharlotteEllis

1535-1550 ETSGlobal

TOEFL®MasteryChallenge

Areyoureadytounlockthesecretsofthe TOEFLiBT® testandexploretheentire TOEFL®FamilyofAssessments?Joinus forourexcitingTOEFLquiz,wherewe’llputyourknowledgetothetest,andyourexpertisecouldopenthedoorto greatprizes!Comeplaywithus,testyourTOEFLknowledgeanddiscoverwhatsetsyouapart.Don'tmissoutonthis excitingopportunity,jointhefun!

Speakers:CelestinaCardozMauryandMartaZaninelli

Thursday18

0835-0855 HowtobeasustainableteacherwithChristopherGraham

Thissessionrevolvesaroundtenpracticalthingsthatyou,yesyou,candotobeamoresustainableteacher.Fiveof theserelatetoreducingthenegativeimpactsyouandyourinstitutionhaveontheenvironment,andfiverelateto classroominitiatives.That’stwominutesperpoint-bringsomecoffee!

Thursday18 continued

1140-1155 CambridgeUniversityPress&Assessment

DevelopyourteachingcareerwithCambridge

TakingatraditionallinearviewoftheEnglishlanguageteacher’scareer,wewillbeginbypresentingthevarious CambridgeTeachingQualifications whichcanatdifferentstageshelptofacilitatethisjourneyandtodevelop professionalexpertise.

Lookingtohighlightanarrayofpre-andpost-DELTAprofessionalopportunities,wewillthendiscussdifferentELT careerpathways,makingbriefreferencetosomeofthosecurrentlyenjoyedbysomereal-lifeindustrycolleagues. Finally,wewillsignpostasamplerangeofresourceswhichCambridgeproducestosupportteachersintheirday-todayworkandtheirongoingprofessionaldevelopment.

Speakers:RoryRuddockandJoelCutting

1255-1310 Pearson

Digitalassessment:turninglanguagelearningchallengesintoteachingsuccess

JoinusinexploringthepositiveshiftinutilisingdigitalassessmenttoolsforEnglishlanguageteaching.LearnfirsthandfromPearson'sGrantKemptononhowthesetoolshaveevolved,makinglanguageteachers'liveseasierand enablingthemtofocusonteachingproactively.Discoverhowyoucanplacenewstudentsattherightlevelfast,and howyoucanquicklyandeasilyevaluateyourstudents,soyoucandomoreofwhatyouwanttodo—teach!

Speaker:GrantKempton-Director,GTMInitiatives,Pearson

1325-1340

HowtobecomeasuccessfulfreelancerwithChiaSuanChong

Inthispresentation,we’lllookatwhat’sinvolvedinbeingasuccessfulfreelancer.We’llcoverthesethreekeyareas:

1)Organisationaldetails-budgeting&finances,flexibleschedule,security;

2)Howtogetwork-self-marketing&professionalisingyourself;

3)Howtokeepwork-qualitycontrol,referralsandsolidadmin.

1510-1525

LanguageMate

LanguageMate:empoweringteachingandlearningwithAI

Joinustoexplorehowcutting-edgeAIisempoweringlanguageeducators.

LanguageMate isapioneeringAI-drivenplatformpartneringwitheducationalinstitutionstoempowerteachersand enhancestudents'conversationalskillsacrossvariouslanguages.OurinnovativeAItechnologyenablesteachersto significantlyreducetheirworkloads,allowingthemtoteachmoreefficiently.Weofferaunique,immersivelearning experiencebyallowingstudentstoread,write,listen,andspeakinengaging,real-worldscenarios.Thispersonalised approachboostsstudents'confidenceandacceleratestheirjourneytowardsfluency.

DiscoverhowyourinstitutioncanreduceteacherworkloadandteachmoreusingAItechnology!

Speakers:AlexanderNeepandLauraHerrmann

Friday19

0835-0855 HowtobesuccessfulinanELTinterviewwith CarolineMoore

Congratulations,you’vebeeninvitedtoajob interview,soyou’vepersuadedyourpotential employerthatyouhavetheessentialknowledge, skillsandexperienceforthejob.ThethreeAs: Appearance,Attitude,andAwarenessofyour interviewerwillbecriticalforyoursuccess,andare equallyimportantforface-to-faceandonline interviews.We’llhavealookatthese,andatthe differentkindsofquestionsthatyoumightbe asked.You’llhaveachancetopractise,including answeringquestionsforbothteachingand managementroles.

1155-1210 DuolingoEnglishTest

Thehigh-stakesEnglishtestthatdisruptedan industry

Jointhis15-minutepowersessiononallthings

DET.Fromcomputeradaptivetesting,toAIassistedhumaninvigilation,bringyourquestions andfindouthowtheDETisradicallyexpanding accesstohighstakesEnglishproficiencytesting forstudentsallaroundtheworld.

Speakers:TamsinThomasandLeeHarris

SpecialInterestGroup(SIG)Showcases

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

Don’tforgettolookintheAreasofInterestsectiontoseewhatotherpresentationsrelatedtoyourarea(s)ofinterestaretakingplace.

BusinessEnglish(BESIG)

Wednesday17April|Syndicate3

Coordinators:MarjorieRosenberg&SarahPlochl

2.1 1020-1050 Effectivebusinesscommunication:linking grammarandmeaning

2.2 1105-1135

2.3 1205-1250

2.4 1415-1445

2.5 1500-1530

SilkeRiegler

Falsebeginnersadultlearnersandbusiness

Englishwriting

ChoreanneFrei

HowtogetclientsasafreelanceEnglish languageteacher

RachaelRoberts

Gamifyingemployabilityskillstraining: projectscavengerhunt

BirteHorn

Beyondfluency:unleashingthepowerof masteryforadvancedlearners

AnnaPlaksiienko

2.6 1600-1630 Analysingunmetneeds:business communicationcompetenciesrequiredin multinationalcompanies

2.7 1645-1715

RadekSwiecinski

Guidingtomorrow'sprofessionals:nurturing studentsforsuccess

BethanyCagnol

2.8 1730-1815 Workingininternationalteams:whatcanwe dobetter?

IanMcMaster

EnglishforSpecificPurposes(ESPSIG)

Thursday18April|MeetingRoom5/Syndicate1

Coordinator:CarolineHyde-Simon

3.1 1020-1050

3.2 1105-1135

ExploringtheAIfrontier:transformingprewritingandpost-writinginEAP

FatimahMahmood,AlysAvalosRivera

Assessinglogicalityandexpressionqualityin ESPessaywriting

GloriaReginaSampaio

3.3 1205-1250 Fosteringcriticalthinkinginbachelor studentswithblendedlearning

JakabKaufmann,CarolineHyde-Simon

3.4 1350-1420 DebatinggendergapissuesintheSTEMEAP class

3.5 1435-1505

3.6 1535-1605

3.7 1620-1650

3.8 1705-1750 Syndicate1

AnilaR.Scott-Monkhouse

EnglishforeconomicsinThaiHE:teaching

ESPorEMI

PimsiriTaylor

UsinginsightsfromresearchtoinformESP teaching

ClariceSCChan

AIredefiningEAPwritingassessment

FatmaMerveBaykan

Teachingacademicreadingskills

DorothyZemach

EnglishforSpeakersofOtherLanguages (ESOLSIG)

Wednesday17April|MeetingRoom5/Syndicate1 Coordinators:DeclanFlanagan&ViviBairami

2.1 1020-1050 Motivatingadultsinlanguagelearning environments:sparkingenthusiasmfor learning

LeoTzampazis

2.2 1105-1135 Teachingbeginnerclasses-awoven approach

ElizaWinnert

2.3 1205-1250 A2toB2insixmonths,impossible?Yes,we can UmaTadema

1415-1445 Empoweringcurriculumdesign:insights fromfemalerefugees'ESOLexperiences HollyDono

1500-1530 Syndicate1 TheimpactofL1literacyonEnglishliteracy development

LesleyPainter-Farrell

1600-1630 Facilitatingimmigrants’Finnishlanguage learninginavocationalcollege

RezvanZonoubi

1645-1715 TrinityCert(T)ESOL:teachertrainingandthe universityascommunitycitizen

LauraWalker,ElenaGandini,MuradAlhamwi

1730-1815 Empoweringmigrantlearners:insightsto translanguagingintheclassroom

JosianneBlock

GlobalIssues(GISIG)

Thursday18April|Syndicate4

Coordinators:NickBilbrough&RajaaJasser

3.1 1020-1050 Listentounderstand-asimplestrategyin complicatedcircumstances

NataliiaKrynska

3.2 1105-1135 Thelanguageofmentalwell-being:positive psychologyinadultclasses

AndreeaPulpea 3.3 1205-1250 EmbracingcontroversyintheEFLclassroom

RitaDivéki 3.4 1350-1420 Voicesofteachers:anantiracistviewof teachingyounglearners

ClaudiaColladeAmorim

3.5 1435-1505 Englishforinterfaithdialogue:nurturing understandingandbridgingdivides

HalaAhmed,AmiraMakhlouf

3.6 1535-1605 Authenticmaterials,learnervoices,teacher emotionsandcriticalincidents

AdamScott

3.7

onlineinterculturallink-ups

Kuhail

InclusivePractices&SpecialEducational Needs(IP&SENSIG)

Thursday18April|Syndicate2/MeetingRoom1A

Coordinators:RachaelHarris&GiovanniLicata

3.1 1020-1050 Syndicate2

3.2 1105-1135 Syndicate2

Dyslexia’sless-famouscousin:developmental languagedisorder(DLD)

AnneMargaretSmith

Stopincludingus!Argumentsagainst inclusionandfordiversity

SarahSmith,SeaSteele

3.3 1205-1250 Syndicate2 Universaldesignforlearningintheprimary classroom

3.4 1350-1420 Meeting Room1A

3.5 1435-1505 Meeting Room1A

3.6 1535-1605 Meeting Room1A

3.7 1620-1650 Meeting Room1A

3.8 1705-1750 Meeting Room1A

AnetteIgel

IATEFLInclusivePractices&Special EducationalNeedsSpecialInterestGroup

OpenForum

AIandInclusion;anunlikelymix?

Tootriggeringtoteach?Addressing 'sensitive'topicsinELTmaterials

LottieGalpin

Traumainformedteachingpracticesinadult ESLclassrooms

RubaKallab

IFosteringinclusivityinELLclassrooms assessment:howtoachieveit?

ArumPerwitasari

Tearthelabeloffthelearner GiovanniLicata

LearnerAutonomy(LASIG)

Wednesday17April|Syndicate1/MeetingRoom1A

Coordinators:LawrieMoore&GiovannaTassinari

Leadership&Management(LAMSIG)

Tuesday16April|MeetingRoom5/Syndicate2

Coordinator:JoshRound&BarbaraCraig

1.1 1035-1120 Practicalstepstowardteacherwellbeing throughmindfulmanagement

EmmaGowing

1.2 1150-1220 Engagingteachersinsocialmediacontent creationforschoolmarketing

GinaRodriguez

1.3 1235-1305 Syndicate2 Presidentialprecedents:leadershiplessons fromtheWhiteHouse

MikeRiley

1.4 1405-1435 Schoolleaders’experiencesofburnout: causes,effectsandsolutions

DanielXerri

1.5 1450-1520 Whatexactlyisthepointofabudget?

AndyHockley

1.6 1535-1605 IATEFLLeadership&ManagementSpecial InterestGroupOpenForum ConnectingELTleadersandmanagers aroundtheworld 1.7 1635-1705 Movingtothemiddle:helpingmiddle leadersthrive

BarbaraCraig,SandraPitronaci 1.8 1720-1805 Thefirst30daysasanewELTmanager

LearningTechnologies(LTSIG)

Thursday18April|Empress Coordinator:MariaDiakou

3.1 1020-1050 Digitallearning:withorwithoutateacher?

BrigitaSeguis

3.2 1105-1135 Focusingonthebasicsinaneraofdigital innovations

SusanaGalante

3.3 1205-1250 Enhancingteachingandlearningthrough AI–learnedwisdomrecipes

KirstenHolt

3.4 1350-1420 Lessonslearnedfrom10+yearsof videoconferencing

GrahamStanley

3.5 1435-1505 Makingremotenessclose:human connectionsatthecentre

SerranaMuniz

3.6 1535-1605 UsingGenAIinteachereducationtobenefit trainersandtrainees

LindsayWarwick 3.7 1620-1650 AIinELT:thegood,thebadandtheweird

NickyHockly

3.8 1705-1750 Teachingone-to-oneclassesonline: principlesforbestpractice

LaurenPerkins

Literature(LitSIG)

Thursday18April|MeetingRoom3 Coordinator:GerhardFinster

MaterialsWriting(MaWSIG)

Tuesday16April|Syndicate4

Coordinator:HeatherBuchanan 1.1 1035-1120 Ateacher’sdream:adaptingteaching materialslikemagic!

AlyssaFrancis,PabloGarciaGomez

JohnHughes,KatherineBilsborough

1235-1305 Introducingacompetencyframeworkfor languagelearningmaterialswriting

SandyMillin

1.4 1405-1435 Representationisgoodrepresentation?! QueerperspectivesinGermanELT

AlbertBiel 1.5 1450-1520 Coursedesignandmaterialsforolderadults

MarinaGonzalez

1.6 1535-1605 Howsustainableissustainabilityinprimary EFLcourseware? AndrewJohnStarling

1635-1705 Fromwhiteboardtodashboard:howtoget yourcoursesonline

Pronunciation(PronSIG)

Wednesday17April|Syndicate4/MeetingRoom3

Coordinators:GemmaArcher&AdamScott

2.1 1020-1050 Syndicate4

TeachingEnglishpronunciationforaglobal world:activitiesforintelligibility

GemmaArcher,RobinWalker

2.2 1105-1135 Syndicate4 IATEFLPronciationsSpecialInterestGroup OpenForum

PronSIG’sinteractivepronunciationclinic: comewithquestions,leavewithanswers!

Research(ReSIG)

Tuesday16April|MeetingRoom1B

Coordinator:ErnestoVargasGil

1035-1120 Neverthetwainshallmeet?Aresearcherteachercollaborationproject

JessicaMackay

1150-1220

2.4 1415-1445 Meeting Room3

2.5 1500-1530

Dotraditionalpronunciationteaching techniquesactuallyworkonimproving intelligibility?

HongzhiWang

TheimpactofEnglishaccentvariationson Chineselearners

XianWang

Understandingpronunciationlearning strategiesforwordstressthroughdiary reflections

IvanaDuckinoska-Mihajlovska

2.7 1645-1715 Meeting Room3

L2teachers'professionaltrajectorieswith pronunciationteaching:a10-yearstudy

MichaelBurri

1450-1520 “Walkintheirshoes”:Englishasa“distant” language IsabelMartin

Empoweringeducators:navigatingthepostCovidlandscapethroughteacherresearch

Researchdataanalysis:ahands-on(and jargon-free!)workshop

PaulaRebolledo

TeacherDevelopment(TDSIG)

Wedensday17April|Pavilion/Charlotte

Coordinator:JamesTaylor&CeciliaLemos

2.1 1020-1050 InquirywithanI:centringtheteacherin teacherdevelopment

MichelleWorgan

2.2 1105-1135 Theroleofexperienceinteacheridentity construction

VanessaMcDonagh

2.3 1205-1250 Let'stalkaboutsocialemotional competencesfortheclassroom

2.4 1415-1445

AnnaHasper

Video-enhancedteachertraining:guides, networks,andconversa�ons

CeciliaNobre

2.5 1500-1530 Reflectiveteaching-ignitinginnovation, collaborationandgrowth

TamiresdeOliveira

2.6 1600-1630 Stimulusanddiscussion-widening participationinteacherdevelopment

CliveShaw

2.7 1645-1715 Charlotte Improvingtheeffectivenessofprofessional development:Lessonsfrom30,000teachers

SimonBorg

2.8 1730-1815 IATEFLTeacherDevelopmentSpecialInterest GroupOpenForum

Testing,Evaluation&Assessment (TEASIG)

Tuesday16April|MeetingRoom10

Coordinator:MariaDavou&MaggiLussiBell

1.2 1150-1220

1.3 1235-1305

1.4 1405-1435

1.5 1450-1520

1.6 1535-1605

1.7 1635-1705

1.8 1720-1805

TeacherTrainingandEducation(TTEdSIG)

Wedensday17April|MeetingRoom1B/Syndicate1

Coordinator:BaharGun&ClareHayward

2.1 1020-1050 Thewayforwardisglobalcollaborationin

ELT

BelenAlbarracin

2.2 1105-1135 Near-peermentoringforin-serviceteachers’ professionaldevelopment

IreneRahmaniar

2.3 1205-1250 Take5–airingandsharingtopissueson CELTA

JacquelineDouglas

2.4 1415-1445 UsingAItoassistscaffoldingreflective practiceinteachereducation

ElenaOncevskaAger

2.5 1500-1530 IATEFLTeacherTraining&EducationSpecial InterestGroupOpenFoum

TTEdSIG–acommunityforteacher educatorsaroundtheglobe

2.6 1600-1630 Syndicate1 Thecasebookmethodforlanguageteacher educationandprofessionaldevelopment

GaryBarkhuizen

2.7 1645-1715 Non-permanentin-serviceteachereducators: identityexperiencesfromthemargin

KuheliMukherjee

Buildingupaspeakingrubric:whatadeal!

MaríaAguilar

RethinkingL2oralassessments:themissing listeningcomponent

LeylaKaratay

Teacherbeliefs,professionaldevelopment, languageassessmentliteracy:joiningthe dots

MinaPatel

Howcanwehelpstudentscopewith computer-adaptivetesting?

MyleniIshida

ChatGPTandassessment:thistimeit’s personal

ShaunSweeney

Arguingthecaseforthe(oral)defence

MichaelKing

IATEFLTesting,Evaluation&Assessment SpecialInterestGroupOpenForum

YoungLearnersand Teenagers(YLTSIG)

Tuesday16April|MeetingRoom1A

Coordinator:LauraWilliams

1.1 1035-1120

1.2 1150-1220

1.3 1235-1305

IATEFLYoungLeanersandTeenagersSpecial InterestGroupOpenForum

WhatmakesanexpertYLteacher?:Findout withYLTSIG

Notchildrennoradults:understanding teenagers'learningprocess

LeticiaMoraes

Booststudents’learningbyembracing neuroplasticityinyourclassroom!

FaridZaiter 1.4 1405-1435

Usingchildren’sliteratureinEFLclassrooms (childrenaged3-6)

DianaCojocnean

1.5 1450-1520

1.6 1535-1605

1.7 1635-1705

Primaryschoolclassroompractices:what doescontext-appropriatereallymean?

SueGarton

Encouragingmeaningfulpeerfeedback amongprimarystudentsusingsuccess criteria

QuỳnhMaiNgọcLê

ForeignlanguageanxietyinChileanprimary Englishlanguagelearners

Identitymapping:anactofidentifyingwith English

VinitaAbichandani,JoanKangShin

Followtheconference onlineon

#iatefl2024

We’llbebroadcastingliveeachdayonIATEFL'sFacebook, LinkedInandYouTubechannelswithinterviews,discussion, chat,debate,andviewsbehindthescenes!

Youcanalsocatchuponeachofthemainplenariesaswereplay theseattheendofeachdayonlineforourglobalaudience.

Onlinecoverageoftheconference,organisedandrun byourfantasticIATEFLteam,iskindlysponsoredby:

SpecialInterestGroupOpenForums

Mindfulnesssession Day1

ComeandlearnmoreaboutourSpecialInterestGroups(SIGs) andhowyoucangetinvolved.

1035-1120

MeetingRoom1A YoungLearners& Teenagers(YLT)SIG

1535-1605

MeetingRoom5 Leadership& Management(LAM)SIG

1635-1705

MeetingRoom1B Research(Re)SIG

1720-1805

Syndicate4 MaterialsWriting(MaW) SIG

1720-1805

MeetingRoom10 Testing,Evaluation& Assessment(TEA)SIG

OnthePop-upPresentationStage

0835-0855 Howtomovefrombeingateachertobecominga teachertrainerwithMatthewEllman

1130-1145 ExpressPublishing

4Minds:learningfortherealworld

1315-1330 UniversityofBirmingham

StudyingforaMasterscourseonline

1340-1355 TrinityCollegeLondon

Friendorfoe?AIinELT

1615-1630 BritishCouncil

Therighttestattherighttime:howAIcan enhanceyounglearners’success

OntheIATEFLStand

ComealongtotheIATEFLStandduringbreaktimesand lunchtimestomeetwithlike-mindedELTprofessionals.Ifyou feelyoufitintoanyofthecategorieslistedbelow,we’dloveto meetyouthere!

1120-1150 Firsttimers

1305-1405 Managers,directorsandacademicleaders

1605-1635 Primaryandsecondaryschoolteachers

Anddon’tmissthischancetomeetIATEFL’snew Patron,JanBlake,ontheIATEFLstandduring theafternoonbreak, 1605-1635 JanBlakeisastoryteller,consultant,mentor& plenaryspeakerwhohasbeenperforming world-widesince1986.BorninManchester,UK toJamaicanparents,Janspecialisesinfolktales andmythsfromtheCaribbean,WestAfrica, NorthAfrica,andtheArabregions.

SponsoredbyDuolingoEnglishTest 0815-0845|Skyline

Maketheperfectstarttoyourconferencedaywith amindfulnesssessionledbyalocalpractitioner.

SignatureEvent

ExpressPublishing

Teachinginthepastorteachingin thepresent?

1720-1805|Syndicate1

Whatexactlydoesitmeantobeateacherinthe21stcentury? Howdoyouknowwhetheryouhaveembracedtheskills requiredtoeducatestudentsinthemodernworld?Areyou armedwitheasilyaccessibletoolsandmeaningfulactivitiesto boostlearners'confidenceandfacilitateeffective communication,avitalskillforstudentgrowthandlearning?

Speaker:JennyDooley

EveningEvent

IntroductiontoBrighton

HostedbyBrightonWalks

1930-2030|Syndicate2

Agentlepromenadeorawalkonthewildside?Youdecideon thisfascinatingvirtualwalkdiscoveringBrighton'spastand present,famous,infamousandincredulous!

Fromasleepyfishingvillagetothefirstseasidesparesort resultingintheescapadesofheadyRegencytimes,through Victoriansandpiers,modsandrockersandqueers! KeithWaterhousesaid"Brightonlookslikethekindofplacethat iscontinuouslyhelpingthepolicewithitsenquiries"....why? comeandfindout!

TypesofConferencesession Plenaries

Achanceforallconference delegatestojointogetherto listentoworldclassexperts. Eachplenarywillhavea questionandanswersession laterthesameday.

SignatureEvents

Ashowcaseofexpertiseand state-of-the-artthinkinginan arearelevanttothehost organisation.

Talks

A30-minutesessionrelating totheoryandpractice. Workshops

A45-minuteinteractive sessionwithaudience participation.

Forums

A75-minutesessionmadeup ofthreetalksonarelated topic.

Panels

A75-minutesessionwhere fourorfivepeoplepresent theirviewsonatopic.

LightningTalks

A45-minutesessionwhere 8-10speakershavethree minutestopresenttheir ideas.

Posters

Avisualdisplayofanareaof researchortheoryand practice.

SIGOpenForums

Anopportunitytogetto knowaSIGbetter.

Auditorium1-Brighton Centre

TheAIfactor:havewefigureditoutyet?

VickySaumell

ThedevelopmentofAIhasbecomeahugechallenge.Predictionsaboundabouthowitwillaffectnot justELT,buttheworldingeneral.Afterawholeyearoffast-movingadvancesinAIdevelopmentand availabletoolsforavarietyofuseswithintheELTfield,wearestillworkingoutwhatitmeansforus.We havebeenlearningwhatitisandwhatwecanuseitfor,fromlessonplanningtoimagecreationand automatedlanguagelearning.Butthereismore!Wehavealsobeentryingtoelucidateitspositiveand negativeaspects,thoughitisallquitesubjective.Reducingateacher’sworkload,markinglearners’ work,planningamarketingcampaigncanbeplacedindifferentpartsofthepositive-negative continuum.WhatseemsapparentisthatitischangingtheELTlandscape.Buthow?Whatarethe implicationsfordifferentstakeholdersinthelanguagelearningindustry?Andhowarewecopingwith thechallengesitposes?BecomingawareofAI’sfunctioningsothatwecandetectbiasesandwork togethertowardsanethicaluseofAIseemstobealogicalpathway,whichwewillexploretogetherin thistalk.

VickySaumellisateacher,trainer,materialswriterandpresenter.SheholdsadegreeinSpanish-English LiteraryandTechnicalTranslation,aDiplomaintheTheoryandMethodologyofTESOLandadegreein EducationalTechnology.Shehasworkedasawriterandtrainerformajorpublishers,especiallyinthe areasofproject-basedlearningandthemeaningfuluseofdigitaltechnologiesforlanguagelearning andtheirimpact.ShehasbeentheIATEFLLTSIGCoordinatorandamemberofIATEFLPublications Committee.ShecurrentlyteachesatprimaryandsecondarylevelschoolsinBuenosAires,Argentina,as wellascontinuingherfreelancework. Plenarysession

AboutVicky:

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

Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations for changes and cancellations

Auditorium1-Brighton Centre

500 audience Workshop

EAP

t,a, e,le ProdProm

Syndicate1-Brighton Centre

200 audience Workshop

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

Syndicate2-Brighton Centre

200 audience Workshop

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

Syndicate3-Brighton Centre

200 audience Workshop

TD,TTEd a, e,le

UtilizingvisiblethinkingroutinesintheEAPclassroom

Alex Warren (NationalGeographicLearning)

Criticalthinkingisakeyacademicskill,butitcanbetrickytoincorporateintoclasses.However,it doesn’tneedtobe.WithexamplesfromNationalGeographicLearning’s Pathways series,this workshopwillshowhowwecanincorporatevisiblethinkingroutinesintolessonstonotonlydevelop ourstudents’cognitiveskills,buttoalsostimulatemeaningfuldiscussioninvolvingallstudents.

What’sitmean:it’sdifferent,spokengrammar?

Jon Hird (Freelance/UniversityofOxford)

ThegrammarofspokenEnglishisinanumberofwaysdifferentfromthegrammarofwrittenEnglish, whichisthegrammarthatlearnersaregenerallytaught.Thissessionconsiderssomekeyfeaturesof spokengrammarandexploreshowwecanintroducethisintoourteachingtohelpourlearnersbetter understandanduseit.

CreatingpuzzlesforELTescaperoomsandtreasurehunts

Sarn Rich (CanterburyChristChurchUniversity)

Youknowthatescaperoomsandtreasurehuntsaremotivating,andcanexercisestudents’ imaginations,lateralthinkingandcommunicationskills-butareyoudauntedbythoughtsofsetting oneup?Comealong,andwe’llcreatepuzzles,trythemoutoneachother,andcollectideastoputto usewithourclasses–itshouldbefun!

Usingvideoforteacherdevelopment

Laurence Howells (Freelance)

Thisworkshopwillexploreinnovativewaysofusingvideoofrealclassesforteacherdevelopment.It willdrawonworkdoneinFrance,Japanandonlinecombiningfootageofexperiencedteachersat workwiththeircriticalselfreflectionandtestimonyfromthestudents.Thesevideosuniquely document:actualclassroomincidents,teachersinternalthoughtprocesses,andstudent’sreflections ontheevents.

Session1.1 1035-1120 continued Tuesday16

Syndicate4-Brighton Centre

200 audience

Workshop

MD,TTEd s,t,a, e,le MaWSIGShowcase

Skyline-BrightonCentre

150 audience

Workshop

BE,ESP a, e

MeetingRoom1ABrightonCentre

60 audience

OpenForum YLTSIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Workshop

RES

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

MeetingRoom1CBrightonCentre

80 audience Workshop

IPSEN,MD

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

MeetingRoom1DBrightonCentre

80 audience Workshop

GEN a, e,le

MeetingRoom3-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

AL,TTEd p,s,a, e,le

MeetingRoom5-Brighton Centre

50 audience Workshop

LAM

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

MeetingRoom6-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

GEN t,e,le

Ateacher’sdream:adaptingteachingmaterialslikemagic!

Alyssa Francis (EducationalTestingService), Pablo GarciaGomez (EducationalTestingService)

Englishlanguageteachersareoftenfacedwiththechallengeofaligningpre-designedlearning materialswiththeirstudents'uniqueneedsandinterests.Joinustoexperiencefirsthandsomequick andeffectivestrategiesfortakingonthischallenge.Participantswillworktogethertoidentifygapsin learningmaterialsandcreatehuman-andAI-generatedmodificationsthatwillsuccessfullyfillthe gaps.

Englishforartists–betweenESP,self-expressionandcontrol

Sarah Plochl (EDGYCoaching)

Logistics,banking,IT–mostcareerscomewithasupplyofbespokeESPmaterials.Butwhataboutthe creativeprofessions?Isdevisingacurriculumpossibleandadvisableforartistsandothercreatives,or aretheirneedssimplytoowildandindividual?Aworkshopwithcasestudiesandroomforcreative explorationattheboundariesofELT,coaching,andartisticpractices.

IATEFLYoungLeanersandTeenagersSpecialInterestGroupOpenForum

WhatmakesanexpertYLteacher?:FindoutwithYLTSIG

EveryoneiswelcometotheYLTSIGOpenForum:comeandfindoutabouttheworkoftheSIGinthe lastyear,andalsowhatiscomingupnext!Thesessionalsofeaturesaninteractivepaneldiscussion entitled‘WhatmakesanexpertYLteacher?’,lookingattraining,qualificationsandexperience.Welook forwardtohearingyourviewsonthetopic!

Neverthetwainshallmeet?Aresearcher-teachercollaborationproject

Jessica Mackay (Escolad'IdiomesModerns,UniversityofBarcelona)

ThispresentationdescribesasuccessfulcollaborationbetweenresearchersandEFLteachersatthe languageschooloftheUniversityofBarcelona,aimedatmaximizinglearners’out-of-classexposureto thetargetlanguage.Wewilllookattheactivitiesdone,summariseresultsanddiscussimplicationsfor reducingtheresearch-practicedividebyhighlightingthebenefitsforallinvolved:researchers, teachersand,especially,learners.

IntegratinggenderresponsivepedagogyintotheELTclassroom

Julia Stanton (BritishCouncil)

‘HowcanIgetmoreofmyfemalelearnerstoparticipateinclass?HowcanIencouragemaleand femalelearnerstoworktogether?Thisworkshopaimstoanswerthesequestionsbyintroducing teacherstopracticalactivitiesandmaterialsfromtheBritishCouncil’s TeachingEnglish wesbite,which willenablethemtointegrategender-responsivepedagogyintotheirclassrooms.

Consciouslistening:yogatechniquestoboostconfidence,memoryandlistening

Daniel Studholme (ECLondon)

Feelingrelaxedandhavingconfidenceiskeytolanguagelearning.Butthisiscounter-intuitivewhen learningalanguagetakesstudentsoutoftheircomfortzone.Thissessionwilllookathowthe applicationoftheoriesandpracticebehindyogacanbeappliedtoclassroomactivitiestobetter students’listening,memory,confidenceandrisk-taking.

Movingbeyondthegrammarrulebookwithametaphor-ledpedagogy

Sally Zacharias (UniversityofGlasgow)

Thisworkshopwillintroducealanguageawarenesspedagogythatwasdevelopedforacohortofpreandin-serviceTESOLteachersonaone-yearMaster’sprogramme.Usingtheconceptsofembodiment andmetaphorparticipantswillbeabletoexplorefeaturesofEnglishgrammarthroughaseriesof hands-onactivitiesinvolvingdrawing,animationandmime.Therewillbetimeforquestions.

Practicalstepstowardteacherwellbeingthroughmindfulmanagement

Emma Gowing (MidletonSchool)- WinneroftheIATEFLLAMSIGScholarship

TeacherwellbeinghasbeenahottopicinELTinrecentyears,whilstatthesametimeEnglishteaching, particularlyintheprivatesector,isincreasinglyprecariousanddepreciatedinvalueasaprofession. Thistalkseekstooutlinesomepracticalwaysinwhichmanagersandadministratorscanpositively impactteacherwellbeingintheirlanguageteachingorganisation.

Designthinkingprojectstodeveloplanguageandproblem-solvingskills

Sophie Farag (TheAmericanUniversityinCairo)

Byengaginginaseriesofdesignthinkingprojects,studentsinanIEPimprovetheirlanguageskills, develophigherorderthinkingskills,andbecomemoreconfidentcommunicatorsandcollaborators. Thisworkshopwillleadparticipantsthroughaminidesignthinkingprojecttogethands-on experiencewiththisproblem-solvingmethodology.Waystointegrateitintodifferentcontextswillbe discussed.

MeetingRoom8-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber TD

s,t,a, e

MeetingRoom9-Brighton Centre

70 audience Workshop

TD,YLT p,s, e,le

MeetingRoom10BrightonCentre

60 audience

Workshopwithrestricted audiencenumber

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

Office11-BrightonCentre

40 audience Workshop

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

MeetingRoom15BrightonCentre

80 audience

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

Pavilion-TheGrandHotel

80 audience Workshop

LA p,s,t,a, e,le

Charlotte-TheGrand Hotel

250 audience Workshop

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

Empress-TheGrandHotel

250 audience Workshop

GEN

p,s, le

Alexandra-TheGrand Hotel

250 audience Workshop

BE

a, e,le ProdProm

Reachoutandthey'llbethere:'new'phrasalverbs

Clare Henderson (BellCambridge)

Chefs‘fryoff’theironionsandsuspects‘lawyerup’.‘Reachout’hashadameaningchange.Whether youknowthemasphrasal-ormulti-wordverbs,thisworkshopwillintroduceyoutosomenewer coinagesandsomehard-workingparticles.Wewillconsiderwherenewphrasalverbscomefromand howteachersmighthelplearnersarriveatmeaning.

Shapingteachingandlearningthroughqualityassuranceobservations

Phaedra McCallum (BellEducationalServicesLimited)

Howcanwebestsupportteachersinactingontheareasforimprovementordevelopmentidentified duringlessonobservations?ByanalysingacasestudyofanobservedEFLlesson,participantswill identifyareasforimprovementandagreeonanimpactfulfollow-upactionplanwhichcanhelp observersandteachersworkcollaborativelytoimproveteaching,leadingtoimprovedlearning.

CheckingunderstandingintheELTclassroom:notjustCCQs

Vera O'Connor (SpeakUpLondon)

ThereareavarietyofsituationsinELTwhenteachersneedtochecklearners’understanding,fromthe meaningoftargetgrammartotaskinstructionsorteacher’sfeedback.Checkingunderstandinghasno “one-size-fits-all”solutionandtakesaconsciousefforttodevelop.Thisworkshopwillofferteachers11 waystocheckunderstandingandwillcreateopportunitiestodiscusstheirapplicationwithpeers.

InterdisciplinaritywhenanalysingStandardSouthernBritishEnglish(SSBE)pronunciation

Chris Kunz (AngliaExaminationsSyndicate,England)

SSBEisbecomingincreasinglyprominentamongmanyspeakers.However,pronunciationisoftenthe mostchallengingskillforstudents,and,equally,teachingpronunciationmayalsobecurtailedby manyteachers.Therefore,weshouldalsoexploitinterdisciplinaryfieldssuchascorpuslinguisticsand interpersonalcommunication.Thissessionwillhelpteachersguidestudentstowardssignificant pronunciationimprovements,leadingtomoresuccessfuloverallcommunication.

Embrace,empower,evaluate:trainingteachersonnewtechnologiesasynchronously Malamatenia Gatsou (EFTeachOnline)

Overthelastthreeyears,youhaveprobablyhadtoassimilatenewtechnologiesinyourteaching,and possiblytrainotherteachersonit—thefutureislookingevenmoreground-breaking.Inthis workshop,youwillexploreandexperimentwithkeybestpracticesofdevelopingeffectiveteacher trainingonnewtechnologiesinanasynchronousformat.

Enhancingself-regulatedlearningthroughtheintegrationofprojectsandportfolios

Ashkon Djalili (BSCEducation)

Throughdiscussionandinteractiveactivities,thisworkshopwillexplorehowweuseprojectsand portfoliosintheEFLclassroomtobooststudentconfidenceandmotivation,makingthemmore effectivelearnersandusersofEnglish.Usingcorecompetenciescoveringlanguageand21stcentury skills,wewilldiscoverhowstudentsarebetterabletoreflectandseetheirlearningcometolife.

Languageteachingasacraft

Duncan Foord (OxfordTEFL)

Isyourteachingrootedinscience(provenfactsaboutlearning)orcraft(developedskillsandintuition) andwhatimplicationsdoesthathaveforyouandyourstudents?Iwillsuggestthatacraft-based approachiscurrentlyunderused,yetessentialforELTprofessionalstocreatevalueforstudents,stay aheadofAIandcompeteeffectivelywithotherlanguagelearningoptions.

STEAMupyourCLILlessons

Natalia Liashko (ExpressPublishingUkraine)

Knowingthattoday’slearnersarerequiredtobeflexible,creativeandinnovative,putsteachersinto thepositionofnewapproachesimplementationsuchasCLILandSTEAM.Thesetwotermsare sometimesconfusedbecausetheyarestronglyinterconnected.Duringthisworkshopwearegoingto investigatethemthroughpracticeanddecidehowwecanturnourCLILlessonsintoSTEAMones.

BusinessEnglishactivitiesandtherealworldofourlearners

Marjorie Rosenberg (Freelance)

BusinessEnglishlearnersneedlanguageskillswhichhelpthemtocarryouttheirjobs.Thisworkshop willintroduceavarietyofeasy-to-implementclassroomactivitiesfrom 50WaystoTeachBusiness English (WayzgoosePress)onlanguage,businessandcommunicationskillsandaccompaniedby‘realworld’follow-upideaswhichlearnerscanapplydirectlytotheirworksituations.

FreeteaandcoffeewillbeservedintheExhibition

IATEFLStand Firsttimers’meetup

IfyouhavenotattendedanIATEFLConferencebefore,cometotheIATEFLStandtomeetwithother firsttimersandIATEFLTrusteestolearnmoreabouttheconferenceandmakesomenewfriends!

Pop-upPresentationStage

1130-1145

ExpressPublishing

4Minds:learningfortherealworld

4Minds isanewmulti-levelcoursethatturnslanguagelearningintoanopportunityforlearnersto exploretheworldandtheirpotential.DesignedforlearnersofCEFRlevelsA1–C1/C2,itcoversthe latestdevelopmentsandtrendsintechnology,entertainmentandsocialissueswhilepreparing learnersfortherealworld,outsideclass.Theseriesincludeslifeskillsandpresentationskillssections, STEAMactivitiesandthemedunitspractisingall21stcenturyskillsincludingresearchandmediation activities.

Speaker:JennyDooley-PresidentofExpressPublishing

Eastbar-BrightonCentre Posterpresentations

TheposterpresentationscanbefoundinEastBar,onthefirstflooroftheBrightonCentre.Eachposter willbeondisplayforthedurationoftheconferenceandeachpresenterwillbeavailabletoanswer yourquestionsatthebreaktimesoftheirallocatedday.Herearetheposterpresenterswhoyoucan meetonDay1:

Poster1

AL,RES t, e,le

Poster4

TD

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

PerformanceandperceptionsofEFLfreshmenincomputeriseddynamicassessment

Can Jin (UniversityofCambridge)

ThisposterexplorestheperformanceandperceptionsofEFLfreshmenparticipatinginapedagogical programoncomputeriseddynamicassessmentofEnglishinferentialreading.Thefindingsmight benefitbothpractitionersandstakeholdersasthispedagogicalprogramalignseffectivelywithlargescaleEFLclassroomsindiagnosingwhilesimultaneouslypromotingstudents’learningpotentialfora morecomprehensiveandfairerassessmentoftheirlanguageperformance.

Innovationsandco-teachinginNepaleseEFLcontext

Gokul GhimireSharma (JohnDeweyHSSchoolNepal), RadhaKrishna Humagain (RoomtoRead, Nepal)

Teachersareresearcherswhosolveclassroomproblemsandfindtheirremedies.Teachingprofession hasbeenunderagreatthreatintheNepaleseaswellasworldcontext.Thisposterpresentation focusesonhowwecancreateinnovationsinco-teachingandlearning.Itsharesresearchedteaching methodologiesandresourcestodeveloptargetlanguage.

Poster7

ESP,RES

t, e,le

Poster10

RES,TTEd s, e,le

Poster13

RES,TTEd

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

EnglishcompetenceamongAustrianuniversityentrants

Désirée Verdonk (UniversityofAppliedSciencesWr.Neustadt)

ThisposterreportsonalongitudinalstudytrackingtheEnglishcompetenceamongAustrianfirst-year businessstudentsbetween2011-2021.Basedonasampleof1311subjects,aregressionanalysis revealstherelativeimpactofthefollowingfactorsonstudents'Englishcompetence:therecent introductionofastandardisedAustrianschool-leavingexam,thetypeofsecondaryschoolattended, andtheselectivenessoftheinstitution.

ThechallengesofEnglishlanguageassistantsandCLIL

Berenice Rocha (UniversidaddeJaén)

ThisdoctoralstudyanalyzestheEnglishlanguageassistantprogramsinMadrid’sbilingualsecondary schools.Itaimstouncoverthedifficultiesthatlanguageassistants,teachers,andbilingualprogram coordinatorsfacewhentheprogramisimplementedinCLILsettings.Theresultswillpavethewayfor animprovementplanincludingtrainingandprofessionaldevelopmenttools.

In-serviceandpre-serviceteachers'challengesinvulnerableareas

Oriana Onate (UniversidaddelaFrontera)

Resultsfromsurveysandinterviewstoin-serviceandpre-serviceteachersaboutthedifficultiesthey encounterintheclassroomwhentheyteachEnglishasaforeignlanguageinlessfavourable environments.Thisresearchisdonetogatherinformationabouttheteachingprofessionworkplaceas wellaspreparefutureteachersfordifficultworkingconditionsthatgobeyondEnglishlanguage proficiency.

Poster16

LA,YLT s, e,le

Howpeer-grouplearningmotivatesandempowersadolescentlearners

Rustom Mody (BritishCouncilSouthAsia,EnglishProgrammes)

Thisposterpresentationwillaimtooutlinehowthepeer-groupmodeofdeliveryhasbeenusedin SouthAsia(Bangladesh,Nepal,PakistanandSriLanka)toimproveEnglishanddigitalskillsamong adolescentgirlsinlow-incomeandmarginalisedcontexts.Itillustratestheprocess,withexamples fromtheBritishCouncil’sEnglishandDigitalforGirls’Educationproject.

Auditorium1-Brighton Centre 500 audience

Talk

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

Syndicate1-Brighton Centre

200 audience

Forum

1150-1305

ESOL,TTEd a, e,le

ESOL,IPSEN p, e,le

GI,TD p,s, e,le

Syndicate2-Brighton Centre

200 audience Talk

TD

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

Syndicate3-Brighton Centre

200 audience Talk

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

Syndicate4-Brighton Centre

200 audience

Talk

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

MaWSIGShowcase ProdProm

Skyline-BrightonCentre

150 audience

Talk

EAP,TEA

a, e

MeetingRoom1ABrightonCentre

60 audience

Talk

YLT

s, e,le

YLTSIGShowcase

ELT-relatedcontroversies:fromconflicttocomplement

Penny Ur (CambridgeUniversityPress&Assessment)

AnumberofcontroversiesinELThavegivenrisetohotdebate:forexample,whethertoteach grammarexplicitlyornot.Thistalkwilldiscussaselectionofsuchapparentlyopposingpositionsand explorehowtheymightbereconciledorcombinedinaprincipledandadaptableapproachto effectiveELTandthedesignofteachercourses.

ForumonempoweringthroughEnglish:refugeenarrativesandinclusion

HowlearningEnglishbuildsresilience:refugees’stories

Gwyneth James (UniversityofHertfordshire), Paulina Clarke-vanPelt

Howmuchdowereallyknowaboutourstudents?Whetherweteachrefugeesornot,howmuchdo wereallyknowabouttheirexperiences?Inthistalk,ouraimisforustolistentostoriesofrefugees livingintheUKandtogethersharehowthesestoriescanbeusedtofostergreaterunderstanding anddiversityinourclassrooms.

Englishteachingstrategiestochildrenatinternallydisplacedpeople'scamps

MarthaAda Onjewu (KadunaPolytechnic,Kaduna), Chinelo Nwokolo(FederalUniversityof PetroleumResourceEffu)

Englishlanguagelearningistoorelevanttobedeprivedtochildrenininternallydisplacedpeople's campsinNigeria.Themeagerprovisionbygovernmentexcludestheeducationofsuchchildren exceptthroughindividualorotherinterventions.Basedonthedesireoftheschoolagechildreninthe campstostudy,weevolvedsomeEnglishlanguageteachingstrategiesalongsidecounselling.

GamifiedEnglisheducationtopromoteinclusion/integrationintheEU

Canan Aktug (UKLAACADEMYLanguageSchools)

Inthistalk,IwillintroducetheErasmus+Projectcalled GamifiedValuesEducationforFosteringMigrant IntegrationatSchools.IwillcoverhowschoolsfromvariousEuropeancountriescollaboratedto supporttheirEnglishteacherstohelpimmigrantchildrensucceedacademicallyinadiverse, multilingualclassroomandintegrateintotheEUcommunity.

Englishforacriticalmind:languagepedagogyforsocialjustice

Alessia Cogo (ELTJournal)

CriticallanguagepedagogyinvitesteacherstoconsiderteachingEnglish(andotherlanguages)for socialjustice.Itencouragespractitionerstopursuedemocraticvaluesintheirclassrooms.Itsees Englishasdiverseandmultilingualandstimulatesreflectionandaction.Thistalklooksatthenew book EnglishforaCriticalMind andpresentsactivitiesforintegratingtheseideasintolessons.

OxfordTeachers’Academy:discoverthejoysofonlineprofessionaldevelopment

Ed Dudley (OxfordUniversityPress)

Ifyou’relookingforinspirationinyourteaching–somethingtoputaspringinyourstepasyouenter theclassroom–thencometofindoutwhat OxfordTeachers’AcademyProfessionalDevelopment onlinecoursescandoforyou.OurUniversityofOxford-endorsedonlinePDcoursesareopento teachersworldwide,whetherself-fundedorsupportedbytheirinstitution.

AreELTmaterialswritersbornormade?

John Hughes (WritingELTMaterials), Katherine Bilsborough (WritingELTMaterialsLtd)

Despitematerialswritingbeingakeyteachingskill,fewteacherseverreceiveanyformaltraining.In thistalk,weassessthechallengesthatteachersfaceanddefinetheskillstheyneedtodevelop.We alsosuggestwaysinwhichtrainersandmentorsmightsupportthisdevelopmentbydrawingonour ownexperiencesofrunningacourseinwritingELTmaterials.

Tailoringassessmentofanauthenticlecturecomprehensionpre-sessionaltask

Mark Carver (UniversityofStAndrews)

Followinganeedsanalysisof2022pre-sessionalstudents,PSE2023pilotedanauthenticlecture comprehensiontask.Evaluationusingtranscriptionanalysis,classicaltesttheory,andmultifaceted Raschmeasurementidentifiedlecturecomprehensionasakeypredictoroftestscores,butalso limitedvaliditywhenmarkingona20-pointscale.Weoutlinechangesfor2024,includingtask redesignandnewassessmentcriteria.

Notchildrennoradults:understandingteenagers'learningprocess

Leticia Moraes (Troika)

Teachingteenagersisoftenseenasachallenge.Muchofthisperceptionseemstostemfromtheway adolescentstudentsaretaught,leadingtounpredictablereactionsand,oftentimes,conflict.Thistalk willexploresomecharacteristicsofteenagers,theirimplicationsintheclassroom,andhowwecan addressthemtofosteramoreeffectiveandrelaxedlearningprocess.

MeetingRoom1BBrightonCentre

60 audience

Talk

GI,RES a, e,le

ReSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Talk

LA,TD t,a, e,le

MeetingRoom1DBrightonCentre

80 audience

Forum 1150-1305

EAP,RES a, e

LT,TEA p,s, e,le

LA,YLT s, e,le

MeetingRoom3-Brighton Centre

50 audience

Talk AL,LT

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

MeetingRoom5-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

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

LAMSIGShowcase ProdProm

MeetingRoom6-Brighton Centre

50 audience

Talk ESP,MD p,s,t,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

TheviabilityofblendedELTcoursesinpost-Covid/post-warSyria

Rasheed AbdulHadi (ELTDepartment,DamascusUniversity,Syria)

Inlightofthefactthatblendedorhybridlearningisbecoming"thenewnormal"ineducational institutionsallaroundtheworld,particularlyinthewakeofCovid-19,manylanguageschoolsinSyria haverecentlyadoptedthismode.ThistalkwillexamineblendedEFLlearning'seffectivenessand viabilityinSyria'spost-warandCovid-19environmentsbasedonresearchstudyfindings.

“Athousandlittles”:helpinghigherlevellearnerstracktheirprogress

Katherine Roberts (LondonSchoolofEnglish)

Oncealanguagelearnerattainsupperintermediatelevelandhigher,theyoftenfeelthattheyhave stoppedprogressing.Thiscanleadtoalossofmotivationanddemoralisation.Thistalkwillexamine classroomandothertechniqueswithwhichtheycancontinuetotracktheirimprovement.Howcan theycontinuetobechallenged,andchallengethemselves,toimprovefurther?

Forumonenhancingwritingviabalancedfeedback,screencastingandpeer-review

Howteachersachievecoursegoalsandrespondtolearners’needs

Andrew Scott (TheUniversityofQueensland)

Howdoteachersachievecoursegoalswhilesimultaneouslyrespondingtolearners’needs?Thistalk willreportonacompletedstudythatinvestigatedhowexperiencedteachersselect,sequenceand givefeedbacktolearnersontheirwritingtoeitherprioritisethesyllabusorthelearners.Adiscussion willthenfocusonhowteachersmightachievesuchabalanceintheirownclassrooms.

Screencastingtoincreasetheeffectivenessoffeedbackinwrittentasks

Meritxell BlancoColino (InstitucióMontserratSCCL)

Haveyoueverwonderedhowyoucangetthemostoutofyourfeedbacktohelpstudentsimprove theirwritingskills?Thissessionaimstopresenthowscreencastingtoolscanbeausefulsourceof feedbackforwritingtasks.ThispresentationwillbebasedonmyMaster’sthesisproject,andIwill presentboththeoreticalandpracticalexamples

Howdoespeer-reviewingimpactstudentwritingabilities?

Noriko Kurihara (NagoyaUniversityofCommerceandBusiness)

Thepresentstudyisbasedontheresultofthecomparisonbetweenthepeer-reviewinggroupandthe word-learninggroup,wherethepeer-reviewinggroupshowedsignificantimprovement.Further investigationofstudents’interactionsinthepeerreviewandinterviewdata,theirdraftsandrevision revealedthattheimpactofpeer-reviewingrelatedtotherelationshipbetweenpeersandstudents’ attitudestowardpeerreview.

AIdivideinELT:tipstonarrowit

Mohammad Etedali (JoutsenoCollege)

Artificialintelligence(AI)isadvancingsofastthatithasbecomethesourceofgrowingconcernover thedividethatitcreatesamongusers,includinglanguageteachers.Inthecourseofthispresentation, wewilltrytoaddressthisconcern,discussaframework,andsharesometipstonarrowtheAIdivide.

Engagingteachersinsocialmediacontentcreationforschoolmarketing

Gina Rodriguez (GRSchoolMarketing)

Inthisdynamicpresentation,I'llexplorethekeyrolelanguageteachersplayinsupportingtheschool's marketingbycapturingcompellingmomentsthroughphotosandvideos.Joinmetodiscover actionablestrategiestohelpyouinspireteacherstobecomecontentcontributorsforanenhanced school'ssocialmediapresence.Learnwhyteacherinvolvementiskeyformarketingsuccess.

RevisitingESPintransdisciplinaryenvironments:theRESPITEproject

Elis KakoulliConstantinou (CyprusUniversityofTechnology)- WinneroftheIATEFLLTSIGDiana EastmentRovingReporterScholarship

ThispresentationfocusesontheRevisitingEnglishforSpecificPurposesinTransdisciplinary Environments(RESPITE)projectdevelopedattheCyprusUniversityofTechnology.Theproject involvestheadoptionofatransdisciplinaryapproachtotheteachingoftwoEnglishforSpecific Purposes(ESP)coursesandtheenrichmentoftheircurriculawithmaterialsandtoolsaimingat upgradingandenhancingstudents’learningexperience.

Theimpactofindividualdifferencesonstudyabroadexperiences

Pawel Sobkowiak (AdamMickiewiczUniversity,Poznań,Poland)

Iwillanalyzetowhatextentindividualfactors,suchasself-efficacyandculturalintelligence(CQ),are reliableantecedentsofindividuals’culturaladaptation.Thedatacomesfromacasestudywiththe Erasmus+schemeparticipants.Students’sojournexperienceswillbediscussedandimplications concerninghowtohelpstudentsreapthemostbenefitsfromsojournswillbeconsidered. Session1.2 1150-1220 continued

RES t, e,le

MeetingRoom9-Brighton Centre

70 audience

Forum

1150-1305

GEN a, e,le

LIT,YLT ey,s,p,s, e,le

GI,LIT s,a, e,le

MeetingRoom10BrightonCentre

60 audience

Talk

TD,TEA

t,a, e,le

TEASIGShowcase

Office11-BrightonCentre

40 audience

Talk

GEN

s,t,a,e,le

MeetingRoom15BrightonCentre

80 audience

Talk

TD,TTEd t, e

Forumonusingliteraturecreativelyindiverseteachingenvironments

Bringingadulthighschoolcommunitytogether:aninterdisciplinaryShakespeareproject

Lucía Bustamante (CeibalenInglés)

Theplay Hamlet byWilliamShakespearehascreatedanengagingeducationalcontextinHighSchool Number17,Uruguay.Bybeingpartoftheproject'ShakespeareFestival;’thisplayhasempowered adultbeginnerstudentsfromvulnerablebackgroundstoexperiencethelanguagefirst-hand.Iwill showhowmotivatingShakespeare'splayscanbeinEFLclassrooms.

UnlockingShakespeare'smagic:openingmindsofyoungreaders

Marjory DondadeOliveira (ColégioCatamarã)

ThispresentationdelvesintoaprojectledbyaBrazilianteacherandcoordinator,addressingthe importanttaskofengagingchildrenandadolescentswiththeworksofShakespeare.Thestudy exploreseffectivestrategiesandtheirpotentialapplicabilityforeducatorsworldwideseekingto enhanceliteraryengagement,turningreluctantreadersintopassionatebooklovers.

Literature,interculturalityandglobalcitizenshipeducationthroughyoungcharacters’voices Barbara Lapornik (LiceoScientificoStatale"FrancePrešeren")

Thispresentationfocusesonusingcontemporaryandpost-colonialfictioninEnglishforadultsand youngadultstoimplementinterculturalcommunicativecompetenceandglobalcitizenship education,consideredwithinlanguagepedagogyandpractice.Meaningfultexts,takenfromthe selectednovelsandhighlightingyoungheroines'andheroes'challenges,willbefollowedbycreative studentactivities.

Buildingupaspeakingrubric:whatadeal!

María Aguilar (UniversidadTécnicaFedericoSantaMaría)

Teachersareconstantlylookingforguidelinestoevaluatespeakingperformance.Duringthisprocess, differenttypesofrubricssuitablefororalproductiontaskshavebeencontrastedandcompared.Inour talk,wewillshowtheaudiencetheresultsofouranalysisofrubricsusedtoassessspeaking performancetofacilitateandsupporttheprocessofbuildingrubrics.

Stakeholders’viewsofteachingEnglishasaninternationallanguage

MandanaArfaKaboodvand(UniversityofEswatini),SaidaAkbarova(WestminsterInternational UniversityinTashkent)

Inourtalk,wearguethatutilisingEnglishasaninternationallanguageintheclassisnotalways straightforward.Totakeadvantageoftheconcept,educatorsshouldconsiderstudents’needs,job markets’demandsandpedagogicalpracticality.Torestourcase,wedrawondatacollectedfrom studentsinvariousnon-English-speakingregions,internationalemployers,non-nativeEnglish instructorsandpersonalexperience.

ExploringtheCELTAteachingpracticumonanMATESOL

Richard Chinn (King'sCollegeLondon&InternationalHouseLondon), Joe Fagan (King'sCollege London)

Thistalkfocusesontheinitialfindingsofaresearchprojectwhichaimedtoexploretheimpactofa combinedMATESOL/CELTAprogrammeonnoviceteachers'beliefstowardslanguagelearningand teaching.Thistalkaimstoprovideattendeeswithinsightsandideasformaximisingtheimpactofthe teacherpracticumonMAprogrammes.

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

Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations for changes and cancellations

Pavilion-TheGrandHotel 80 audience Forum 1150-1305

TD t, e,le

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

TD t,a, e,le

Charlotte-TheGrand Hotel

250 audience Forum 1150-1305

EAP,LT s,t,a, e,le

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

LT s,t,a, e,le

Empress-TheGrandHotel

250 audience

Paneldiscussion

1150-1305

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

Alexandra-TheGrand Hotel

250 audience

Talk

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

Forumonreflectivepractice

TeachermotivationandteacherreflectioninEFLcontext

Birsen Tutunis (IstanbulKulturUniversity)

ThisstudyaimedtoexploretherelationshipbetweenteachermotivationandteacherreflectioninEFL context.Adescriptivedesignwasusedtoexplore(1)thecorrelationbetweenteachermotivationand reflection,(2)teachers’levelsofreflectionandteachingexperienceand,(3)teachers’levelsof reflectionandtheireducationalbackground.Theresultsindicatedamoderatepositivecorrelation betweenmotivationandreflection.

Reflectivepracticeasaprofessionaldevelopmenttool

Anestin Chi (GovernmentTechnicalCollege,Ndimi)- WinneroftheIELTSMorganTerryMemorial Scholarship

Thissessionbrieflydiscussesthetheoreticalfoundationsofreflectivepractice,exploresreflective processesandhighlightsarangeoftoolsandpracticalstrategiesforengaginginreflectivepractice.It alsoexaminessomechallengesthatpractitionersmightfacewithimplementingreflectivepracticein theircontextsandexploresstrategiestoovercomethechallenges.

ProfessionaldevelopmentofEnglishteachersthroughreflectivepractice

ShivRam Pandey (GraminAdarshaMultipleCampus,Tarkeshwor,TU.,Nepal)

Reflectivepracticehasbecomeakeydrivingforceandanincreasinglyinfluentialreferentinthe professionaldevelopmentofteachers.Itisaruminative,meditative,reflective,creativeandcritical processtogrowasaprofessional.Itisteacherinitiatedandteacherdirected.Reflectivepracticeand professionaldevelopmentshouldgotogetherifateacherwantstobeaneffectiveone.

ForumonAIinEnglishlanguageeducation:opportunitiesandchallenges

AIinteachingEnglish-athreatoropportunity?

Evelina Miscin (RITCroatia)

ThistalkexplorestheintegrationofAI,specifically ChatGPT,inlanguageeducation.Ithighlights ChatGPT'spotentialasalanguagepracticepartner,tutor,andresourcetool.Thetalkcoverstheshort theoryofAI,itsroleinlanguageclassroomsandofferspracticalapplicationsof ChatGPT toenhance languageproficiencyandengagement.

ExploringEnglishlanguageteachingthrough ChatGPT'sSWOTlens

Ezgi SelcukArican (MayaSchools)

Inthistalk,myprimarygoalistocarefullydissectthestrengths,weaknesses,opportunities,and potentialthreatsofintegrating ChatGPT intomodernEnglisheducation.Bycloselyanalyzingits uniquecapabilitiesandinherentchallenges,attendeeswillgainacomprehensiveunderstandingof howgenerativeAIcaneaseandsignificantlyenrichEnglishlanguageteaching.

Unveiling ChatGPT impactonelevatingEnglishreadingproficiency

Sudsuang Yutdhana (DepartmentofEnglish,ThefacultyofHumanities,NaresuanUniversity, Thailand)

Thisresearchstudyinvestigatestheeffectivenessofusing ChatGPT toenhanceEnglishreadingskills. Thestudyemploysaquantitativeapproach,involvingadiversegroupofEnglishlanguagelearners withvaryingproficiencylevels.Thefindingsprovideinsightsintotheeffectivenessof ChatGPT in improvingEnglishreadingskillsincludingreadingcomprehensionandvocabularyacquisition. Learners'perceptionsof ChatGPT arealsoexplored.

Teacheragencyacrossglobalcontexts:drivers,challenges,andopportunities

Silvana Dushku (UniversityofCentralFlorida), Undraa Enkhtaivan (TheNational Universityof Mongolia),LoretteBassoung(UniversityInstituteofGulfofGuinea)

Thispaneldiscussionreportsonthefindingsofalarge-scaleresearchstudyconductedinAfrica,Asia, LatinAmerica,andtheUnitedStatesonthepost-pandemicEnglishteacherrolesasagentsofchange. Itinvitesadiscussionofcontext-relevantdrivers,constraints,andprofessionalopportunitiesfor effectiveteacheragencydevelopmentandimplementation.

Usingbigdatatopromoteequalityinmassiveteacherdevelopment

Alessandra Moura (BritishCouncil)

IwilldemonstratehowbigdatawascollectedbytheBritishCouncilinBrazilandanalysedtorefine teacherdevelopmentoffers,especiallyMOOCs,makingthemattractivetoanaudienceofover170,000 people.Iwillsharepracticalexamplesofdatasetsthatteachereducators,managersandleaderscan usetopromoteequalityonteacherdevelopmentactivitiesandcommunicationcampaigns.

Session1.3

Auditorium1-Brighton Centre

500 audience

Talk

TD

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

Syndicate1-Brighton Centre Forum

1150-1305

Syndicate2-Brighton Centre

200 audience

Talk

LAM

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

LAMSIGShowcase

Syndicate3-Brighton Centre

200 audience Talk

TD

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

Syndicate4-Brighton Centre

200 audience Talk

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

Skyline-BrightonCentre

150 audience

Talk

BE

a, e,le

MeetingRoom1ABrightonCentre

60 audience

Talk

ESOL,YLT ey,s,p,s, e,le YLTSIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Talk

IPSEN,RES s, e,le ReSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Talk

RES,TTEd p,s,t, e

MeetingRoom1DBrightonCentre Forum

1150-1305

1235-1305 Tuesday16

Walkinginsomeoneelse'sshoes:teachersandstudentstogether

Jeremy Harmer (Freelance)

Oftenteachersdothingsandstudentshavetoacceptit,becausethat'sthewayitis.Butthebest educatorsseethingsfromtheirstudents'pointofview.It'sdifficult,though.Wearenotthem.Often there'sabigdistance.Sohowcanweascertaintheirpointofview?Whatdoesanddoesn'twork?Do WEneedtochange?

ForumonempoweringthroughEnglish:refugeenarrativesandinclusion continued

Presidentialprecedents:leadershiplessonsfromtheWhiteHouse

Mike Riley (NILE)

AsAmericansgotothepollstoelecttheirpresident,weaskifthereareleadershiplessonswe,as academicmanagers,canlearnfrompastoccupantsoftheWhiteHouse.Wewillexplorethe behavioursthatcontributetoeffectiveleadership,decision-makingskillsrequiredinacrisisandthe valuesweshouldembrace(andavoid)tobuildsuccessfulteams.

We'veallbeenthere!

Robert McLarty (PavilionELTatPavilionPublishing)

Podcasts,conferences,articles;allgoodwaysoflearningthecraftofteaching.Oneresourcewhichhas alwayshelpedme,andisoftenoverlooked,isthestaffroom.Thewisevoiceinthecorner,thehonest friend,thecolleaguewhohasfacedyourissueanddealtwithit.ThetalkcoverstipsI’vebeengiven andothersfromPavilion’s ETpedia series.

Introducingacompetencyframeworkforlanguagelearningmaterialswriting

Sandy Millin (ELTPlaybook/TakeYourTimeDelta/Freelance)

Acompetencyframeworksetsouttheknowledge,skillsandabilitiesneededtodoajobsuccessfully. FrameworksexistforELTteachers,trainersandmanagers,butnotformaterialswriting.Inspiredby DeniseSantos’IATEFL2022talk,IcreatedoneformyMAdissertation.Iwillsharewhatitis,howI createdit,andhowyoucanuseit.

Wheretostart?Designingshortcoursesforcorporateclients.

Karina Zew (BridgeEducationGroup), Samantha Yates (Pearson) Whencorporatecustomersinvestinlanguagetrainingfortheiremployees,theywanttoseeresultsas quicklyaspossible.Howdoyoudesignaneffectivecurriculumwhenthereisnotimetocompletea fulllevelofacoursebook?ThispresentationshowcasesasolutiondevelopedbyBridgeEducation GroupusingtheGlobalScaleofEnglish.

Booststudents’learningbyembracingneuroplasticityinyourclassroom!

Farid Zaiter (BritishCouncilBahrain)

Everponderedhowtoturnyourdisengaged,unfocusedYLsintoclasssuperheroes?Joinmytalkto unlockyourstudents'cognitivepotential,makinglearningabreezeforYLs.Discoversimplein-class tricksandvaluableneuroplasticitystrategieswhichwillleadtoabrain-friendlyenvironment,ensuring moreengaging,memorablelessons,andsuperchargingyourteachingtoboostlearningpotential.

Tacklingsocialinequalityonetaskatatime

Jessica Knuth (UniversityofSiegen)

Recentadvancesinsocialjusticeeducationhaveincreasedtherepresentationofgender,race,and sexualorientationinELTtextbooks.However,theabsenceofdiversesocialclassrepresentationand exclusionarytaskdesigncanisolatechildrenfromdisadvantagedbackgrounds.Thispresentationaims toraiseawarenessofthisissueandprovidestrategiestoenhancetaskinclusivity,fosteringdiverse perspectivesandequitablelearningopportunities.

Empoweringlanguageteachers:China-UKpeermicro-teachinglessonstudycollaboration

Jeff Stanford (UniversityofLeicester), Pamela RogersonRevell (UniversityofLeicester)

DiscovertheoutcomesofacollaborativeresearchprojectunitingaUKuniversitywiththreeChinese institutions.ThisinvestigationdelvesintotheefficacyofPeer-MicroteachingLessonStudy(PMLS)in enhancingtheprofessionalknowledgeandskillsofpre-serviceEnglishteachers.Additionally,it assessestheimpactofPMLSonparticipants'confidenceandtheirdevelopmentofaprofessional identity.

Forumonenhancingwritingviabalancedfeedback,screencastingandpeer-review continued

Session1.3 1235-1305 continued Tuesday16

MeetingRoom3-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

EAP,LT t, e,le

MeetingRoom5-Brighton Centre

50 audience

Talk

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

MeetingRoom6-Brighton Centre

50 audience Talk PRON ey,p,s,t,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Talk GEN

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

MeetingRoom9-Brighton Centre Forum

1150-1305

MeetingRoom10BrightonCentre

60 audience

Talk RES,TEA t, e,le TEASIGShowcase

Office11-BrightonCentre

40 audience

Talk

GEN p,a, le

MeetingRoom15BrightonCentre

80 audience

Talk GEN

s,t,a, e,le

Pavilion-TheGrandHotel Forum 1150-1305

Charlotte-TheGrand Hotel Forum 1150-1305

Empress-TheGrandHotel Paneldiscussion 1150-1305

Dointernationalstudents’digitalandacademicskillsmeetuniversityexpectations?

Julie Humble (UniversityofWolverhampton)

Thistalkwillprovideopportunitiestodiscussthetitlequestion,bysharingideasandexperiencesfrom withinourUKcontext.Themainaimistosuggesteffectivestrategiesforidentifyingandrecognising, atanearlystageoftheinternationalstudentjourney,theneedforappropriatesupportwithbasic digitalskillsandacademicliteracy,inordertoimproveourstudentoutcomes.

WhatifIfail?Buildingresilienceinthereflectiveclassroom

Tanya Livarda (Freelance)

Nowadays,itisquitecommonthatourstudentsareafraidofcommunicating,collaborating,andeven learning.Duringthisinteractivetalk,wearegoingtoreflectonwhatresilienceis,howitislinkedwith reflectivepracticesandwithcreatingautonomouslearners,aswellaspracticalexamplesofhowto buildresilienceinaconstantlytransformativeworld.

SlovenianELFpronunciationofDončić,TrumpandŽižek Mojca Belak (UniversityofLjubljana)

Thistalkwillfocusontwopoints:howSlovenianspeakersadaptEnglishpronunciationtomakeit morecomfortableforthem,andwhytheychoosetouseELFpronunciation.Isitbecauseofnational pride,fashion,linguisticincompetenceorsomethingelseentirely?WhataboutteachersofEnglishshouldatleastourpronunciationbemorelikeanL1speaker?

Brain-basededucation:amindsetchanger

Sofia Iakovidou ('LondonCalling'LanguageSchool)

Wewilljustifythepresenceofbrain-basededucationasanindispensablepartoflanguagelearning andwewilldemonstratehowEFLteacherscaneffectivelyintegrateitintotheirteachingofB2-C1level ofESLstudents.Groundedinthepowerofwords,wewillrevealhowtoteachlifeskillsandbuild autonomouslearners.

Forumonusingliteraturecreativelyindiverseteachingenvironments continued

RethinkingL2oralassessments:themissinglisteningcomponent

Leyla Karatay (IowaStateUniversity)

Inthistalk,Iwillpresentastudythatidentifiesthelearningneedsandtargetskillsofuniversity-level L2studentstodevelopamoreintegratedoralassessmentratingscalebyincorporatingsurveys, interviews,anddocumentanalysis.Thestudyaimstobridgethegapbetweenlisteningandspeaking skillsinoralassessments,thusofferingimplicationsforbothlanguagetestingandteaching.

Localisationforbestpractice

Jeremy Beacock (BritishCouncil)

Localisation,adaptinglessonsforspecificlocalcontexts,isapowerfultoolforencouragingautonomy, personalisation,andmotivation,andgivingcommunicativeopportunity.Wewilldiscusshow localisationforlessondevelopmentincorporatesmultipleelementsofcontemporarybestpractice, andIwilloutlineexamplesandtechniquesdrawnfromYLclasses,IELTSteaching,andgeneraladults toshowitsapplicabilityacrossmanycontexts.

TeachingaboutEnglish:itsIndoEuropeanrootsinUkraineandCaucasus

Michael Carrier (HighdaleLearning)

HowcanteachersmotivateadvancedstudentstolearnEnglish?Thistalksuggestsengagingstudents inlearning*about*thelanguage,usingthehistoryanddevelopmentofthelanguageitselfasa classroomtopicforreadingandproductiveskills,inadditiontoeverydaytopics.Thetalkuses storytellingapproachestolookatthehistoryofthelanguage,itsroots,andwordstories.

Forumonreflectivepractice continued

ForumonAIinEnglishlanguageeducation:opportunitiesandchallenges continued

Teacheragencyacrossglobalcontexts:drivers,challenges,andopportunities continued

Session1.3 1235-1305 continued Tuesday16

Alexandra-TheGrand Hotel

250 audience

Talk

GEN a, e,le ProdProm

IATEFLStand

Pop-upPresentationStage 1315-1330

Introducingafree-to-accessgeneralEnglishe-textbookbasedontheSDGs

Sue Robbins (UniversityofSussexUK)

DevelopYourEnglish isaninteractivecoursebookpublishedonthePressBooksplatformine-book, EPUBandPDFformats.ItisbasedontheUnitedNationsSustainableDevelopmentGoals(SDGs)and aimedatstudentsatB2levelaimingtoachieveC1ontheCEFR.This'open'textbookcarriesaCC-BYNDlicenceandiscompletelyfreetoaccessanduse.

Pop-upPresentationStage 1340-1355

Mangers,directors,academicmanagersmeetup

Ifyouareamanager,directororacademicmanger,cometotheIATEFLStandtomeetother professionalsandmakesomeconnections.

UniversityofBirmingham

StudyingforaMasterscourseonline

TheUniversityofBirminghamrunsfourpostgraduatecourseswhichcanbefollowed100%online, including:

-MAinTESOL

-MAinAppliedLinguistics

-PostgraduateCertificateinTESOL

-PostgraduateCertificateinAppliedLinguistics

Wehave210studentsfollowingthesecoursesbasedin22differentcountries.OurMasters programmesarewellknownandhavebeenrunningforover25years.Iwillbetalkingaboutthe structureandcontentoftheseonlineMastersprogrammes.

Ifyouareinterestedinstudyingonline,comealong!

Speaker:DrCraytonWalker

TrinityCollegeLondon Friendorfoe?AIinELT

WhiletheimpactofnewlyavailableAItoolsisclear,therehasbeenlittledataonwhetherteachersare usingAI,whatthey’reusingitforandhowmuchit’strusted.TrinityCollegeLondoncommissioneda YouGovsurveyof1,000teachersintheUKtoanswerthesequestions.

Findoutwhattheysaid,alongsidedetailsofourexcitinginnovations,includingthenewapp, SkillUp!, whichusesgenerativeAItocreateapersonalisedlearningpathforyounglearners,anAIlesson planninggenerator,andsomeexcitingupdatestoourEnglishlanguageassessmentsthatutilisethe latestdevelopmentsintechnology.

Speaker:MartinOetegenn-LanguageandTESOLManager,TrinityCollegeLondon

Session1.4 1405-1435 Tuesday16

Auditorium1-Brighton Centre

500 audience

Paneldiscussion

1405-1520

TD,TTEd

t,a, e,le

Syndicate1-Brighton Centre

200 audience Talk

GI,MD p,s,t,a, e,le ProdProm

Syndicate2-Brighton Centre

200 audience

Talk

GEN p,s,a, e,le

ELTteachertrainingatacrossroads:wherenow?

Judith Hudson (UniversityofHawai'i,Hawai'iEnglishLanguageProgram(HELP)), Gabriel Diaz Maggioli (UniversidadORTUruguay), Jason Anderson (UniversityofWarwick), Ben Beaumont (TrinityCollegeLondon)

Towhatextentis‘initial’ELTteachertraining(internationalandnationalprogrammes)relevant,useful andappropriateforthechangingdemographicofteachersinincreasinglyprecarioustimes?This panelwilldiscussteachertraininginapost-Covidworld,includingitscurrentstateandpotential futuredirectionsgivenrecentinnovations(onsite,online,hybridandflippedcourses).Comealong andshareyourviews.

Liftingthelidonengaging,effectivevideoandaudioresources

Colette Thomson (FootstepProductions/SensationsEnglish)

Flexible,well-supported,learner-centredaudioandvideocontentraisesinterest,enhancesinputand improveslearningoutcomes.Identifyingelementswhichgeneratelearnerengagementandscaffold meaningful,personalisedlanguagedevelopmentiskeybothtoproducingandexploitingthese powerfulresources.We’llexploreresources,courseapproachesandteachingtechniquesthatharness theirpotential,includingcasestudiesfromtheBBC,nationalbroadcastersandSensationsEnglish.

ELF,ELF-awareness,ELTcourseware:insightsfromateachereducationcourse

Natasha Tsantila (Deree-TheAmericanCollegeofGreece&HellenicOpenUniversity), Anastasia Georgountzou (NKUA)

Inthistalk,wepresentathree-phaseELF-awareteachereducationcourse,samplesoftheELF-aware lessonsthatresultedfromteachers’engagementwiththeteacher-educationcourse,andwereport practitioners’feedbackontheiroveralleducationalexperience.Implicationsofthiscourseonteacher educationandmaterialsadaptationsinmulticulturalclassroomcontextsareoffered.

Syndicate3-Brighton Centre

200 audience

Forum

1405-1435

TTEd,YLT p, e,le

GEN

s,t,a, e,le

LT,YLT p,s, e,le

Syndicate4-Brighton Centre

200 audience

Talk GI,MD s, e,le MaWSIGShowcase

Skyline–BrightonCentre

150audience

Paneldiscussion

1405-1520

MeetingRoom1ABrightonCentre

60 audience

Talk

LIT,YLT

ey,s,p, e,le YLTSIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Talk RES a, e,le ReSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Talk

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

Forumoneducationalprojects

Empoweringeducationalcommunitiesthroughcollaboration:amultifacetedproject

Mauricio Pérez (CeibalenInglés)

Inthissession,IwillhighlightthecrucialroleofcollaborationwithinCeibalenInglés,featuringthe MakeItHappen project.Thisprojectisfoundedontheprinciplesofcollaborationandcooperation, withaprimarymissiontoempowereducationalcommunitiesdedicatedtoenhancingtheprospects ofstudentsfromunderservedbackgrounds.

EnglishwithoutBorders

Carolina Cruz (BritishCouncil,Colombia)

EnglishwithoutBorders aimstosupportlocalauthoritiesintheirgoaltoenhanceEnglishproficiencyin Colombia,byimplementinganafterschoolhome-basedvideoconferencingapproachwithless privilegedstudents.Throughthislarge-scaleprojectweareprovidingstudentswithaninclusiveand high-qualityteachingopportunity,sotheycanhavefourtofivehoursofextraEnglishlearningper week.

ECORadio:ajourneytoempowerruralColombiathroughELT

David Vallejo (BritishCouncil,Colombia)

Explore ECORadio,acollaborativeeffortbetweentheBritishCouncilandColombia’sMinistryof Education.WeharnessthepowerofradiotofacilitateEnglishlanguagelearning,withdedicated programmesforprimaryandsecondarystudents.Discoverhowthislow-techsolutionistransforming educationinruralareas,empoweringteachers,andinspiringstudentswhileofferingascalablemodel forgloballanguagelearninginitiatives.

Representationisgoodrepresentation?!QueerperspectivesinGermanELT

Albert Biel (UniversityDuisburg-Essen)

ResearchhasshownthatqueeridentitieshavelongbeenrenderedinvisibleintheELTclassroom. However,thingsarechanginginGermany.Thistalkexploreswaystoincludequeeridentitiesand deconstructheteronormativity,takesacriticallookatexamplesfrompublishedmaterialsusedin GermanELTclassrooms,anddiscusseswhatimpactfulinclusionofsexualandgenderdiversitycan looklike.

HornbyTrustScholars’presentation

TeacherdevelopmentinGlobalSouthcontexts:constraintsandaffordances

SumaiyaAkhter,EhsanArnaout,MerveDemir,JawidJafari,DansonMbaabuKimathi,Leonardo MarinhoDiasLima,KhánhHằngPham,YiviriRasifatuTombir,MaryamSadatSakaki

Therearemanyconstraintsoncontinuingprofessionaldevelopment(CPD)inGlobalSouthcontexts, rangingfromlackofofficialprovisionoreveninstitutionaldiscouragementofPDtoconnectivityand financialissues.However,ourindividualstories–ofteninvolvingcollaborationwithothersandusesof technology–showthattransformativePDispossible.Fromthese,though,whatimplicationscanbe drawn?WeendwithsomesuggestionsforenhancingPDinourandotherGlobalSouthcontexts.

Usingchildren’sliteratureinEFLclassrooms(childrenaged3-6)

Diana Cojocnean (ImagiNationEarlyYearsCentre)

HowcanEFLteachersusechildren’sliteraturetoteachEnglishinaworldwhereyounglearnersare moreconnectedtodigitalcontentthantoliterature?Thispracticaltalkwillshowyouhowtodesign enjoyablestory-basedactivitiesforveryyounglearners,usingbothliteratureandaplay-based learningapproachthatinspireschildrentoloveliteratureandlearnEnglish.

Creativepracticesandautonomousidentitiesempoweringpre-serviceteachers

Marisol GuzmanCova (BenemeritaUniversidadAutonomadePuebla,LanguagesUniversity, Mexico)- WinneroftheIATEFLReSIGScholarship

Thispresentationhighlightsthisempiricalresearchonpre-serviceteacherswhopossessan autonomousidentityindiverseeducationalcontexts.Itemphasizesthesignificanceofcreative practicesthatempowerteachersinapplyingcriticalthinking.Attendeeswilllearncreativestrategies todevelopcapacitiesforadaptation,improvisation,creativeuseoftechnology,agency,empathy, willingness,andmotivation.

Thepsychologyofsecondlanguagepronunciationlearning/teaching

Piers Messum (PronunciationScienceLtd)

LearninghowtopronounceanL2ismorecomplicatedthanlearningothermotorskills:theactions involvedareinvisible,andthereisextensiveinterferencefromL1pronunciationinbothproduction andperception.Nowonderstudentsstruggle!Butclearthinking(1)aboutthedifficultiesinvolvedand (2)abouthowskillsarelearntsuccessfully,pointstohowwecanteachbetter.

MeetingRoom1DBrightonCentre

80 audience

Forum

1405-1520

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

GEN s, e,le

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

MeetingRoom3-Brighton Centre

50 audience

Talk

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

MeetingRoom5-Brighton Centre

50 audience Talk

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

LAMSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Talk

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

MeetingRoom8-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

TD,TTEd s, e,le

MeetingRoom9-Brighton Centre

70 audience

Talk

EAP,RES s,t,a, e,le

MeetingRoom10BrightonCentre

60 audience

Talk

TTEd,TEA

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

TEASIGShowcase

ForumondecolonialthinkingandpracticeinELT

Englishlanguageteachingandthecolonialmatrixofpower

Katalin EgriKu-Mesu (UniversityofLeicester)

Iwillconsiderhowthecolonialmatrixofpowerandthesociologyofabsenceshaveshaped developmentsinELTfromthemonolingualbiasandprimacyofthenativespeakertotheownershipof English,themultilingualturnandteachingEnglishasaninternationallanguage.Iwillcritically appraisecounter-hegemonicinitiativessuchasdecentringELTanddecentringwhitenessinELT.

Exploringbi-directionaldecolonialityinELTinGermanyandCameroon

Eric Ekembe (HigherTeacherTraining(ENS)CollegeYaounde)

Thispaperderivesfromabi-directionaldecolonialtandemteachinginGermanyandCameroonto exploretheextenttowhichELTcurriculaandclassroompracticescommittodecoloniality.Iblend criticalcontentanalysiswithethnographicevidencefromthetwocontextstoexplorethe sustainabilityofbi-directionaldecolonialagenda.Evidencetendstocomplicatethelinkbetween decolonialactionandsystemsconstruction.

Honouringourroots:indigenizingthecurriculuminWesternCanada

Susan Abrill (UniversityOfVictoriaELC)

Inthepast,visitingEFLstudentswouldcometoVancouverIsland,Canada,foritsnaturalbeautybut leavewithoutanyknowledgeofitsindigenousculture.Iwillbrieflydescribethehistoricalcontextfor reconciliationandindigenization.ThenIwillshowexamplesofwaysIhaveshiftedthefocusof activitiesandassignmentstoreflectindigenousideas,traditions,andvalues.

Engagingteachereducatorsacrossschoolsystems

Emilio Abularach (BritishCouncil), Sérgio MonteirodaSilva (BritishCouncil)

Teachereducatorslinkpolicymakerstoclassrooms.Theyenactnewguidelinessetforthbylegislation. Throughthistalk,wewillillustratehowteachereducatorsfacilitatenewpolicies’reachintoELT classrooms.Wewillraisethediscussionabouthowateachingeducationcareerisproductivetoapply publicpolicywheremattersmost:classrooms.

Schoolleaders’experiencesofburnout:causes,effectsandsolutions

Daniel Xerri (UniversityofMalta)

BurnoutaffectsthephysicalandmentalwellbeingofschoolleadersworkingindifferentELTcontexts aroundtheworld.BasedontheresultsofastudyconductedinMalta’sprivateELTsector,thistalks shedslightonwhatcausesburnoutinschoolleaders,howtheyareimpactedbyit,andwhatpractical measurescanbeadoptedtoaddresstheproblem.

LaunchingDEIinlanguageteaching:thetiming’sneverright

Lukasz Pakula (choices®globalgmbH)

Inthistalk,IsketchouttheDEIagendaforthelanguageindustry.Drawingonmyacademicresearch andbusinessexpertise,Iputforwardnotionsandideaswhichmaycontributetofosteringamore inclusivelearningenvironment.Iwrap-upwithacallforunificationofDEIresearchinpursuitofa powerfulpoliticalmessageglobally.

NewperspectivesteachingthroughPan-Africanbookandfilm

Camilla Heath (IVKOSchool,Amsterdam,TheNetherlands)

LearningaboutAfricanculturalheritagesthroughliteraryandfilmedsourcesgivesanextradimension todifferentperspectives.GiventhewealthofliteraturethathasemergedfromtheAfricancontinentin thelasttwentyyears,theTEFLliteraryclassroomcanbefurtherdevelopedinaseriesofthoughtful lessonmodulesthatincludecultureandhistory.

IELTSvsuniversity:foodforthoughtonstudentlearningjourneys

Amy Coryat (UWEBristol)

Thistalkisaimedatdelegatesworkingwithfutureorcurrentuniversitystudents,inIELTS(orsimilar), pre-sessionalorin-sessionalcontexts.Itwillhighlightchallengesstudentsmayfaceatuniversity, allowingyoutothinkabouthowtohelpthem.WewillshareourexperienceandresearchatUWE Bristolfollowinginternationalstudentsthroughtheirpre-sessionalcourseandpostgraduatestudies.

Teacherbeliefs,professionaldevelopment,languageassessmentliteracy:joiningthedots

Mina Patel (BritishCouncil)

IwillsharefindingsofastudyaboutEnglishlanguageteacherbeliefs,professionaldevelopmentand theroleoflanguageassessmentliteracywithinthis.Thestudyproblematiseslanguageassessment literacyasaseparate,namedareaofteacherdevelopment,arguingthatthisveryisolationisan obstacletoteacherswantingtoengagewithitasaconceptandintheirprofessionaldevelopment.

Session1.4 1405-1435 continued Tuesday16

Office11-BrightonCentre

40 audience

Talk

TTEd,YLT

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

MeetingRoom15BrightonCentre

80 audience

Forum

1405-1520

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ESOL t, e,le

EAP,RES t, e,le

Pavilion-TheGrandHotel

80 audience

Talk

TD,TTEd

t,a, e,le

Charlotte-TheGrand Hotel

250 audience

Talk

AL a, e,le

Empress-TheGrandHotel

250 audience

Talk

GEN

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

LurkingisNOTcheating:developingwritingcompetencesinEFLclassrooms

SorenHattesen Balle (UniversityCollegeAbsalon), Merete Olsen (TeacherEducation,Absalon UniversityCollege), Christian Grosen (Stroebyskolen,Zealand,Denmark)

ThistalkisabouthowEFLpupils’writingcompetencescanbedevelopedthroughafocusonlurkingthatis,whenpupils“spyon”eachother’stextproduction.Atheory-baseddiscussionandready-to-use activitiesforEFLteachersareintroduced.ThefocusisonhowlurkingfacilitatesthescaffoldingofEFL pupils’writingprocessesandtheiruseofvarioustexttypes.

Forumonpre-andnewundergraduatestudents

Firstyearstudentsandtheirfaculty'sperceptionsaboutuniversitylife

Amal Farhat (QatarUniversity)

Thestudyexploreshowfirstyearstudentsperceivetheiruniversityexperiences:universitylife, learning,attitudes,andmotivation;andhowthefacultyperceivetheirstudents’experiences.These perceptionswillbecomparedtoidentifyanydiscrepanciesbetweenthetwogroups.Thiscanbeused asabasefordevisingprogramsthatareinlinewiththeneedsofstudents.

Developingbelonging:howESLteachersimpactstudentpersistence

Mariam Mostafa (UniversityofRhodeIsland)

Inthispresentation,wewillshedlightonthecrucialroleESLteachersplayinshapingthesenseof belongingamongfirst-yearstudentsandinfluencingtheirpersistenceinpost-secondaryeducation. We’llexploreeffectivestrategiesandofferinsightsintofosteringaninclusiveenvironmentthat extendsbeyondtheclassroom.ThissessionwillprovideactionableapproachesforESLteachersto empowerstudents.

Nerve-rackingyetvaluable:exploringstudents’experienceswithahigh-impactpractice

Blerta Mustafa (UniversityofPrishtina), Yllkë Paçarizi (UniversityofPrishtina)

TheaimofthistalkistosharetheexperiencesofEFLundergraduatestudentsinKosovo,whoforthe firsttimeembarkedonaHIPscollaborativeresearchexperience.Byembracinganunconventional pedagogicalapproachthatrequiredactiveengagementthroughweeklytasksandcollective accountability,studentsnavigatedajourneyoftransformation,emergingacademicallyand professionallyadept,amidamyriadofsetbacks.

NurturingcohesiverelationsinVenezuelanEFLteams

Belkys Blanco (UniversidadCentraldeVenezuela)

Inthistalk,IpresentthecollectiveeffortofVenezuelantrainerspromotingandfosteringteacher developmenttoachieveeffectiveEFLlearninginschools.Today,whentheteachingprofessionfaces unprecedentedchallenges,ourexperiencepresentssoundstrategiestopromoteandconsolidate teacherdevelopmentcommunitiesdespiteadverseconditions.Explorewithustheevolutionofthe project,challenges,learningandperspectives.

Translatingtexts:grammaringthroughinterlingualfocusonform

Elisabet(Titik) Murtisari (FacultyofArts,UniversitasKristenSatyaWacana,Indonesia)

Thisjointresearchexploreshowtranslationmaybeastimulatingtask-basedgrammarlearning.We willdelveintohowtranslatingtexts,groundedinSkopostheory,canengagestudentsacrossvarious languageproficienciesin“interlingualfocusonform”.Drawingfromasurveyonstudentexperiences, theresearchrevealshowwell-plannedtranslationactivities,embracinglearners'multilingualabilities, canengagestudentsinin-depthgrammaring.

Wellbeingliteracy:whatstudentsknow,whatteachersneedtoknow

Carlos Murillo (UniversityofGraz,Austria), Miri Baum (GivatWashingtonAcademicCollegeof Education)

ThispresentationreportsonfindingsfromafocusgroupstudyonEFLstudents’wellbeingliteracy. Basedontheanalysisofthestudentdata,weintroduceanempirically-groundedwellbeingliteracy frameworkwhichcanbeusedtosupportthedevelopmentofwellbeingintheELTclassroomby evaluatingstudents'knowledgeandneeds.

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

Pleasecheckthecancellationscreenorvisit

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

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

Session1.4 1405-1435 continued

Alexandra-TheGrand Hotel

250 audience

Forum

1405-1520

GI t, e,le

BE,GI t, e

GI,MD s,t,a, e,le

Tuesday16

ForumonhowtoinspireglobalcitizenshipinELTclassrooms

Inspiringglobalcitizenship:sustainabledevelopmentinthelanguageclassroom

Katherine Moran (Efrei:ParisPanthéon-AssasUniversité), Nela Faberova (Efrei:ParisPanthéonAssasUniversité)

TaughtinFrance,thistalkpresentsaninnovativecourseconnectinglanguageacquisitionskillsand theUNSustainableDevelopmentgoals.Usingastudent-ledparadigm,learnersparticipatein situationalexercisesandcommunicatetheiranalysisinavideoandposterprojectpresentation.We shareourinsightsaswellasabespoketeachingtoolkitthatcanberolledoutinmanycontexts.

PromotingtheSDGs:internationalstudentteamscreatecityevents

An Ostyn (VIVESUniversityofAppliedSciences)

Areyouinterestedinproject-basedlearning?Thistalkwillguideyouthroughablendedinternational programmeaimedatraisingawarenessoftheSustainableDevelopmentGoals(SDGs)while enhancingstudents’(online)meetingandpresentationskillsaswellastheirinternational competences.Thisinnovativeinitiativeinvolved150businessstudentsfrom5international programmes.

Promotingactivethinking:usingUNsustainabilitygoalsinthecurriculum

Hannah Tucker-Bloom (BSCEducation)

HowcanweensurethatourcurriculumrecogniseskeyworldissueswhileremainingtruetoEFLroots andbeingsensitivetothecommunitiesweworkwith?Thisworkshopwillpromotediscussionand groupinteractionbyexploringapilotSpeaking&ListeningcoursethatusesUNSustainabilityGoalsas itstheme.

Session1.5 1450-1520

Auditorium1-Brighton Centre Paneldiscussion

1405-1520

Syndicate1-Brighton Centre

200 audience

Talk GEN

ey,s,p,s, e,le ProdProm

Syndicate2-Brighton Centre

200 audience

Talk

MD,TD s,t,a, e,le

Syndicate3-Brighton Centre Forum

1405-1435

Syndicate4-Brighton Centre

200 audience

Talk

MD,TD a, e,le

MaWSIGShowcase

Skyline–BrightonCentre Paneldiscussion

1405-1520

MeetingRoom1ABrightonCentre

80 audience

Talk

TTEd,YLT

p, e,le

YLTSIGShowcase

ELTteachertrainingatacrossroads:wherenow? continued

Tuesday16

Concept-basedlearningandtherealitiesoftheELTclassroom

Philip Haines (OxfordUniversityPress)

Concept-basedlearningoffersmanybenefits,includingcriticalthinkingandlearnerindependence. However,concept-basedlearningcanseemfarremovedfromtheeverydayrealityofELTteachers. DrawingontheOUPpaper Learningwithconcepts,thissessionidentifieschallengesteachersinLatin Americancountriesmightfacewhenintegratingconcept-basedlearningintotheclassroom,aswellas howtoaddressthem.

Usingbackwardcoursedesignforprioritizinglearningoutcomesininstruction

Celestina Cardoz (ETSGlobal)

BackwardCourseDesign(BCD)modelhasbecomeaprominentcurriculumdevelopmentframework whichprioritizeslearningoutcomes.AligninginstructionwithIntendedLearningOutcomes(ILOs)is crucialforeffectivelearningandengagement.Howdoteachersdesigninstructionalmaterialsbased ondesiredoutcomes?ThistalkincludesatheoreticalinsightofinstructionwithintheBCDmodeland acasestudythatreflectsreal-worldapplications.

Forumoneducationalprojects continued

Coursedesignandmaterialsforolderadults

Marina Gonzalez (UniversidadNacionaldeJoseCPaz)

CoursesforolderadultswereredesignedduringCovid-19todistancemodeandthischangecreated theneedtoredesignandadaptcontentsandmaterials.Thetalkwillfocusonthecoreguidelines appliedandexplorethechallengesandopportunitiesthisnewrealitycanbringintermsofcourse designandmaterials.

HornbyTrustScholars’presentation

TeacherdevelopmentinGlobalSouthcontexts:constraintsandaffordances continued

Primaryschoolclassroompractices:whatdoescontext-appropriatereallymean?

Sue Garton (AstonUniversity)

Apolicy-practicegaphaslongbeennotedinprimaryEnglishlanguageteaching,withteachersoften criticisedforusing‘traditional’activities.However,therearesignsofashiftwithincreasingrecognition oftheneedforlocallyrelevantteaching.Inthistalk,wewilldiscusslocalconstructionsofsuccessful practicesinteachingEnglishtoyounglearnersinBangladesh,Malawi,MexicoandUzbekistan.

Session1.5 1450-1520 continued Tuesday16

MeetingRoom1BBrightonCentre

60 audience

Talk

AL,RES

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

ReSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Talk

IPSEN s, e,le

MeetingRoom1DBrightonCentre Forum

1405-1520

MeetingRoom3-Brighton Centre

50 audience

Talk

ESP t,a, e,le

MeetingRoom5-Brighton Centre

50 audience

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

MeetingRoom6-Brighton Centre

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

MeetingRoom8-Brighton

Centre

50 audience

Talk

AL,EAP t, e,le

MeetingRoom9-Brighton Centre

70 audience

Talk

GEN

s,t,a, e,le

MeetingRoom10BrightonCentre

60 audience

Talk

LT,TEA a, e,le

TEASIGShowcase

Office11-BrightonCentre

40 audience

Talk

EAP,RES t, e

“Walkintheirshoes”:Englishasa“distant”language

Isabel Martin (UniversityofEducationKarlsruhe)

Usingasystematiccontrastiveapproach,thistalkdemonstrateswhyandhowSouthEastAsian learnersofEnglishfacechallengesinphonology,morphology,syntax,semantics,lexis,grammar, reading,writing,andpragmatics.Thetalkpresentslinguisticimpasses,puzzlesandriddlestoshow howignoranceofanyL1(e.g.Lao)perpetuatesthecreationandexportofbarrier-creatingL2 “international”textbooksandmethodologies.

Lessonsfromalow-visionteacherforstudentswithdisabilities

Cainã Perri (Troika), Lara SoutoSantana (EMEFArmandoArrudaPereira)

Theevolvingsocietalinclusionofindividualswithdisabilitiesnecessitatesadiscussiononthe significanceofactivelisteningandempathyinfosteringinclusiveeducation.Bydrawingonmy personaljourneyasavisuallyimpairedEnglishlanguageeducatorinBrazilianpublicschools,this presentationseekstohelpparticipantsenhanceclassroomengagementandpromoteequitable learningexperiencesforeverystudent.

ForumondecolonialthinkingandpracticeinELT continued

EnglisheducationamongtheaspiringRMGprofessionals:practicesandprospects

Syeda Sultana (BracUniversity)

ThisstudyinvestigateswhattypeofEnglishlanguageReadyMadeGarment(RMG)professionalsneed intheirdailyoperations,howtheaspiringRGMprofessionalsaretaughtEnglishatbothpublicand privateinstitutionsandthechallengestheyface.Aimingatbetterdesignandimplementationof Englishcourses,thefindingswillbecriticalsinceBangladeshRMGindustryaccountsfor84%of Bangladesh’sexports.

Whatexactlyisthepointofabudget?

Andy Hockley (IDLTM)

Budgetingcanbeoneofthosetasks,liketimetabling,whichlanguageteachingmanagersdread.But whatexactlyisabudget?Howcanyoumakethebudgetworkforyouandgetthemostvalueoutof it?Inthistalk,we'llanswerthesequestionsanddosomepracticalexercisestoseehowthebudgetcan becreatedandused.

Quidproquo:makingpeerclassroomobservationsmutuallybeneficial Barbora Chovancova (MasarykUniversityLanguageCentre)

Inmanyinstitutions,itiscommonpracticeforteacherstoobserveoneanother’sclasses.Thebenefit fortheobservedisindisputable,butwhatcantheobservergleanfromtheexperience?Howcan mindfulandreflectiveobservationleadtowashbackontheobserver’sownteaching?Inthistalk,Iwill showhowtomaximisetheprofitfortheobserver,too.

EasingthetransitiontoacademicEnglishthroughabstractwriting

Natassia Schutz (UNamur,Belgium)

ThispresentationillustrateshowL2universitylearnersmajoringinscienceareintroducedtoacademic writingthroughtheuseoflexicalbundles(i.e.recurrentsequencesofwords).Morespecifically,Ifocus onabstractwritinganddrawinspirationfromSwales’moveanalysis(1990)aswellasCortes’concept oftriggers(2013),i.e.,lexicalbundlesstartingamove.

Grammarteachingthatmakessense

Ulla Fuerstenberg (DepartmentofEnglishStudies,UniversityofGraz,Austria), Elke BederHubmann (DepartmentofEnglishStudies,UniversityofGraz,Austria)

Inourtalk,wewillexplainwhywebelievethatteachinggrammarisanimportantelementof languageteaching.Wewilldiscusseffectivewaysofteachinggrammarincontextandsharesome easy-to-preparegrammartasksthatarebasedoncurrenttopicsandencouragemeaningful,authentic languageuseincommunicativecontexts.

Howcanwehelpstudentscopewithcomputer-adaptivetesting?

Myleni Ishida (Freelance)- WinneroftheIATEFLTEASIGScholarship

Theadventofcomputer-adaptivetestingposeschallengesforteachersandlearners,suchasthestress ofnotknowingtheorderofthequestions.Inthistalk,Iwillsharemyexperienceofhelpingstudents copewiththetechnologicalandemotionalaspectsofcomputer-adaptivetestingaswellashowI includeartificialintelligencetoolsinthiskindofexampreparationclasses.

Guidinglistenersthroughlectures:genreanalysisonmetadiscoursemarkers

Kyoko Hosogoshi (KyotoPrefecturalUniversity)

Identifyingandfollowingdiscoursedevelopmentiskeytosuccessfullecturecomprehension.Thistalk reportsoninteractivemetadiscoursemarkers(e.g.,now,Imean,so),whicharedistinctivelyusedin62 lecturesfromthe MichiganCorpusofAcademicSpokenEnglish.Iwilldiscussthepossibilityofdiscoursefocusedlisteninginstructionwithsuchsignalingwordsfornurturingstudents’top-downprocessing skills.

Session1.5 1450-1520 continued Tuesday16

MeetingRoom15BrightonCentre Forum

1405-1520

Pavilion-TheGrandHotel

80 audience

Talk

TD

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

Charlotte-TheGrand Hotel

250 audience

Talk

LT,MD

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

Empress-TheGrandHotel

250 audience

Talk

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

Alexandra-TheGrand Hotel

250 audience Forum 1405-1520

Forumonpre-andnewundergraduatestudents continued

Empoweringeducators:lessonstudyastheheartbeatofCPD

MirelaCristina ManeaGultekin (SchoolofForeignLanguagesGaziantepUniversity)

LessonstudyisaPDapproachhavingtheultimategoalofimprovedteachingandlearning (Fernandez,2002).Thistalkreportsalessonstudycaseattertiarylevelwhereagroupofteachers exploredwaystodeveloptheirlearners’fluencyinspeakingthroughacollaborativeandreflective processthatallowedthemtoenhancetheirteachingskillsandimprovestudentlearningoutcomes.

PuttingAItouseinclass:empoweringschoolsandteachers

Wilim Abrook (LearnCube)

ArtificialIntelligenceisalreadyimpactinglanguageeducation,onlineandoffline.Howcanwetake advantageofgenerativeAItocreaterobustandreliablelessonmaterials?Whatarethelimitationsand pitfallstobeavoided?I'llbeaddressingtheseandotherquestions,drawingonmyexperienceasa curriculumcreator,andindevelopinganAITeacher'sAssistantforonlineclasses.

Relevanceinrevolution

Thom Jones (ExpressPublishing)

Withanecological,economicalandpoliticaltidesweepingestablishedideasandsystemsaway,what comesnext?Thistalkwillexplorethepedagogicalcompassforteachersinaneraofradicalchange. Wewilllookatwhichelementsofeducationareintrinsicallyusefulandtheskillsandvaluesthatwill continuetoberelevanttomorrow,andhowtoteachthem.

ForumonhowtoinspireglobalcitizenshipinELTclassrooms continued

Session1.6 1535-1605

Auditorium1-Brighton Centre

500 audience

Talk

ESP,TTEd a, e,le

Syndicate1-Brighton Centre

200 audience

Talk

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

Syndicate2-Brighton Centre

200 audience

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

Syndicate3-Brighton Centre

200 audience

Talk BE,TD t,a, e,le

Syndicate4-Brighton Centre

200 audience

Talk GI,MD p, e,le MaWSIGShowcase

IworkincommercialESP

Evan Frendo (Freelance)

Tuesday16

MostpublishedresearchinESPcomesfrompeopleintheacademiccommunity,andlargelyignores thethousandsofpractitionersworkinginnon-academiccontexts.Basedoninterviewswithsuch practitioners,thistalkaimstoofferperspectivesnotoftendiscussedintheliterature.Relevantto anyoneworkinginESP,itwillbeofparticularinteresttothoseworkinginESPteachereducation.

Fixin’whatain’tbroke–thelanguageengineers

Jonathan Marks (Freelance)

‘Languageengineers’,includingusinEnglishLanguageTeaching,attempttosteerorhaltthe evolutionofEnglish.IwillshowhowsuchengineeringisevidencedintheEnglishweuseandteach, andsuggestthatintheeraofEnglishasaLinguaFrancaweshouldrespectlanguageevolutionand diversification,prioritisingintelligibilityoverconformitytotraditionalconceptionsofaccuracy.

NewdirectionsinELTdictionaries:insightsfromresearch

Julie Moore (ASHornbyTrust)

Inthissession,I’llquestionwhatacontemporaryELTdictionaryis,orcouldbe,byexploringthemes thathaveemergedfromresearchprojectsfundedbytheASHornbyDictionaryResearchAwards (ASHDRA).I’llpresentprojectsaroundmultilingualresourcestosupporttranslanguaging,the innovativeuseofimagesanddifferentdictionaryformats,aswellasresearchintocontemporary dictionaryusageandskills.

Howcanwereallyevaluatelearninganddevelopmentoutcomes?

Ben Dobbs (DistanceCert)

InbusinessEnglishtraining,relevantstakeholderssuchasHRmanagerswillneedtoseeameasured returnontimeandmoneyinvested.Attendeestothistalkwillgainuseful,practicalideasforwhatcan bemeasured,calculatedandreportedtodemonstratethesuccessandbenefitsoftrainingincluding feedback,knowledge,skills,mindset,workplacemetrics,decisionsmadeandmore.

HowsustainableissustainabilityinprimaryEFLcourseware?

AndrewJohn Starling

(GrupoSM-UniversityofDaytonPublishing)

Sustainabilitycontinuestobeanimportanttopicaroundtheworldandthistalkexaminesthekey decisions,process,andlessonslearned,behindtheconceptualizationandcreationofanELTonawardwinningELTseriesforprimarylearnersthatcombinesEnglishandtheUN’sSustainableDevelopment Goalstoraiseawarenessofglobalbigissuesandtoencouragechildrentogetinvolved.

Session1.6 1535-1605 continued Tuesday16

Skyline-BrightonCentre

150 audience

Talk

GI,MD

s,t,a, e,le

MeetingRoom1ABrightonCentre

60 audience

Talk

LA,YLT

p,s,t,a, e,le YLTSIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Talk RES,TTEd s,t, e,le ReSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

GEN

s,t,a, e,le

MeetingRoom1DBrightonCentre

80 audience

Talk

EAP t, e,le

MeetingRoom3-Brighton Centre

50 audience

PlenaryQ&A LT

MeetingRoom5-Brighton Centre

50 audience

OpenForum LAMSIGShowcase

MeetingRoom6-Brighton Centre

50 audience Talk

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

MeetingRoom8-Brighton Centre

50 audience

Talk

Talk

TD,TTEd a, e,le

MeetingRoom9-Brighton Centre

70 audience

Talk IPSEN s, e,le

GlobalEnglishes,localmaterials

Steve Brown (UniversityofGlasgow)

WhilecurrentacademicdiscoursepromotesglobalEnglishesandtheemancipationoflearnersfrom ‘nativespeakernormativity’,genericmaterials-producedwithnoparticularcontextinmindand presentingamonolithicviewofEnglish-arestillhighlyprevalent.Thistalkexploresreasonsforthe enduringpopularityofgenericmaterials,beforeofferingsomealternativeapproachestomaterials sourcing,designanddevelopment.

Encouragingmeaningfulpeerfeedbackamongprimarystudentsusingsuccesscriteria

QuỳnhMaiNgọc Lê (BritishCouncilVietNam)

“IlikeyourwritingbecauseIlikeit!”Everwonderedhowtoguideourprimarystudentstogivericher, moreconstructivefeedback?Thisactionresearchdivesintoapeerfeedbackmodelfocusingon buildingsuccesscriteriaandsharesmyfindingsfortheproject.Theaudiencewillleavethesession withapracticalmodelthatcanbeadaptedtotheircontexts.

Supportingnon-permanentELTINSETtrainersinIndia

Kalyan Chattopadhyay (BankimSardarCollege,UniversityofCalcutta)

TheIndianELTINSETtrainingprogrammesindifferentstatesheavilyrelyonnon-permanentteacher trainers.Inthistalk,IshallpresentfindingsfromaBritishCouncilfundedresearch,startingwiththe preparatorysupportandtheirperceptionaboutthem,thenshiftingtoadequacyofpreparations,ways theyovercomethechallenges,andothersupporttheyneedtofunctionaseffectivetrainers.

Hiddendepths:unlockingthelexicalpotentialofexamtexts

Sérgio Silva (CulturaInglesaDuquedeCaxias)- WinneroftheLexicalLabScholarshipfor lexically-orientatedteachers

LexisiscentraltoC1/C2examssohowcanwemakeitaprominentfeatureofexamclasses?This sessiontacklesthisquestionhead-onbyexploitingthepotentialofexamtextstoserveasabasisfor thedevelopmentoflearners’lexicalcompetence.Anumberofactivitieswillbedemonstratedwith referencetosamplepapersandaplanningframeworkprovided.

Doesteachingformulaiclanguageactuallyimprovestudentwriting?

Melissa Corlett (UCL)

AcademicEnglishisoftenformulaicandmostAcademicWritingcoursesteachformulaiclanguagefor signpostingandotherfunctions.Butdostudentsactuallyusetheseformulas?Whichtasksteachthem effectively?Andmostimportantly,dotheymakestudentwritingbetter?Thistalkpresentsresearch intostudents’useofformulaiclanguageinEAPmaterials,basedonacorpusofstudentwriting.

Question&answersessionrelatingtoVickySaumell’splenarysession

IfyouattendedVickySaumell’splenarysessionthismorningon TheAIfactor:havewefigureditoutyet?, youarewelcometoattendthisrelatedsession.Thiswillallowparticipantstoaskanyquestionsor addressanyissuesthathavebeenraisedbyVickySaumell’stalk.

IATEFLLeadership&ManagementSpecialInterestGroupOpenForum ConnectingELTleadersandmanagersaroundtheworld

JoinusatourOpenForumtomeetwithotherELTleadersandmanagersandcatchupwithLAMSIG newsandplans.WewouldlovetohearyourideasandhopesforourSIG’sfuturedirectionsandtolet youknowhowyoucangetinvolved.

Reflectivepracticeandthe CambridgeInternationalProfessionalDevelopmentQualifications

César Bizetto (SãoPauloOpenCentre)

Thistalkaimsatdescribing CambridgeInternationalCertificatesinClassroomPractice and Teaching BilingualLearners andtheirroleinfosteringprofessionaldevelopmentthroughreflectivepractice.We willbrieflyrevisetheconceptofreflectivepractice,analyzetheresultsofasurveycarriedoutwith formercandidatesontheimpactsuchqualificationshavehadintheircareersaseducators.

Masteringmicrolearning:shortintime,powerfulinresults

Ievgeniia Kaskova (EducationFirst)

Withshorterattentionspansandbusierschedules,teachersfaceadauntingchallenge:findingtime fortheirprofessionalgrowth.Settingasidetwo-hourchunksoftheworkdayhasbecomeincreasingly difficult.Thisengagingtalkwillunveiltheessentialprinciplesofeffectivemicrolearningandoutline somepracticalexamples,takenfrommyexperience,thatwillempowerteachertrainerstobenefit fromthisapproach.

MeetingdiverselearningneedsthroughTSLLandUDL

Lucas Lepelt (UniversityofEducationHeidelberg)

TeachingininclusiveenvironmentsrequiresEFLteacherstocreatedifferentiatedtasksthatare suitableforalllearnersofheterogenouslearnergroups.CombiningtheprinciplesofTask-Supported LanguageLearning(TSLL)withtheconceptofUniversalDesignforLearning(UDL)couldprovetobe beneficialforEFLteacherssincebothaimtoimproveandmaximizeteachingandlearningforall people.

Session1.6 1535-1605 continued Tuesday16

MeetingRoom10BrightonCentre

60 audience

Talk

LT,TEA

s,t,a, e,le

TEASIGShowcase

Office11-BrightonCentre

40 audience

Talk

EAP

a, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

GEN

s,a, e,le

Pavilion-TheGrandHotel

80 audience

Talk TD a, e,le

Charlotte-TheGrand Hotel

250 audience

Talk

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

Empress-TheGrandHotel

250 audience

Talk

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

Alexandra-TheGrand Hotel

250 audience

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

ChatGPTandassessment:thistimeit’spersonal

Shaun Sweeney (DublinTEFL)- WinneroftheTrinityCollegeLondonLanguageExaminations Scholarship

Theimportanceofpersonalised,contextually-relevantstudyandpracticematerialsiswidely acknowledged.Extendingthistoassessmentisalogicalnextstep.Thistalkshowshowteacherscan harnessAItodevisebespokeformativeandsummativeassessmentsthatalignwithemergingneeds oftheirclasses.Wecanbothsavetimeandensurewemaintainaprincipledapproachtolearningand assessment.

AmIemployable?Students’perceptionofskillsrequiredforemployment

Kamila Helmy (TheAmericanUniversityinCairo)

Thispaperwillfocusonstudents’perceptionsofthegenericskillstheybelievetheypossessandfit employers’demands.Basedontheresultsofthequestionnaireconductedwiththem, recommendationswillbemadetosuggestmodificationstothecurriculum.Theresultsofthe questionnairewillbesharedwiththeaudience.

Bringinginterculturalawarenessintotheclassroom

DanielMan-Hon Tse (InternationalHouseMilanandSanDonato)

Interculturalawarenessisavitalskillthateverybodyneedsinourincreasinglyconnectedworld.How canteachersintegratethisskillintoEnglishlanguageteachingandlearning?Inthisinteractivetalk, weshallexplorefourclassroomactivitiesthatteacherscaneasilyexploitforraisingintercultural awarenessamonglanguagelearners,betheyteenagersoradultsingeneralEnglishorexam preparationclasses.

Soyou’veheardofTBLT…

Neil McCutcheon (ELTeach)

…butyouhaven’ttrieditout?Thissessionisforteachersinterestedinexperimentingwithtask-based learningbyadaptingpublishedactivities,ordesigningtheirowntasks.Afterrecappingthebenefits, I’llanswersomecommonquestionsfromteachersaboutimplementingTBLT.Iwillprovideexamples oftasktypes,includinginput-basedtasks,andtaskswithananticipatedlanguagefocus.

Thebesttechnologyforyourclassroomisyou

Rob Howard (IndependentAuthors&Publishers/EFLtalks)

Manyareturningtotechnologyasateachingtool.Thefactis,thereisnorecentresearch demonstratingthatusingtechnologyenhanceslearningorretention.Turningontechmightjustbe turningofflearners.Workingwithclassroomappscouldactuallybemakingitmoredifficultfor studentstofocusandlearn.Youmaybethebesttoolforyourclassroom.

Innovationforsurvival:learningfromregional-languageteachinginitiatives

GeorgeWilson(BritishCouncilFrance)

ThistalkwillconsiderhowBretonandWelshregional-languageteachingcaninformbestpracticein ELT.Theworkofregional-languageteachersprovidesinnovativeexamplesofhowtotacklequestions aroundlanguageuseinsideandoutsidetheclassroom,andaroundtherelationshipbetween languagesandidentity.ThetalkwillalsodiscussthepotentialfortheELTsectortosupportregional languages.

Howcanwemaketeachereducationprogrammesmoresustainable?

Matthew Ellman (CambridgeUniversityPress&Assessment)

Effortstoimproveteachingoutcomesindevelopingcountriestoooftenrelyona‘guestfromthe West’:non-localinstitutionsresponsibleforplanningandimplementingchange,and/orindividuals flownintodelivertrainingtolocalparticipants.Thistalkwillpresentalternativesthatoffergreater sustainabilityforpeopleandfortheplanet,withrecommendationsforthoseplanningteachertraining atscale.

Break 1605-1635 Tuesday16

FreeteaandcoffeewillbeservedintheExhibition, IATEFLStand

Primaryandsecondaryschoolteachersmeetup

Ifyouareamanager,directororacademicmaanger,cometotheIATEFLStandtomeetother professionalsandmakesomeconnections.

MeetthePatron

ComeandmeetIATEFL’snewPatron,JanBlake.

Pop-upPresentationStage 1615-1630

BritishCouncil

Therighttestattherighttime:howAIcanenhanceyounglearners’success

Joinusforagame-changingpop-uponourcutting-edge PrimaryEnglishLanguageTest,poweredby AI.Takeafewbriefmomentsinyourafternoonbreaktoinstantlyboostyourknowledgeofprogressive testingmethodologiesandhowAIisredefiningEnglishlanguageassessmentworldwide.AnIATEFL 2024mustsee.

Speakers:SimonaOrsingherandRadosvetaValkova

Eastbar-BrightonCentre

Posterpresentations(seepage29)

Auditorium1-Brighton Centre

500 audience Talk

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

Syndicate1-Brighton Centre

200 audience Talk TTEd ey,p,s,t,a, e,le

Syndicate2-Brighton Centre

200 audience Talk

ESP s,t, e,le

Syndicate3-Brighton Centre

200 audience Talk TD,TTEd p,s, e,le

Syndicate4-Brighton Centre

200 audience

Talk LT,MaW ey,p,s,t,a, e,le MaWSIGShowcase

Skyline-BrightonCentre

150 audience

Talk

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

MeetingRoom1ABrightonCentre

60 audience

Talk

RES,YLT p, e,le

YLTSIGShowcase

MeetingRoom1BBrightonCentre

60 audience

OpenForum ReSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Talk

BE t, e,le

MultimodalliteracyinELT:howtodevelopcontemporarycommunicationskills?

Kieran Donaghy (OxfordUniversityPress)

Inthistalk,Iexplorewhatismeantbymultimodality(theinterplaybetweendifferentmodesof communication)andmultimodalliteracy.Iexaminetheconceptsofviewingandrepresenting,and incorporatingthemintoclassroompractice.Ialsoconsidertheimplicationsonhowandwhatwe teach,andforcoursematerialsandassessmentcriteria.IwillreferencetheOxfordPaperon Multimodality

U.S.DepartmentofStateworldwideEnglishlanguageprograms

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

LearnhowU.S.embassiesaroundtheworldworkwithpartnerstosupportEnglishlanguageteaching andlearningatalllevels,includingengagementwithstudents,pre-serviceteachereducation,inserviceteacherdevelopment,andEnglishforspecificpurposes.Opportunitiesincludeexchange programs(forU.S.andnon-U.S.citizeneducators),onlineprofessionaldevelopmentcourses,local eventsandstrategicinitiatives,andsustainablepartnerships.

Visualizinglanguage:empoweringstudentsinartandEnglish Nenad Miladinovic (Trecikragujevackibataljon,Kragujevac,Serbia)

Inthistalk,IwillexplorethecaptivatingfusionofEnglishandartinouryear-longESPprogram.Wewill examinehowtraditionalandmodern,linguistic,andvisualskillsharmoniouslyempowerourstudents. Youwilldiscoverarichtapestryofprojectoutcomes,virtualmuseums,anddigitalportfolios,offering valuabletheoreticalinsightsandpracticalapplications.Joinmeonthisenlighteningjourney.

TrailblazingteachertrainersinVenezuela:ouronlinementoringsuccessstory

Nicky Francis (BritishCouncil,Venezuela&ELTConsultants), Oscar Carmona (UNEM,Venezuela)

Howcanwedevelopteacherscountry-widewhenfacedwitheconomicandconnectivityproblems?

Joinourtalkwherewedelveintothechallengesandachievements,andshareourexperiencesofhow thecollaborationofcross-culturalmentoringisempoweringteachersacrossVenezuela.Discoverhow acascadingprogrammetransformednationwideteachertrainingthroughsmartphonesandthe valuablelessonslearnedforeducatorsworldwide.

Fromwhiteboardtodashboard:howtogetyourcoursesonline

Ciarán Lynch (Freelance)

Withthegrowthinremoteandhybridlearningitisessentialtounderstandthesignificanceofonline coursesinELT.Yet,manyareunsurehowtotransitiontheirteachingfromphysicalclassroomstothe digitalones.Joinmeasweexplorehowtogetstarted,whatthehurdlesare,andwhattechnologyyou canusetoengageyourlearners.

Teacherresearchsupportgroups:amodelforcooperativeteacherresearch

Nino Nijaradze (AkakiTsereteliStateUniversity,Kutaisi,Georgia/HornbyEducationalTrust)SpeakersupportedbytheHornbytrust

ThistalkreportsontheresultsoftheHornbyTrustfundedprojectimplementedintheRepublicof Georgiaaimingtosupportschoolteachersintheprocessofconductingactionresearch.The presentedmodelcombinestrainingsessionsandfacilitatedlearningcommunityactivitiesandbrings togethertheadvantagesofmentoringandpeersupport.

ForeignlanguageanxietyinChileanprimaryEnglishlanguagelearners

Maria-Jesus Inostroza (UniversidaddeConcepción-RICELT)

ThistalkexaminesforeignlanguageanxietyofprimaryEnglishlanguagelearnersfromtwoschoolsin Concepción,Chile.Thisispartoflargerstudythatexploresthelearningexperiencesofthird,fourth andfifthgradersstudyingEnglishatstate-runinstitutions.Thevalidationofchildren’svoicesaspartof thepolicyevaluationprocessisdiscussed.

IATEFLResearchSpecialInterestGroupOpenForum

Empoweringeducators:navigatingthepost-Covidlandscapethroughteacherresearch

JoinusforanengagingOpenForumtoexchangeideasaboutwaystoempowereducatorsthrough teacherresearchinthepost-Covidlandscape.Learnaboutourglobaloutreachinitiativesandconnect withtheReSIGCommitteemembers.ShareideasonshapingthefuturedirectionoftheSIG.Joinusto inspireandbeinspiredinacasualandinteractiveget-together!

Collaborativeintelligence:partneringupforbusinesswriting

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

ConsideringtherecentsurgeinstudentuseofAI(artificialintelligence),wehavebeenlookinginto meaningfulwaystodesignandassesswritingassignmentsforourtertiary-levelstudents.Ourtalkwill presentourfindingsonhowourbusinessEnglishstudentspartneredupwithAItocompareand validatewhattheyhadproducedinanewlydesignedwritingassignment.

Session1.7 1635-1705 continued Tuesday16

MeetingRoom1DBrightonCentre

80 audience

Talk

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

MeetingRoom3-Brighton Centre

50 audience Talk

EAP,TD t, e,le

MeetingRoom5-Brighton Centre

50 audience

Talk

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

MeetingRoom6-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

LA,LT t,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Talk

EAP

t, e,le

MeetingRoom9-Brighton Centre

70 audience

Talk

TTEd

t,a, e,le

MeetingRoom10BrightonCentre

60 audience

Talk

EAP,TEA

t,a, e,le

TEASIGShowcase

Office11-BrightonCentre

40 audience

Talk

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

MeetingRoom15BrightonCentre 80 audience

Talk

GI,TTEd

a, e,le ProdProm

Inclusion–wherearewenow?

Varinder Unlu (StaffordHouseLondon)

Inclusionhasbeenthefocusofmanydiscussionsinrecenttimes,butwhatisthereality?Atitsmost basiclevel,itisaboutensuringthatnooneisdiscriminatedagainstbecauseoftheirage,disability, race,religionorbelief,gender,sexualorientation,orsocialbackground.Implementinginclusioncan beachallengeinreality.Howcanweachieveit?

AnalternativepathwayintoEAPusinglearningmaterials

Sharon Mcilroy (TheUniversityofReading), Daniel Devane (ISLI,UniversityofReading) PathwaysintoEAPareoftenconfusingandcontradictory,leavingtheEFLpractitionerunawareoftheir potentialandpossibilities.BasedontwoyearsofexperienceleadingadiversegroupofEAP practitioners,weproposethatthetransitionfromEFLtoEAPcanbemademoreaccessibleviathe structureduseandguidanceofasetofEAPlearningmaterials.

Movingtothemiddle:helpingmiddleleadersthrive

Barbara Craig (MacquarieUniversity), Sandra Pitronaci (ILSCAustralia)

Agoodmiddlemanagerisworththeirweightingold,maintainingdailyoperationsandquality teaching.Yetthisdemandingroleissometimesseenasunattractive,where‘transitionshock’forfirsttimeleadersandattritionarecommon.Togetherwewillexplorewhatenablesmiddleleaderstodo theirjobswell,andhowlanguageschoolscancreatesafeplacesforthemtothrive.

Empoweringlanguagelearners:artificialintelligence-drivenautonomy

Oybek Imomov (WebsterUniversityinTashkent)

AsaconfidentuserofArtificialIntelligenceplatforms,Iwillsharemyknowledgeandexperienceon howartificialintelligencecanpromotelearnerautonomy.ThissessionintroducesnewAItoolsand waystoencourageself-directedlanguageacquisition.Participantswilllearnaboutreal-world applicationsandpracticalinsightsforusingAI'spotentialinavarietyofEnglishlanguageteaching fields.

MappingandopencurriculumformotivationandachievementinEAP

Nermine AbdElkader (TheInternationalFoundationProgram-UniversityofToronto)

Adoptinganopencurriculumapproach(Matusov,2018),Ishowcaseademocraticandstudent centeredEAPcourse.Startingbymappingouttheacademicskillsessentialfortheirprospective studies,studentsareencouragedtosettheirownacademicgoalsandselecttheconceptsandskillsto achievethem.Formalassessmentsandselfreflectionsarealsoconductedregularlyincollaborationfor furtherplanning.

TeacherwellbeingonCELTA

ManuelAlejandro FloresLasarte (EnglishLanguageTeachingCentre,UniversityofSheffield), Erin Revell(UniversityofSheffield)

CanteacherwellbeingplayacentralroleinCELTAcourses,empowertraineesintheirfirstteaching jobsandraisethestatusofourprofession?Inthisinteractivetalk,wewillshareourexperienceofhow wehaveincorporatedteacherwellbeinginourUniversityofSheffieldCELTAcoursesandsharesome practicalideasthatcouldbeusedinothercontexts.

Arguingthecaseforthe(oral)defence

Michael King (CommunityCollegeofQatar)

Thissessionarguesforusingoraldefenceassessmentinundergraduatecompositionclassesrather thantheubiquitouspresentation.Thisalternativeapproachallowslearnerstodevelopnewspoken discourseskillsandhelpscounteracttheartificialintelligence-infusedplagiarismchallengesofour time.Attendeesareinvitedtoreflectonhowtheymightusethematerialssharedintheirown contexts.

HowChina'sdoublereductionpolicyhasinfluencedChineseEnglishteachers

Paul Knight (UniversityofNottingham)

TheChinesegovernment’s‘DoubleReductionPolicy’,wasintroducedinJuly2021.Thisimmediately causedadramaticreductioninprivateELTprovision.Theimpactofthisuponthecareerplansof noviceChineseEnglishteachersisthefocusofthistalk.DatafromChinesepost-graduatestudentsof TESOLandEducationisusedtoexplorethisimpact.

Developingresponsibleglobalcitizens(DGRC)-anErasmus+project

Jennifer Holden (InternationalHouseLanguageCentrePalermo)

Arewepreparingstudentswiththenecessaryknowledgeandskillstofacethefutureworld?Thistalk describestheprocessesandoutcomesofanEUfundedproject, DRGCCurriculumBuilder,inwhich21st centurytopicsandskillshavebeenmappedtotheCEFRtoallowteacherstoeasilydesigncoursesand lessonswhichhelplearnersachievetheirpotentialoutsidetheclassroom.

Session1.7 1635-1705 continued Tuesday16

Pavilion-TheGrandHotel

80 audience

Talk

LA

t,a, e,le

Charlotte-TheGrand Hotel

250 audience

Talk

IPSEN,TTEd a, e

Empress-TheGrandHotel

250 audience

Talk

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

Alexandra-TheGrand Hotel

250 audience Talk

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

Developinglearnerautonomythroughapeertutoringprogramme

Adelina RuizGuerrero (ITESO,TheJesuitUniversityofGuadalajara)

ThistalkpresentsauniversityPeerTutoringProgramme(PTP)wherestudentsareinvolvedinthe selection,training,promotion,andevaluationoftheprogramme.Theyhaveanactiveroleintheselfaccesscentre,andwehaveseenhowtheydevelopasenseofbelonging,ownership,responsibilityfor themselvesandtheirpeers,whichcontributestotheirautonomyaslearners.

Supportingneurodiversityoninitialteachertrainingcourses

Joanna Stansfield (InternationalHouseLondon), Melissa Lamb (InternationalHouseLondon) Howdoyousupportneurodiversetrainees?Hereatourcentre,wehaveinvestigatedtrainerand traineeexperiencesandthesystemsinplacetosupportthem.Theinsightwegainedhashelpedus puttogethernewprocedures,aguidebookfortrainersandtraineesandtrainerdevelopmentsessions. Joinustoexploreideasofhowtomakeyourcoursesmoreinclusive.

Teacherpreneurship:offeringuniqueonlineteachingopportunitiesforglobalEnglishteachers

Anna Hearrell (BridgeEducationGroup)

Englishteachershaveanunprecedentedopportunitytodiscoverwhataflexibleteachingschedule means.Learnhowyoucanbuildacareerthatmeetsyourneeds.Fromworkingwithonlineschoolsto advertisingyourservicesonmarketplacestobuildingyourownschoolandbecominga teacherpreneur,takechargeofyourcareerandexpandyourskillsasanindependenteducator!

Empoweringlanguageteachingthroughtheartofaskingcoachingquestions

Aliaksandra Chyhirynava (CultofEnglish)

Wewillexplainwhatcoachingquestionsareandmostimportantlywhattheyarenot,andgive examplesofthepowerfulonestobeusedinalanguageclassroom.Wewilldemonstratehow coachingquestionscanbeembeddedintothelanguagelearningprocesstomakelanguage acquisitionmoreefficient.Wewillsharesomecoachingquestionsforteachers.

Session1.8 1720-1805 Tuesday16

Syndicate1-Brighton Centre

200 audience

SignatureEvent TD,TTEd

Syndicate2-Brighton Centre

200 audience Workshop

EAP,ESP a, e,le

Syndicate3-Brighton Centre

200 audience Workshop

BE,ESP a, e,le ProdProm

Syndicate4-Brighton Centre

200 audience

OpenForum MaWSIGShowcase

Skyline-BrightonCentre

150 audience Workshop

GI,TD

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

ExpressPublishingSignatureEvent Teachinginthepastorteachinginthepresent?

JennyDooley

Whatexactlydoesitmeantobeateacherinthe21stcentury?Howdoyouknowwhetheryouhave embracedtheskillsrequiredtoeducatestudentsinthemodernworld?Areyouarmedwitheasily accessibletoolsandmeaningfulactivitiestoboostlearners'confidenceandfacilitateeffective communication,avitalskillforstudentgrowthandlearning?

TeachingacademicIELTSexampreparationstrategies:practicalclassroomactivities

Richard Gresswell (EnglishinYork)

Thisworkshopfocusesonpracticalwaysinwhichteacherscanenablestudentstoenhancetheir AcademicIELTSscore.Inparticular,wewillbelookingatwaysofhelpinglearnerstobecomemore familiarwiththedifferenttesttasktypesasakeywaytohelpstudentsprepareandperformmore effectivelywithrespecttotheirIELTSexam.

BusinessEnglishcoursecontentandstructure:keyissuesandsolutions

Gillian Bathmaker (DeltaPublishing)

WhatmakesasuccessfulbusinessEnglishlesson?Howcanwemotivatelearnersduringalongday’s work?Thisworkshopwilllookattheseandotherissues,withafocusoncoursecontentandstructure. We’llsharesolutionswe’veincorporatedintothenewDeltaPublishingcourse, BusinessImpact,and provideparticipantswiththeopportunitytoshareideasandraisequestions.

IATEFLMaterialsWritingSpecialInterestGroupOpenForum Inspirationsinmaterialswriting

Comealongtoourpaneldiscussion,‘Inspirationsinmaterialswriting’,andputyourquestionstothe experts.Youcanalsomeetthecommittee,findoutaboutourSIG,andnetworkwithMaWSIG membersbeforeoureveningeventcelebratingtenyearssinceourfirstPCE.Everyoneiswelcome!

ELTbottom-upteacherCPDthroughCoPsinRwanda

Laurent Ahishakiye (TheUniversityofWarwick/ATER/HornbyEducationalTrust)- Speaker supportedbytheHornbytrust

GlobalSouthELThaslongbeendominatedbyglobalandlocaltop-downpracticeswhichhavespoonfedteacherswithready-madepackagesthatareoftenincompatiblewithlocalcontexts.This workshopdescribesandinvitesparticipantstodiscussaninitiativedevelopedandimplementedby Rwandanteachersthroughcommunitiesofpractice,supportedbytheHornbyTrust,thatpromoted insiderexpertiseandbottom-upapproaches.

Session1.8 1720-1805 continued Tuesday16

MeetingRoom1ABrightonCentre

60 audience Workshop

TTEd,YLT p,s,a, e,le

YLTSIGShowcase

MeetingRoom1BBrightonCentre

60 audience Workshop

RES,TTEd a, e,le

ReSIGShowcase

MeetingRoom1CBrightonCentre

80 audience Workshop

GEN s,t,a, e,le

MeetingRoom1DBrightonCentre

80 audience Workshop

TD,TTEd s,a, e,le

MeetingRoom3-Brighton Centre

50 audience Workshop

GEN s,t,a, e,le

MeetingRoom5-Brighton Centre

50 audience Workshop

LAM a, le LAMSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Talk 1720-1750

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

MeetingRoom8-Brighton Centre 50 audience

Talk 1720-1750

EAP,ESP a,e

MeetingRoom9-Brighton Centre

70 audience

Workshop

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

Identitymapping:anactofidentifyingwithEnglish

Vinita Abichandani (GeorgeMasonUniversity), JoanKang Shin (GeorgeMasonUniversity)

IdentitymappingisapowerfullanguagelearningtoolthatteachersandstudentsofEnglishcan engagein.AlthoughitiscommonlyusedasaresourceinEnglishlanguageclassrooms,howoftendo westopandreflectonwhatEnglishmeanstoouridentities?Thisworkshopcreatesspaceforcritical reflexivityontheroleofEnglishaswemapouridentities.

Researchdataanalysis:ahands-on(andjargon-free!)workshop

Paula Rebolledo (RICELT)

Conductingtheanalysisofqualitativedataisgenerallyconsideredacomplexpartofthe(teacher-) researchprocess.Inthispracticalworkshop,Iwilldemonstratewaysthisprocesscanbesupported withsamples,framesandguidingquestions.Thematerialusedinthesessionhasbeendeveloped fromtheexperiencegainedassistingteachersincarryingoutexploratoryactionresearch.

Thejoyinbeingwrong(onsomanylevels)

Lucie Cotterill (IHBritishSchoolReggioCalabria)

Inlanguageteachingorganisations,wearewellawareofhowerrorsactasaspringboardforlearning butlanguagemistakesarejustonewaywecanhelpourstudentsandstaffbenefitfrombeingwrong. Thisinteractiveworkshopwillprovidearangeofactivities,inlinewiththe2030Agendagoals,tobe usedwithstudents,staff,andteachers.

Experimentingwithmetacognitionusingasix-stepcycle

Anna Young (BellEducationalServices)

Thisworkshop,forteachertrainersandteacherswhoareinterestedinclassroomresearch,willexplain asix-stepframework(The6DsCycle)anddemonstratehowitcanbeappliedtoanyclassroom-based experimentation.Wewillworkthroughanexamplefocusingon‘Metacognition’,basedonacycleof experimentationdonewithteachersandlearnersinalanguageschoolintheUK.

Self-assessmenttoachievedreams:competencymappingforsuccessfullearners

Jana Jilkova (CharlesUniversity,Prague&SecondaryVocationalSchoolKutnaHora,ATECR, CzechRepublic)

Discoverhowself-awarenessandgoal-settingdrivesuccess.Inthisworkshop,wewillexplore strategiesforyouandyourstudents.Engageinthreeversatileactivitiestoimproveplanningand decision-making.Departwithanactionplanforself-improvement.Whetheryouteachteensor anotheragegroup,initiateyournewjourneytosuccessnow.

Thefirst30daysasanewELTmanager

Georgia Papamichailidou (KaplanInternationalLanguages)

HaveyourecentlybecomeanELTmanagerandyou'rethinking"IhavenoideawhatI'msupposedto bedoing"?Inthisworkshop,wewillidentifythetransferrableskillsyouacquiredfrompreviousrolesin ELTandexploresimpletechniquesandtaskswhichwillhelpyoubuildtrust,connection,andrapport withyournewteam.

EnglishinAlgeria:betweenresistanceandopenness

Nadjouia Raoud (UniversityofAlgiers,Algeria)

ThistalkexaminesthefeasibilityofimplementingEnglishinstructioninprimaryeducationinNorth Africanfrancophonecountries,withafocusontheAlgerian'experience'.Onthebasisofobjective argumentsaswellasonopposingviewsandattitudes,italsoattemptstounderstandthechallengeof EnglishprovisioninArabic-speakingcontextsfromcultural,psychological,andeducational perspectives.

ThechallengesofEnglishforspecificpurposesforengineeringstudents

Naqaa Abbas (TexasA&MUniversityinQatar)

ThispapersharesthefindingsofastudyconductedatanengineeringbranchcampusinQatarwhich examinesstudents'perspectivesonEnglishforSpecificPurposesandoutlinesthechallengesand resistancetosuchacurriculum.Thepaperoffersrecommendationsaboutcurriculumdesignwithan emphasisonstudentmotivation,requirmentsandgoalwithinaspecificcontext.

Howtoteachandlearnvocabularythroughwordassociationtasks

Andrew Wimhurst (FreeUniversityofBolzano/Bozen)

Thisworkshopintroduceswordassociationtasks(WATs)andhowtheycanfacilitatevocabulary teachingandlearningintheEnglishlanguageclassroom.Activitieswillincludehowtopre-teach vocabularythroughWATsandteachingnewwordsthroughwordassociation(WA)games.Participants willlearnhowtocreateadatabasewhichcandemonstratehowtheirlearners'lexishasdeveloped.

MeetingRoom10BrightonCentre

60 audience

OpenForum

TEASIGShowcase

Office11–BrightonCentre

40audience Talk

1720-1750

ESOL,GI t, e,le

MeetingRoom15BrightonCentre

60 audience Workshop

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

Pavilion-TheGrandHotel

80 audience Workshop

EAP,LA

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

Charlotte-TheGrand Hotel

250 audience Workshop

RES,TD

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

Empress-TheGrandHotel

250 audience Workshop

TD

s,t,a, e,le

Alexandra-TheGrand Hotel

250 audience Workshop

GEN

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

EveningEvents

Syndicate2-Brighton Centre

1930-2030

IATEFLTesting,Evaluation&AssessmentSpecialInterestGroupOpenForum

TheIATEFLTEASIG,dedicatedtolanguagetesting,assessment,andevaluation,hostsanOpenForum featuringupdatesontheSIG'spreviousyear,forthcominginitiatives,financialmatters,anda'meetthe committee'session.ThisinclusiveeventensuresbothcurrentandnewSIGmembers,aswellasnonmembers,feelwelcometoengageindiscussionsaboutlanguageassessmentanditsfuturewithin Englishlanguageteachingandlearning.

ChallengingnativespeakerisminaKoreancollegeEnglishcourse

Soyoung Lee (KonkukUniversity,Seoul)

BuildingconfidenceamongEFLlearnersisnotaneasytask.Thepresentationexplainshow challengingnativespeakerismwasakeyfactorinbuildinglanguagelearnerconfidenceinaKorean collegeEnglishcourse.Itdetailstheconceptualandmethodologicaltoolsusedduringtheprocess andconcludeswithreflectionsfromthestudentsandtheinstructor.

Howcanco-coachinghelpustounderstandculturaldifferences?

Barbara Roosken (FontysUniversityofAppliedSciences)

Whichstrategiesfosterasenseofbelongingandinclusionandhowcandiversitybeembraced?This workshopexamineshowteachersmayaccommodateculturaldifferencesinanESLcontext.Cultural challengescanbeovercomethroughincreasedawarenessamongstourstudentsbymeansofcocoachingactivities.Asetofpracticalactivitiesdesignedtoimplementthisteachingapproachwillbe shared.

Makingthe"write"stuff

Caroline Linse (QueensUniversityBelfast)

ThisworkshopwillbeginwithanoverviewofTheMakerMovementandanexplanationofhow makingartifactscanhelplearnersdevelopcreativityandoralandwrittenskills.Wewillexaminea widevarietyofartifactssuchasbrochures,buspasses,cartoons,cataloguesetc.Next,participantswill createtheirownsamplewrittenandoralartifactsthatfittheircurriculum.

Becomingareadingteacher:linguistic,social,personalandpedagogicalviews

Amos Paran (UCLInstituteofEducation), Jane Spiro (OxfordBrookesUniversity)

Inthisworkshop,wediscussandpresentactivitiesfromourbook, BecomingaReadingTeacher, demonstratingtheconnectionsbetweenresearchandbestpedagogicalpracticesinteachingreading. Weintegratefindingsfromcognitiveviewsofreading,thesociologyofreading,andreading engagementtounderstandtheroleofteachersasreadersthemselves,modellingreadingenthusiasm andprocessesfortheirlearners.

Teachingmediation:mediatingconceptsandmediatingcommunication

ChiaSuan Chong (NationalGeographicLearning)

TheCEFRhavehighlightedmediationskillsaskey.Buthowcanweteachstudentstomediate conceptsandcommunicationbeyondlistsofusefulphrases?Howcanstudentsbetterparticipatein groupconversations,dealwithdisagreementsandmanagedifferencesinmulti-culturalspaces?This workshoplooksatpracticalideasofhelpingstudentsdeveloptheircommunicationskillsandbeing morecommunicativelycompetent.

MultimodalityanddigitalliteraciesinELT

LeandroPaladino(ColegioYork)

Thispracticalworkshopwillexploretherelatednotionsofmultimodalityanddigitalliteraciesfroman ELTperspective.Teacherswillhaveachancetodiscussandtakehomearangeoftools,strategiesand resourcestoimplementinclassroomsofvariouslevelsandages,tohelpstudentsbetternavigatethe increasinglycomplexworldinwhichwelive.

Tuesday16

IntroductiontoBrighton HostedbyBrightonWalks

Agentlepromenadeorawalkonthewildside?Youdecideonthisfascinatingvirtualwalkdiscovering Brighton'spastandpresent,famous,infamousandincredulous!Fromasleepyfishingvillagetothefirst seasidesparesortresultingintheescapadesofheadyRegencytimes,throughVictoriansandpiers, modsandrockersandqueers!KeithWaterhousesaid"Brightonlookslikethekindofplacethatis continuouslyhelpingthepolicewithitsenquiries"....why?comeandfindout!

10%discountoffer

Pre-bookawalkingtourofBrightonwithBrightonWalks

andreceivea

10%discount asanIATEFLdelegate!

Contactinfo@brightonwalks.comfordetails

Day2 Today’sHighlights Wednesday17

SpecialInterestGroupOpenForums

ComeandlearnmoreaboutourSpecialInterestGroups(SIGs) andhowyoucangetinvolved.

1105-1135 Syndicate4 Pronunciation(Pron) SIG

1500-1530 MeetingRoom1B TeacherTraining& Education(TTEd)SIG

1645-1815 MeetingRoom1A LearnerAutonomy(LA) SIG

1730-1815 Pavilion TeacherDevelopment (TD)SIG

OntheExhibitionPop-upPresentationstage

0835-0855 HowtowriteCVsthatgetresultswithPeter Panayotou.

1140-1155 IELTS

AnoverviewoftheupdatedIELTSWritingband scoredescriptorsandassessmentcriteria

1255-1310 OxfordUniversityPress OxfordTestofEnglishAdvanced:tastertour&take awaytips

1315-1330 LanguageCert

PavethewaytoEnglishproficiencywith LanguageCertESOLforSchools!

1340-1355 NationalGeographicLaarning Fivewaystomakeyourschoolgreener

1535-1550 ETSGlobal TOEFL®MasteryChallenge

OntheIATEFLStand

ComealongtotheIATEFLStandduringbreaktimesand lunchtimestomeetwithlike-mindedELTprofessionals.Ifyou feelyoufitintoanyofthecategorieslistedbelow,we’dloveto meetyouthere!

1130-1205 TeacherTrainers

1250-1415 MeettheIATEFLScholarshipCommittee

1530-1600 Materialswriters,proofreaders,editors, publishers,MeettheIATEFL Voices editor

TypesofConferencesession

Plenaries

Achanceforallconference delegatestojointogetherto listentoworldclassexperts. Eachplenarywillhavea questionandanswersession laterthesameday.

SignatureEvents

Ashowcaseofexpertiseand

state-of-the-artthinkinginan arearelevanttothehost organisation.

Talks

A30-minutesessionrelatingto theoryandpractice.

Workshops

A45-minuteinteractivesession withaudienceparticipation.

Mindfulnesssession

SponsoredbyDuolingoEnglishTest 0815-0845|Skyline Maketheperfectstarttoyourconferencedaywith amindfulnesssessionledbyalocalpractitioner.

SignatureEvent

BritishCouncil

ThefutureofEnglishintheage ofAI

1645-1815|Syndicate2

Whathavewelearnedthroughourrecentresearchand experimentswithapplyingAItoteachingandassessment?How canwecollectivelyworktogethertoovercometheissueswe’ve identified?HowcanteacherssafelyrealisethepotentialofAIto supportlearning?AsthefutureofAIandELTunfolds,joinusto exploreanswerstothesequestionsandmore.

Speakers:AdamEdmett,NeenazIchaporia,MarianoFelice,Helen Crompton,AmyLightfoot

EveningEvents

DynamicDuets

1830-1930|Syndicate1

InDynamicDuets,twopresenterscollaborateonasingletalkon anyissue(ELTornon-ELT)foratotaloffiveminutes.However, andthisistheimportantpart,eachofthepresentersmust presentanalternativeviewofthetheme,ideallyacompletely differentpositiononit.Forexample,“coursebooksarevitalto teachingalanguage”vs.“coursebooksarerestrictiveandnever needs-oriented”,althoughnon-ELTtopicsareencouragedtoo. Thisformatencouragesinteractionanddialoguebetween presenters,aswellasprovidingdifferentperspectiveson thetopic.

BritishCouncilDrinksReception

1930-2000|Syndicate2

Hostedbyoureveningeventssponsorthemselves,British Councilinviteyoutojointhemfordrinksandnetworking.

InternationalQuiz

2000-2200|Syndicate3&4

Thepopularquizisbackagain!You’llneedaglobalteam(you cancomealongandjoinoneonthenight!)withdiverseinterests andknowledge,asenseofhumourandadesiretomeetnew people,havesomefun,networkandworktogethertoscore morepointsthananyotherteam.Music,fun,drinksandnibbles, andthechancetobecrownedquizchampionsofBrighton2024.

Forums

A75-minutesessionmadeup ofthreetalksonarelatedtopic.

Panels

A75-minutesessionwhere fourorfivepeoplepresent theirviewsonatopic.

LightningTalks

A45-minutesessionwhere

8-10speakershavethree minutestopresenttheirideas.

Posters

Avisualdisplayofanareaof researchortheoryand practice.

SIGOpenForums

Anopportunitytogettoknow aSIGbetter.

Auditorium1-Brighton Centre

Becauseyou’reallworthit!

ZarinaSubhan

In1973,L’Oréalintroducedtheslogan“BecauseYou’reWorthIt!”toselltheirbeautyproducts.Implying tovalueoneself,womenshouldbuytheirproducts.Exceptthatquiteafewskincoloursaroundthe worlddidnotmatchtheirmake-upproducts,makingsomenotworthit!Afewdecadeslater,during theCovidpandemic,maleliveswereworthmorethanthoseoffemalesbecausethe‘gender-neutral’ personalprotectiveequipmentformedicalstaffisdesignedaroundamalebody.Newscoverageof climatechangeorwarusesdifferentstrengthsoflanguagedependingonwhatregionsoftheworldare affected,regardlessofthenumbersofliveslost.Thesearesomeexamplesoftheintersectinglayersof inequalitythatexistinourworld,whereempathyisreservedforthosewholookorsound‘right’,or ‘relatable’.

AsELTprofessionals,shouldwecare?Caringisattherootofwhatwevalue;whatwevalueisatthecore ofwhat,orwhowerespect;whatorwhowerespectunderlinesthewayweinteractwithoneanother. Givenitsinternationalusage,Englishcrossesborders,cultures,classes,andcastes.Itcan,therefore,be arguedthatEnglishisatoolthatcanreducedifferencesandincreaseempathy.ThisiswhyIthinkwe shouldcare.

Whetheryouareapublisher,editor,writer,institutiondirector,manager,teacher,teachereducator,or researcher,weallhavearoleincaringaboutwhatthe‘normal’frameworkisthatELTisgiven.Along whatlinesofintersectionalityareweexcludingvoices,images,andopinionstoberepresentedtoour students?Whoarewesubconsciouslysayingisandisnot“worth”afairandequitablerepresentation? Withoutdiversity,equity,andinclusionhowcanEnglishlanguagestudentsrelatetothepeoplethey mayonedayinteractwithusingEnglishasaLinguaFranca?

AboutZarina:

AlthoughZarinaSubhanoriginallyqualifiedasascientist,shehasbeenworkinginthefieldofELTfor over30years.Shehastaughtatalllevels,inbothprivateandgovernmentinstitutions,andworked worldwideasateacherandteachereducator.Inadditiontoworkinginandwitheducational institutions,shehasexperienceworkingwitheducationalpolicymakers,NGOs,communityleaders, localandstategovernments,andinavarietyofteachingandtrainingcontexts.

Zarina’stimeisnowspentasanauthorandteachereducatordeliveringcourses,workshops,and conferencepresentations.Havingworkedinthescience,educational,anddevelopmentsectors,her interestsaretheneurologyoflearning;CLIL;CPDforteachers;inclusiveandsustainableeducation.

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

Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations for changes and cancellations

Session2.1 1020-1050

Auditorium1-Brighton Centre

500audience Talk

TD,TEA s,t,a, e,le ProdProm

Syndicate1-Brighton Centre

200 audience

Talk

LA p,s,t,a, e,le LASIGShowcase

Wednesday17

Engagingandeffectiveexampreparationusingaudio-visualanddigitalresources

Gerald Smith (SensationsEnglish)

Integratingaudio-visualanddigitalresourcesintoexampreparationclassroomsleveragessignificant benefitsinpreparingstudentsforstandardizedtestssuchasIELTS.Thisapproachenhanceslearners’ engagement,lexicalawareness,independence,confidenceandproductiverepertoirecompared againstcoursebook-basedapproaches.Participantswillexploreinsightsandusefultechniquesthat exploittheserich,authenticresourcesinexamcontexts,withexamplesfromSensationsEnglish.

Whyshouldwemakespaceforthediscussionoflearning?

David Byrne (ECEnglish), Mark Heffernan (QueenMaryUniversityofLondon)

Teachersoftenfearrunningoutofmaterial.Thisfearleadstooverplanningthebeginningofyour lesson,addingextraactivities.Thiscanleavelittletimefordiscussionoflearning(feedbackand reflection).Webelievethisiskeytolessonsuccess.Therefore,inthistalk,wegivepracticalideason howtoplanabalancedlessonwithtimetodiscusslearning.

Syndicate2-Brighton Centre

200 audience

Talk

TD,TEA

s,t,a, e,le

Syndicate3-Brighton Centre

200 audience

Talk

BE,ESP t,a, e,le BESIGShowcase

Syndicate4-Brighton Centre

200 audience Talk PRON

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

Skyline–BrightonCentre 150audience Talk

LT s,t, e,le ProdProm

MeetingRoom1ABrightonCentre 60 audience Forum 1020-1135

EAP,TTEd s,t, e,le

EAP,ESP t,a, e,le

EAP,ESP t, e

MeetingRoom1BBrightonCentre

60 audience

Talk TTEd,YLT

p, e,le TTEdSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Talk

YLT

AssessingwritingatCEFRB2&C2levels

Fannie Daou (ExpressPublishing)

Whatisthedifferencebetweenassessmentandgradinginwriting?Gradingcanmeasurestudent performancebutisnotnecessarilyanaccurateindicatorofstudentlearning.Assessmentand feedbackexceedgrading,lookingatpatternsofstudentlearningandusingthatdatatohelpstudents learnmoreeffectively,improvingoverallwritingperformance.

Effectivebusinesscommunication:linkinggrammarandmeaning

Silke Riegler (UniversityofAppliedSciencesLandshut/Germany)

Grammarinstructionisstillcentralatuniversitylevelbutoftenlacksinteachingstudentsthepractical useofgrammarinreal-lifebusinessscenarios.Whilestudentsexcelinapplyingrulesintests,they frequentlyencounterchallengesincommunicatingadeptly,especiallywithinprofessionalcontexts. ThistalkdiscussesaB2-C1universitycoursethatbridgesthegapbetweengrammartheoryandrealworldcommunication.

TeachingEnglishpronunciationforaglobalworld:activitiesforintelligibility

Gemma Archer (OxfordUniversityPress), Robin Walker (OxfordUniversityPress)

Theprincipalgoalofpronunciationteachingtodayisintelligibility.Thisisclearlyreflectedinthe2019 CEFRpronunciationdescriptorsortheratingscalesofthemajorexamboards.Inthistalkwewillshow activitiesthathelpteachersmakeintelligibilityameaningful,achievablegoalforlearnersanywherein theworld,drawingonideasfrom TeachingEnglishpronunciationforaglobalworld (OUP).

LeveragingAIinELT:givingteachersandstudentssuperpowers

Will Jordan-Cooley (PangeaChat)

ThistalkwilldemonstratehowadvancedAIcangrantteachersandstudentslanguage-learning superpowerslikeprovidingpersonalizedfeedbackduringclassroomtasksandbreakingdownbarriers suchascommunicationanxiety.Iwillpresentstrategiesforprovidingconsistent,individualized feedback,engaginglearnersofallproficiencylevels,andadaptingteachingtoreal-timeneeds throughtheAI-powered,instant-messagingplatform PangeaChat.

ForumonEMIinEAPsettings:perspectivesandpractices

EMI:it'snotrocketscience,exceptsometimesitis

Frances Amrani (GirtonCollege,UniversityofCambridge)

WhatisEMIandtheissuesitraises?Thistalkwillpresentsomeofthequestionswhicheducatorsfind themselveswithwhenaskedtoimplementEMI.ItwillexplorewhyEMIissopopularwithpolicy makersandeducationaldecisionmakers.Itwillsuggestpracticalwaystosupportitssuccessful implementation,includingunderstandingexpectations,beliefsandassumptionsandadapting methodology.

EnhancingacademicliteraciesthroughEMI:universitystudentinsights

Evangelia Xirofotou (UniversityofThessaly,Greece)

TheresearchpresentsfindingsontheevaluationoftheinitialimplementationofanAcademic LiteraciesProgram.Thestudywillpresentthesurveyquestionnairefindingsadministeredtoadiverse groupcomprisingbothGreekandErasmusstudentswhohaveexperiencedanEnglishmedium instruction(EMI)approach.Thetalkofferspracticalandtheoreticalimplicationsforenhancing university-levelskillsdevelopmentprograms.

HowtosupportEMIstakeholdersthroughcollaborationwithESPpractitioners?

Michelle Hunter (UniversityofYork)

Myresearchidentifiedadisconnectbetweenstudentexpectationsandhowlecturerstaughton Englishmediuminstruction(EMI)coursesataGermanuniversity.Thetalkaimstocollaboratively considerwaysinwhichESP/EAPpractitionerscouldsupporttheirEMIcolleaguesinachieving contentdeliverythatmeetsdemandsforlanguageimprovementandacademicsuccess.

ThewayforwardisglobalcollaborationinELT

Belen Albarracin (ColegioBayard)– WinneroftheTrinityCollegeLondonTeacherTraining Scholarship

Canprimaryschoolsanduniversitiesworkjointlyinawin-winscenario?Whatisrequiredatbothends tosustainprojectsofthissort?Inthistalk,Iwillsharethelearningoutcomesofatwo-yearGlobal CollaborationProjectthatdefinitelypavesthewayforfuturepartnershipsbetweenschoolsand universitiesformultiplepurposes,reflectingonadjustmentsandfuturesteps.

Summerschooltofulltimeeducation–bridgingthegap

Kate Smook (MillfieldEnterprises,MillfieldSchool)

Parentsoftenseesummerschoolasawayofintroducingtheirteenstotheideaofattendingayear roundUKboardingschool,buthowwelldoesashortcoursepreparethemfortherealityofschool life?Thistalkwillexploresomeofthestrategieswhichmayhelpbridgethegapbetweenaholiday courseandyearroundeducation. Session2.1 1020-1050 continued

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E.Motion(EnglishinMotion):let’sreMOVElearningdifficulties

Barbara Seeber (middleschool"PaulTroger",Monguelfo,Italy)

Motion,braindevelopmentandlanguagelearninggohandinhand.Aslanguageteachers,wecan takeenormousadvantageofthisfact.Identifyatwhatstageofthelearningprocessyourstudentsare, understandhowandwhytheyexperiencelearningdifficultiesandbringthembackontrackandinto balancebyofferingthemsimplebutspecificmotionexercises.

AculturalprogrammetoenhancelanguagelearninginEFLcontexts

Camila Selarin (AssociaçãoCulturaInglesaSãoPaulo), Vitoria Tavares (AssociaçãoCultura InglesaSãoPaulo)

ComelearnhowtheculturalprogrammeofalargeBrazilianEFLinstitutehasbeenallowinglearnersof allagestodeveloplinguisticandsocialskillsthroughmusic,dramaandotherculturalmanifestations. Inthistalk,wewillpresenttheneed,implementationandresultsoftheprogramme,delvingintoafew ofitsvariedcomponents,andsuggestingadaptationsfordifferentcontexts.

Motivatingadultsinlanguagelearningenvironments:sparkingenthusiasmforlearning

Leo Tzampazis (UniversityofBedfordshire)

Itiswidelyacceptedthatemployingmotivationaltechniquesintheclassroomcanbooststudents' drivetolearnandincreasetheirconfidence.Thispresentationseekstointroducearangeofteaching strategiesuniquelycraftedtogeneratemotivationinstudentswhoarestudyingEnglishasasecond languageandinformfuturemotivationaleducationalpracticeforL2teachers.

ThematicanalysisofJapanesestudents’reflectionsoninterculturalcommunicativecompetence

Samuel Nfor (SeitokuUniversity,ChibaJapan)

InModelUN,studentsfromdiverseculturalbackgroundsrepresentdifferentcountriesondifferent committeesandengageindiscussionswithglobalissues.Thispresentationdemonstrateshow Japanesestudents’participationandinteractioninEnglishinModelUNenablesthemtodeepentheir understandingofglobalissuesandreflectoninterculturalcommunicativecompetence.

Buildingrelationships-theimportanceofinternalcustomerservice

Ben Butler (TheLondonSchoolofEnglish)

Theimportanceofkeepingexternalcustomershappyisclear,butshouldyouconsideryourstaffas yourcustomers?Whatdotheyneedtobehappy?Thistalkwilldiscusstheimportanceofbuilding relationships,andembeddingsystemsandprocesseswhichallowstafftoself-serve;creatingstronger teamsandanunderstandingofthecontributioneachemployeemakestothewhole.

Forumonreadingskills

Enhancingreadingproficiencyviathe57-dayreadingchallenge

Yasmine SalahEl-Din (TheAmericanUniversityinCairo)

Thistalkintroducesthe57-DayReadingChallengeasawaytomotivateacademicEFLstudentstoread onaregularbasis.Iwillexplaintherationalebehindusingthisstrategy,andthenwillhighlightthe stepsinvolvedintheimplementation.Practicaltipsforusingthechallengeindifferentteaching contextswillbesharedwiththeaudience.

Turning“old-fashioned”intomotivation:differentreadinglessons

Vilda Kiaunytļ (KaunasJonasJablonskisGymnasium)

Itisnosecretthatittakesspecialefforttocatchpost-quarantinestudents’attention,especiallywith “boring”and“old-fashioned”exercises,likereadingtasks.Yet,theyareimportantforgoodexamresults andimprovementofstudents’readingskillsingeneral.Iwillpresentseveralmethodsandshort projects,usedduringmyEnglishlessons,whichmotivatestudentstoread,thinkanddiscuss.

Usingnon-ELTbookstoarriveatELTnotions

IanMichael Robinson (UniversityofCalabria)

Readingcaninspireus,andsometimeswhenreadingfictionforpleasurewecanfindpassagesthat helpusreflectonnotionsconcerningEnglishlanguageteaching.Thistalklooksatsomebooks,for example JonathanLivingstonSeagull,thathavebridgedthisgapandhowtheseconnectionscanbe usefulforexperiencedorfutureteachers.Audiencememberscancontributetheirownideas.

Teachingidioms:implementingtheCMapproachtodesignactivities

Vera Gradischnig (Freelance)

Tohelpstudentsreachaproficientlevel,theyhavetodeveloptheirmetaphoricalcompetence. Researchhasshownthatraisingstudents'awarenessoftheunderlyingprinciplesofconceptual metaphor(CM)canfacilitatecomprehension,retentionanduseofidiomaticexpressions.Iwillreport oneffectiveclassroomactivitiesfromtheresearchthatweredesignedtoteachandlearnidiomsusing CMprinciples.

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ExploringnationalstereotypesaboutBritaininGermanEnglishlanguagetextbooks

Jennifer Meier (Julius-Maximilians-UniversitätWürzburg)

InmyPhDprojectdiscussion,Idelveintoacentury-longanalysisofBritishstereotypesinGermanEFL textbooks.Attendeeswillgaininsightsintotheimpactofnationalstereotypesonforeignlanguage education.Iquestionthenecessityofthesestereotypesandadvocateforfosteringcriticalthinking skillsinlearners,challengingsimplisticcategorizations.Jointoexploreafreshperspectiveon languageeducation.

UnderstandingonlineCoPsduringERT:theexperienceofEAPtutors

KarlaKerlley deLimaGuedes (UniversityofSouthampton)

ThispresentationfocusesonsharinghowEnglishforacademicpurposes(EAP)practitionersdefined andperceivedonlinecommunitiesofpractice(CoPs)duringemergencyremoteteaching(ERT),the typesofCoPsinwhichtheyparticipated,anddiscusstheimportanceoffosteringthesecommunities forteachereducationaswellasthechallengesthatcanarisewhenbuildingthemremotelypostpandemic.

InquirywithanI:centringtheteacherinteacherdevelopment

Michelle Worgan (Freelance)

Manyteachersfindin-servicetrainingsessionsachore.Inthistalk,I’llintroduce TheTeachingLab,an innovativeonlinecommunitythatsupportsteachersintheirdevelopmentusinganinquiry-based approach.Thesessionisaimedatteacherswhowishtotakeanactiveroleintheirdevelopmentand directorsofstudieswhowanttoavoidaone-sizefitsallapproachtotraining.

Forumontheuseof ChatGPT inwriting

LeveragingAItoteachandassesswriting

Peter Davidson (ZayedUniversity)

Educationisconstantlyevolvingwithnewtechnologies,andAI-poweredconversationalinterfaces suchas ChatGPT areattheforefrontofthistransformation.Inthistalkwewilloutlinethepotentialof ChatGPT torevolutionizetheteachingandassessmentofwriting,andwewilldiscusshowwecan leverage ChatGPT inthewritingclassroomforpre-writing,while-writing,andpost-writingactivities.

Theeffectof ChatGPT-supportedfeedbackonwrittenstudentassignment

Selda GumusSambel (OzyeginUniversity)

Iwilldiscuss ChatGPT-supportedfeedbackintostudents’writtenproductionsaspartofcontinuous assessment.Ihavetwogroupsofstudents:onereceivedfeedbackwith ChatGPT andtheothergot traditionalteacherfeedback.Students’writingresultswillbecomparedtoshowhoweffective Chat GPT-supportedfeedbackisintheirimprovementinwriting.

AdaptingEAPwritingassessments:embracing ChatGPT topromotecriticalthinking

Joseph Roberts (EducationCentreofAustralia(ECA))

WewillpresentthefindingsofapilotstudywhereweadaptedcoreEAPwritingassessmentsto acknowledgetheopportunitiesthatGenerative-AIsoftware(specifically ChatGPT)offersuniversity studentsintheplanningstagesandcriticalthinkingdevelopment.Wewillsharewaystoalter assessmentbriefs,rubrics,andpoliciestocreatepositivewashbackthatdevelopsskillswhileretaining academicintegrity.

Empoweringeducators:technologyinnovationinmulticulturallanguagelearning

Maria Diakou (CyprusMinistryofEducation,Culture,SportsandYouth/UniversityofNicosia), Umut Ergöz (BridgeEducationGroup)

Discoverhowtechnology-drivenstrategiesarerevolutionizingmulticulturallanguagelearning. Educatorscancultivateeffectivemulticulturallanguagelearningenvironmentsbyleveragingthe dynamicsynergybetweentechnologyandtheirowncreativeandcriticalthinkingskills.Joinusfor practicalinsightsintotheevolvinglandscapeoflanguageeducationandthekeyrolethattheteacher playsinutilizingtechnologiesinthe21stcentury.

‘Peoplelikeus’–representationofLGBTQIA+identityinELT

Steve Tulk (StaffordHouseLondon), Jo Krousso (MacmillanEducation), Pam Phillips (Stafford HouseLondon), Julian Francis (BayswaterCollege), Neil Harris (CELT)

Thispaneldiscussionfocusesonpracticalandaccessiblewaysinwhichourclassrooms,schools,and thewiderELTindustrycandelivertrue,inclusiveandauthenticrepresentationforLGBTQIA+teachers, studentsandtheirclassmatesandcolleagues.Itdrawsonthelivedexperienceofqueerteachers, academicmanagers,schoolleadersandpublishersandmovesELTawayfrom'pinkwashing'towards truerepresentation.

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Betterlisteningoutcomes

Hugh Dellar (NationalGeographicLearning)

Inthissession,I’llsuggestthatwhathastraditionallybeenthoughtofas‘developinglisteningskills’ mightbetterbeframedas‘developingvocabularyandworkingontheabilitytohearlanguage'.I’ll lookattheclassroomimplicationsofthisviewandputforwardsomewaysteacherscanhelpstudents hearlanguagethroughroutinesyoucanusewithanyclass.

Theteacher'sroleinusingAIforautonomouslearning

Mark Smith (TheWimbledonSchoolofEnglish)

ChatGPT andotherformsofAIarethefuture,butteacherswillstillhaveafundamentalparttoplayin theirmeaningfuluse.Iwillsuggestwaysteacherscanguidelearnerstoprompttheapplicationsto efficientlyobtainusefuloutput.Iwillprovidepracticalideasoneffectivelyengagingwiththismaterial aspartofatargetedprogrammeoflearning.

Grammaticalization-whenwordsbecomegrammar.Improvingengagementandlanguage learning

Jennifer Lowe (LancasterUniversity&JLSchoolofEnglish)

Whatistheconnectionbetweenthepreposition“to”andtheinfinitivemarker“to”?Andbetween “want”andthemodalverb“will”?Grammaticalizationisaprocessoflanguagechangewherebywords losetheirmeaning(semanticbleaching)andacquiregrammaticalfunctions.Wewillseesomeofthe mechanismsinvolvedandhowtomakegrammarmorememorableandappealingtostudents.

FalsebeginnersadultlearnersandbusinessEnglishwriting

Choreanne Frei (IHOTTI)

Falsebeginneradultlearnerscomewiththeirownstrengthsandweaknesses,butoftenforgetthe transferableskillstheybringfromtheirL1andprofessionalexperience.Inthistalk,Iwilldiscussthe approachchosentosupportamultilingualBusinessEnglishgrouptodeveloptheirtransactional writingandconfidencewhenEnglishsuddenlybecamerelevanttotheirjobs.

IATEFLPronciationSpecialInterestGroupOpenForum

PronSIG’sinteractivepronunciationclinic:comewithquestions,leavewithanswers!

Doyouhavepronunciationquestionsyou’veneverbeenabletofindanswersfor?Areyoucurrently havingdifficultiesteachingpronunciation,orunsurewheretoevenstart?JoinPronSIGandyour conferencecolleaguesasweexploitthebenefitofourcollectiveknowledgeandexperienceandtryto answeryourburningquestions.Allquestionsandlevelsofexperiencewelcome!

Designingauthenticcomputer-basedwritingtaskstopromotepositiveclassroomimpact

Alina Reid (TrinityCollegeLondon)

Thistalktracesthedesignandvalidationoftwonewcomputer-basedwritingtasksatTrinityCollege London.Thenewtasksare:writtenonlinecommunication,andwritingfromsources.Thepresentation outlinesthemaintaskdesignprinciplesadoptedtocreatemeaningfulandauthenticwritingtasksfor theuniversitycontext.Italsodiscusseshowthetaskdesignspromotepositiveclassroomwashback.

ForumonEMIinEAPsettings:perspectivesandpractices continued

Near-peermentoringforin-serviceteachers’professionaldevelopment

Irene Rahmaniar (CettaEnglish)– WinneroftheEnglishLanguageCentreEastbourneGraham SmithScholarship

Biggapsinageandlevelofprofessionalismbetweenteachersandtheirmentorsisoftenthecausefor teachers’lessopennessinregardstotheirprofessionaldevelopmentneedsandpreferences,aswellas theirconcerntowardstheirteachingpractices.Near-peermentoringcanoffermoreeffective assistancetoteachers’improvementprocesses.Thispresentationexplorestherationalesand proceduresofthescheme.

Ascript'screativepathfromconceptiontoperformance

Tasneem Dalal (CanadianBilingualSchoolKuwait)

Fosteringself-expressionandcreativityintheclassroomiscrucial.Thistalkwillexamineafresh strategyforthisproject.It'llexplainthedevelopmentstudentsgothroughastheymovefromwriting storiestoscriptingscenes,whichresultsinrivetingliveperformances.Alongwithimprovingtheir narrativeabilities,themethodalsocultivatesvitallifeskillslikecooperation,communication,and problem-solving.

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Equality,diversityandinclusionintheyounglearnerEFLclassroom

Eduardo Farias (TheBritishCouncil)

Inthistalk,wewillcommunicatetheresultsofaSpecialInterestGroupledbyteachersandfocusedon designingeducationalmaterialsaroundissuesrelatedtoEquality,DiversityandInclusioninanEFL setting.WewilloutlineaneffectiveapproachforpromotingEDIintheclassroomandshareexamples ofmaterialsandactivitiesdesignedforlearnersagedfourto16.

AccessibilityindigitalELTcontentdevelopment

Derek Philip-Xu (RefreshingPublishing)

ThistalkwilllookataccessibilityindigitalELTcontentandwhyitisimportanttocreatecontentina waythatenableseverybodytoaccessitinanequalmanner.Alternativetextdescriptionsforimages willbeusedasanexampletodemonstratehowdigitalcontentcanbemademoreaccessible.

Teachingbeginnerclasses-awovenapproach

Eliza Winnert (Freelance)

Iwillsharethemulti-strandedapproachIdevelopedwhileworkingwithrefugeelearnersinGreeceweavingtogetherexistinglanguageanddifferentliteracymethods,andmakinguseofflashcards, games,learners’storiesandhome-madegradedreaderstocreateaninclusiveandmotivatinglearning environment.Comealongtoaddsomemorestrandstoyourteachingbasket,whateveryourcontext.

SMILE:atransformativejourneyimprovingEnglishlanguageeducationinSudan

LinaKamal(BritishCouncilSudanOffice)

SMILE,ajointBritishCouncilandWorldBankproject,aimsatrejuvenatingEnglishlanguageeducation inSudan.Launchedin2014,itproducedseventextbookstoimproveEnglishproficiencyamong10 millionprimaryschoolchildren.Despitefacingchallenges,suchasarevolution,pandemic,and politicalinstability,SMILE'simpactendures.Itsongoinginitiatives,demonstrateacommitmentto transformingEnglisheducationinSudan.

Trauma-informedteaching:supporting'brainsinpain'intheclassroom

Adam Crowther (BritishCouncilVietnam)

Wehaveallexperiencedit–learnersbeingdisengagedorshowingbehaviouralchangesinour classrooms.Suchdisruptionshavebecomeincreasinglycommonplacewithlearnersexperiencing traumaticexperiencesthatleavetheir‘brainsinpain’.Thistalkwillanalyselearners’reactionsto trauma,andidentifyteachingtechniquesandclassroomactivitiestohelpsupportlearners’well-being, leadingtoimprovedperformanceintheclassroom.

Forumonreadingskills continued

Bidialectalism:meetingtheneedsofspeakersofEnglishlanguagedialects

Yvonne Pratt-Johnson (St.John'sUniversity)

Despiteservinglargenumbersofstudentswhospeak“non-standard”English,teachersinUnited Statesschoolstypicallyknowlittleaboutthesestudents’homedialectsorlearningneeds.The presentationprovidesparticipantswithanoverviewofbidialectalismtosupportadministratorsin makinginformedpolicydecisionsandteachersinprovidingeffective,targetedinstruction.

Leadingeffectivevirtualteamsinlanguageeducation

Helen Ng (Freelance)

Teachersandmanagersareincreasinglyinvolvedinglobalteamsandonlinecollaborations.Thistalk willfocusonpracticalwaysinwhichELTprofessionalscanprovideleadershipwithinanonline workspace.Wewilllookathowteachermanagerscantransformkeytaskssuchasestablishing informationflow,buildingrapport,andfacilitatingcollaborationtoadapttothespecificneedsof remoteteams.

Thepowerofin-classrevision:practicalactivitiestofacilitatelearning

Mary Rice (TheLondonSchoolofEnglish)

Mylearnershaveahugeappetiteforlearninglexis:theireyeslightupwhentheydiscoveranother newword.Butthelightquicklyfadesastheyrealisethatrememberingthosewordsisnoeasytask. Thistalkwillexplorepracticalin-classrevisionactivitiestohelpstudentswiththemostdifficult aspectsoflearningnewlexis:remembering,retrievingandreusingit.

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Theroleofexperienceinteacheridentityconstruction

Vanessa McDonagh (UniversityofGlasgow)

Experiencesonateachereducationprogrammecanhelpwiththeconstructionofteacheridentity.In thistalkIwillsharehowthecommonplacesofnarrativeinquirywereusedtoexplorethejourneyof onestudentonaTESOLmastersprogrammeandhowhisexperiences,particularlyonmicro-teaching, helpedwiththeconstructionofhisteacheridentity.

Forumontheuseof ChatGPT inwriting continued

TKT:YLprinciplesexplained:developingandassessingprimarychildren’scognitivestrategies

Kate Gregson (CambridgeUniversityPress&Assessment)

Howtohelpourprimarylearnersbecomegreatthinkers?CambridgeTKT:YLspecifies‘developing children’scognitivestrategies’.Whatdoesthisactuallymeanandhowcanweimplementthis?

Drawingonsyllabusexamplesand TheTKTCourse:YoungLearnerModule,I’llunpacktermsand introducepracticalideasfordevelopingandassessingcognitivestrategiesforlessexperienced primaryteachersandTKT:YLcandidates.

‘Peoplelikeus’–representationofLGBTQIA+identityinELT continued

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyOxfordUniversityPress

IATEFLStand Teachertrainersmeetup

Pop-upPresentationStage 1140-1155

Ifyouareateachertrainer,cometotheIATEFLStandtomeetotherprofessionalsandmakesome connections.

IELTS

AnoverviewoftheupdatedIELTSWritingbandscoredescriptorsandassessmentcriteria

Thisinteractivesessionwilllookatwhathaschangedrecentlyinthebandscoredescriptorsand assessmentcriteriaforIELTSWritingTask1andWritingTask2.Wewillhighlightthechangesthat teachersshouldbeawareof,andlookathowthemarkingcriteriacanbeausefultoolforusas teachersintheclassroomguidingourstudentsintheirpreparationfortheIELTSWritingTest,andasa toolforthestudentsthemselvestoself-assess.

Speakers:LouisaDunneandSarahPhilpot

Eastbar-BrightonCentre Posterpresentations

TheposterpresentationscanbefoundinEastBar,onthefirstflooroftheBrightonCentre.Eachposter willbeondisplayforthedurationoftheconferenceandeachpresenterwillbeavailabletoanswer yourquestionsatthebreaktimesoftheirallocatedday.Herearetheposterpresenterswhoyoucan meetonDay2:

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Theeffectofcollaborativeself-learningactivitiesonbasicpsychologicalneeds

Akari Hirano (FukuokaUniversity)

Thisposterexplorescollaborativeself-learningactivitiesutilizingonlineplatformstosatisfylearners’ psychologicalneeds.Astraditionalcollaborativelearningoftenfacesresistancefromlearnerswho preferindividualtasks,thispresentationseeksabalancedapproachcombiningindividualand collaborativelearningtocatertodiverseneeds.Theanalysisrevealspositiveaspectsconcerning autonomyandrelatednesswhilehighlightingtheneedforimprovementsincompetence.

LanguageuseinThaiEMIclassrooms

Parichat Chiablaem (UniversityofSussex)

ThisposterfocusesonlanguageuseinThaiEMI(EnglishasMediumofInstruction)classroomsto exploretheareasofcode-switchingandtranslanguagingthatcanoccurwithinthespecific bilingualismcontext.AlthoughanEnglish-onlypolicyisenforcedinEMIclassrooms,theactual practicemightbeinadifferentperspectivebasedonwhatthelecturersbelieveandperceive.

Facilitatingfun-autonomyinPBLL:thehaloeffect

Pınar Sekmen (PS:ProfessionalSupportinEducation(forTeaches&Learners))

Whowouldwanttobeinvolvedinaboringlanguageclass?Wouldputtingthefunniestmemeor addingthelatestappleadtoameaningfuloutcomeinaprojectinourlanguageclasses?Myposter aimstoenhanceteachers'awarenessinavoidingeducationalbiaseswhilebuildingfunandautonomy togetherinourlanguageclasses.

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Languageteachers’engagementinvision-basedmotivationalcontinuingprofessional development

Maha Alhejji (UniversityofWarwick)

ThestudyaimsatinvestigatingEFLteachers’engagementinavision-basedmotivationalcontinuing professionaldevelopmentpracticesinaSaudicontext,involvingthemintheprocessoflocalizingthe vision-basedframeworkintervention,andevaluatingitslong-termimpactontheirteaching experience.Intheposter,Iwillfocusontheinterventionprocessandthemajorfindings.

Czechmentorteachers:Theunchartedjourneyinteachereducation

Nikki Fortova (MasarykUniversity), Jitka Sedlackova (MasarykUniversity)

Czechteachereducationisincreasinglyemphasizingschool-basedmentorshipforstudentteachers. Yet,mentorslackdefinedrolesandformaltraining.ResearchwithEnglishlanguageteachermentors ofvaryingexperienceshowstheyseetheirroleasawaytoadvanceprofessionallyandfindrenewed inspiration.Thisperspectiveholdspromiseforfosteringcooperationamongstudents,mentors,and universityeducatorsinteachereducation.

Mixedlanguagestorytelling:Englishthroughthelanguagesourlearnersknow

David Heathfield (HeathfieldCreativeEnglishCoaching)

Mixedlanguagestorytellingofferslanguagelearnersmeaningfulwaysofusingwhattheyalready know,makinglearningengaging,rewardingandjoyful.Tryoutactivitiesforclasseswhereour studentssharethesamefirstlanguageaswellasactivitiesforourplurilingualclasseswhereweall learnfromeachotherbyincluding,celebratingandesteemingstudents’diverseheritagesand languageidentities.

Teachingdirectlearningstrategies:how,whatandwhy

Rachael Harris (IATEFLInclusivePractices&SENSIG)

Afterparticipatinginvariousactivitiesinordertounderstandwhatismeantbydirectlearning strategies,wewilllookathowtoteachtheminayounglearnersorteenscontext,andwhytheyareso important.Participantswillleavewithwaystoteachtheirstudentshowtolearn;anessentialskillfor alllearners,especiallyinaninclusiveclassroom.

Spillingthetea:investigating'new'wordsintheclassroom

Tracy Huntingford (BurlingtonBooksGreece)

NewwordsandusagesareenteringEnglishallthetime.Howcanteacherskeepupwithlanguage change?Inthissession,I’llreflectonsome‘newentries’andconsiderhowinvestigatingnew vocabularyintheclassroomcanempowerstudents,fostercriticalthinkingandencouragemeaningful communication,whetheryourstudentsareGen-Zornot.

HowtogetclientsasafreelanceEnglishlanguageteacher

Rachael Roberts (EarnLearnThriveLtd)

ProbablythequestionIgetaskedmostofteninmyworkwithfreelanceELTprofessionalsishowto findclients.Inthisworkshop,Iwilltakeparticipantsthroughthethreekeystepsinattracting consistentclients,withexercisestohelpthemimplementwhatthey’relearning.Thesessionwillalso finishwithsomestrategiestogetclientsquicklywhenneeded.

Addressingsustainabilityandglobalissuesinthelanguageclassroom

Hanna Kryszewska (PilgrimsTeacherTraining)

LanguageteachingcurriculumisnowincreasinglybroaderincludingCLIL,learnerautonomy, wellbeing,the4Cs,ICTormediation.Nowaddglobalissuesandsustainability,anditmayseemtoo much.Inthisworkshop,wewilllookatwaystoseamlesslyintroducetheseissues(invariousage groups),whatactionstotakethroughlocalprojects,andwhatwecanlearnfromnon-governmental organisations.

Requeeringdiscussions:dosanddon'tsinqueerELT

Peter Fullagar (Freelance)

Increasingly,LGBTQIA+representationisbecomingmoretalkedabout,butmanyteachersandwriters reportalackofconfidencewhenitcomestorepresentingthecommunity.Inthisinteractive workshop,IwillexplorehowNOTtodorepresentationandgivepracticalideasofadaptingand creatingdiscussionsfortheELTclassroomandmaterials.

MeetingRoom1ABrightonCentre

60 audience Workshop

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

MeetingRoom1BBrightonCentre

60 audience Workshop

TTEd a, e

TTEdSIGShowcase

MeetingRoom1CBrightonCentre

80 audience Workshop

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

MeetingRoom1DBrightonCentre

80 audience

LightningTalks

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

Smallactions,largeimpact:yourroleinteachers’room

Robyn Stewart (ITIIstanbul), Elna Coetzer (ITIIstanbul)

Eachofusparticipatesincreatingwellbeing.Weoftentalkaboutlearnerandteacherwellbeing. However,weseldomconsiderhowourchoicesimpactourcolleaguesintheteachers’room.After sharingourpersonalconnectiontothetopic,webrieflylookatrecentdevelopmentsin‘happiness’ researchandintroduceactivitiestobringgratitude,empathyandjoytothefore.

Take5–airingandsharingtopissuesonCELTA

Jacqueline Douglas (Freelance)

Iftherearethingsthatbotheryouaboutcoursedelivery,and/oryou’dappreciateawiderforumthan ispossibleinyourcentre,pleasecome!There’llbegroupdiscussionsonkeyissuesIknowwetypically grapplewithandgripeabout.We’llexplorethingsthatrepeatedlycomeup-everydaystufftrainers allneedhelpon,endingwithsomeconcludingideas.

Thelexicalapproach:30yearson

Leo Selivan (Freelance)

It'sbeen30yearssinceMichaelLewis'sseminalbook TheLexicalApproach (1993)waspublished. Boldlysubtitled TheStateofELTandaWayForward,itpromisedtorevolutioniselanguageteaching. Hasthispromisebeenfulfilled?Searchingforananswer,Iturnedtowell-knownproponentsofthe approach.Inthissession,Isharetheirinsightsandsuggestpracticalclassroomideas.

LIGHTNINGTALKS

ThisisabrandnewformatfortheIATEFLConference.A45-minutesessionwherespeakerswillhave threeminuteseachtopresenttheirideas,followedbytimefortheaudiencetonetworkwiththe presentersandaskquestions.

PromotingmultilingualisminTESOLteachereducationforsocialjustice

Melike BulutAlbaba (SheffieldHallamUniversity)

IwillpresentinitialfindingsofanexploratorypracticeprojectIconductedwithmyMATESOLstudents intheUKcontext.Weexploredthepotentialofpromotingourlanguagerepertoiretofacilitate teachingandlearninginourteachereducationmodule.Weproblematisedtheconceptof monolingualismanditsimpactonourperceptionsandpracticesasEnglishlanguageteachers.

MD s, e,le

TEA s, e,le

LA s, e,le

PRON s,t,a, e,le

LA,LT s, e,le

Learnercreativity;showcasingstudent-madelearningandevaluationmaterialinELT Abigail EkangouoAwanga (GHSNKOLNDA)

Thissessionisalightningtalk,showcasingstudent-madelearningandevaluationmateriallocally producedfromanEnglishlanguageclassroomsomewhereinAfrica,withthehelpoftheirEnglish languageteacher.Itwilldisplayavarietyofbeautifullycraftedartsworkwhichareaseriesof summariesfromlessonchaptersthestudentspreviouslystudied.

Assessmentinaregularschool,frombasicstoartificialintelligence

Fernando Sartori (AgostinianoMendelSchool)

Atschoolwebelievethatassessmentispartofthelearningprocessandhelpstomaintainstandards. Wedescribeasystemthatcouldassessspeaking,listening,readingandwritinginanintegratedway tomakesensebothforstudents,teachersandfamilies.Iwillalsotalkaboutanon-linecomponent thathasbeenintroducedtocomplementnewtrendsintesting.

Theeffectofpersonalchoiceonintrinsicmotivation

Marion Vedder (AvansUniversityofAppliedSciences-AcademyofSustainableBuilt Environment)

Oneoftherecurringthemesinpresentdayteachingisthelackofmotivationthatpupilsshowinclass. Thisspecificallyholdsgoodforcompulsorysubjects(e.g.EnglishintheNetherlands)insecondary schools.Basedonmyownresearch,combiningpersonalchoicewithaweakskillcouldbeananswer tothesemotivationalissues.

Thephysicalityofteachingpronunciation

Paula Runnals (UniversityofCalifornia,Berkeley)

Theabilitytoraisestudents’awarenessofwhattheyaredoingphysically(proprioception)when producingEnglishsoundsiskeytopronunciationteachingandlearning.Iwillsharethreeguiding questionsthatwillhelpeveryonetothinkaboutwhattheyaredoingphysically.Iwillalsosharesome techniquesforhowtousethebodyandpropswhileteachingpronunciation.

DigitaltechinEFLclassrooms:teachers'beliefsandpromotingcreativity

Henry Huang (DaltonTokyo)

ThispresentationsharesthefindingsfromasmallstudydoneataprivatesecondaryschoolinTokyo. Thestudydelvesintotheimpactofthreeteachers’beliefsontheirteachingapproach,specificallyin theintegrationofdigitaltechnologytodrivecreativityintheEFLclassroom.Theresultshighlightthe potentialofcreativetasksinenrichingstudents’languageskills.

Session2.3 1205-1250 continued Wednesday17

MeetingRoom3-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

EAP,TEA s,t, e,le ProdProm

MeetingRoom5-Brighton Centre

50 audience Workshop

ESOL,TEA a, e,le

ESOLSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

YLT p,s, le

MeetingRoom8-Brighton Centre

50 audience Workshop

GEN

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

MeetingRoom9-Brighton Centre

70 audience Talk

AL,MD p,s,t, e,le

MeetingRoom10BrightonCentre

60 audience Workshop

GEN p,s, e,le

Office11-BrightonCentre

40 audience Workshop

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

WritingforanAcademicDiscussion:allyouneedtoknow

Joanna Wrzesinska (ETSGlobal)

WorkshopparticipantswilldiscoverthenewTOEFLiBT®Writingtaskcalled WritingforanAcademic Discussion.Therationaleforintroducingthenewtask,itsdesign,scoringguidelinesaswellaspractice resourceswillbecovered.Participantswillalsohaveachancetorespondtoasamplepromptand receiveautomatedfeedbackwiththeirrawscoreinrealtime.

A2toB2insixmonths,impossible?Yes,wecan

Uma Tadema (EnglishinEmden)

Multi-levelclasses,variedL1intheclassroom,workingundertimepressuretopreparestudentsfora high-stakesexam,astressfulsituationformanylearnersandteachers.Inthisworkshop,Iwillpresent curated,triedandtestedstrategies,andgivevaluableinsightsintosuccessfulpracticesandpractical ideastoimplementinyourexampreparationcourses.

Dramagamesandtechniquesforelementaryandintermediatelevelstudents

Diana Bolgare (Diana'sLanguageCoaching)

Theaimofthispracticalworkshopistoequipnewandexperiencedteacherswithsomeeffective dramaandimprovisationgamesandtechniquestoconsolidatetheirEnglishclasses,boostelementary andintermediate-levelstudents’confidence,aswellasimprovisewiththelanguagestudentsalready possess.Bereadytolearnandhavefun.

MysteriousEuropeandoorstogeneralknowledgeandcriticalthinking

Eva Bogdanović (Čarobnariječ-TheMagicWord,foreignlanguageschool), Ivana BurićKurtović (HappyMelody,foreignlanguageschool)

Inthisworkshopwetakeparticipantsthroughastory-basedgameacrossEuropetotakeon challenges,solvepuzzlesandopendoors.Eachstageofthegamerequiresacriticalthinkingskillto exploretheareasofhistory,geography,literature,language,andculture.Weaimtofostercritical thinkingandnurturecollaborationbyplayingagamewithinastoryframework.

MaximizingCLILpracticesinbilingualeducation:integratingcontentandlanguage

Cassia Venezuela (FaculdadeCulturaInglesa)

Inthistalk,wewillexploreapracticalapproachtoCLILpracticesthroughtheapplicationofsystemic functionallinguistics.Throughtheanalysisofauthentictextssuitablefortheclassroom,we'lldelve intohowlanguageservesasatoolforconstructingandorganizingcognitiverepresentationsofthe world.Discoverhowtoempowerlearnerstoanalyzebothlanguageandcontenteffectively.

Attentionalcontrolactivitiesforchildrenandteens

Kara McBride (WorldLearning)

Attentionalcontrolisafoundationalskillforacademicsuccessandsocialandemotionallearning(SEL) andwell-being.Inthisworkshop,participantswillexperienceoneattention-buildingactivityfor childrenandanotherforteens.ParticipantswilllearnguidelinesforintegratingSELskillsintoEnglish lessons.Discussionwillcoveridentifyingandadaptingsimilaractivitiesforourteachingcontexts.

Optimizingonboarding:nurturinginstitutionalvaluesthroughmentorship

Julie Wallis (AISLi,Italy)

Thisinteractiveworkshopisdesignedtoaddressthechallengesofonboardingnewteachers.Inclusive practicesandproceduresduringinductionareintendedtodevelopinstitutionalvaluesandbuild betterprofessionalrelationshipsfromthebottomup.Wewilldrawinsightsfromcasestudies,share documentation,andshowhowtheentireteamcansupporttheprocessthroughmentoringand reporting.

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

Pleasecheckthecancellationscreenorvisit

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

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

MeetingRoom15BrightonCentre 80 audience Workshop

LT,YLT p,s, e,le

Pavilion-TheGrandHotel 80 audience Workshop

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

Charlotte-TheGrand Hotel

250 audience

Workshop

GI,YLT p,s,a, e,le

Empress-TheGrandHotel

250 audience Workshop

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

Alexandra-TheGrand Hotel 250 audience Workshop

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

Skyline-BrightonCentre 1300-1400

Thelegacyofe-toolsinTEFL'spost-Covidera

Panagiotis Argyris (Freelance)

Thisworkshopaimstopreservethelegacyofteachers'labourswhileteachingonlineduringthe pandemic;atouchpapertoself-reflectandtransfertheknowledgeandskillsgainedinusingcuttingedgetechnologyonlinetotheirface-to-facelessons,andtoenrichteachers'arsenalswithpracticaletoolsforengagingyounglearnersinadynamic,gamifiedway.

Let'stalkaboutsocialemotionalcompetencesfortheclassroom

Anna Hasper (TeacherTrainLtd)

Mostteachingfocusesonlearners’cognitivedevelopment.However,asupportiveandemotionally managedlearningenvironmentisaprerequisiteforanylearningtohappen.Thisrequiresteachersand learnerstostrengthentheirsocial-emotionalcompetences.Thisinteractiveworkshopwillexplorethe conceptofsocial-emotionalcompetencesalongwithhowteachersandlearnerscanenhancethese skillsforthelanguageclassroomandbeyond.

Fosteringchangethroughyouthempowermentandglobalconnections

Margarita Kosior (MacmillanEducation), Harry Waters (MacmillanEducation)

Areyouandyourstudentslookingtojoinaglobalcommunityofpeoplewhowanttomakea difference?Inthisworkshop,we’lllookathowyoucanbecomeinvolvedinanexcitingcollaborative initiative, ChangeMakers,andsupportitwithcreativecontributions,allowingstudentstostepupboth locallyandgloballyandhavetheirvoicesheardacrosstheworld.

Differentiationdoesn’twork!Ordoesit…?Theoreticalconsiderations,practicalsolutions

Herbert Puchta (Helbling), Christopher Jory (Helbling)

Allclassesaremixed-ability,sodifferentiationisamustinordertomeetourlearners'individualneeds andinterests.Teachers,however,oftenlackthetimetodifferentiatetheirteaching.Inthissession,we focusonhowdifferentiationcanreallyworkinpractice,usingoriginalideasandexamplesfrom DifferentiationinELT:afreshperspective and Options (alowersecondarycourse).

LeadingandmanagingwithgenerativeAI:thewhy,what,how George Pickering (IATEFLAmbassador)

WecanuseAItotransformhowweleadandmanageourselves/others.Wewillexplore:the opportunitiesandthreatsposed;howtostartusingit;itsuseinimprovingproductivity;itspotentialin writingandsolvingproblems;dataanalysis;itsuseinimageandgraphiccreation;howwecan personallyuseittoimproveperformance.

IATEFLStand

Pop-upPresentationStage 1255-1310

IATEFLAnnualGeneralMeeting(AGM)

Allmembersareinvitedtoattendour2024AGM.TherewillbeanupdatefromtheIATEFLTrusteeson ourannualreport,financesandstrategy.

NotamemberofIATEFL?

Whynotvisitourstandintheexhibitionandfindoutaboutmembershipoftheassociation. Alternatively,visitourwebsiteforinformationatwww.iatefl.org

MeettheIATEFLScholarshipCommittee

FindoutmoreaboutthescholarshipsavailablefortheIATEFLconference,howtobecomeasponsor, wheretoapplytobeacommitteememberorvolunteerasanapplicationreader.

OxfordUniversityPress

OxfordTestofEnglishAdvanced:tastertour&takeawaytips

Swingbyforatastertourofthe OxfordTestofEnglishAdvanced,anewB2toC1Englishlanguage proficiencytest.Inthispop-upsessionwe’llbreakthetestintobite-sizedpieces,introducingthetest formatandhighlightingourinnovativewaysofassessingintegratedskillsandmediation,both identifiedasessentialacademicandprofessionalcompetenciesinthe CEFRCompanion volume.We’ll finishthesessionwithsometastytake-awaytipswhichwillhelpyouprepareyourstudentsforsuccess inthe OxfordTestofEnglishAdvanced…andbeyond.

Speaker:GailPasque

Pop-upPresentationStage 1315-1330

LanguageCert

PavethewaytoEnglishproficiencywith

LanguageCertESOLforSchools!

LanguageCertispavingthewaytoEnglishproficiencywithexamscateringforeverytesttakerneed. DiscoverournewESOLsinglelevelexams,fromA1toB2,withtestcontentappropriateforschoolage students.

Speaker:LiamVint-LanguageCertPortfolioDirector

Pop-upPresentationStage 1340-1355

NationalGeographicLearning

Fivewaystomakeyourschoolgreener

Joinsustainabilityexpertandenthusiast,CharlotteEllis,togetfivequickideastoimproveyour school’simpactontheenvironment,yourcommunityandyourstudents.Comealongandreceivea freedesktopgarden!

Speaker:CharlotteEllis

Auditorium1-Brighton Centre

500audience Talk

MaW

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

Syndicate1-Brighton Centre

200 audience Talk LT ey,p,s,t,a, e,le ProdProm

Syndicate2-Brighton Centre

200 audience Talk MD,MaW ey,p,s,t,a, le

Syndicate3-Brighton Centre

200 audience Talk

BE,EAP

t,a, e,le BESIGShowcase

Syndicate4-Brighton Centre

200 audience

Talk

AL,TEA s,t,a, e,le ProdProm

MeetingRoom1ABrightonCentre

60 audience

Talk

LA,YLT ey,p,s,t,a, e,le LASIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Talk

LT,TTEd ey,p,s,t,a, e,le TTEdSIGShowcase

Gamesandthegreenworld:constraints,creativityandlanguageplay

Jill Hadfield (Freelance)

Thistalkwillconsiderhowgameswork,inparticularhowtheyuseconstraintstoencouragecreativity. Itwillconsidertwosetsofconstraintsusedingamesandshowpracticalexamples,takenfromthe CommunicationGames series,ofhowtheseconstraintscanparadoxicallycreateasenseoffreedom andfostercreativityandlanguageplay.

ToolsandideasforeasilycreatingdigitalactivitiesinELT

Andy Cowle (Avallain), Ian Johnstone (Avallain)

Weknowthatteacherslikeandusuallyneedtocreatetheirownmaterials.Thisbringscreativityand authenticityintotheclassroomand,vitally,addressesthespecificneedsofeachstudentandclass.This sessiondemonstrateshowallkindsofengaging,interactivedigitalactivitiescanbecreatedforall ages,levelsandlearningoutcomes,andpublishedinstantlytoalearningmanagementsystem.

Contextmatters:asocioculturalframeworkformaterialsdesign

Luis Carabantes (QueenMaryUniversityofLondon)

Whilstthelanguageteachingmaterialsscholarshiphasprovidedabodyofknowledgetoenhance materialsdesign,thereremainsagapbetweenthesocioculturalparadigminwhichELTissituatedand thepracticeofmaterialsdevelopment.Inthispresentation,Iwillexplainandillustratehowthe socioculturalframeworkofactivitytheorycanbeusedbypractitionerstodesignsocio-culturally responsivematerials.

Gamifyingemployabilityskillstraining:projectscavengerhunt

Birte Horn (Hamm-LippstadtUniversityofAppliedSciences)

Inarapidlychangingworldwithuncertainemployment,interdisciplinaryskillsareurgentlyneededto enhancestudents’employability.Thistalkwillillustratehowanold-fashionedgameofscavengerhunt canbemodernized,adapted,andusedinabusinessEnglishclassroomatuniversitylevelto successfullytrainawiderangeofemployabilityskillsforpre-servicelearners.

Investigatingtestfairnessandbiasinthetwenty-firstcentury

Nathaniel Owen (OxfordUniversityPress), Oliver Bigland (OxfordUniversityPress)

Inthistalk,wepresenthowOUPinvestigatesfairnessandbiasinthe OxfordTestofEnglish StakeholderssuchasEnglishlanguageteacherswillgainvaluableinsightintohowtestproviders ensurefairnessthroughinvestigatingtestperformancebyage,sex,languagegroupandothersocioculturalfactors.Thesessionwillbe20minutesandfollowedby10minutesforaudienceengagement.

STEAM-basededucation

Konstantina Karamouta (STEAMNetwork)

STEMandSTEAMeducationpromotestheintegrationbetweenScience,Technology,Engineering,Arts andMathematics.Byfollowinganinterdisciplinaryandtransdisciplinaryapproach,STEAMencourages theuseof21stcenturyskillsamongautonomyandindependencyintheforeignlanguageclassroom. Thesefivedisciplinesprovidemeaningfulandinteractivecontenttostudentswithhands-on explorationthatfocusonexperientialandinquiry-basedlearning.

UsingAItoassistscaffoldingreflectivepracticeinteachereducation

Elena OncevskaAger (SaintsCyrilandMethodiusUniversity)

Supportinginformedreflectioninteachereducationcanbetime-consuming,especiallywhen workingwithlargegroupsofstudentteachers.CanAIactasanassistantintheprocessofscaffolding meaningfulreflection?Iwillanalysetranscriptsfrommypre-serviceteachers’engagementwithAIto discusstheaffordancesandchallengesinvolved,aswellastheimplicationsofAI-scaffoldedreflection moregenerally.

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

Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations for changes and cancellations

Session2.4 1415-1445 continued Wednesday17

MeetingRoom1CBrightonCentre

80 audience

Talk

GEN,TD a, e,le

MeetingRoom1DBrightonCentre

80 audience

Talk

IPSEN

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

MeetingRoom3-Brighton Centre

50 audience

Talk

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

MeetingRoom5-Brighton Centre

50 audience

Talk

ESOL,RES a, e,le ESOLSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

PlenaryQ&A

GEN

MeetingRoom8-Brighton

Centre

50 audience

Talk

AL,TD

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

MeetingRoom9-Brighton Centre

70 audience

Talk

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

MeetingRoom10BrightonCentre

60 audience

Talk

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

Office11-BrightonCentre

40 audience

Talk

TD,TTEd s, e

MeetingRoom15BrightonCentre

80 audience

Talk

LIT,YLT p, e,le

Meaningfullistening:trainingstudentstobecomeeffectivelistenersandcommunicators AndyJeffery(ECLondon)

Totrulylistenisachallengingskillwerarelyemploywellwhilecommunicating.Byreallylisteningina conversation,studentscandeveloptheircommunicativecompetencyandtheirrelationships.Thistalk exploreshowtotrainlearnerstobemoreactivelisteners,whileprovidingpracticaltipsforyour lessonstoleavealong-lastingimpactonyourstudents’listeningandcommunication.

Whitenessandwokeness:aprimer

Ann Roemer (UtahStateUniversity,USA)

Diversity,equity,andinclusioncannotexistinourschoolswithoutbotheducatorsandstudents acknowledgingourwhiteness.Thistalkincludesthehistoryofrace,thecharacteristicsofwhiteness, andRuthHelms'stagesofwhiteidentity.Wewilldiscussthemeaningofwhitenessandwokenessin EuropeandNorthAmerica.Comewithcuriosityandanopenmind.

Dotraditionalpronunciationteachingtechniquesactuallyworkonimprovingintelligibility? Hongzhi Wang (City,UniversityofLondon)

Thisresearch-basedtalkwillintroducetheproceduresandoutcomesofarandomizedcontrolledtrial thatassessestheeffectivenessoftwopopularpronunciationteachingtechniques:‘Demonstration& repetition’,and‘Listeningandidentifying’.Thisexperimentanswersthequestion‘Dotraditional techniqueswork?’byinvestigatingtheimmediateanddelayedeffectsofthetechniquesonChinese Englishlearners’L2vowelintelligibilityandcomprehensibility.

Empoweringcurriculumdesign:insightsfromfemalerefugees'ESOLexperiences

Holly Dono (Seetec)

Thistalkexploreshowrecentresearchonfemaleasylumseekersandrefugees’ESOLexperiencesin Englandcaninformandenrichcurriculumdesign,fosteringimpactfullearning.Uncoverinsightsto mitigateaccessbarriersandpromotelifelongopportunitiesforrefugeewomen.Discoverhow innovativecoursedesigncanmaximiseESOL’spositiveimpactonwomen’sfamiliesandfutures.

Question&answersessionrelatingtoZarinaSubhan’splenarysession

IfyouattendedZarinaSubhan’splenarysessionthismorningon Becauseyou’reallworthit!,youare welcometoattendthisrelatedsession.Thiswillallowparticipantstoaskanyquestionsoraddressany issuesthathavebeenraisedbyZarinaSubhan’stalk.

AdvancedpedagogicalmethodsinESLwritingportfolio

Samah Abduljawad (RoyalCommissionforYanbuCollegesandInstitutes) InESLclasses,simplyteachingESLwritingusingwritingportfolioswithoutspecificassessmentcriteria isinsufficientformakingstudentssuccessfulwritersinthetargetlanguage.Thisstudyinvestigatesthe barriersthatSaudiESLstudentsfaceinusingthewritingportfolio,coupledwithsuggestionsfromthe ESLteachersthatcontributetoimprovingtheirwritingperformance.

Howtoimproveyourschool’scommunicationandproductivitywith Monday.com

Kat Jeffries (SpeakUpLondon)

Howcanyourmedium-sizedschoolimproveinternalcomms,collaborationandproductivityina simple,cost-effectiveway?Inthissession,I’llsharehowourteamhastransformeditsinternal processesusingtheproject-managementtool Monday.com.AndI’llexplainhowyoucanuseitto streamlineeverythingfromBritishCouncilinspectionprepandfeedbackcollectiontocross-team collaborationandproductdevelopment.

Translanguaging&plurilingualismworks:butarewereadyyet?

Naziha AliRaza (Freelance)

Translanguaging/plurilingualpedagogies,whileadvantageousinELT,receivelittlesupportfrom institutionaladministration(Piccardo&Galante,2018).Iwillhighlightfindingsfromarecentstudyin theUAEthatinvestigatesinstitutionalreadinesstoembracesuchpedagogies,leavingparticipantsto considertheimpactofevidencedstrategiesonstudentsuccessintheircontexts.

Languagecreatesdifferentdiscoursesabouttheworld BentheFogh Jensen (UniversityCollegeSouthDenmark)

InaresearchprojectfundedbytheDanishNationalCentreforForeignLanguages(NCFF),carriedout inalowersecondaryschoolEFLclass,theFive-Phase-Modelmodelwasdeveloped.Themodeloffers anintegrationofissuesoncultureandstudents’linguisticdevelopment.Duringthetalk,Iwillpresent elementsofeachphase,includingrelevanttheoreticalperspectivesandexamplesoftaskand activities.

Buildingaloveforreading:thepowerofreadingclubs Oleksandra Avramenko (ThinkGlobalKyivBerezniaky)– WinneroftheLitSIG&CreativityGroup Scholarship

Discoverthetransformativeimpactofreadingclubsforchildreninthispresentation.Diveintothe worldofinteractiveandengagingreadingexperiencesthatfosteradeeploveforbooks.Explorethe benefitsofreadingclubs,includinglanguageacquisition,criticalthinking,andcreativity.

Session2.4

Pavilion-TheGrandHotel 80 audience

Talk TD,TTEd

s,t,a, e TDSIGShowcase

Charlotte-TheGrand Hotel

250 audience Forum

1415-1530

EAP t, e,le

LT,MD t, e,le

LA,TD

t,a, e,le

Empress-TheGrandHotel 250 audience Forum

1415-1530

LT,TD

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

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

LT

t,a, e,le

Alexandra-TheGrand Hotel

250 audience

Talk

GEN

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

1415-1445 continued Wednesday17

Video-enhancedteachertraining:guides,networks,andconversations

Cecilia Nobre (UniversityofWarwick)

ThistalkfocusesonharnessingvideotechnologytoenhanceELTteachertraining.Itoutlinesthree corestrategies:structuredviewingguidesforvideoanalysis,buildingtrustednetworksamongpeer trainers,andfacilitatingcollaborativeconversationsusingvideo.Thesessionaimstoprovide actionabletoolsforprofessionaldevelopmentandtoenrichlearningenvironmentsfortrainersand traineesalike.

Forumonacademiclanguagesupportforstudentsinhighereducation

Academicwritinginanutshell:languagesupportforuniversitystudents

Nina Rasmussen (TheUniversityofCopenhagen)

Thistalkwillpresentthecontentofa2-hour‘academicwritinginanutshell’workshopdevelopedin responsetostudents’concernswhenthemediumofinstructionontheirbachelor-levelcourseatthe UniversityofCopenhagenwaschangedfromDanishtoEnglish.Theworkshopconsistedoftips,tools andwritingstrategiesfollowedbydetailedwrittenfeedbackonamockexam.

Removingbarriersofinequalityinlanguagelearningathighereducation

Agustín DomínguezFlores (InstitutoPolitécnicoNacional-Mexico), MauricioIgor Jasso (InstitutoPolitécnicoNacional)

TheNationalPolytechnicInstituteinMexicoisworkingtowardsaninternationalagendaandrequires thatstudentsimprovetheirEnglishlanguageproficiency.However,inequalityinaccesstolearning opportunitieswasidentifiedaskeybarriertothisgoal.Inthistalk,representativesoftheInstitutewill presentthefreeonlineresourcesdevelopedin-housetotackletheproblemandaimtosuccess.

Languageadvisingcasestudies:doesonesizefitall?

Martina ŠindelářováSkupeňová (MasarykUniversityLanguageCentre)

ThistalkisbasedonanalysinglanguageadvisingsessionsofferedtoMasarykUniversitystudentsof variousdisciplines.Astheadvisees´profilesdifferinlearnerautonomyandlanguagecompetence level,theaimofthetalkistodemonstratewhatproceduresandtoolsallowtheadvisorstoprovide individualizedsupportwhenstudentsplan,monitorandevaluatetheirlearning.

ForumonAI:shapingandnavigatingnewpedagogicallandscapes

AIintheEFLClassroom.Doesitalwayswork?

John Slade (StaffordHouseLondon)

ThedevelopmentofAIhascreatednewopportunitiesforEFLteacherstoexplorenewwaysof learning.Withideaspoppingupleft,rightandcentre,it’schallengingtoknowwhatworksandwhat doesn’t.ThistalkevaluatesdifferentideastoassessthissothatparticipantscanapproachusingAIin theEFLclassroomwithgreaterconfidence.

EngagingstudentsethicallyandcriticallyintheAIera

Rasha Halat (LebaneseInternationalUniversity)

Howcanyouengageyourstudentswithdifferentartificialintelligence(AI)toolscriticallyand ethically?WhetherlookingatAI-generatedpicturesorchattingwithChatbots,studentsneedtodoit right.Iwillsharepracticalstrategiesandtechniquesthateducatorscanadoptinpreparingtheir studentsfortheAIera.

EnrichingclassroominstructionwithAI:practicalpedagogicalstrategiesforteachers

Christopher Collins (ColumbiaUniversityAmericanLanguageProgram(ALP))

Inthistalk,IwillexploretheuseofAIchatbotstosupportteachingandlearningintheclassroom. Thesetoolscanserveaspowerfulaidsforquicklyprovidingcontext-specific,thematicallyrelevant, andlevel-appropriateexamplesofgrammarandvocabulary.Iwillshowcaseexamplesandmethods forintegratingchatbotsintopedagogy,craftingeffectiveprompts,andassessingAI-generatedoutput.

TeachingbadEnglish?ThechallengeofteachingELF

Judith Mader (Freelance), Rudi Camerer (elc-EuropeanLanguageCompetence)

Englishasalinguafranca(ELF)includesthemostcommonlyusedvarietiesofEnglishworldwide,but thepracticalitiesofteachingELFareonlynowbeingaddressed.WewilldiscusswhatELFisand teachers’andlearners’attitudes.Wewillprovidepracticalideasfordifferentlevelsandtalkabout grammar,vocabularyandpronunciationinELFcourses.

Auditorium1-Brighton Centre

500audience Talk LA

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

Syndicate1-Brighton Centre

200 audience Talk

ESOL,TD a, e,le ESOLSIGShowcase

Syndicate2-Brighton Centre

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

Syndicate3-Brighton Centre

200 audience Talk BE s,t,a, e,le BESIGShowcase

Syndicate4-Brighton Centre

200 audience Talk

EAP,TEA s,t,a, e,le ProdProm

Skyline-BrightonCentre

150 audience

Talk

ESP,TTEd t,a,e,le

MeetingRoom1ABrightonCentre

60 audience

Talk

LA

t, e,le

LASIGShowcase

MeetingRoom1BBrightonCentre

60 audience

OpenForum TTEdSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Talk RES,TTEd s,a, e,le

MeetingRoom1DBrightonCentre

Reactivatingstudents’zestforlearning

George Kokolas (ExpressPublishing)

80 audience

Talk

GEN p,s,e,le

Zestisconsideredoneofthefundamentalstrengthsofapositivepsychologymindset.Iwillreview somekeyelementsconnectedtocreatingzestforlearning.Iwillalsoindicatehowzestcanserveasa bedrockfordevelopingpositivefeelingsinclassandhowwecandebunknegativitywhenitknockson ourstudents'doors.

TheimpactofL1literacyonEnglishliteracydevelopment

Lesley Painter-Farrell (WestchesterCommunityCollegeStateUniversity)

HowdoeslowliteracyinfirstlanguagesimpactliteracydevelopmentinEnglish?Inthistalk,Iwill sharemyfindingsfromapieceofactionresearchconductedinanadultESOLcontextthatexplored strategiesandactivitiestohelpsupportwritingskillsdevelopmentwithstudentswithalowliteracy levelintheirfirstlanguages.

Theinseparabilityoflexis,grammarandpronunciation

Eric Nicaise (HauteEcoleLouvain-en-Hainaut/UCLouvain,Belgium)

Traditionally,thethreeareasoflanguage-vocabulary,grammarandpronunciation-havebeenkept apartinEFLteaching.However,corpuslinguisticsresearchhashighlightedtheneedforthelexicogrammarapproach.ThroughacorpusexplorationofclassroomEnglish,Iwilltakethisclaimfurther andtaketheholisticviewthatvocabulary,grammarandpronunciationareinseparablefromone another.

Beyondfluency:unleashingthepowerofmasteryforadvancedlearners

Anna Plaksiienko (EnglishStudiobyAnnaPlaksiienko)

Howtoengage,challenge,andempoweradvancedlearners?Inthistalk,we’lldiscusseffectivewaysof enhancingproductiveandreceptiveskills,fosteringautonomy,upgradinggrammarandvocabby applyingthelexicalapproach.Acquireatoolkitofactivitiesadaptabletoanyclassroom,helpingyou designengaginglessons,aswellasinsightsintoelevatingbusinessEnglishproficiencyandcreatinga dynamiclearningenvironment.

Discover LanguageCertAcademic:atestforinternationalhighereducationadmissions

Catherine Jones (LanguageCert)

Findoutaboutthe LanguageCertAcademic test.Orientedforanacademicpurpose,thismulti-leveltest certifiesperformanceinListening,Reading,Speaking,andWritingacrossfourlevelsoftheCEFR,B1to C2.Wewilldiscusshowthetasks,contextsandlevelsaredomainrelevanti.e.whatmakesthetest ‘academic’,andtheunderpinningassessmentresearchthatinformedtestdevelopment.

MakingthemoveintohealthcareorOET:areyouready?

Ros Wright (Englishformedicine.net)

Forgetmedicalterminology;teachinghealthcareprofessionalsandOETcandidatestointeractsafely andeffectivelywithpatientsismoreabout‘soft’skills,knowninthefieldasclinicalcommunication skills.Drawingfrommyexperience,Iwillseektoallayfearsandbuildconfidence,ensuringfuture trainerscomprehendthekeyroletheywillbeplayingintheteachingofhealthcareprofessionals.

Interactivetargetlanguageuseatbeginner’slevel

Anja Burkert (DepartmentofEnglishStudies,Graz,Austria)

Inthistalk,IwilldiscusswaysofinvolvingbeginnerlearnersofGermanandFrenchatuniversitylevel inauthentictargetlanguageuserightfromthestart.Iwilldiscussactivitiesandtoolsandshow examplesofstudent-produceditemssuchaspeer-correctedtextsanddictationtexts,talkingcardsfor role-plays,collaborativelywrittentexts,andlearnerlogbooks/diaries.

IATEFLTeacherTraining&EducationSpecialInterestGroupOpenFoum

TTEdSIG–acommunityforteachereducatorsaroundtheglobe

InthisOpenForum,youwillhaveachancetomeettheTTEdSIGcommitteeandhearaboutwhatwe havebeenuptooverthepastyear.There’llalsobeachancetoshareyourownthoughtsonwhatwe shouldbedoing,aswellasnetworkandminglewithothercurrentandfutureteachereducators.

Contentandlanguageintegratedlearningteachereducation:challengesandresponses

Lucilla Lopriore (RomaTreUniversity)

ThispresentationreportsastudyIcarriedoutin3CLIL(ContentandLanguageIntegratedLearning) teachereducationcoursesforItaliancontentteacherslearningtouseCLILinItalianhighschools.A reflectiveapproachwasadoptedwithinthecourses,andchallengeswerefacedbybothteacher educatorsandteachers.Teachers’responsestothosechallengesarepresentedanddiscussed.

Recognitionaskeytowardssuccessinlanguagelearning

Marcelo BaccarinCosta (MBeducare)

Canwemakesuremoreofourstudentsbecomesuccessfullanguageusers?Yes,andpartofthe answerliesinrecognition,atermfromphilosophythatmeansgraduallyacknowledgingeachother's subjectivitiesanddevelopingappreciationofindividualities.Inthissession,wewillexplorewhat recognitionentails,anddiscusssomeresultsofmyresearchonteenagersandrecognition. Session2.5 1500-1530

MeetingRoom3-Brighton Centre

50 audience

Talk

PRON,RES

s,a, e,le

PronSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talk

TEA,YLT p, e,le

MeetingRoom6-Brighton

Centre

50 audience

Talkwithrestricted audience

AL,TTEd t,a, e,le

MeetingRoom8-Brighton

Centre

50 audience

Talk RES p,s,t, e,le

MeetingRoom9-Brighton Centre

70 audience

Talk GEN,LAM s,a, e,le

MeetingRoom10BrightonCentre

60 audience

Talkwithrestricted audiencenumber

LIT

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

Office11-BrightonCentre

40 audience

Talk

TTEd,TEA p,a, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

LIT,YLT ey,s,p, e,le

Pavilion-TheGrandHotel

80 audience

Talk

TD,TTEd

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

Charlotte-TheGrand Hotel

250 audience

Forum

1415-1530

TheimpactofEnglishaccentvariationsonChineselearners

Xian Wang (IATEFLPronSIG)– WinneroftheIATEFLPronSIGClassroomResearchScholarship

Inthistalk,wewilldiscussincorporatingmultipleEnglishaccentvariantsintotheinterpretation courseinChina.Wewillassesstheireffectivenessinenhancingtolerancefordiverseaccents, developinglisteningandspeakingskills,andboostingstudents'confidenceintheirownaccents. Participantscanreflect,question,andexchangeideasforprofessionaldevelopment.

Usingdifferentassessmenttoolstomakelearningprogressmorevisible

Andrea Nogueira (AssociaçãoCulturaInglesaSãoPauloBrazil)

Theaimofthistalkistopresenttheprocessofimplementationofformativeassessmenttoolsandthe positiveimpactithasdemonstratedonstudents’learning,aswellasinparents’andschool’s satisfactionwiththechildren’sprogress.Thetalkalsoaimsatdemonstratinghowthesetoolswere usedtomakelearningvisiblethroughoutthesecondsemesterof2022.

Englishonlyzone?Translanguaginginstudyabroadcontexts

Urbashi Raha (TheBritishCouncil)

Byemphasizinglearneridentitiesandsocio-culturalpractices,thissessionaimstoexplorean alternativeapproachtoteachingEnglishinstudyabroadcontexts,specificallyinEnglishspeaking countries.Theobjectiveistoaddresstheissueofachievingnative-likecompetencyinEnglish.Wewill delveintothetranslanguagingapproachasaclassroommethodologytosupportbilingual/ multilinguallearners.

UsingdigitalstorytellingtoolstoimproveEFLwritingskills

Merve Baskutlu (KafkasUniversity)

Consideringbenefitsofcollaborativewritingandweb2.0tools,thisstudyaimedtoprovideadifferent environmentfortechnology-supportedcollaborativewritingandin-groupfeedbackinsmallgroups forstudentstoimprovetheirEnglishwritingskills.Inthestudy,awiki-basedcollaborativewriting model(experimentalgroup)wascomparedwiththetraditionalmethodcollaborativewritingmodel (controlgroup)withsimultaneousfollow-upapplications.

Standardizationandqualitycontrolinprogramdevelopment

ChristianBerlin(DeVinciHigherEducation,Paris,France)

InhighereducationinFrance,standardizationandqualitycontrolisofparamountimportancein programmedevelopment.Streamliningtheprocessofcoursecreationandteacherrecruitment directlycorrelateswithqualityenhancement,asitestablishesuniformprocesses,guidelines,and benchmarksthatdeliverconsistentoutcomes.Oftennegativelyperceived,thestandardizationof courseprogrammespromotesfairnessandprovidesequalopportunitiestoallstudents.

ExtensiveReadingimproveseveryskill,evenspeaking.Tryit!

Chris Fry (ExBritishCouncil,Barcelona)

Iwillapplymy40years’experiencerunningclasslibrarieswithadultstodoingthesamethingwithan onlinelibrarylike OxfordReadingClub,whichhashundredsofreadersatthelevelofyourstudents whatevertheirageandlevel.Atabout€26ayearperstudentitmakesExtensiveReadingeasierand cheaperthanever.

Assessmentpatternsininitialteachereducationprogrammes

Elaheh Tavakoli (VoldaUniversityCollege)

ThistalkwillshowassessmentpatternsinNorway’steachereducationthroughcontentanalysisof278 coursesyllabi.ItreportshowstudentsintwoInitialTeacherEducationprogrammesatthree universitiesareassessedandthattheseassessmentpatternsdonotusuallyalignwitheachother.A hugevariationwasalsoobservedinbothcourseworkandfinalexamassessmentpatterns.

Exploringpicturebookstochallengestereotypesandfosterinclusion

Romina Muse (IATEFLYLTSIG/FAAPI)

Picturebooksareapedagogicalresourcethatfrequentlyintegratewithearlyyears’practice.Hailedas analternativeforpromotingliteracy,theyhaveuntappedpotentialtocombatstereotypesand promoteinclusivity.Thistalkexplorespicturebooksthroughthelensesofintersectionalityand deconstruction.Participantswillleavewithinsightsandtoolsforcraftinginclusivelessonscentred aroundcarefullyselectedandcuratedchildren'sstories.

Reflectiveteaching-ignitinginnovation,collaborationandgrowth Tamires deOliveira (SimplificaIngles)

Inarapidlychangingandinterconnectedworld,reflectionisatransformativejourneythatelevates students'andteachers’achievements.Inthispracticaltalk,wewillidentifyhowtheintegrationof digitaltoolstakesreflectiveteachingtonewheights;analyzeusefulframeworks;recognizethoughtprovokingreflectionquestions;andgetbetterpreparedtodesignourownreflectiveecosystem.

Forumonacademiclanguagesupportforstudentsinhighereducation continued

Session2.5 1500-1530 continued Wednesday17

Charlotte-TheGrand Hotel

250 audience Forum

1415-1530

Empress-TheGrandHotel 250 audience Forum

1415-1530

Alexandra-TheGrand Hotel

250 audience Talk

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

Forumonacademiclanguagesupportforstudentsinhighereducation continued

ForumonAI:shapingandnavigatingnewpedagogicallandscapes continued

Isitethical?Teachingwithedtechtomaximizeinclusiveness

Anna Bartosik (GeorgeBrownCollege)

Withanincreasedinterestinaccess,accessibility,andinclusionamongeducators,ethicalchoicesmay notbeprioritisedwhenusingeducationaltechnology.Thisworkshopexploresethicalconsiderations thatplayalargeroleinhybridlearningenvironmentsandhowwecanthoughtfullyapproach technologytomaximiseinclusivity.Wewillexploretechethicsinapplications,devices,course requirements,andartificialintelligence.

Break 1530-1600

FreeteaandcoffeewillbeservedintheExhibition,sponsoredbyOxfordUniversityPress

IATEFLStand Materialswriters,proofreaders,editorsandpublishersmeetup

Pop-ipPresentationStage 1535-1550

Wednesday17

Ifyouareamaterialswriters,proofreader,editororworkinpublishing,cometotheIATEFLStandto meetotherprofessionalsandmakesomeconnections.

MeettheIATEFL Voices editor

Findoutmoreaboutourbi-monthlymagazineandhowyoucangetinvolvedorpublishedinit.

ETSGlobal

TOEFL®MasteryChallenge

Areyoureadytounlockthesecretsofthe TOEFLiBT® testandexploretheentire TOEFL®Familyof Assessments?JoinusforourexcitingTOEFLquiz,wherewe’llputyourknowledgetothetest,andyour expertisecouldopenthedoortogreatprizes!Comeplaywithus,testyourTOEFLknowledgeand discoverwhatsetsyouapart.Don'tmissoutonthisexcitingopportunity,jointhefun!

Speakers:CelestinaCardozMauryandMartaZaninelli

Eastbar-BrightonCentre Posterpresentations(seepage58)

Auditorium1-Brighton Centre

500audience Talk

LT,TEA t,a, e,le

Syndicate1-Brighton Centre

200 audience Talk

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

Syndicate2-Brighton Centre

200 audience Talk

EAP,TEA s,t,a, e,le

Wednesday17

TheAIinterviewer:spokendialogsystemsincomputer-basedlanguageassessment

Yasin Karatay (CambridgeUniversityPress&Assessment)

Inthistalk,wewillexploretheinnovativepotentialofartificialintelligencetechnology,specifically SpokenDialogSystems(SDS),forassessingsecond-languageoralcommunicationskills.Thesession willintroducethetechnologyanditsresearch-backedadvantages,aswellasitscurrentlimitations. ParticipantswillexperiencethecapabilitiesofSDSthroughalivedemonstration,offeringhands-on experimentation.

Thecasebookmethodforlanguageteachereducationandprofessionaldevelopment

Gary Barkhuizen (UniversityofAuckland)

Casesareshortnarrativesthatdrawattentiontoissuesanddilemmasrelevanttoclassroomteachers.I drawonmyexperienceofusingthecasebookmethodtoprovidearationalefordoingsoandto presentexamplesofcasesandtheiruseinteachereducation.Theaudiencewillbeencouragedto suggestwaysinwhichthecasesmightbefurtherused.

CanteachingacademicEnglishandassessmentforlearningcooperate?

Zeynep Ogul (ETSGlobalB.V.)

Assessment,afundamentalcomponentofteachingandlearningcanalsobeconsideredasabarrierto teachingandlearningespeciallythankstothe“teachtothetest"approach.However,the“assessment forlearning”approachhasenabledashifttohowassessmentcanenhancelearning.Thistalkwill emphasizehowappropriateassessmenttoolscanpromoteeffectiveandsustainableteachingand learninginanacademicEnglishteachingcontext.

Syndicate3-Brighton Centre

200 audience

Talk

BE,ESP t,a, e,le BESIGShowcase

Syndicate4-Brighton Centre

200 audience

Talk

TEA s,t,a, e

Skyline-BrightonCentre

150 audience

Talk

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

MeetingRoom1ABrightonCentre

60 audience

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

LASIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Talk

TD p,s,a, e,le

MeetingRoom1CBrightonCentre

80 audience Forum 1600-1715

AL,RES t,e

GI,TD p,s,e,le

AL,RES t,e,le

Analysingunmetneeds:businesscommunicationcompetenciesrequiredinmultinational companies

Radek Swiecinski (AmsterdamUniversityofAppliedSciences)

ThisresearchwasconductedtoupdatethecontentoftheInternationalBusinessStudiescurriculum. Thedynamicallydevelopingbusinessenvironment,includingtheshifttowardshybridwork, deepenedthewidelyreportedmisalignmentbetweenbusinesscommunicationinstructionand industryrequirements.Thus,weresolvedtodiscoverwhatthismisalignmententailsandwillpresent theemployers’unmetneedsconcerningrecentgraduates’communicationskills.

Developinga GlobalScaleofLanguages formultilinguallearners

David Booth (Pearson)

The GlobalScaleofEnglish isawellestablishedframeworkforlearningandassessmentofEnglish.The frameworkwasrecentlyre-evaluatedtoseehowitsusefulnesscouldbefurtherenhanced.Wewill reportonworkdonetoextendthescalebothinitslengthandinitsapplicabilitytootherlanguages thereforeformingthebasisfora GlobalScaleofLanguages

Apracticalapproachtostaffwellbeing

Fiona Dunlop (WimbledonSchoolofEnglish)

Wehavelearnedalotrecentlyabouttheimportanceofwellbeing.Iwillconsiderwhatworksandhow ourapproacheshaveevolved.Iwillexplorepracticalideastoensurethat,asanorganisation,our approachtowellbeingisuseful,integratedandconsistent.Iwillprovidetriedandtestedideasthat canbeadaptedtosuityourownenvironment.

Usinggamifiedlearningenvironmentstofosterstudentengagement

László Hajba (Freelance)– WinneroftheIATEFLBillLeeScholarship

Inthistalk,Iamgoingtowalkyouthroughthestepsofcreatingagamifiedlearningenvironment whichadaptstoyourneedsandfostersstudentmotivation.Thetalkwillhighlightcommon misconceptionsaboutgamificationandgiveyouusefulreal-lifeclassroomexamplesofusingitinyour ownteachingcontext,fromprimarytoadulteducation.

MyTEAjourneyfromfearingfeedbacktounderstandingfeedback

Alaa Talat (Al-AzharAl-Sharif)

Inthistalk,Iaimtocascademyexperienceregardingfeedbackandexploretheeffectspositiveand negativefeedbackhasonlearnersandlearning.Participantswilldiscussseveralfeedbackstrategies andIwillasksomequestionsabouthowandwhenfeedbackshouldbegiven.Also,theywillapply someactivitiestolearnabouteffectiveandineffectivefeedback.

ForumonEMI

UniversityautonomyasadriverofEnglish-mediuminstruction

Peter Wingrove (TheOpenUniversity)

ThelasttwentyyearshaveseenexponentialgrowthinEMIinEuropeanhighereducation.Thispaper modelsdatafromover3000universitiesin44Europeancountriestoinvestigatethefactorsthat predictEMI,withaspecificfocusonuniversityautonomy.Doesliberalisinghighereducationleadto anincreaseinEMI?WhatdoesthismeanfortheTEFLworld?

EMI:issues,challengesandopportunities

Sajan Chaudhary (ShreeJanataSecondarySchool,Ramdhuni-3,Sunsari)

ThispresentationhighlightstherapidrisingcrazeofEnglishasamediumofinstruction(EMI)in generalalongwithchallengesandopportunitiesincommunityschoolsofNepalinparticular.Italso explorestheimplementationsectorofEMIinEFLclassroomsettingsandcontexts.Itrevealssome practicalandempiricalmeasurestobridgethegapbetweenteachersandstudents.

StudentcollaborationasacopingstrategyinEnglish-mediumstudy

Awad Alhassan (DhofarUniversity)

ThistalkreportsonfindingsfromaqualitativestudyonEnglishasaforeignlanguage(EFL)students’ copingstrategiesinanEnglish-mediumprogrammeofstudyinanEFLcontext.Thetargetaudience includeEnglish-mediumcontentteachers,EAPteachers,EMIresearchersandpolicymakers.Iwill activelyengagewiththeaudienceinthediscussionofthestudy’spedagogicalimplications.

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 Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations

MeetingRoom1DBrightonCentre

80 audience Forum

1600-1715

GEN s,t,a,le

LT t,e,le

YLT s,e,le

MeetingRoom3-Brighton Centre

50 audience Talk PRON

s,t, e,le PronSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talk

RES a, e,le ESOLSIGShowcase

MeetingRoom6-Brighton Centre

50 audience Forum 1600-1715

EAP,TTEd

s,t,a, e,le

LT,TD

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GEN a, e,le

Forumonteachingvocabulary

Fromvocabularybuilderstovocabularyenjoyers

Marina Dolgacheva (TeachersTeachTeachers)

MeetingRoom8-Brighton Centre

50 audience

Talkwithrestricted audiencenumber EAP,ESP t,e,le

Teachinglexicallyimpliesteachingalotofchunks.Howcanweencourageourstudentstolearnand thenstartusingthevocabularyfromthelesson?Inthistalk,Iwillintroduceseveralwaysof maintainingpersonalisedvocabularybuildersandexplorewaysofbolsteringstudents'confidence whenusingthenewvocabularyintheirspeech.

MediatypeandEFLvocabularyacquisition

Kevin Wrobetz (KobeGakuinUniversity)

Thisstudyattemptstomeasuretheapplicabilityofgame-basedlearningmethodsforEFLvocabulary acquisitionineducationalcontexts.Tothisend,sixdifferentgameswereusedinconjunctionwithsix differentEnglishlanguagearticlesinthreeEFLclasses.Resultsindicatethatgamesmaybeequally effectiveasreadingarticlesforthepurposeofvocabularyacquisition.

Howtoincreasestudentacademicvocabularyinspeaking

Zhananur Kassimova (NazarbayevIntellectualschoolofchemistryandbiology)

Studentslearnnewwordsbyreadingandlisteningtovarioustexts,buttheymaynotusethesewords inspeakingorwriting.Oneofthereasonsisthattheymayfinditdifficulttoapplythesewordsina newcontext.Therefore,itiscrucialtocreatetasksthatwillencouragestudentstorecyclenewwords.

Understandingpronunciationlearningstrategiesforwordstressthroughdiaryreflections

Ivana Duckinoska-Mihajlovska (Ss.CyrilandMethodiusUniversityinSkopje)

Thissessionexploresstrategiesthatexperiencedwritingtutorsusetoimplementscaffolding throughoutallstagesofanonlinetutorial.Throughtheuseofquestionsanddialogicinteraction basedonastudent’stextsubmittedbeforethetutorial,tutorscanprovidetargetedinstruction relevanttothestudent’scurrentneeds.Participantswillhaveopportunitiestocomparethese strategieswiththeirlocalizedtutorialpractice. Session2.6 1600-1630 continued

Pronunciationlearningstrategieshavethepotentialtodirectlearners’privatepractice.Thistalkwill focusonhow20MacedonianEFLlearnersusedstrategiesduringtheirpracticeofwordstressrules. Therecordedstrategyuseandreflectionsindiaryentriesshedlightontheirlearningprocessesand helpusmakemoreinformedchoicesaboutstrategyuseforpromotingautonomouslearning.

Facilitatingimmigrants’Finnishlanguagelearninginavocationalcollege

Rezvan Zonoubi (SavonAmmattiopisto)

Thistalkrepoststheresultsofathree-yearprojectinavocationalschoolinFinlandcalledAMOS.In thisproject,alanguageteacher,avocationalteacherandimmigrantcounsellorscollaboratedto facilitateimmigrants’Finnishlanguagelearningandvocationalknowledgeandskills.Wegathered datathroughinterviews,questionnairesandobservation.Theresultsshowedlearnersbenefitedfrom thiscollaboration.

Forumonforeignlanguageanxiety:eliminatingbarriersandmovingforward

Teachingmultilingualsandnavigatingforeignlanguageanxiety

Aviva Katzenell (FloridaAtlanticUniversity), Konstancja Szymanska (FloridaAtlanticUniversity) Thissessionwillempowerandeducatetheaudienceinidentifyinganddecreasingforeignlanguage anxietyinacademicsettingsamongmultilinguallearners.Thistalkwilldefineforeignlanguage anxietyanditscomponentsaswellasprovidetoolstolowertheaffectivebarrierthrough identificationandrecognitionofthissignificantandcomplexissuepedagogicallyintheclassroomand beyond.

Foreignlanguageanxiety:possiblewaystomediateitsdetrimentaleffects

Olha Yavorska (Freelance)- WinneroftheMacmillanEducationScholarship Fearisreflectedinthewaytheamygdalareactstoapotentialthreat,anditcanpenetratethebody duringtargetlanguageproduction.75%ofalllearnersfeellanguageanxiety.Thefocalpointsofthe talkwillbeneurolanguagecoaching,onlinelearning,andVR-basededucationaspossiblemethodsto eliminateormediatethenegativeconsequencesofforeignlanguageanxiety.

WhengrammaranxietyhampersEnglishuseamongadultsinKerala

ChristudasAmala Lal (UniversityofKerala)

TheanxietyaboutgrammaticalcorrectnessconsiderablyinhibitstheconfidenceofadultKeralite learnerswhileusingEnglishforcommunication.Therestilllingerstheimpactofexplicitgrammar teachingduringschoolandcollege,withaconsiderableemphasisoncorrectness.Thistalkwillpresent thisparadoxicalsituationbasedonclassroomexperienceandproceedtodiscussthestrategies attemptedtoovercomeit.

Thetransformativeroleofscaffoldinginpost-graduateacademicwritingtutorials

Cathy Morand (UCL)

MeetingRoom9-Brighton Centre

70 audience

Talk

ESP,LT s,t,a, e,le

MeetingRoom10BrightonCentre

60 audience

Talk

AL,EAP t,a,e,le

Office11-BrightonCentre

40 audience

Talk

LA,LT t, e,le

MeetingRoom15BrightonCentre

80 audience Forum 1600-1715

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

TD,TTEd s, e,le

AL,YLT ey,s,p, e,le

Pavilion-TheGrandHotel

80 audience

Talk LT,TD

t,a, e,le TDSIGShowcase

Charlotte-TheGrand Hotel

250 audience

Talk

RES,TEA

t, e,le

LeveragingthepowerofAIinpresentationstraining

Vida Bicman (UniversityofAppliedSciencesCampus02)

ThistalkaimstoshowhowAIwasusedinapresentationstrainingcourseatuniversitylevel.Itwilldeal withthreecomponents;scriptgeneration,visualsdesign,whichincludesslides,videos,avatarsand voiceovers,aswellasinsightsfromthepost-presentationanalyses.Thetalkwillfocuson ChatGPT, Tome.app, Colossyan.com, Steve.ai and Padlet.

ScholarshipofteachingandlearninginELTandprofessionaldevelopment

Raj Khatri (GeorgeBrownCollege)

Inthissession,Iplantodiscussthescholarshipofteachingandlearning(SoTL)initiativesandthe subsequentprofessionaldevelopmentopportunitiesdevelopedforfacultymembersatacommunity college’sELTdepartmentinCanada.ParticipantswillidentifytheSoTLpillarswithwhichtheSoTL committeehasengagedthefacultyanddiscussthewaysofestablishingSoTLattheirinstitutions.

StudentengagementintimesofgenerativeAI

Claudia Kunschak (RitsumeikanUniversity)

Thistalkwillpresentaframeworkforpost-pandemicAI-awarestrategies,instruments,andactivitiesto fosterstudentengagementwithtasks,peers,instructors,andthestudent'sownlearningprocess. Participantswillexplorebothprinciplesandconcreteexamplesoffosteringstudentengagement,and discussthewhen,what,why,andhowofincorporatingtheseintotheirowncourseplanningand teachingpractice.

Forumonplace-basedlearning

Place-basededucation:theworldasmycanvas

Maria Davou (GlossomatheiaLanguageLearning&ResearchCenter)

Inthistalk,wewillexplorethetransformativepowerofplace-basededucation.Wewillinvestigate howconnectinglearningtolocalenvironmentsenrichesstudentengagement,fosterscommunity connections,andcultivatesecologicalawareness.Wewilldelveintoinnovativeteachingmethodsthat bridgeclassroomtheorywithreal-worldexperiences,nurturingwell-rounded,conscientiouslearners preparedtoshapeasustainablefuture.

EFLspokenproductionandinteractionoutdoorsforsecondaryschoolstudents

Anat Shoseyov (KinneretAcademicCollegeontheSeaofGalilee)

SpeakingEnglishasasecondorforeignlanguagecanbechallengingandofteninducesanxiety.The searchforpragmaticmethodstopromotespokenproductionamongsecondaryschoolstudents entailedthetheoryofpractisingspeakinginEFLoutdoors.Thistalkintroducesthepedagogicaland technicalaspectsofanovelpracticalapproach,aimingtoencourageauthenticspokenproduction andinteraction.

Bringingnatureandforesteducationintolanguagelearning

Francesca Xenaki (PaixnidagogeioPrimarySchool)

Thistalkexplorestheintegrationofthenatureandforesteducationalapproachintolanguage learningsettings.Thistopichighlightsthebenefitsofcombiningexperientiallearninginnatural environmentstakingintoaccountchild-centered,self-directedmethodologies.Thepresentationwill delveintothesynergiesbetweenthem,emphasisinghowtheycanfosterholisticdevelopment, enhancelanguageacquisition,andpromoteadeeperconnectionwithnature.

Stimulusanddiscussion-wideningparticipationinteacherdevelopment

Clive Shaw (KingsFoundations,KingsCollegeLondon)

Thistalkreflectsonaninitiativetakentowidenparticipationinteacherdevelopmentwithina universitydepartment(EnglishforAcademicPurposes)bycreatinganasynchronousdiscussion thread.Thetalkexplainshow MicrosoftStream wasexploitedtoserveasstimulusforthread discussions,theobjectivesofteacherdevelopmentmaterialsandhowfindingsmaybeappliedin otherteacherdevelopmentcontexts.

Reliabilityinratingscales:thecasefortrainingandnorming

Michael Fields (UniversityofDelawareEnglishLanguageInstitute)

Asmall-scaleresearchprojectinvestigatedtheabilityofteacher-raterstorateupper-intermediate academicessaysmoreconsistentlyusingaratingscalethancontrolteacher-ratersusinganimpression markingsystem.Surprisingly,theresultsshowednosignificantdifferencebetweenthetwogroups. Theconclusionsdrawnindicatethenecessityoftrainingintheuseofratingscalesandmorefrequent norming.

Session2.6 1600-1630 continued Wednesday17

Empress-TheGrandHotel 250 audience Forum

1600-1715

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

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

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

Alexandra-TheGrand Hotel

250 audience Talk

GEN

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

Auditorium1-Brighton Centre

500audience Talk

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

Syndicate1-Brighton Centre

200 audience Talk

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

Syndicate2-Brighton Centre 200 audience

SignatureEvent

1645-1815 LT,TD

Syndicate3-Brighton Centre

200 audience

Talk

BE t,a, e BESIGShowcase

Forumonfreelanceteaching

Thesocialmediamystery:blueprintsforgrowinganELTcommunity

Claire Bowes (englii)

Isgoingviralthekeytosuccess?Growinganonlineaudienceoflearnersmayseemlikeamatterof luck.However,thereismuchmoregoingonbehindthescenesthanyoumightthink.Thissession sharestacticsandtipsforsocialmediagrowth,audiencecultivationandengagement,andapplying marketingconceptstoyourteachingstrategies.

WritingwordsthatattractstudentsasafreelanceELTteacher

Lauren Martin (CopyThatCopywriting)

WhywouldstudentschoosetolearnwithyouoverthemillionsofotherteachersofferingEnglish classes?Whatmakesyoudifferent?Inthistalk,you’lllearntodefineyouruniquesellingpointasa freelanceELTprofessionalandsetyourservicesapartusingwordsthatinspire,empowerandattract morestudents.

HowtobuildaprofitablepersonalbrandinELT

Ola Kowalska (OlaCoachesTeachers)

FreelancinginELTcanfeeltoughwithsomanypeersofferingsimilarservices.Doubtsaboutour expertiseandpricingcancreepin.Butfearnot!Inthistalk,you’lllearnhowtocraftastandout personalbrandsoyoucansaygoodbyetofeelinglikeacommodityinthiscompetitivefield.

Grammarmythsandhownottofallforthem

Alex Semakin (Freelance)

GrammarisperhapsthemostcontradictoryareaofELT.Itispartofalmosteverysyllabus,yetisoften viewedassomethingboringandavoidable.Thecontradictioncouldbeduetosomemythsthatexist aboutgrammarandgrammarteaching.Iwilltacklesomepopularmythsandlettheaudiencereflect onthebeliefsaboutgrammarthatinformtheirteaching.

Applyingevidence-centereddesigntostandardizedandclassroomassessments

Edward Getman (EducationalTestingService)

AfterprovidingatheoreticalintroductiontoprinciplesofEvidence-CenteredDesign(ECD),Iwillshow areal-lifeexampleofhowtheywereusedtocreatethenewWritingforanAcademicDiscussiontask onETS’s TOEFLiBTtest.Then,wewilldiscusspracticalapplicationsofECDbylanguageteachersto developvalidandusefulclassroomassessmentsoftheirown.

AffordancesofdigitalmultimodalcomposinginglobalEnglishescurriculumdevelopment

Alfred Lo (UniversityofOxford)

IwillintroducethetheoreticalorientationsofGlobalEnglishesanditssignificanceforELTcurriculum development.Iwilldelineatewhatthetechnology-affordedmultimodalresourcesinDigital MultimodalComposingareandhowtheycanmediatestudents’awarenessofGlobalEnglishes.Iwill presentaready-madeprojectforstudents’awareness-raisingandimplicatehowitcanbeappliedto differenteducationlevelsglobally.

BritishCouncilSignatureEvent

ThefutureofEnglishintheageofAI

AdamEdmett,NeenazIchaporia,MarianoFelice,HelenCrompton,AmyLightfoot WhathavewelearnedthroughourrecentresearchandexperimentswithapplyingAItoteachingand assessment?Howcanwecollectivelyworktogethertoovercometheissueswe’veidentified?Howcan teacherssafelyrealisethepotentialofAItosupportlearning?AsthefutureofAIandELTunfolds,join ustoexploreanswerstothesequestionsandmore.

Guidingtomorrow'sprofessionals:nurturingstudentsforsuccess

Bethany Cagnol (TelecomParis)

Joinusasweexploreinnovativestrategiesforpreparinghigher-educationstudentstothriveintheir professionaljourneys.Inthistalk,wewillshareup-to-dateandpracticalELTmethodsforintegrating social&environmentalresponsibility,leadershipprinciples,andstrategiesforbehavioralinterviews. Wewillalsodelveintocross-departmentalapproachestoaccompanystudentstowardsasuccessful transitionintotheprofessionalworld.

Syndicate4-Brighton Centre

200 audience

Talk

EAP,LT a, e,le ProdProm

Skyline-BrightonCentre

150 audience

Talk

EAP,TD s,t, e,le

MeetingRoom1ABrightonCentre

60 audience

OpenForum 1645-1815

LASIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Talk TTEd

ey,p,s,t,a, e

TTEdSIGShowcase

MeetingRoom1CBrightonCentre

80 audience

Forum

Forum

1600-1715

MeetingRoom1DBrightonCentre

80 audience

Forum

1600-1715

MeetingRoom3-Brighton Centre

50 audience

Talk

PRON,TD s,t,a, e,le PronSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talk

ESOL,TTEd t,a, e,le

ESOLSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Forum 1600-1715

MeetingRoom8-Brighton Centre

50 audience

AdvancingacademicpresentationskillsthroughVRglasses

Elizaveta Tikhomirova (SkolkovoInstituteofScienceandTechnology), Anastasia Sharapkova (LomonosovMoscowStateUniversity)

HerewereportondesigningandprobinganAcademicCommunicationcourseinanEMIinstitution withVRglassesandaspeciallydevelopedappemulatingaconferenceroomfortrainingpresentation skills.Weanalyseautomaticfeedbackfromthesystem,audiorecordingsofthepresentations,student andinstructorfeedback,andsuggestappimprovementandcourseintegration.

Thinktowrite:writetothink

Richard Harrison (CanfordPublishing)

Talk

YLT

ey,s, e,le

Thistalkdiscussestheconnectionbetweencriticalthinkingandacademicwritingandhowone promotestheother.Thequotation:‘Thebestwaytoteachcriticalthinkingistoteachwriting’is examined.Thetalkalsolooksatspecificthinkingskillsinvolvedinthewritingprocessandofferssome practicalclassroomideasfordevelopingboththinkingandwritingskills.

IATEFLLearnerAutonomySpecialInterestGroupOpenForum

Featuresoflearnerautonomy:practicalexamplesandhands-onactivities

Inthissession,LASIG’scommitteewillhighlightdifferentfeaturesoflanguagelearnerautonomyand explorewithyouhowtoimplementtheminyourclassroomtomotivateandempoweryourlearners. Wewillalsolookatpracticalactivitiestosupportlearnersintakingadvantageofthemultiple opportunitiestousethelanguagebeyondtheclassroom.

Non-permanentin-serviceteachereducators:identityexperiencesfromthemargin Kuheli Mukherjee (DepartmentofSchoolEducation,Govt.ofWestBengal)– Winnerofthe

IATEFLRayTongueScholarship

Non-permanentin-serviceteachereducatorsplayanimportantroleinESLteacherdevelopmentin countrieslikeIndiaintheGlobalSouth.Thetalk,withreferencetosixsuchteachereducators,will presentanethnographicstudyoftheirteachereducatoridentitydevelopmentandtheconsequent dilemmaemergingoutoftheirprofessionalidentityasteachers.

ForumonEMI continued

Forumonteachingvocabulary continued

L2teachers'professionaltrajectorieswithpronunciationteaching:a10-yearstudy

Michael Burri (UniversityofWollongong)

Drawingonanongoing10-yearresearchproject,inwhichqualitativedatawerecollectedinsix phases,thispresentationprovidesimportantinsightsintotheprofessionaltrajectoriesofL2teachers, includingtheirdevelopingpracticesandcognitions(beliefs,knowledge)aboutEnglishpronunciation teachingandlearning.Followinganoverviewofthestudy'smainfindings,implicationsforteacher educators,teachers,andresearchersarediscussed.

TrinityCert(T)ESOL:teachertrainingandtheuniversityascommunitycitizen

Laura Walker (UniversityofCentralLancashire), Elena Gandini (UniversityofCentral Lancashire), Murad Alhamwi (LancashireCountyCouncil)

Wereportonthesettingupofanexternally-funded TrinityCertTESOL initialteachertrainingcourseat ouruniversityinordertomeettheESOLteachershortageinourlocalarea,andexaminetheroleof theuniversityinitsresponsibilitiesasacommunitycitizen.Processes,positivesanddrawbackswillbe discussedalongwithpossibilitiesforotherinstitutionstoreplicate.

Forumonforeignlanguageanxiety:eliminatingbarriersandmovingforward continued

LimitedresearchhasbeenconductedintotheuseoftheseapplicationsbyyoungEnglishlanguage learners,especiallyininformallearningcontexts.ThistalksharesEFLchildren’sperceptionsabouttheir independentreadingexperienceswithamobileapplicationcalled Palfish,whichprovidesEnglish storybooksandpicturebookswithrichmultimediaandinteractivefeatures. Session2.7 1645-1715

Listeningtochildren’svoices:EFLlearners’independentdigitalreadingexperiences

Weizhao Gong (UniversityofWarwick)

Session2.7 1645-1715 continued Wednesday17

MeetingRoom9-Brighton Centre

70 audience

Talk

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

MeetingRoom10BrightonCentre

60 audience

Talk

EAP,ESP t, e

Office11-BrightonCentre

40 audience

Talk

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

MeetingRoom15BrightonCentre

80 audience

Forum 1600-1715

Pavilion-TheGrandHotel

80 audience

Talk

EAP,IPSEN t,a, e,le

Charlotte-TheGrand Hotel

250 audience

Talk

TD

ey,p,s,t,a, e TDSIGShowcase

Empress-TheGrandHotel

250 audience

Forum

1600-1715

Alexandra-TheGrand Hotel

250 audience

Talk

GEN

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

Empoweringeducation:usingprinciplesofself-managedteamstofosterautonomy

Priscilla Manfredini (AssociaçãoCulturaInglesaSãoPaulo)

Inthistalk,we'regoingtoreflectontheconditionsthatmakesomeself-managedteamsso prosperous,andhowtoworkonthemtoadaptandimplementself-managingstrategiestothereality ofeducationalorganizations,inordertodevelopautonomyandengagementamongteams, promotingsuccessfulworkthatultimatelyreflectsonstudent'sresults.

Supportingfacultyincreditcourseswithalanguageteacherlens

Cristina Petersen (CamosunCollege), Nick Travers (CamosunCollege)

ThistalkintroducesaprojectataCanadiancollegethatembedsEnglishlanguageinstructorsincredit programstosupportfacultywithEALstudents.MultilingualSupportServices(MSS)workswith contentfacultyonassignment/examclarity,materialsdevelopment,andculturalissues.The development,integration,anduptakeoftwosupportsarehighlighted:theInstructionalMaterials AnalysisProject(I-MAP)anddiscipline-specificvocabularymaterials.

Feedback:thepedagogicalpendulum

Yéssica AguileraFuentes (UniversidadTecnicaFedericoSantaMaria)

Itisknownthatfeedbackhelpsboostthelanguagelearningprocess.Providingfeedbackhelps teachersandstudentstobecomeawareoftheprogressthathasbeenmadeaspartofthelearning experience.Buthowareweintegratingfeedbackinourlessons?Whatroledostudentshaveinthat process?Currentandfuturechallengeswillbeanalysedinthetalk.

Forumonplace-basedlearning continued

Evaluatingatrauma-informedEAPprogrammeforrefugee-backgroundstudents

Aleks Palanac (UniversityofLeicester), Deirdre McKenna (UniversityofLeeds)

Thistalkoutlinesthefindingsofanevaluativepilotstudyofastructuredonlineprogrammeoffree non-formalEnglishforAcademicPurposes(EAP)classesandindependentlearningresources, specificallyforrefugee-backgroundstudents.Ittakesatrauma-informedsocialjusticeapproach, emphasisinginclusivity,socialresponsibilityandstudentagency,andbringstogethervolunteersand arangeofpartnerorganisations

Improvingtheeffectivenessofprofessionaldevelopment:Lessonsfrom30,000teachers

Simon Borg (ELTConsultant)

Inthispresentation,Idrawonmyexperienceofevaluatingcontinuingprofessionaldevelopment (CPD)programmestoidentifykeyfactorsthatimpactontheeffectivenessofsuchprogrammes.The examplesofCPDIconsiderarediverse,geographically,indurationandscale,andtheanalysisprovides insightsofpracticalvaluetoprofessionalsinvolvedinthedesignandimplementationofCPDinELT.

Forumonfreelanceteaching continued

Empoweringoracy:transformingELTcurriculaforstudentsuccessandwell-being

Sarah Howell (OracyLab), Lisa Kester-Dodgson (OracyLab)

Thispresentationexplorestheprofoundimpactofanoracy-richeducationonstudents'well-being andacademicsuccess.Throughexplicitoracyinstruction,teacherscannurturestudents' communicationskills,fosteringconfidenceandself-expression.Thesessiondrawsonreal-lifeoracy projectsemphasisingtheimportanceofequippingstudentswitheffectivecommunicationskillsfor educationalandprofessionalachievement.Strategiesforembeddingoracywillbeshared.

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

Syndicate1-Brighton Centre

200 audience Workshop

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

Syndicate2-Brighton Centre

200 audience

SignatureEvent

1645-1815

Syndicate3-Brighton Centre

200 audience Workshop

BE,ESP a, e,le BESIGShowcase ProdProm

Syndicate4-Brighton Centre

200 audience Workshop

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

Skyline-BrightonCentre

150 audience Workshop

LIT,YLT p,s, e,le

MeetingRoom1ABrightonCentre

60 audience

OpenForum

1645-1815

LASIGShowcase

MeetingRoom1BBrightonCentre

60 audience Workshop

GEN

t,a, e,le

MeetingRoom1CBrightonCentre

80 audience Workshop

IPSEN

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

MeetingRoom1DBrightonCentre

80 audience Workshop

YLT p,s, le

MeetingRoom3-Brighton Centre

50 audience

Askingquestions–easyasABC,isn’tit?

CaroleAnne Robinson (NILENorwichInstituteforLanguageEducation)

Dothequestionsweaskinourteaching,trainingandeducationalworkplacecontextsreallygettothe heartofwhatwewanttofindout?Inthisworkshop,youwillhavethechancetodiscussthevalueof difficultquestionsandhowtheymightprovideanswersthatallowus,ourstudentsandourcolleagues toreflectanddevelop.

BritishCouncilSignatureEvent continued

Workingininternationalteams:whatcanwedobetter?

Ian McMaster (Freelance)

Moreandmorepeopleworkininternationalteams,whetherasleadersorteammembers,face-to-face orremotely.Thiscanbestimulatingbutinvolvesdifferentworkingstylesandcultures,leadingto potentialmisunderstandingsandconflict.Usingthebook TrainingsbuchBusinessEnglish (Haufe), participantswillbeencouragedtoreflectonhowtheycanencourageclientstodevelopeffective strategiesforinternationalcollaboration.

AccessibilityandELTvideo

Adam Salkeld (DigitalLearningAssociates), Elena Deleyto (DigitalLearningAssociates)

Aswepreparefornextyear’sEuropeanAccessibilityActdeadline,manyofuswillbechoosingmore videoinourmaterialsasit’soneofthemostaccessiblecontentformats.Butwemuststillensureitis accessible.Thisworkshopprovidesanoverviewofprioritiesinvideoaccessibilityandeachmajor requirementisexploredwithaparticipatoryactivity.

EmbracingShakespeare:enrichingEFLlearningforyoungminds

Conny Loder (EuropeanSchoolMunich)

ThisworkshoplooksatapproachestofosteradeeperappreciationfortheEnglishlanguage,enhance languageproficiencyandnurturecriticalthinkingandcreativityamongyoungandteenagelearners. WewillexploreaholisticapproachtoteachingShakespeare,drawingfromvarioussourcessuchas text,audio/videoanddigitalmaterial,aswellashands-oncraftingactivities.

IATEFLLearnerAutonomySpecialInterestGroupOpenForum continued

Ketchup,CATCHUP!-Howtoteachphrasalverbs

Kasia Warszynska (EVTeacherTraining)

Phrasalverbs.DotheyTURNyouONorOFF?Andyourstudents?Let'sturnthatlove-haterelationship intomeaningfulteaching/studying.I'llGIVEAWAYmytriedandtestedtechniquesthat’llSPICEUPyour class.I'llshowyouasuccessfulprojectI’vebeendoingforyears.We'llalsoCOMEUPWITHideas together,soyou'lleasilyhavesomethingtoimplementonMonday!

Takinganempathicandinclusiveapproachtomanaginglearners’behaviour

Alicja Sablik-Maciejewska (BritishCouncilPoland)

Whatisyourreactiontodisruptivelearners’behaviour?Doyouunderstandwhysuchbehaviour happens?Wewillanalysechallengingbehaviourpatternsanduseempathiclisteningtechniquesto uncoverreasonsbehinddifficultbehaviour.Discussingreal-lifecasestudiesandyourexamples,you willlearnandapplynonviolentcommunicationandempathiclisteningtechniquestohandlelearners’ behaviourmoreinclusivelyandpositively.

UsingagroupworkframeworktoteachYLstudentslifeskills

Bella Szyszkowska (BritishCouncilMexico)

AsYLteacherswehavearesponsibilitytodeveloplifeskillsalongsidelanguage.Thequestionis,how dowefacilitatethisdevelopmentinameaningfulandprincipledway?Thisworkshopwillgive concreteexamplesofhowtoexplicitlydevelopmetacognitiveskills,socialandemotionalskillsand creativityusingagroupprojectframework.

TributeSession

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

MeetingRoom5-Brighton Centre

Empoweringmigrantlearners:insightstotranslanguagingintheclassroom

Josianne Block (MigrantLearnersUnit,Malta)

50 audience Workshop

ESOL s,a, le

ESOLSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

EAP,ESP s,t,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

GEN a, e,le

MeetingRoom9-Brighton Centre

70 audience Workshop

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

MeetingRoom10BrightonCentre

60 audience Workshop

MD,MaW a, e,le

Office11-BrightonCentre

40 audience

Workshopwithrestricted audiencenumber

RES,TTEd a, e

MeetingRoom15BrightonCentre

80 audience Workshop

LA,YLT

s, e,le

Pavilion-TheGrandHotel

80 audience

OpenForum TDSIGShowcase

Charlotte-TheGrand Hotel

250 audience

Workshopwithrestricted audiencenumber

EAP,TEA

s,t,a, e,le

Translanguagingallowsthefluidandflexibleuseoflanguageratherthanconformingtolinguistic norms.Thisworkshopdelvesintohowmigrantlearnerscouldusetranslanguagingasastrategyfor meaning-makingandidentityconstruction.Wewilltacklepracticalexamplesofvocabulary,speaking, andwritingtasks,andchallengeprevailingnotionsofmonolingualbiasinsecondlanguage acquisition.

Grapplingwithgrammar:techniquestoenhanceteachingandlearning

William Kerr (KoçUniversityIstanbul), KismetFunda Akgul (Freelance)

Ourworkshopoffersparticipantstheopportunitytoworkinsmallgroupswithseveraltechniquesto makegrammarteachinglivelyandmeaningfulformulti-levellearners,inbothsynchronousandnonsynchronousenvironments.Ourgoalistoencourageinstructorstoactivelyparticipateintasksthey maynothaveusedthemselves–tasksdesignedtoenhanceeffectiveandenjoyablegrammar instructionandlearning.

FosteringasenseofcommunityinanEFLenvironment

Julija Vaisviliene (KingsBrighton)

Teachinginamulticulturallanguageschoolinvolvesassistingstudentsinadaptingtotheirnew environmentswiftlyanddevelopingthesenseofbelonging.Iwillsharearangeofactivitiestailoredto theEFLenvironmentandsuccessfullyimplementedinourwhole-schooleventsandclasses.The participantswillgainvaluableideastheycouldadapttotheneedsoftheirinstitutions.

Movingfromreactivetoproactive:whatareourfirststeps?

Heather Humphreys (BellCambridge)

Manyofus–especiallyinacademicmanagement–frequentlyfindourselvesreactingtoemerging challenges,ratherthanhavingtime,energy,orspacetoplanproactivelyforwhatisahead.This workshopwillconsiderthecausesofthisandidentifycommonobstaclestolonger-termstrategizing withtheultimateaimofconsideringhow(andwhy)weshouldstarttochangethis.

Adata-drivenapproachtoteachingvocabularytohigher-levellearners

Rafael SantosRodrigues (AssociaçãoCulturaInglesaSãoPaulo)

Itcanbechallengingtochoosevocabularyforhigher-levellearners.Despitetheunquestionable charmoflesser-knownidiomsandso-called‘sophisticatedlanguage’,basinginstructionaldecisionson ourinstinctsmaynotleadtocommunicativecompetence.Thisworkshopwillhelpyoulearnabout relevantCEFRdescriptorsandcorpora,whichshouldempoweryoutocreatemoreusefulvocabulary activities.

Totellornottotell:analysingmentordiscourse

Nelson Arditto (BritishCouncil)– WinneroftheGillianPorterLadousseScholarship

Thisworkshopwillpresentaresearchproposalforapeermentoringschemeforteachereducators submittedforassessmentaspartofadoctoralprogramme.Itwilllookatthetensionbetweenthe purposesofmentortalk(evaluationvsdevelopment/reflection)andtherelationshipbetweenpurpose andinteractionstyle(directivevsdialogicfeedback).Itwillengagetheaudiencethroughfeedback andreflection.

Peer-ledinstructionforteenagers-examplesfromSouthAsia Imran Saifur (BritishCouncil,SouthAsiaEnglishProgrammes), Norma Swyngedauw (British Council,SouthAsiaEnglishProgrammes), Rabia Malik (BritishCouncil)

Thisworkshopwilldemonstratehowpeer-ledmodelsareusedtodeliverhigh-qualitylearning experiencestoadolescentsinlowresourcecontexts.Itwillgiveparticipantshands-onexperienceof howpeer-ledinstructionisimplementedintheBritishCouncil’s EnglishandDigitalforGirls’Education (EDGE)project.Participantswillreflectonhowpeer-ledmodelscanbeusedintheclassroom.

IATEFLTeacherDevelopmentSpecialInterestGroupOpenForum

Doyouwanttohelpyourstudentswhooftenexpressfrustrationovertheirlackofprogressinthe IELTSwritingpaper?Ifso,thisworkshopistailoredtoyourneeds.Thissessionwillcentreoneffective techniquesforenhancingyourstudents’writingskillsfortask1,harnessingthepowerofthelatest descriptorstoheightentheirawarenessandperformance. Session2.8

JoinTDSIG’scoordinatingcommitteeaswerecapthelastyear’sactivitiesanddescribewhatiscoming next.WewillinviteyourviewsonhowyouseethegrowthofteacherdevelopmentandhowTDSIGcan meettheneedsofourmembersinthisnewandchangingenvironment.

HelpingstudentswithIELTSwritingtask1

Melih Duman (StaffordHouseLondon)

Session2.8 1730-1815 continued Wednesday17

Empress-TheGrandHotel

250 audience Workshop

GI,YLT

s,t,a, e,le

Alexandra-TheGrand Hotel

250 audience Workshop

TD

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

EveningEvents

SDGs,SELandstorytelling:time-travellingandglobalcitizenshipinELT

Eftychios Kantarakis (NationalGeographicLearning), Ruby Polygenis (FarosLanguageSchool)

WecanusetheSustainableDevelopmentGoals(SDGs)tobringsocialemotionallearning(SEL)into ourclassrooms,byexploringandunderstandingthesocialresponsibilitiesofourselvesandour learners.Throughrole-playing,studentscanamazeuswithinnovativesolutionsforchallengesboth historicalandintoday’sworld.Thisworkshopwillfosterglobalcitizenshipinourstudents,learning fromthepast,equippingusforourfuture.

Theprolificpowerof…apause

Paul Seligson (Freelance)

Addingsurprisepausesmid-activityisoneofthemostproductivemanagerialchoiceswecanmake, particularlyinlargerclasses.Suddenlystoppingmid-anythingopensupmultipleoptionstoimprove thequalityofwhateverstudentsmaybedoing.Aninteractive,highlypracticaldemonstrationof instant‘pick-upanddo’,no-preparationactivitiestokeepupyoursleeveandspiceupyoureveryday teaching.

Syndicate1-Brighton Centre 1830-1930 DynamicDuets

Syndicate2-Brighton Centre 1930-2000

Tuesday16

InDynamicDuets,twopresenterscollaborateonasingletalkonanyissue(ELTornon-ELT)foratotalof fiveminutes.However,andthisistheimportantpart,eachofthepresentersmustpresentan alternativeviewofthetheme,ideallyacompletelydifferentpositiononit.Forexample,“coursebooks arevitaltoteachingalanguage”vs.“coursebooksarerestrictiveandneverneeds-oriented”,although non-ELTtopicsareencouragedtoo.Thisformatencouragesinteractionanddialoguebetween presenters,aswellasprovidingdifferentperspectivesonthetopic.

BritishCouncilDrinksReception

1930-2000|Syndicate2

Hostedbyoureveningeventssponsorthemselves,BritishCouncilinviteyoutojointhemfordrinksand networking.

Syndicate3&4-Brighton Centre 2000-2200 InternationalQuiz

Thepopularquizisbackagain!You’llneedaglobalteam(youcancomealongandjoinoneonthe night!)withdiverseinterestsandknowledge,asenseofhumourandadesiretomeetnewpeople,have somefun,networkandworktogethertoscoremorepointsthananyotherteam.Music,fun,drinksand nibbles,andthechancetobecrownedquizchampionsofBrighton2024.

Mindfulnesssession

SponsoredbyDuolingoEnglishTest

0815-0845|Skyline

Maketheperfectstarttoyourconferencedaywith amindfulnesssessionledbyalocalpractitioner.

SpecialInterestGroupOpenForums

ComeandlearnmoreaboutourSpecialInterestGroups(SIGs) andhowyoucangetinvolved.

1350-1420

MeetingRoom1A InclusivePractices& SEN(IP&SEN)SIG

1620-1650

Syndicate4

1705-1750

GlobalIssues(GI)SIG

MeetingRoom3 Literature(Lit)SIG

OntheExhibitionPop-upPresentationstage

0835-0855 HowtobeasustainableteacherwithChristopher Graham

1140-1155 CambridgeUniversityPress&Assessment DevelopyourteachingcareerwithCambridge

1255-1310 Pearson

Digitalassessment:turninglanguagelearning challengesintoteachingsuccess

1325-1340 Howtobecomeasuccessfulfreelancer withChiaSuanChong

1510-1525 LanguageMate

LanguageMate:empoweringteachingand learningwithAI

OntheIATEFLStand

ComealongtotheIATEFLStandduringbreaktimesand lunchtimestomeetwithlike-mindedELTprofessionals.Ifyou feelyoufitintoanyofthecategorieslistedbelow,we’dloveto meetyouthere!

1130-1205 One-to-oneandonlineteachers

1250-1350 NationalandregionalTeacherAssociations

1505-1535 UniversityandCollegelecturers

TypesofConferencesession

Plenaries

Achanceforallconference delegatestojointogetherto listentoworldclassexperts. Eachplenarywillhavea questionandanswersession laterthesameday.

SignatureEvents

Ashowcaseofexpertiseand

state-of-the-artthinkinginan arearelevanttothehost organisation.

Talks

A30-minutesessionrelatingto theoryandpractice.

Workshops

A45-minuteinteractivesession withaudienceparticipation.

SignatureEvent

LanguageCert Assessmentandlearningforthe digitalage

1205-1250|Syndicate1

Innovationsintechnologyarechangingtheassessment landscape.Howcaneducatorsandtestdevelopersprepare studentstothriveontheirchosenacademicpathways?What skillswillbeneededtoengagecriticallywithtechnologyand useitwithintegrity?Joinourexpertpanelfromassessment development,educationalleadership,highereducationand languageteachingandgaininsightsintoassessmentforthe digitalage.

Speakers:MichaelMilanovic,EoinJordan,CatherineJonesand ClareSheridan

EveningEvents

SharingStories-StorytellingforPeace 1830-2000|Syndicate2

JoinStorytellersDavidHeathfieldfromtheUKandHarryKuchah KuchahfromCameroon.Feelfreetocomeandlistenandtell folktales,mythsandlegendsfromoralculturesaroundthe worldaswellaspersonalstoriesandanecdotes.Youareinvited totellyourstoryratherthanreaditaloud.

Whenastoryissharedfromhearttoheart,barriersfallaway. ThisyearwefocusonStorytellingasanactofPeaceandwould liketoencourageyoutoshareinthepeaceofourIATEFL storytellingcommunity.

DavidHeathfieldisaworldstorytellerandtheauthorof StorytellingWithOurStudents.HerunsonlineCreativeand EngagingStorytellingforTeacherscourses (www.davidheathfield.co.uk)

HarryKuchahKuchahisateachereducatorfromCameroonwho enjoysplayingdrumsandtellingAfricanstoriesfromhis grandma’srepertoire.

Lip-SyncBattle 2000-2130|Syndicate1

Preparetobedazzledasourcontestantsgohead-to-head, battlingitoutwiththeirjaw-droppinglipsyncperformances! Fromchart-toppinghitstolegendaryclassics,it'sgoingtobea nightofnon-stopentertainmentyouwon'twanttomiss.

Forums

A75-minutesessionmadeup ofthreetalksonarelatedtopic.

Panels

A75-minutesessionwhere fourorfivepeoplepresent theirviewsonatopic.

LightningTalks

A45-minutesessionwhere

8-10speakershavethree minutestopresenttheirideas.

Posters

Avisualdisplayofanareaof researchortheoryand practice.

SIGOpenForums

Anopportunitytogettoknow

aSIGbetter.

Auditorium1-Brighton Centre

TeachingEnglishandteachingotherlanguages:what’snew? LetiziaCinganotto

Intoday’sincreasinglydiverseeducationallandscape,shapedbyincreasedmigrationandacomplex globalsocio-politicalclimate,schoolswitnessarichtapestryofmulticultural,multiethnic,and multilingualclassrooms.Ashiftinlanguageeducationisneeded,Englishteachingmaybe reconceptualizedwithabroaderkaleidoscopethatacknowledgesthecentralrolethelearner,with his/herplurilingualrepertoire,includinghis/herownhomelanguages,his/herownsocio-emotional sphere,thatinvariablyinfluencetheteachingandlearningprocess.

WhatcananEnglishteacherdointheso-called“newnormal”post-pandemicera,where,accordingto theNobelPrizewinnerYuvalNoahHarari“changeistheonlyconstant”?WhatistheroleofEnglishasa linguafrancaandasagloballanguagewithinthissocomplexsocio-culturallandscape?Thetalkwill providesuggestionsandreflectionstoexplorepotentialanswerstothesequestions,withoutaspiring tobeexhaustive.

Drawinginspirationfromgloballanguagepoliciesandthecommendableeffortsofinstitutionssuchas theEuropeanCommission,theCouncilofEurope,theEuropeanCentreofModernLanguages,UNESCO, andOECD,thetalkdelvesintothekeywordsofourtime—mediation,pluriculturalcompetence, interculturaldialogue,andglobalcompetences.CentraltothisexplorationisthelandmarkCommon EuropeanFrameworkofReferenceforLanguages,CompanionVolume(CEFRCV)(2020),amilestonefor languageteaching,learning,andassessment,notonlyinEurope,butalsoworldwide.Suggestionsfrom theCEFRCVsuchastheAction-orientedApproach,theLearningScenarios,thepluriculturaland plurilingualcompetence,togetherwithhintsderivedfromOECDPISAForeignLanguageAssessment Framework,designedforPISATestofEnglish2025,mayrepresentinvaluabletoolstoimprovethe teachingandlearningprocess.Aswegrapplewiththechallengesandopportunitiespresentedbythis fascinatingglobalscenario,thistalkinviteseducatorstoconsiderinnovativetrajectoriesthatnotonly embracechangebutactivelyshapetheevolvingroleofEnglishandEnglishesinourinterconnected world.

AboutLetizia:

LetiziaCinganotto,formerSeniorResearcheratINDIRE,Italy,currentlyteacheslanguageteachingatthe UniversityforForeignersofPerugia,Italy,wheresheisalsoRectoralDelegateforInternationalRelations andamemberoftheBoardofDirectorsoftheCentreforLanguageEvaluationandCertification(CVCL). SheholdsaPhDinsynchronic,diachronicandappliedlinguisticsandtheNationalScientific QualificationasanAssociateProfessor.Sheisamemberofdifferentworkinggroupsandscientific committeesbothnationallyandinternationally.Inparticular,sheisamemberoftheconsultancyteam oftheEuropeanCentreforModernLanguagesoftheCouncilofEurope.Shehaspublishedalarge numberofarticlesonpeer-reviewedjournalsandfivevolumes.

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

Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations for changes and cancellations

Session3.1 1020-1050 Thursday18

Auditorium1-Brighton Centre

500audience Talk

GI,YLT p, e,le

Syndicate1-Brighton Centre

200 audience

Talk

TD a, e,le

Playforasustainablefuture:nurturingmindsthroughplay-basedlearning

Ellen Setterfield (NationalGeographicLearning)

Playisvitalforchildren’scognitive,social,emotional,andphysicaldevelopment.Inthissession,we’ll unveilthehiddenconnectionsbetweenplay-basedlearningandtheUnitedNations'Sustainable DevelopmentGoals(SDGs),highlightinglesser-knownSDGsanddemonstratinghowplaycan contributetoachievingthem.We’lluseexamplesfromseriesbyNationalGeographicLearningto exploreplayfulapproachesandsupportholisticdevelopment.

Ateacher’sagenda:targetlanguage?Emergentlanguage?Orboth?

Marianne Jones (InternationalHouseLondon)

Whatarewetryingtoteachandwhy?Toanswerthisquestion,Iwillexplorehowdifferent communicativeapproachesinfluenceteachers’decisionsregardingthelanguagecomponentsofa lesson,andhowfartheyresultintargetlanguageoremergentlanguage,orboth.Furthermore,Iwill examinelearnerperceptionsofthevalueofbothtypesoflanguagetotheirlearning.

Syndicate2-Brighton Centre

200 audience

Talk

IPSEN

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

Syndicate3-Brighton Centre

200 audience Talk

MD,TD a, e,le ProdProm

Syndicate4-Brighton Centre

200 audience Talk GI,TD ey,p,s,t,a,t, e,le GISIGShowcase

Skyline-BrightonCentre

50 audience Forum

1020-1135

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

RES

t,e,le

TD

s,e

MeetingRoom1ABrightonCentre

60 audience

Talk

LT,TTEd s,t,a, e,le

MeetingRoom1BBrightonCentre

60 audience

Talk

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

MeetingRoom1CBrightonCentre

80 audience

Dyslexia’sless-famouscousin:developmentallanguagedisorder(DLD)

AnneMargaret Smith (ELTwell)

DLDisaspecificlearningdifference(SpLD)thatcanaffectallaspectsoflanguagelearning.Thoughnot aswell-knownasdyslexia,DLDmaybeevenmoreimportantforlanguageteacherstorecogniseand understand.Inthissession,participantswilldiscoverthekeyfeaturesofDLDandhowtosupport learnerswhomayhaveDLD.

EffectiveEnglishlanguageinstruction:unveilingthe OnPoint resources/Allango

Vicky Bagheri (DELTAPublishing)

Inlanguageeducation,thefusionoftraditionalpedagogicaltechniqueswithcontemporary methodologieshaspavedthewayforinnovativeapproachestolearning.Thispresentationspotlights thetransformativeandhighlyeffective OnPoint EnglishlanguagecoursebookformasteringEnglish. Mergingtime-testedteachingmethodswithauser-friendlyinterface,creatingaseamless,engaging learningexperienceenrichedbythecutting-edgecapabilitiesofthe Allango platform.

Listentounderstand-asimplestrategyincomplicatedcircumstances

Nataliia Krynska (ProfessionalAssociationofEnglishTeachers-Ukraine)

Teachinginwarhasalreadybeenatopicofmanytalks.Facingallhorrorsofthewar,teachersalways trytostaywiththeirstudentsandfollowtheroutineoflearning.Wewanttopresenttheonline projectaimedtobuildUkrainianteachers’resilience,encouragethemtostayconnectedwith colleaguesandraisevoicestalkingaboutprofessionalconcerns.

Forumonteacherwellbeing:factorsaffectingandinterventionsboostingit

Thrivingschools?Here,youmayfindaway!

Mariana Hidalgo (InglésenlaUTN.INSPT-UniversidadTecnológicaNacional)

Iwillshareaprogrammeofprofessionaldevelopmentformanagersbasedonteacherwellbeingand foreignlanguageenjoymentinELT.Iwillfocusonatechniquewedevelopafterconductingsome research.Thismeetingisanopportunitytoseeexamplesofhowpositivepsychologycanbeappliedin educationalsettingstomakeadifferenceandhaveflourishingEnglishlanguageschools.

Languageteachers’well-being:voicesfromthefield Sabire Acar (IzmirUniversityofEconomics)

Thistalkwillcenteraroundonecasefromamulti-casestudyconductedaspartofaPh.D.dissertation, whichexploreshowlanguageteachers’usingtheircharacterstrengthsimpactstheirwell-being.The findingswillbediscussedthroughtheframeworkoftheself-determinationttheory.Attendeeswill gainvaluableinsightsintotheinterplaybetweenteacherwell-being,characterstrengths,and pedagogicalenvironments.

FactorsmaximizingoccupationalstressamongprivateschoolteachersinNepal BabuRam Gaire (ManimukundaSecondarySchool,Nepal)

ThispaperexploresoccupationalstressamongprivateschoolteachersinNepal.Findingsreveal stressorsrelatedtoworkload,teachingmethods,andadministrativepressure.Factorscontributingto stressincludejob-related,organizational,andindividualfactors.Thestudyhighlightstheimportance ofresources,support,andautonomyforteachereffectivenessandwell-being.Recommendationsare providedforprivateschooladministratorsandpolicymaker.

Howtoenhanceonlinetoolsliteracyamongteachersandtrainers

Anna Soltyska (UniversityLanguageCentre,Ruhr-UniversitätBochum)

Thissessionaimstoprovideteachersandteachertrainerswithsomeguidelinesonhowtoselect onlinetoolssuitablefortheirlearnersandwhattoconsiderwhenimplementingthemlocally.It focusesonvariousaspectsoftoolusageandhowtheymayimpacttheprocessofcurriculumdesign, choiceofinstructionmethodsandshapecourseassessmentprocedures.

WhatisBloom’sTaxonomyreallyfor?

Sebastian Lesniewski (BloomsburyInstituteLondon)

IsBloom’sTaxonomystillrelevant?Whatarethealternativeframeworks?Whydoesdemonstrating higher-orderthinkingmatter?HowcantheBloom’sTaxonomyskillsbemanifestedinourstudents’ academicwork?ThistalkwillrefreshyourunderstandingofBloom’sTaxonomy,andoffertipsonhow theideasunderpinningtheframeworkcanbebuiltintoyourteaching.

Whosegrammarisitanyway?Grammarinachangingworld.

Bruno Leys (VIVESUniversityofAppliedSciences)

Inthistalk,IwilllookathowthegrowingimportanceofEnglishasaLinguaFranca(ELF),thelanguage ofinclusionandthechanginguseofEnglishininternational(social)mediamayleadtoreconsidering whatgrammaritemswewanttoteachandhowwecanbestpresentthemtoourlearners. Session3.1 1020-1050 continued

Talk AL s,a, e,le

MeetingRoom1DBrightonCentre 80 audience Forum

1020-1135

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

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

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

ForumonTeachers'Associations

Empoweringeducation:unlockingthepotentialofvolunteeringinteachers'associations

Beatrix Price (EötvösLorándUniversityBudapest)

Joinmeinexploringtheinvaluablepersonalandprofessionalgrowthopportunitiesthatarisefrom volunteeringandcollaborativeeffortswithinteachers'associations.Wewilldelveintoenhancedinterandintrapersonalskills,communicationprowess,andthedevelopmentofeffectivemanagementand leadershipprowess.Discovertheintrinsicbenefitsandaccompanyingresponsibilitiesofvolunteering inlearningorganisationsandshareyourexperiencewithothers.

Strengtheningaffiliates:strategyandrelationshipsforsuccess

Monica Leon (PanamaTESOL)

JoinmeasIshareourjourneyofrevivingPanamaTESOLfromscratch.Discoverhowstrategicplanning revitalizedourdormantaffiliate,whilebuildingrelationshipswasthekey.We'llexplorepracticalsteps tokickstartyourownaffiliateeffectively,secureexternalsupportduringchallengingtimes,establish successfulpartnerships,andcrafttailor-madestrategicplans.JoinusincreatingthrivingEnglish teachers'associations!

CommunicationastheessentialskillforleadershipinELT

Eduardo GarbeySavigne (APC-ELI), Yasmany CamachoAcosta (UniversidaddeCiencias PedagogicasEJVarona)

ThispresentationwillreportonnotonlyabouttheroleofcommunicationintheELTleadership trainingledbyAPC-ELIbutalsothehintsandwaysusedandhowAPC-ELI,oneofthetwoCuban Teachers´AssociationsandtheBritishCouncil-Cubapartnershiphasmanagedtoreachpositive resultsinspiteofalltheconstraints.

MeetingRoom3-Brighton Centre

50 audience Talk

LIT

s, e,le

LitSIGShowcase

MeetingRoom5-Brighton Centre

50 audience Talk

EAP,LT t, e,le ESPSIGShowcase

MeetingRoom6-Brighton

Centre

50 audience

Talk

TD,TTEd t,a, le

MeetingRoom8-Brighton Centre

50 audience

Talk

TD,TTEd t,e,le

MeetingRoom9-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

GEN s,t,a,e,le

MeetingRoom10BrightonCentre

60 audience

Talk

ESOL,YLT s,t, e,le

PoetryintheEFLclassroom

Peter Hohwiller (PaderbornUniversity)

Whatappliestoproseanddrama,iscertainlycharacteristicofpoetry,too:teacherssometimestendto useandreusetheirstandardtextsinclass.Therefore,Iwanttointroducepoetrywhichhasnotyet attractedtheTEFLattentionitdeserves.Thishands-ontalkcoverspoetslikeKaurorGill,poetryinfilm andonInstagram,andrecentmethodslikeblackoutpoetry.

ExploringtheAIfrontier:transformingpre-writingandpost-writinginEAP

Fatimah Mahmood (TheUniversityofBritishColumbia,SimonFraserUniversity), Alys Avalos Rivera (SimonFraserUniversity)

OursessionexploresconcernsandpedagogicalaffordancesofArtificialIntelligence(AI)inEAP.It focusesonusingAItoenhancethepreandpost-writingstagestoempowerEAPstudents.Wewill describeprinciplestoutilizeAItorefineparaphrasingskills,reflectonthewriter-audienceinterface, andguidefeedbackprocesses,thustransformingconcernsintoopportunitiesforenrichedlearning.

Flippingathree-daysTESOLtastercourse

Paula Villegas (StAndrews)

ThistalkexplorestheuseofflippedlearningandloopedinputtodesignanintensiveTESOLtaster coursetomaximizetrainees’opportunitiesforteachingpractice.Qualitativeandquantitativedata showtrainees'enthusiasticresponsestothisapproach.Attendeeswillbetterunderstandthe affordancesandchallengesofourapproachfromresearchintothecourse.

Nurturingtransitions:adynamicmentorshipmodelfornewfaculty

Billur Ulku (KadirHasUniversity)

IwillintroduceanongoingfacultyorientationandmentoringframeworkimplementedinourtertiarylevelEnglishpreparatoryprogram.Exploringeachstepofthissupportmechanism,Iwillemphasize thevitalroleofcollaborativelearningandhighlightmentors’rolesasfacilitators.Feedbackgathered fromnewfacultywillprovideinsightsintotheirsmoothtransitionsandtheeffectivenessofthe mentoringmodel.

EnhancingEFLpre-writinginstructionthroughmediationandSixThinkingHats

Chang Liu (NewcastleUniversity,UK), Alan Maley (Retired)

UsingtheadaptedECAM(Environmental,Cognitive,Affective,Metacognitive)modelformediation, wediscussfourtypesofmediation,showinghowteacherscanmediatestudents’learningof prewritingthroughSixThinkingHats.Wewillfocusonthepurpose,activities,andstrategiesof mediationandonitspracticalapplicationforteacherstointegratethesefourtypesofmediationinto EFLwriting.

RestorativecirclesinELT:couplingcommunity-buildingwithlanguagepractice

Chris Meoli (MarlboroughPublicSchools)

SkepticalaboutgatheringteenageELstudentsinacircletoencouragethemtosharetheirthoughts andfeelingsinfrontofanaudience?Comeseewhatit’sallaboutfromaformerskeptic!Thistalk exploreshowcirclesbuildempathyandcommunityintheELclassroomwhilepropellinglanguage practice.

Office11-BrightonCentre

40 audience

Talk

BE,TEA t, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

LA,TEA a, e,le

Pavilion-TheGrandHotel

80 audience Forum

1020-1135

RES,TTEd

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

TD,YLT p,a, e,le

TD p, e,le

Charlotte-TheGrand Hotel

250 audience

Talk

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

Empress-TheGrandHotel

250 audience

Talk

LT,RES t,a, e,le LTSIGShowcase

Alexandra-TheGrand Hotel

250 audience

Paneldiscussion 1020-1135

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

Integratingrole-playintopeer-assessmentfortheaudience-centeredpublicspeakingcourse

Li Ni (TiangongUniversity)

Iwilldemonstratehowtoincorporaterole-playintopeerassessmenttotrainstudentstobeaudiencecenteredinapublicspeakingcourse.Usingacasestudy,Iwillexplainthemodel'sframeworkand implementationsteps,includingrubricdesignandteacherguidanceforassessment.I'llhighlightthe benefitsstudentsderivewhentheytakeontherolesofassessors(audience)andassessees(speakers).

TheroleofmetacognitiveinstructionsandstrategiesinIELTSlistening

Inna Manitsyna (NCGLiverpool)

TheideabehinddevelopingmetacognitiveawarenessinIELTSlisteningisthatiflearnersaremoreselfaware,task-awareandstrategy-aware,theywillbeabletohelpthemselveslistenbetterunderexam conditions.WewilldemonstratehowtoassessandincreaseL2listeners’metacognitiveawareness throughclassroominstructionandstrategiesandshowhowweaklisteners’proficiencyimproved throughthis.

ForumonCPDinJapan,NepalandPakistan

CPDpathwaysforin-serviceteachereducatorsinNepal

Roshani Thapa (BritishCouncil,Nepal), Bhogendra Lamichhane (BritishCouncil)

InNepal,continuingprofessionaldevelopment(CPD)ofin-serviceEnglishlanguageteachereducators hasbeenneglectedbythegovernment,developmentpartnersandotherrelevantparties.Everyone mostlythinksaboutteachers'CPDbutnotteachereducators’professionalpaths.Thispresentation bridgesthisgapbysharingpracticalinsightsfromempiricalresearchonCPD,applicableinsimilar contexts.

Supportingprimaryschoolteacherstoteachforeignlanguages

Laura Pratt (BritishCouncil,Tokyo)

JapaneseelementaryschoolhomeroomteachersareincreasinglyexpectedtoteachEnglishlanguage classes.Theyfacepracticaldifficulties,includinginsufficientaccesstotraininginteachingforeign languages,lowlevelsofEnglishproficiencyandworriesaboutteachingmaterials.Iproposepractical waystoovercomethesebarriersandboostteachers’confidenceandself-efficacy,basedonmy experienceasatrainerandcurriculumdeveloper.

FeedbackdrivenapproachinonlineCPD:insightsfromEaSTEproject

Alizeh Hameed (BritishCouncil,Pakistan)

ThisstudyexaminestheEaSTEprojectinonlineCPDforprimaryteachers,consideringongoing feedbackandteacheragencytoofferanimprovedlearningexperience.Itevaluatescontent refinement,technicalsolutions,academicsupport,andlearningmanagementsystemutilization's impactonmotivation,revealingenhancedonlineCPDeffectiveness.Itoffersinsightsforimproving onlineCPDandeducationpolicy,highlightingthesignificanceoffeedback-drivenapproaches.

TransformingEnglishlanguageteaching

John Knagg (TransformELT)

Educationsystemsandinstitutionsconstantlystriveforbetterresults,moreefficientlearningand teachingmethods,betterreturnsoninvestment,butthemajorityofchangeinitiativeshaveverylittle impact.Large-scalechangeinELTispossible,butitrequirescertainconditionstothrive.Ourprinciples forsuccessinreformprogrammesdrawonexamplesinUruguay,Tunisia,Ethiopia,Mexicoand Ukraine.

Digitallearning:withorwithoutateacher?

Brigita Seguis (CambridgeUniversityPress&Assessment)

Digitallearningisoneofthemostpopularwaysofacquiringnewskills,includingforeignlanguages. Buthowdolearnerexperiencesandlearningoutcomesdifferdependingonthepresenceorabsence ofateacher?Inthistalk,Iwillpresentthefindingsofastudythatevaluatedtheeffectivenessofa digitallanguagecoursedeliveredwithandwithoutteacherinput.

Solidaritythroughautoethnography:reimagininghopethroughtransnationalresearchin Palestine

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

WhatcanteachereducatorsinTEFLlearnfromandthroughautoethnography?Builtupona foundationofdecolonizingmethodologies(Smith,1999),fourauthorsreflectonuniqueexperiences astransnationalresearchersandhighlightthesignificanceofbi-nationalcollaborationonaK-12EFL teacher-focusedresearchprojectbasedinthePalestinianOccupiedTerritories.

Auditorium1-Brighton Centre

500audience Talk

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

Syndicate1-Brighton Centre

200 audience

Talk

AL s,a, e,le

Syndicate2-Brighton Centre

200 audience

Talk

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

Syndicate3-Brighton Centre

200 audience

Talk

ESOL,LT s,t,a, e,le

Syndicate4-Brighton Centre

200 audience

Talk

GI

a, e,le GISIGShowcase

Skyline-BrightonCentre

150 audience Forum 1020-1135

MeetingRoom1ABrightonCentre

60 audience Talk

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

MeetingRoom1BBrightonCentre

60 audience

Talk

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

MeetingRoom1CBrightonCentre

80 audience

Talk

LA,YLT p,s, e,le

MeetingRoom1DBrightonCentre

80 audience Forum 1020-1135

TeachingEFLandteachingmodernlanguages:sameordifferent?

Scott Thornbury (CambridgeUniversityPress&Assessment)

Someteachersofmodernlanguagesarelessthanconvincedbya‘communicativemethodology’on thegroundsthatthiswasdevelopedprimarilyfortheteachingofEnglish,andthat,intheirwords,‘our languageisdifferent’.Ismethodologysolanguage-specific,andifsowhy?Andwhatmightwebe missingifweignorewhatourcolleaguesdownthehallwayaredoing?

MusicinELTtohelpstudentsimprovewriting

Anja Stumpf (King'sCollegeLondon)

Thispresentationexploresusingmusicasaclassroomtooltoimprovewritingskills.Thereported studyinvestigatedteachers'variedpracticesandobjectivesinteachingEnglishtopost-elementary students.Musicisfoundtoenhancewritingaccuracyandfluency,offeringauniqueapproachto languageinstructionthroughbackgrounduseorinspirationforessays.

Stopincludingus!Argumentsagainstinclusionandfordiversity

Sarah Smith (eltonix), Sea Steele (eltonix)

CurrentinitiativestosupportLGBTQIA+studentsareoverwhelminglydesignedaroundinclusion principleswhichencouragedeficit-basedinterpretationsofhowqueerstudentsexperienceschool. Suchmodelselicitsympathyandtoleranceandthereforepositionstudentsaseternalvictimsexisting ontheperipheryofschoollife.Weproposeoursocialjusticeframeworktoeffectivelydisrupthetero-/ gender-normativepracticesandcelebratediversityinourclassrooms.

RevolutionisingIELTSpreparationandEnglishmasterywithvirtualreality

Rory Reyes-Cobar (IELTS)– WinneroftheIELTSMorganTerryMemorialScholarship

Byharnessingvirtualreality’spotential,studentsandeducatorscanunlocknewwaystolearn.This interactivetechnologyworksacrosslearningpreferences,locations,andabilities,harnessingthe gamificationoflearningintoday’sdigitalworld.Thissessionexploreshoweducatorscandiscover waystouseVRtomaximizeoutcomesintestpreparationandGeneralEnglish.

Thelanguageofmentalwell-being:positivepsychologyinadultclasses

Andreea Pulpea (BritishCouncilJordan)

Thistalklooksatpositivepsychologyinlearning.Adultseverywhereareexperiencinghighsocial anxietypost-Covid.Thistalkgivesthreepracticalwaystoachievegreaterhappinessinlanguage learningenvironmentsusingpositivepsychology.Iwillpresentmyownresearchconductedin2023in JordanandEgypt(surveying28teachers),andsuggestpracticalresourcestobuildpositive classrooms.

Forumonteacherwellbeing:factorsaffectingandinterventionsboostingit continued

Developingalessonplanthroughguidedinstructionforaninspection

Stella GiorgouTzampazi (UniversityofBedfordshire)

Thetopicofthistalkcentersaroundprovidingassistancetoeducatorsastheyplantheirlessonsfora formalinspection.ThelessonplanmodelbeingproposedincludesaspectsofCognitivism, Constructivism,andGagne's9EventsofInstruction.Tomeettheexpectationsofinspectors,the sessionconcentratesondevelopinglessonplansthatactivelyinvolvestudentsandenhancetheir learningexperience.

OnlineEnglishteachingindifficultcircumstances:anexemplaryteacher'spractices

PhyoWai Tun (Freelance)

Teachingonlineindevelopingcountrieswithconflictsordisastersischallengingduetounstable internet,frequentpowercuts,andlimitedresources.Thistalkpresentsaqualitativecasestudyofan exemplaryonlineEnglishteacherinMyanmarwhoteacheseffectivelydespitethesechallenges.The context-specificknowledgeandeffectivepracticesofthisteacherareexploredtobenefitother teachersinsuchsettings.

Task-basedinstructionintheprocessofdevelopingproductiveskills

Marija Petkovska (The"LazarLichenoski"StateSecondarySchoolofFineArtsandDesign)

Thistalkintroducesthe“flatfriend”long-termtaskwhichencouragesstudents’gradualdevelopment ofproductiveskillsandincreaseoflearnerautonomy.Therelevanceofconstructivefeedbackand varioustypesofformativeassessmenttomeetthetask’sobjectiveswillalsobeexemplified.Moreover, ideaswillbeofferedonhowtoadaptthetasktomeetthedifferenttypesoflearners'needs.

ForumonTeachers'Associations continued

Session3.2

MeetingRoom3-Brighton Centre

50 audience

Talk

LIT,YLT p,s, e,le

LitSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talk

EAP,ESP a, e,le

ESPSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Talk

TTEd

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

MeetingRoom8-Brighton Centre

50 audience

Talk

LAM,TD

a,e,le

MeetingRoom9-Brighton Centre

70 audience

Talk

AL,EAP t,e,le

MeetingRoom10BrightonCentre

60 audience

Talk

RES,TEA t,a, e,le

Office11-BrightonCentre

40 audience

Talk

GEN s, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

LA,LT

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

Pavilion-TheGrandHotel

80 audience Forum

1020-1135

Charlotte-TheGrand Hotel

250 audience

Talk

TEA

s,a, e,le

1105-1135 continued Thursday18

Literaryexplorationassourceofempowermentforreadingassessment

Marta Zaninelli (ETSGlobalB.V.)

EFLteachersoftenhesitatetoemployliterarytextsasauthenticmaterialsforpreparingstudentsfor readingassessmentsduetoseveralreasons:theyareperceivedasexcessivelychallengingto comprehend,lackinginrelevance,andseeminglyunhelpful.However,someofthesetextscanoffer substantialvalueinenhancingvariouslanguageskills,ascanbeexemplifiedthroughpractical instances.

AssessinglogicalityandexpressionqualityinESPessaywriting

GloriaRegina Sampaio (PontificalCatholicUniversityofSãoPaulo,BRAZIL)

InESPacademicwriting,expository-argumentativeessaysstandout,bothasafollow-upactivityanda strategytoassessdeeperunderstandingofpreviouslydiscussedgeneral,specialistand/ortheoretical texts.Thispresentationfocusesonaseriesofpedagogicallygearedcriteria,theirunderlyingrationale included,toevaluateandenhancelearners’abilitytoexpoundonagiventopicclearly,conciselyand effectively.

Teachingreflectivepracticetopre-serviceEFLteachers:anevaluation

Seden EraldemirTuyan (CagUniversity,FacultyofArtsandSciences)

Thispresentationdiscussesthefindingsandrecommendationsofmystudywith41TurkishEFL preserviceteachersatanELTprogramtoinvestigatetheeffectivenessofareflectivepracticecoursein enhancingtheircriticalthinkingskills.Thepresentationhighlightstheimportanceofreflective practicecoursesindevelopingcompetentandreflectiveEFLteachers.

InternalCPD:kick-startingaculture

Frederick Gordon (SpeakUpLondon)

WhenIbecameDirectorofStudiesatSpeakUpLondonin2023,oneofmyprioritieswastoinstitutea vibrantprogrammeoffortnightlyinternalCPD.IwilldescribehowIcreatedaneeds-basedschedule promptedbyobservationsandinternaldiscussions,andoffertipstoothersattemptingtocreatea strongin-housecultureofmentorshipandcollaboration.

Developinghigher-orderthinkingskillsthroughpeer-assistedlearninginteractions

Qin Yin (NewcastleUniversity)

Asstudent-centredteachingbecomespopular,howcanteachershandovertheresponsibilitiesof teachingtostudentsthemselves?DrawingonacompletedempiricalstudyconductedinaChinese university,IwillpresentsuccessfulcasesofpeerscaffoldingthathavefacilitatedChineseuniversity students’higher-orderthinkingskillsandprovidepedagogicaltipsondesigninginstructionsfor promotingmeaningfulpeerinteractions.

Assessmentforlearning:challengesandaffordancesofcollaborativeassessment

Birgit Strotmann (ComillasPontificalUniversity)

Teachercollaborationisakeyfactorininterdisciplinarylearningenvironmentsandhasbeenprovento enhancecriticalawarenessandintegratedlearning.However,assessmentisachallengeforteachers andasourceofpreoccupationforstudents.Thistalkpresentstheresultsandrecommendationsfor goodassessmentpracticeofateachinginnovationprojectonco-teachingincontentsubjects deliveredinEnglish.

NeedofalternativeELTpedagogyindealingwithunderprivilegedstudents

RudraBahadur Thapa (ShreeChampapurSecondarySchool)– WinneroftheIATEFLGill SturtridgeFirstTimeSpeakerScholarship

ThereisaconsiderablepresenceofunderprivilegedstudentsintheEFLclassroomtoday.Weneedto makeadoubleefforttoincludetheminthemainstreamELTprocessifnotEnglishwillfurthersilence them.ThispaperadvocatestheneedforalternativeELTpedagogyanddisseminatessomewaysof dealingwiththemonthebasisofactionresearch.

IncreasingyounglearnerautonomyinEFLcurricula:onlinecommunityprojects

Lesley Fearn (TheOpenUniversity)

ThispresentationshowshowOnlineCommunityProjects(OCPs)cansupportyoungpeoples’learning autonomywhileimprovingteachers’professionaldevelopmentinEFL.ItintroducesOCPsaslearnercentredlearningtools,suggestspopularwebsitesandsharespracticalexamplesofhowtoimplement themintheEFLcurricula.Finally,itshowstheimportanceofguidingyoungpeopletowards autonomouslearning.

ForumonCPDinJapan,NepalandPakistan continued

Temptedtobecomeafreelancetestwriter?Findoutmore...

Ian Mitchell (OxfordUniversityPress), Gail Pasque (OxfordUniversityPress)

Thissessionisforpeopleinterestedinlanguageassessmentandwhowouldliketobeafreelance writerofquestionsforEnglishproficiencytests.Attendeeswilllearnabouttheskillsandexperience neededtodothisandwillgettheopportunitytoparticipateininteractiveactivitiesbasedon evaluatingpotentialcontentforoneofOxfordUniversityPress’sassessmentproducts.

Session3.2

Empress-TheGrandHotel 250 audience

Talk LT,TD

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

Alexandra-TheGrand Hotel

250 audience

Paneldiscussion 1020-1135

1105-1135 continued Thursday18

Focusingonthebasicsinaneraofdigitalinnovations

Susana Galante (ShaananCollegeofEducation)

TherapidpaceofemergenceofnewtechnologieslikeAIhasevokedbothdazzlementandconfusion amongteachers.Iwillgiveanoverviewofthemostsoliddigitalpedagogyprinciplestohelpnavigate thisdynamiclandscape.Familiarizingoneselfwiththemcanbeinstrumentalinmakinginformed decisionswhendesigninglessons.Iwillillustratetheirimplementationandwilldiscusschallenges.

Solidaritythroughautoethnography:reimagininghopethroughtransnationalresearchin Palestine continued

Break 1135-1205 Thursday18

FreeteaandcoffeewillbeservedintheExhibition

IATEFLStand

Pop-upPresentationStage 1140-1155

One-to-oneandonlineteachersmeetup

Ifyousomeonewhoteachesone-to-oneoronline,cometotheIATEFLStandtomeetother professionalsandmakesomeconnections.

CambridgeUniversityPress&Assessment

DevelopyourteachingcareerwithCambridge

TakingatraditionallinearviewoftheEnglishlanguageteacher’scareer,wewillbeginbypresenting thevarious CambridgeTeachingQualifications whichcanatdifferentstageshelptofacilitatethis journeyandtodevelopprofessionalexpertise.

Lookingtohighlightanarrayofpre-andpost-DELTAprofessionalopportunities,wewillthendiscuss differentELTcareerpathways,makingbriefreferencetosomeofthosecurrentlyenjoyedbysomereallifeindustrycolleagues.

Finally,wewillsignpostasamplerangeofresourceswhichCambridgeproducestosupportteachers intheirday-to-dayworkandtheirongoingprofessionaldevelopment.

Speakers:RoryRuddockandJoelCutting

Eastbar-BrightonCentre Posterpresentations

TheposterpresentationscanbefoundinEastBar,onthefirstflooroftheBrightonCentre.Each posterwillbeondisplayforthedurationoftheconferenceandeachpresenterwillbeavailable toansweryourquestionsatthebreaktimesoftheirallocatedday.Herearetheposter presenterswhoyoucanmeetonDay3:

Poster3 LIT t, e

Poster6 AL,LT t, e,le

Poster9

GEN s,t,a, e,le

Poster12

GI,LAM t, e,le

BringingcreativewritingintotheEFLclassroomatuniversities

Olivia Hambrett (Europa-UniversitätFlensburg)

Creativewritingencompassessomeoftheabsoluteessentialsoflanguagelearning.Itsdemanding employmentofreceptive,productiveandinteractiveskillsmakesitanexcellentsubjecttointroduce touniversitystudentsstudyingEnglish.ThisposterlooksathowuniversitylecturersofEFLcanbring theacademicdisciplineofcreativewritingintotheirprogramsofstudy.

ChatGPT inEnglishpedagogy:sense-makingandassessment

BolaMargaret Tunde-Awe (DepartmentofArtsEducation,AdekunleAjasinUniversity, Akungba-Akoko)

TechnologiesarecentraltoeffectiveinstructioninEnglishasaSecondLanguage(ESL)pedagogy. However,someuniversitylanguageeducatorsarenotliterateintheuseofsomeemergingArtificial Intelligencetoolssuchas ChatGPT.Inthisstudy,Iexploredtheknowledgegapoflanguageeducators andpre-serviceteachersinNigerianuniversitiesof ChatGPT andtheimplicationsonassessment practices.

Bringingtheoutsideintotheclassroom

Jo Opie (BellSchoolCambridge)

AlthoughmanystudentschoosetocometotheUKtostudyEnglish,theircoursecontentdoesnot alwaysfullyexploitthepotentialthatstudyingintheUKaffords.Thisposterpresentsideasand activitiesthatcanbeusedtointegrateaspectsofthelocalcontextintogeneralEnglishlessons.

ELTenhancedbypartnershipsinhighereducation:IPN-BritishCouncil

Silvia DíazFragoso (InstitutoPolitécnicoNacional-Mexico)

HowdoesInstitutoPolitecnicoNacional(IPN)inMexicorespondtoitscommunity’sEnglishlanguage proficiencyneeds?HowcanpartnershipsassistwithholisticactionsthatimproveIPN’sELT?Theseare answersthattheInstitutehasbeenseekingtocontributetointernationalization.Thispostershows IPN’sEnglishLanguageTeaching’sstateoftheart,andthecourseofactiontakentogetthere.

Break 1135-1205 continued Thursday18

Poster15

AL t, e,le

Poster18

EAP,RES t, e,le

Poster20

EAP,LA e,p,s,t,a,e,le

AninvestigationofvocabularydiversityinThaifirst-yearuniversitywriting

Nattharath Leenakitti (ChulalongkornUniversityLanguageInstitute)

ThisposterpresentsthediversityofvocabularywordsfromalearnercorpusofThaifirst-year universitywriting.Basedonthewritingscoreranges(high-mid-low),thevocabularyfrequently employediscomparedwiththeCEFRlevels.Thisposterwillinvestigatewhetherlexicaldiversityand CEFRlevelsaffectwritingscores.Thefindingscanbenefitteachingandlearningofvocabularyand writing.

UniVoice:empoweringacademicidentityandskills

Tilly Harrison (UniversityofWarwick)

Theposterwillsummarisethefindingsandoutcomesinayear-longprojectthatwasundertakeninto thebeliefsandpracticesofstudentsandstaffinaUKuniversityasregardsacademicliteracyinEnglish. Theresultingrecommendationsledtopositivechangesinthedepartment’sapproachtoawareness raisingaboutacademicwritingbothforinternationalandhomestudents.

ExploringpracticalapplicationsofscaffoldingtoempowerESLlearners

EhabElshimi(AmericanUniversityinCairo)

ScaffoldingallowsESLlearnerstodevelopnewskillsthataretransferabletodifferentcontexts.This posterprovidesrecentresearchfindingsthathighlightthesignificanceofscaffolding.Iwillalsoshare threeassessmenttasksthatinvolvescaffoldinginanEAPcontext.Possiblewaysthesetaskscanbe adaptedtotheaudience’scontextwillalsobeexplored.

Session3.3 1205-1250

Auditorium1-Brighton Centre

500audience Workshop

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

Syndicate1-Brighton Centre

200 audience

SignatureEvent TEA

Syndicate2-Brighton Centre

200 audience Workshop

IPSEN,YLT

p, e,le

IP&SENSIGShowcase

Syndicate3-Brighton Centre

200 audience Workshop

GEN

s,t,a, e,le ProdProm

Syndicate4-Brighton Centre

200 audience Workshop

GI s,t,a, e,le

GISIGShowcase

Skyline-BrightonCentre

150 audience Workshop

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

Tattoos,streetart,andallvisualsELTrelated

Aleksandra Popovski (SymmetryTeacherTraining)

Thursday18

Inthisworkshop,participantswillexplorevariousformsofvisualcontent,suchastattoos,streetart, andgraphicnovels,andlearnhowtoincorporatethemintotheirteachingpracticebyexperiencing severalhandsonactivities.Theworkshopwillalsoexplorehowlearnerscanproducetheirownvisual content,addressingthecreativepotentialofvisualliteracy.

LanguageCertSignatureEvent

Assessmentandlearningforthedigitalage

MichaelMilanovic,EoinJordan,CatherineJones,ClareSheridan

Innovationsintechnologyarechangingtheassessmentlandscape.Howcaneducatorsandtest developerspreparestudentstothriveontheirchosenacademicpathways?Whatskillswillbeneeded toengagecriticallywithtechnologyanduseitwithintegrity?Joinourexpertpanelfromassessment development,educationalleadership,highereducationandlanguageteachingandgaininsightsinto assessmentforthedigitalage.

Universaldesignforlearningintheprimaryclassroom

Anette Igel (Freelance)

Whenteachingyounglearners,wemightcomeacrossbarriersthatholdthembackfromachieving theirfullpotential.WhatkindofbarriersthesemightbeandhowUniversalDesignforLearning(UDL) canhelpusshapelessonsinawaythatyounglearnerscangrowisthefocusofthispractical workshop.

Aninsightintocorpus:identifyingnewwordsandmeanings

Maree Airlie (HarperCollinsPublishers)

Sincethe BankofEnglish®informedthefirst COBUILD dictionaryin1987,corpushasplayedacrucial roleinallaspectsoflexicography.Inthisworkshop,wewilllookathowcorpusisusedinthe identificationofnewwordsandmeanings,includingsomewhichwereselectedforthelatestedition ofthe CollinsCOBUILDAdvancedLearner’sDictionary

EmbracingcontroversyintheEFLclassroom

Rita Divéki (EötvösLorándUniversity)

DealingwithcontroversyinEFLclasseshasnumerousbenefitsforourstudents,suchasfostering criticalthinking,perspective-taking,andrespectfulcommunicationskills.Inthisworkshop,the participantswilllearnhowtocreateabravespacefordiscussingchallengingtopicsandwillexplore activitieswhichhelptoencouragestudentstotakeastandrespectfully.

Howanewteacherassociationcanexpandandevolve

Cândida Arlindo (UniversidadeRovuma(HornbyEducationalTrust))- Speakersupportedbythe Hornbytrust

Inthisworkshop,participantswillexperiencehowalow-resourceTeacherAssociationinitsearlyyears canexpandandsolidifyitspresencenationallyandcreatethefoundationsforcontinuousgrowth.We willexplorehowthestructure,theprofileofitsmembersandpartners,anditsguidingdocumentscan strategicallyplaceanAssociationclosetostakeholders,bothasassetsandbeneficiaries.

MeetingRoom1ABrightonCentre 60 audience Workshop

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

MeetingRoom1BBrightonCentre

60 audience Workshop

GEN

s,t,a, e,le

MeetingRoom1CBrightonCentre

80 audience Workshop

GEN

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

MeetingRoom1DBrightonCentre

80 audience

LightningTalks

LT,TTEd t, e,le

ESP,MD t,a, e,le

AL,TD

t, e,le

GEN t, e,le

AL,GI t, e,le

Usingnarrativesinthetrainingroom

James Fuller (SpongeELT)

HowardGardneroncesaid"Storiesconstitutethesinglemostpowerfulweaponinaleader’sarsenal", andasleadersinourorganisations,weshouldbeusingstories/narrativestoleadourteams.Inthis workshop,wewillexplorehownarrativeshelpteachers,trainers,managersandmaterialswritersmake explicittheirvalues,attitudesandbeliefsaboutlanguagelearningandteaching.

Helpinglearnersunderstandmetaphorineverydaylanguage

Liberty Fitz-Claridge (WestLondonEnglishSchool)

Metaphorisnotconfinedtoovertlymetaphoricalapplications,suchasinpoetry,butpervades everydaylanguage.Forexample:priceshaverisen(MOREISUP);I’mfuming(ANGERISHEAT).Inthis workshop,participantsanalyseexamplesoftheseconceptualmetaphors,examinehowschematic drawingscanbeusedtoelucidatethem,anddiscusswaysofencouragingthedevelopmentof learners’‘metaphoricalcompetence’.

Designinglisteningandlanguagepracticematerialstoaccompanyauthenticrecordings

Sheila Thorn (TheListeningBusiness)

TeachersoftenwanttoexposetheirlearnerstoauthenticrecordingsfeaturingL1andL2speakersof English,butlacktheexpertisetodoso.Inthisworkshop,weshallworktogethertocreatepractice materialsatthreelevelstoaccompanytwoauthenticrecordings.Thesewillfocusoncomprehension, meaningbuilding,decoding,phonologyandthegrammarandlexisofspokenEnglish.

LIGHTNINGTALKS

ThisisabrandnewformatfortheIATEFLConference.A45-minutesessionwherespeakerswillhave threeminuteseachtopresenttheirideas,followedbytimefortheaudiencetonetworkwiththe presentersandaskquestions.

Pre-serviceteachers'reflectionsontheirminiprojectondifferentiation

Züleyha Tulay (SabanciUniversity)

Planningfordifferentiatedinstructioncouldbeempoweringforlanguageteachers.Thissession focusesonaminiprojectondifferentiationconductedatateachereducationprogram.Iwillprovide anoverviewofthethreephases,thedesign,andimplementationoftheproject.Thesessionwillalso highlighttheroleofthementorsinvolved,thefeedbackmethods,theinsights,andthereflections

DevelopingESPmaterialsforculturalcreativedesignwithTEDtalks

Cheng-Yi Lin (NationalDongHwaUniversity)

Inthisactionresearch,theteacher-researcherappliedTomlinson’s(2011)principlesofeffective materialsdevelopmenttocreateESPlearningmaterialsusingTEDTalksresourcesforanEnglishcourse forCulturalCreativeDesign.Adata-drivenlearningapproachidentifiedhighfrequencydesignedrelatedwordsfromTEDTalks.Studentsexhibitedgreatersatisfactionandlearningeffectivenesswith thestudent-centeredlearningmaterialscomparedtoconventionalEnglishtextbooks.

Unveilingdigitalidentities:EFLacademics'agencyinconstructingonlinepresence

Maha AlThiyabi (JeddahUniversity)

ThisstudyexplorestheconstructionofdigitalidentityamongSaudiEFLacademicsinthecontextofa regulatedonlinespace.Itinvestigatespersonalagency,externalconstraints,andplatforminfluences ontheirprofessionaldigitalpractices.Utilizingdigitalethnographyandnarrative-basedinterviews, theresearchexaminesplatformusage,motivations,andfactorsshapingtheironlinepresence.

Beliefsandlanguagelearning

Bahar Kızıltunalı (IzmirUniversityofEconomics)

Thestudyinvestigateslearners’perceptionsandhowtheirbeliefsystemsplayasignificantroleintheir learningprocess.Theparticipantstudents(n=200)completedHorwitz's(1988)TheBeliefsAbout LanguageLearningInventory(BALLI);andademographicinformationquestionnaire.Theresults foundthatEnglishlanguagelearners,possessavarietyofbeliefsthatmightconstitutebarriersto successfullanguageacquisition.

WhatisbehindtheretrogressionofArablearnersinterlanguagesystem?

Amir Mohammed (SaudiArabia:NajranUniversity,CollegeofScienceandArts)

Thispresentationisapartofapublishedresearcharticlefocusingoninvestigatingthecausesof learners’interlanguagelanguagesystemretrogression.IwillfirstlyhighlighttheimpactofEFLinthe fieldofteaching.Secondly,Iwilldiscusstheteachers’regionaldialects'influenceonteaching.Finally,I willshowtheeffectofthelearners’mothertongueonlearningEnglish.

AL,RES ey,p,s,t,a, e,le 'Native'proficiencyinaforeignlanguage?

Polina Kordik (PolinaKordikSchoolofEnglish)

‘CanIeverspeaklikearealnative?’Manylearnersset‘nativelikeness’astheirultimatelearninggoal,or claimthatC2isthelevelofa‘nativespeaker’.Iwillpresentascientificandapragmaticanswerteachers cangivetheirstudentstothisquestion,whichcanalsohelpambitiouslearnerssetrealisticlearning goals.

Session3.3 1205-1250 continued Thursday18

RES,YLT s, e,le

ESOL a, e,le

MeetingRoom3-Brighton Centre

50 audience Workshop

GI,LIT

s,t, e,le LitSIGShowcase

MeetingRoom5-Brighton Centre

50 audience Workshop

ESP t, e,le ESPSIGShowcase

MeetingRoom6-Brighton Centre

50 audience Workshop

AL,TEA

t,a, e

MeetingRoom8-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

AL s,t, e,le

MeetingRoom9-Brighton Centre

70 audience

Workshop

AL,TD

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

AnyonecanspeakEnglish:teachingEnglishtothedisadvantagedstudents

Ireena Nazirudeen (InstituteofEnglish)

Iwilldiscusseffectiveinstructionalstrategiesandengagingactivitiesthatcouldmotivate disadvantagedadolescentstudentswholackthefoundationalEnglishskillstospeakEnglish confidently.Iwillpresentamoduledrawnfromtherealliferequirementsofthedisadvantaged studentsinruralIndiawiththeprimaryobjectiveofenhancingtheirspeakingproficiencyandwill demonstrateitsimplementation.

Learninganewlanguageontherun

Marija Drazdauskiene (WszechnicaPolska,AcademyofAppliedSciencesinWarsaw)

Thispaperreportsonthepracticeofaself-centeredlearningofasecond/foreignlanguageinthe openintwoEUcountries,exploitswaysofsuchlearning,giventhestudent’seffortandaminimumof startingknowledge,andgeneralizesonthepracticeoffourlearners.Asacontextualizedlanguage learning,itminimisedtheinputofformalteaching.

Educationforsustainabledevelopment:aliterarywindowontheworld

Lynn Williams (BernUniversityofTeacherEducation), Karin Müller (BernUniversityofTeacher Education)

Howcanliteratureopenlearners’eyestosustainabilityissues?Inthisinteractiveworkshop,wewill reflectonthisexcitingcontemporarydirectionineducation.WorkingwithtextsincludingJohn Lanchester’s TheWall (2019),wewillsharepracticalactivitiesforbothsecondaryschoolclassroomand teachertrainingsettings.Thereisnoneedforparticipantstofamiliarisethemselveswithanytextsin advance.

Fosteringcriticalthinkinginbachelorstudentswithblendedlearning

Jakab Kaufmann (ZHAWZurichUniversityofAppliedSciences), Caroline Hyde-Simon (ZHAW ZurichUniversityofAppliedSciences)

Inthisworkshop,weaddresstheheightenedneedforcriticalthinkingamongdigitalnatives.Despite renewedattention,wecannotassumestudentspossessthiscrucialabilitywhenstartingtheirstudies. Throughdiscussionsandexamplesfromourcoursesinthelifesciences,weexplorehowuniversity studentscanengagewithcriticalthinkingintheirEnglishcoursesusingablendedlearningapproach.

Students’useofChinaEnglishandimplicationsforessaymarking

Alex Baratta (UniversityofManchester)

ReflectingonacompletedstudyonChinaEnglish,thisworkshopwilldiscusstheimplicationsfor markingEFLstudents’essayswhichutilisegrammaticalandlexicalfeaturesofnon-nativespeaker Englishes,butareunderstandable.Theaimistodeterminewhatthelinguisticstandardsshouldbefor marking:standardBritishEnglishonly,orshouldweallowforWorldEnglishes,varietieswhichare themselvesgrammatical.

Awareness-raisingapproachinL2pragmatics:sociopragmaticfocus

MustafaAkın Güngör (GaziUniversity)

Sociopragmatics,thestudyofsocialconditionsandvariablesindeterminingtheuseoflanguage,is crucialinenablingstudentstocommunicateinthetargetlanguage.Additionally,usingL2 appropriatelyinsocialsettingsisbothanobjectiveandachallenge.Thispracticalsessionwillpresent andexemplifytasksenablingstudentstoanalysethelanguagesociopragmaticallyviaauthentic videos.

Seekingfeedback:howcanitenhanceteacher'sandstudents'motivation?

Azadeh Moladoost (UniversityofWarwick)

Inthispracticalworkshop,basedonthefindingsofanexploratoryresearchstudy,IamguidingEnglish languageteachersfromvaryingbackgroundstoexploremethodsforactivelycollectingfeedbackon theirclassroomteachingpracticesfromstudents.Participantswilltrytoadaptthesemethods creativelytotheirspecificcontextsandwillengageindiscussionsabouttheadvantagesofstudent feedback.

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

Pleasecheckthecancellationscreenorvisit

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

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

Session3.3

MeetingRoom10BrightonCentre 60 audience Workshop

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

Office11-BrightonCentre 40 audience Workshop

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

MeetingRoom15BrightonCentre

80 audience Workshop

GEN s,t,a, le

Pavilion-TheGrandHotel

80 audience Workshop

YLT

s,a, e,le

Charlotte-TheGrand Hotel

250 audience Workshop

EAP,TEA

t,a, e,le

Empress-TheGrandHotel

250 audience Workshop

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

Alexandra-TheGrand Hotel

250 audience Workshop

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

1205-1250 continued Thursday18

Unlockingyourstrengthswithgrowthmindset

Sinem AtamsoyKoşar (EgeUniversity/TESOLTürkiye)

Discoverthetransformativepowerofcultivatingagrowthmindsetanditsprofoundimpactonyour life.Yourpersonal'brand'isauniqueblendofyourtraits,skills,andexperiences.Transformingyour mindsetwillnotonlyenhanceyourperspectivebutalsoequipyouwithvaluablelifeskills,pavingthe wayforahappierandmoresuccessfullife.

EmpoweringEFLeducators:enhancingfluencythroughspeakingactivities

PatriciaKatherin D.S.

IwillillustrateeffectivestrategiesforintegratingspeakingactivitiesintoEnglishasaForeignLanguage (EFL)classrooms,fosteringstudentengagement.Ourexplorationwillencompassavarietyofspeaking activitiesthatcanbeseamlesslyintegratedintolessonplans.Throughpracticaldemonstrations,we willcomparelessonswithandwithoutspeakingactivitiestoshowcasetheirimpactonlearning.

Bestpracticesforcreatingbite-sizedinstructionalvideos

Laura Wilkes (TESOLPop)

Wouldyouliketostartcreatingvideostosupportyourlearnersortrainees?Inthispracticalworkshop, we’llbreakdowntheplanningprocessandexaminehowwecanuseourmobilephonestocapture high-qualitycontent.Bytheendofthisworkshop,youwillhavestartedstoryboardingyourvideoand havebestpracticestohelpyoustartrecording.

AlphatoZ:eightkeyingredientsforteachingourteens

Fiona Mauchline (HertfordCollege,OxfordUniversity/DeltaPublishing)

Howtoteach2020steens?They'relikenootherteensbefore.Factorsinfluencingtheirchildhood,such asscreensandthepandemic,havecombinedtoforgeyoungpeoplewith‘new’needsanddrives.This workshopwilldiscussrepurposingeightstrategies(andapinchofresearch)tocookupengaging activitiesthatwillhelpyourteensandyoungadultstrulylearn.

IELTSspeakingpart2:improvingourstudents’performance

Sarah Philpot (IELTS)

Inthisworkshop,weshallbrieflydiscusstheskillsandstrategiesrequiredtoproduceacoherentPart2 talk.Then,wewillworkthroughsomeclassroomactivitiesthatdeveloptheseskillsandstrategies.We willalsoexaminehowtousetherecently-updatedBandDescriptorstohelpusandourstudentsto evaluateperformanceinthispartofthetest.

EnhancingteachingandlearningthroughAI–learnedwisdomrecipes

Kirsten Holt (CreativitySown)

AIiscool,AIishot…Or,AIisNOTthetoolonitsowntotransformteachingandlearning?Thiswillbe discussedandplayedwithinthisworkshop,whilewecontemplatehowcombininglearnedwisdom withAItoolsandcontentcanenhanceourownprofessionaldevelopmentandourstudents’learning throughaseriesofactivities.

Makinglanguagememorable

Margit Szesztay (ELTEUniversity,Budapest)

Thisworkshopwillfocusonmemory-friendlyteachingmethodssuchasgamesusingmemorypegs, guidedvisualisation,andcreativedictation.Participantswillleavehavingtriedoutandreflectedon activitiesforintroducingandrevisinglexicalchunksandgettingstudentstousethemcreativelyin meaningfulcontexts.Thesixprinciplesofanchoringlanguageinlong-termmemorywillalsobe highlighted.

Lunch 1250-1350 Thursday18

IATEFLStand

Pop-upPresentationStage 1255-1310

Nationalandregionalteachingassociationsmeetup

Ifyourunanationalorregionalteachingassociation,cometotheIATEFLStandtomeetother associationsandfindoutmoreaboutIATEFLAssociates.

Pearson

Digitalassessment:turninglanguagelearningchallengesintoteachingsuccess JoinusinexploringthepositiveshiftinutilisingdigitalassessmenttoolsforEnglishlanguage teaching.Learnfirst-handfromPearson'sGrantKemptononhowthesetoolshaveevolved,making languageteachers'liveseasierandenablingthemtofocusonteachingproactively.Discoverhowyou canplacenewstudentsattherightlevelfast,andhowyoucanquicklyandeasilyevaluateyour students,soyoucandomoreofwhatyouwanttodo—teach!

Speaker:GrantKempton-Director,GTMInitiatives,Pearson

Pop-upPresentationStage 1325-1340

HowtobecomeasuccessfulfreelancerwithChiaSuanChong Inthispresentation,we’lllookatwhat’sinvolvedinbeingasuccessfulfreelancer.We’llcoverthese threekeyareas:

1)Organisationaldetails-budgeting&finances,flexibleschedule,security;

2)Howtogetwork-self-marketing&professionalisingyourself;

3)Howtokeepwork-qualitycontrol,referralsandsolidadmin.

Session3.4 1350-1420

Auditorium1-Brighton Centre

500audience Talk

TEA

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

Syndicate1-Brighton Centre

200 audience

Debate

1350-1505

AP,TD

Syndicate2-Brighton

Centre

200 audience

Forum

1350-1505

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

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

ESOL,RES a, e,le

Syndicate3-Brighton Centre

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

Syndicate4-Brighton Centre

200 audience

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

GISIGShowcase

Eco-friendlyassessment:whenlearning,teaching,andtestingbecomeone

Pablo Toledo (CambridgeUniversityPress&Assessment)

Thursday18

Doesassessmentfeellikeanexoticspeciesinyourclassroom?Joinustoreimagineteaching,learning andassessmentasanecosystem,andteachersascaretakersofitsdiversityandsustainability.Wewill exploreconceptsfromecologicallinguistics,focusontheroleofassessmentinthishabitat,andlook atprinciplestoalignourworkforbetterlearningoutcomes.

ELTJournalDebate

AImakeslanguagelearningmorepersonalizedandinclusiveforall

Forthemotion:JoannaSzoke

Againstthemotion:LauraPatsko

ArtificialIntelligence(AI)isjustonetoolthatmanyteachers,publishersandothereducational resourceprovidersincreasinglybelievecouldimproveinclusivityandpersonalizationforlanguage learners.ButwhileAI-poweredtoolsmighthavepotentialbenefitsforlanguagelearningand teaching,theycanalsoproducemisleadingorincorrectinformation,theyuseindividuals’personal datatobetrained,andtheymaystillbuildinall-too-humanbiases.Ourtwospeakerswillexploreand debatethecomplexissuesaroundAIinlanguageteachingandtheextenttowhichitcangenuinely makelearningmorepersonalized,inclusiveandeffectiveforall.Pleasecomealongandjointhe debate.(Note:Thismotionwasdraftedwiththehelpof ChatGPT)

Forumonlanguageteacheridentity

EFLteachers’agencyandidentity:anindividualandcollectiveendeavor

Lena Barrantes (UniversidadNacional,SedeRegionalBrunca)

Languageteacheragencyandidentityaretwodifferent,butconnected,phenomena.Inthis presentation,IwillsharefourreflectivetemporalindividualandcollectiveactivitiesforEFLteachers whowouldliketo(re)interprettheiragencyandidentity.Afterdrawingattentiontotheir transformativepotential,wewillexaminetheirimplicationsforteachers’careers.

Developmentoflanguageteacheridentity

Sviatlana Karpava (UniversityofCyprus)

ThisstudyinvestigatedthedevelopmentofprofessionalidentitiesoffutureEFLteachersinCyprus. Theanalysisofreflectivejournals,blogentriesandfocusgroupdiscussionsshowedthatstudent teachers’professionalidentitiesareshapedbytheirexperiencesatacademic,pedagogical,and personallevels,whichenhancedtheircritical-reflectiveengagement,research-orientedpractices allowingthemtobecomereflectiveandcriticalpractitionersinthefuture.

Understandingour‘teacherself'intheESOLclassroom

Cristina MartínezLópez (Queen'sUniversityBelfast)

ThistalkpresentsthefindingstodateofmyresearchstudythatinvestigatesESOLteachers’language use,teachingpracticesandtheconstructionoftheiridentit(ies)inanon-formalESLsettingin NorthernIreland.Drawingondatafromteacherfocusgroups,wewillreflectonhowouridentit(ies)as teachersarebuiltandhowtheyinfluenceour‘selves’intheclassroom.

Maximisingtheuseofstudents’spontaneouslanguage

Roslyn Young (PronunciationScienceLtd.)

Manyteacherswouldliketouseemergentlanguagemore,butarenotsurehowtomakeita satisfactorylearningexperience.Oneparticularproblem:howdoesonegiveusefulfeedbackto studentswithoutdestroyingthespontaneityandauthenticityoftheirexchanges?Inthistalk,Iwill demonstratetoolswhichsolvethisproblem.

Voicesofteachers:anantiracistviewofteachingyounglearners

Claudia ColladeAmorim (EscolaMóbile)

Thepresenterwillshareantiracistvoicesofeducators.Shewillpresentasequenceofactivities designedbyBrazilianteacherswhoaimatraisingawarenessofantiracistcontentataveryearlyage. ThistalkwillbegroundedinCriticalRaceTheory.Itwilldiscusstheneedforaculturallyresponsive curriculumandteacherdevelopmentprogramslessfocusedonwhiteness.

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

Session3.4

Skyline-BrightonCentre

150 audience Forum

1350-1505

TD,TTEd p,s, e,le

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

TD,TTEd s, e,le

MeetingRoom1ABrightonCentre

60 audience

OpenForum IP&SENSIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Talk

LAM,TTEd

ey,p,s,t,a, e

MeetingRoom1CBrightonCentre

80 audience

Paneldiscussion

1350-1505

TD,TTEd a, e,le

MeetingRoom1DBrightonCentre

80 audience

LT,TD

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

MeetingRoom3-Brighton Centre

50 audience

Talk LIT p,s,a, e,le LitSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

EAP,GI t,a, e,le ESPSIGShowcase

1350-1420 continued Thursday18

Forumonteacher-ledcommunitiesofpractices:opportunities,challenges,reflections

Atracerstudyofcommunitiesofpractice:findingsandreflections

Funda DemirYalçıntaş (BritishCouncilTurkey), Aysen Güven (BritishCouncilTurkey), Ceren Taş (MinistryofNationalEducationTürkiye)

TrackingtheimpactofCommunitiesofPractice(CoPs)onEnglishlanguageteachersisacomplex processthatrequirescontinuousanalysisandreflection.Thistalkwillconcentrateonthefindingsand keylearningpointsfrommonitoring465teacherswhohaveeitherfacilitatedorparticipatedinCoPs aspartofanationalprojectspanning12citiesand24schoolsinTürkiye.

Developinganonlinecommunityofpractice:challengesandrewards

Anna Karapanou (UniversityofNicosia)

Thistalkreportsonthefindingsofamulti-phaseresearchprojectwhichaimstoaddressteachers’ sharedprofessionaldevelopmentneedsintermsoftheirprofessionalknowledgeandrepertoireof practiceofthe21stcenturyskills.Iwillshareanddiscusstheintricaciesofdevelopingandsustaining anonlinecommunityofpractice(CoP)asanexampleofaself-initiatedcollaborativeaction.

DecenteringEnglishlanguageteachingthroughteachers-ledcommunitiesofpractice JulesChamprien Fadidac (A.S.HornbyEducationalTrust)- SpeakersupportedbytheHornbytrust Whatarethebenefitsofcommunitiesofpracticeforteachers'professionaldevelopment?Whatare thechallengesofbuildingacommunityofteacherswhohavenotpreviouslyworkedinteacher-led communities?Thissessionsharesthelessonslearnedandchallengesencounteredwhileestablishing acommunityofteachersinaregioninCameroon.

IATEFLInclusivePractices&SpecialEducationalNeedsSpecialInterestGroupOpenForum AIandInclusion;anunlikelymix?

AIisoneveryone’smindatthemoment,butmanyofusarewonderinghowcan,andindeedshouldit beincorporatedintoanInclusiveclassroom.Duringthisforumparticipantswillbeabletoparticipate inadiscussionwithexpertsfromvariousfieldswheretheycannotonlypickupnewideasandtips, butalsosharetheirownexperience.

Empoweringleadersandmanagers:amicrocredentialonprofessionaldevelopment

Beril Yucel (TurkishEducationAssociation(TED))

Oneofthemostchallengingtasksofaleaderoramanageristoestablisharobustandeffective professionaldevelopmentsystemfortheteachingstaff.Thistalkaimstopresentthedesignand implementationofamicro-credentialcourseon QualityProfessionalDevelopmentforLeadersand Managers andsharethereflectionsofthecourseparticipantsandthecoursetutor.

CPDforEnglishteachersinschoolsinUzbekistan:casestudy

Nilufar Begibaeva (BritishCouncil), Jamilya Gulyamova (BritishCouncil), Nargiza Kuchkarova (MinistryofPreschoolandSchoolEducation), Umida Hakimova (MinistryofPreschooland SchoolEducation), Khushnamo Burhonxujaeva (MinistryofPreschoolandSchoolEducation) Uzbekistannationaleducationdevelopmentinitiativesfocusonprofessionaldevelopmentofteachers inpubliceducation.Therefore,incommissionedresearch, CPDJourneysofTeachersofEnglish,the currentteacherdevelopmentprovisionisanalysed,recommendationsonfutureCPDplanningare produced,andanewprojectisdeveloped.Presenterswillsharetheprojectoutcomesandexplainthe nextstepsoftheprojecttoensuresustainablechange.

Post-lockdownteacherdevelopmentthroughcomplexitytheory

Rhian Webb (UniversityofSouthWales)

Thetalkhighlightshowgloballockdownsprovidedanopportunityforteacherlearning,whichcanbe characterisedaccordingtocomplexitytheory.Iwillpresentqualitativeandquantitativedata,analysis, andfindingsfrom328teachersin23countriesthatdemonstratethecomplex,dynamic,adaptiveand non-linearlearningthatteacherssustainedafterthelockdownstoaccommodatetheimmediateshift toonlineteaching.

TeachingEnglishthroughliterature

Julia Koifman (KinneretAcademicCollege)

Readingpoems,stories,andnovelsinEnglishnotonlyhelpsschoolchildrenenhancetheirvocabulary andgrammar,itbroadenstheirgeneralknowledgeaboutculture,traditions,andthehistorical backgroundofthecountrywherethestoryoccurred.Furthermore,goodandbadexamplesofthe charactersoftheliteraturepieceseducatechildrenandhelpthemtodevelopcriticalthinking.

DebatinggendergapissuesintheSTEMEAPclass

AnilaR. Scott-Monkhouse (UniversityofParma(Italy))– WinneroftheIATEFLESPSIGMark

KrzanowskiScholarship

STEMdoctoralstudentsattendinganEAPcourseengagedinadebateongendergapissues.Thetalk describeshowlearnerscarriedouttaskswhicharetypicaloftheiracademicwork(research,collection, analysisandpresentationofdata)butalsolessfamiliaractivities(structuringarguments,complyingto rules,preparingrebuttals)whiledevelopingvaluableskills(teamwork,criticalthinking,active listening).

Session3.4 1350-1420 continued Thursday18

MeetingRoom6-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

TEA t,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Talk

EAP,ESOL a, e,le

MeetingRoom9-Brighton Centre

70 audience Forum

1350-1420

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

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

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

MeetingRoom10BrightonCentre

60 audience

Talk

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

Office11-BrightonCentre

40 audience

Talk

LAM,RES a, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

TD,TTEd

s,a, e,le ProdProm

Pavilion-TheGrandHotel

80 audience

Talk

MD

s,t,a, e,le

Utilizingself-assessmentinplacement:empoweringlearnersandincreasingefficiency

Jody Shimoda (UniversityofBritishColumbia-EnglishLanguageInstitute), Jas Gill (University ofBritishColumbia)

Accuratelevelplacementsupportsstudentsuccessandeffectiveprogrammanagement.Increasing thescopeandutilizationofreliableself-assessmentinstrumentswithintheplacementprocess promotesinclusivityandstrengthenslearnerefficacy.Wewillshareanddiscussthefindingsofa projectconductedtodeterminetheroleofself-assessmentinstudentplacement,itsaccuracy,andits impactoninstitutionalresources.

Accessinglanguageforwork(overcomingexclusion)

Shelley VanKooten (NOCNGroup)

ThistalkwillexplorethepivotalroleESOLplaysinempoweringindividualsseekingtoaccessEnglish languageskillsforemploymentandwhichinturnwillhelptocombatexclusion.Itwilloutlinethe needforanESOLstrategytoincreaseopportunitiesforspeakersofESLtoaccessESOLprovisionand languagesupport.

ForumonenergizingproductiveskillsintheEgyptiancontext

Randomexcitementstrategy:unleashinginnovationtofosterspeakingskills

Mai Moanis (MinistryofEducationEgypt)

Findlinksbetweenthe(teacher’srole)andthe(pen)?!Intherandomexcitementstrategy,theprevious questionisthecatalyst,stimulatingthementalcreativityofstudentsbychallengingtheirabilitiesto establishconnectionsbetweenabstractconcepts(teacher'srole)andtangibleobjects(pen)tofoster expressivefluencyinspeaking.Iwilldemonstratenotonlytheoreticalbutalsopracticaluseofthe strategy.

Switchingoffthelanguageegotopromoteoralcompetence

Eissa Muhammad (MinistryofEducation)

Thispresentationaddressesthecorrelationbetweenlanguageegoandlinguisticcompetence,in particular,speaking.Basedonacasestudy,Iprovideanoverviewoftheissuefromapsycholinguistic approach,offeringsomeproposedpracticalsolutions.Theaudiencewilldevelopadeeper understandingoftheproblemandapplyittotheirlocalsettingswhereEnglishisasecondlanguage.

Usingflippedclassroomstoreducethestudents'writingapprehension

MarwaMostafa AfifiYousef (Al-AzharAl-Sharif)

Theflippedclassroomisconsideredasanexampleforacollaborativelearningandanactivelearning method.Itisastudentcentredlearning.Theteacherisafacilitator.Iwillpresenttheimportanceofthe flippedlearningtoimprovethewritingskillandreducethewritinganxietyascomparedtotraditional classes.

Amodelofshiftingrolestodeveloplearnerautonomy

Suha Almazyad (ShaqraUniversity/UniversityofSouthampton)

Thistalkisaboutamodelthatwasdesignedtobepresentedinastudythatheldseveralworkshops withEnglishteachersatuniversitylevel.Themodelofshiftingrolesbetweenteachersandstudentsto developlearnerautonomyreferstoamoderneducationalpracticethatdirectlychallengestraditional teacher-focusedapproachesandsupportsadynamicinterchangeofresponsibilitiesbetweenthem.

'Theyclick,weguidethem'.Definingtheonlineteacherrole

Iryna Altukhova (EPAMSystems)

Mycase-studyexploreshowtheroleofanEnglishtrainerisperceivedintheonlineorganizational contextfromdifferentperspectives.Myfindingswillbeinsightfultoeducatorsandmanagersseeking tounderstandwhatitmeanstobeateachertoday,andhowtheonlinecorporateenvironmentcan transformprofessionalidentity.

Beginatthebeginning:startingyourbeginner(A1/A2)studentssuccessfully Rhona Snelling (Freelancer)

Beginners(A1/A2)cansometimesbeperceivedasmoredifficulttoteach,bybothnewand experiencedteachers.Howdoweconfidentlyandsuccessfullystartourbeginnerstudentsontheir languagelearningjourney?Thistalkconsidersrelevantlinguistictheoriesaswellasourownlanguage learningexperiences,alongsideprovidingpracticalclassroomactivitiesforyournextlesson.

Writingintherealworld:supportingstudentswithmulti-textinput

ThomasStuart Banks (TrinityCollegeLondon)

Strategiesforproduct,processandgenre-basedapproachestowritingareembeddedinteacher trainingandcoursebooks;strategiesforthereal-lifeskillofsynthesisingmulti-textinputsintooneare not,however.Thissessionexplorescoreskillsstudentsneedtomanipulatemulti-textsourcesintoa singlesource,providingpractical,tried-and-testedstrategiesandresourcestosupportstudentsinthis keycommunicationactivity.

Session3.4 1350-1420 continued Thursday18

Charlotte-TheGrand Hotel

250 audience

Talk

GEN

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

Empress-TheGrandHotel

250 audience

Talk

LT,YLT p, e,le

LTSIGShowcase

Alexandra-TheGrand Hotel

250 audience

Talk

TD t, e,le

Makingacaseforteachinglexicalgrammar

Crayton Walker (UniversityofBirmingham)

Mostwordshavemultiplemeanings,themorefrequenttheword,themoremeaningsithas.Inthis presentation,Iwillbelookingatthewaythatcollocation,phraseology,andpatterningareusedto disambiguatethemeaningofaparticularword.Usingcorpusdata,Idemonstratethekeyrolethat lexicalgrammarplaysinbuildingmeaning.

Lessonslearnedfrom10+yearsofvideoconferencing

Graham Stanley (BritishCouncilAmericas)

TheBritishCouncilhasbeeninvolvedinCeibalenInglés,acountrywideprojectteachingEnglishto upperprimaryschoollearnersviavideoconferencinginUruguaysince2012.Comeandfindoutwhat we’velearnedaboutusingvideoconferencingandotherlearningtechnologies,teamteaching, collaborativeexpertise,andthebenefitsofworkinglong-terminpartnershipoversuchalongtime period.

ExploringInstagram’spotentialasamicro-learningtooltoenhanceL2

Mukaddas Butabaeva (UzbekistanStateWorldLanguagesUniversity)

Inthispresentation,IwillexploretheinnovativewaysinwhichInstagramcanbeusedasamicrolearningtooltohelpdigitallearnersacquireasecondlanguage(L2).Iwillprovidepracticalinsights andstrategiesforeducatorsandlearnersinterestedinusingsocialmedia,particularlyInstagram,to facilitatelanguagelearning.

Session3.5 1435-1505 Thursday18

Auditorium1-Brighton Centre

500audience Talk GEN a, e ProdProm

Syndicate1-Brighton Centre

200 audience Debate

1350-1505

Syndicate2-Brighton Centre

200 audience Forum

1350-1505

Syndicate3-Brighton Centre

200 audience Talk

TD

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

Syndicate4-Brighton Centre

200 audience Talk

GI,IPSEN s,t,a, e GISIGShowcase

Skyline-BrightonCentre

150 audience

Forum

1350-1505

MeetingRoom1ABrightonCentre

60 audience

Talk

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

Firingupdebatewithyouradultlearners

Cathy Rogers (Freelance)

Conversationlessonsareanexcellentwaytoimprovefluency,buthowcanyougetyourstudentsto participatewithenthusiasm?ThistalkusesexamplesfromDELTA’s Inconversation toexaminehow choosingengagingandsometimesevencontroversialtopicscanencouragestudentstosharetheir opinionsandlettheirEnglishflow.

ELTJournalDebate continued

Forumonlanguageteacheridentity continued

Ukraine:teachingandlearningindifficulttimes

Nadiia Udova (BritishCouncilUkraine), Zhanna Sevastianova (BritishCouncilUkraine) Inthistalk,wewillsharetheuniqueBritishCouncilexperienceoforganisingacontinuingprofessional developmentprogrammeduringwartimeforteachersofEnglishinUkraine.Youwilllearnhow challengingthecontextofEnglishlanguagelessonsareduringwartime,whyitmatterstoraise awarenessoftrauma-sensitiveteaching,andnotonlyforthoseincrisis.

Englishforinterfaithdialogue:nurturingunderstandingandbridgingdivides

Hala Ahmed (BritishCouncil), Amira Makhlouf (BritishCouncil)

BritishCouncil's EnglishforInterfaithDialogue programmepromotesunderstandingandcoexistence amongdiversecommunitiesthroughEnglishlanguageeducation.Despitechallenges,the programmehashighlightedtheneedforsuchinitiatives.Itemphasisestheimportanceofempathy, languageskills,andculturalsensitivityforteachers.Toenhancetheimpact,recommendationsinclude interculturaltrainingforfacilitators,incorporatingdigitaltools,andpartneringwithlocalleaders.

Forumonteacher-ledcommunitiesofpractices:opportunities,challenges,reflections continued

Tootriggeringtoteach?Addressing'sensitive'topicsinELTmaterials

Lottie Galpin (Freelance)

SomepeoplearguethattherepresentationofcertainidentitiesandtopicsinELTmaterialsissimply toosensitiveortriggeringforstudentsandteachers.Thistalkconsidershowtruethisviewisand wheretheseideasoriginate.Itthenshowspracticalwaysthatstudents’materialsandteachers’notes cansupporttheinclusionof‘sensitive’and‘triggering’content.

Session3.5 1435-1505 continued Thursday18

MeetingRoom1BBrightonCentre

60 audience

Talk

LA a, e,le

MeetingRoom1CBrightonCentre

80 audience

Paneldiscussion 1350-1505

MeetingRoom1DBrightonCentre

80 audience

Talk

LAM,TD a, e,le

MeetingRoom3-Brighton Centre

50 audience

Talk

LIT s,t,a, e,le LitSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talk EAP,ESP t, e,le ESPSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Talk

TEA s,a, le

MeetingRoom8-Brighton Centre

50 audience

Talk RES,YLT s, e,le

MeetingRoom9-Brighton Centre

70 audience Forum 1350-1420

MeetingRoom10BrightonCentre

60 audience

PlenaryQ&A Re,TTEd

Office11-BrightonCentre

40 audience

Talk

LAM

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

Fosteringadultstudents’autonomythroughandragogyprinciples

Fabio Lopes (AssociaçãoCulturaInglesaSãoPaulo)

Inthistalk,wewilllookintosomeofthecharacteristicsofadultlearnersandexaminehowtobest makeuseofthetheoryofandragogythroughoutthelearningprocessinordertomakeadultstudents moreautonomous,moremotivated,andhavebettercontroloftheirownlearningprogress,yielding tobetterresults.

CPDforEnglishteachersinschoolsinUzbekistan:casestudy continued

TheCELTAdiaries:ananalysisoforalfeedback

Marcela Cintra (Blueberry-TeacherEducation&Development), Julice Daijo (Blueberry-Teacher Education&Development)

ThewayfeedbackisgivenafterteachingpracticemayaffectCELTAcandidatesinavarietyofways.In thispresentation,empiricaldata,analysis,andimpactoffeedbackgivenininonlineandface-to-face courseswillbediscussedinlightoftheoryandcurrentpractices.Theaudiencewillreflectupontheir experiencetokeepgrowingastrainerswhoencourageteacherdevelopment.

DevelopingcreativityusingliteratureintheEFLclassroom

Kyoko Kuze (ToyoUniversity)

Creativityisbecomingincreasinglyimportantasakeyskillforthe21stcentury.Thistalkfocusesonthe practiceofemployingnarrativecreativewritingasaresponsetoaliterarytextintheEFLclassroomin Japan.Throughtheanalysisofstudentwritingandtheirfeedback,Iwilldiscusshowliteraturecan developcreativityinlanguageeducation.

EnglishforeconomicsinThaiHE:teachingESPorEMI

Pimsiri Taylor (LanguageInstituteThammasatUniversity,Thailand)

DesigningandteachingESPintoday’sHEiscomplex.Inthistalk,Ipresentexamplesofcoursecontent, teachingandlearningactivities,andcourseassessmentfromthe‘Englishforeconomics’course designedforeconomicsstudentsstudyinginlocal/Thaivsinternational/EMIprogrammes.Thetalk actsasaspringboardfordiscussionforteachingESPinEMIprogrammes.

Teachersasexaminers-thechallengesandtherewards Shakeh Manassian (PSIServices(UK)Ltd)

Inmanycontexts,testprovidersdrawontheteachingcommunityforrecruitmentofexaminers. Specificallyinlanguagetesting,examinersoftenprovidetheirservicesforthespeakingandwriting tests.Theroleoftheexamineriscomplex:thispresentationwilllookatsomeofthechallenges examinersfaceandtherewardsavailabletoteacherswhochoosetotakeonthisrole.

Exploringadolescentstudents'foreignlanguageenjoymentinexamclasses

Valentina Papandroulidaki (EverestLanguageSchool)

ThistalktouchesuponmyrecentresearchfindingsonthenewconstructofForeignLanguage Enjoyment(FLE)asexploredamong40adolescentlearnersinexamclassesinGreece.Basedonthese findings,thetalkofferssomefreshperspectivesonFLEandsomepracticalwaystoenhancelearners' enjoyablelearningexperiencesinexam-classsettings.

ForumonenergizingproductiveskillsintheEgyptiancontext continued

Question&answersessionrelatingtoLetiziaCinganotto’splenarysession

IfyouattendedLetiziaCinganotto’splenarysessionthismorningon teachingEnglishandteaching otherlanguages:what’snew?,youarewelcometoattendthisrelatedsession.Thiswillallow participantstoaskanyquestionsoraddressanyissuesthathavebeenraisedbyLetiziaCinganotto’s talk.

TheHRmanagementofGeneration-Zlanguageteachers

EhsanOllah Gorji (THinklanguageteachingandlearningsolutions)

Thegenerationofteachersinlanguageschoolsischanging.AsgenerationZisenteringteachers’ roomsandonlineclasses,theybringwiththemselvestheiridentity,beliefs,livedexperiences,hopes andfears.Inthistalk,Iwillsharehowthehumanresourcesmanagementofthisnewgenerationof teachersisdifferentfromtheconventionalexistingapproaches.

Session3.5 1435-1505 continued Thursday18

MeetingRoom15BrightonCentre

80 audience

Talk

BE,ESOL a, e

Pavilion-TheGrandHotel

80 audience

Talk

ESOL,TD ey,s,p,s, e,le

Charlotte-TheGrand Hotel

250 audience

Talk

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

Empress-TheGrandHotel

250 audience

Talk

LT,TD

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

Alexandra-TheGrand Hotel

250 audience

Talk

GI

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

Break

IATEFLStand

Pop-upPresentationStage 1510-1525

WhyweneedbusinessEnglishtrainerswhounderstandbusiness

Albert Balvers (Albert'sSchool)

Theworldischanging,andEnglishhasbecomethe“linguafranca”ofbusinessexecutives,nomatter whattheirculturalbackgroundis.Therequirementsforlanguagetrainingareevolvingrapidlyand fundamentally,mainlyduetoglobalisation,internettoolsandartificalintelligence.Can(ex-)business executives,whospeakandunderstandthelanguageoftheirstudents,offermoresuitablelanguage training?

TheReadingClinic program

Lubna Mohyuddin (SocietyofPakistanEnglishLanguageTeachers)

Thissessionwilldelveintothetransformativeimpactof TheReadingClinic foreconomically disadvantagedprimaryandmiddleschoolstudents.Discoverhowthisinitiativeaddressestheunique challengesofstrugglinglearners,fosteringholisticEnglishlanguagedevelopmentthroughtailored strategiesinreadingcomprehension,vocabularyacquisition,andlanguageproficiencythroughoneon-onetutoring.

Masteringrole-playsforonlinelessons:strategiesfordigitaldelivery

John Wallen (EFTeachOnline)

Doyouthinkrole-playsonlyworkinface-to-facelessonsandphysicalclassrooms?Thinkagain!With carefulplanningandcreativity,thetechnologyalreadyavailableforonlineclassroomsaffords excellentopportunitiesforlanguagepractice–andit’salwaysimproving.Thistalkexploresthe pedagogicandpracticalconsiderationsbehindhowteacherscanset-up,stageanddelivereffective, engaging,immersiverole-playsinonlineclasses.

Makingremotenessclose:humanconnectionsatthecentre

Serrana Muniz (Freelance)

Howcanwebuildasenseofcommunityamongeducationalcommunitiesthathavenevermetinthe flesh?Howcanwetakeadvantageoftheaffordancesofdigitaltechnologiestomaximisestudentand teacherengagementandmotivation?Drawingfromexperienceinlarge-scaleremoteteaching programmes,thispresentationwilldiscussthesequestionsandsuggestgoodmanagementpractices tobuildbelonging.

ExamininggenderinequalityinELT:language,historyandpatriarchy

Carol Lethaby (UCBerkeley)

Thissessionlooksatthevariousfactorsthathavecontributedtopervasiveandlastinggender inequalityinELT.Byexaminingtheoriginsofpatriarchalsocietiesandsocietalexpectations,aswellas thehistoryofthespreadofEnglisharoundtheworld,wereviewaprofessionthatislargelypopulated bywomen,butwheremendisproportionatelyholdpositionsofinfluence.

1505-1535

Universityandcollegeleacturersmeetup

Thursday18

Ifyouareauniversityorcollegelecturer,cometotheIATEFLStandtomeetotherprofessionalsand makesomeconnections.

LanguageMate

LanguageMate:empoweringteachingandlearningwithAI Joinustoexplorehowcutting-edgeAIisempoweringlanguageeducators.

LanguageMate isapioneeringAI-drivenplatformpartneringwitheducationalinstitutionstoempower teachersandenhancestudents'conversationalskillsacrossvariouslanguages.OurinnovativeAI technologyenablesteacherstosignificantlyreducetheirworkloads,allowingthemtoteachmore efficiently.Weofferaunique,immersivelearningexperiencebyallowingstudentstoread,write,listen, andspeakinengaging,real-worldscenarios.Thispersonalisedapproachboostsstudents'confidence andacceleratestheirjourneytowardsfluency.

DiscoverhowyourinstitutioncanreduceteacherworkloadandteachmoreusingAItechnology!

Speakers:AlexanderNeepandLauraHerrmann

EastBar-BrightonCentre Posterpresentations(seepage86)

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

Auditorium1-Brighton Centre 500audience Talk

TD s,t,a, e,le ProdProm

Syndicate1-Brighton Centre

200 audience Talk

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

Syndicate2-Brighton Centre

200 audience Talk PRON s,t,a,e,le

Syndicate3-Brighton Centre

200 audience Forum 1535-1650

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

TD,TTEd t, e,le

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

Usingmediationforbetteroutcomes

Andrew Walkley (NationalGeographicLearning)

Inthistalk,I’lldiscussthebenefitsofconsideringmediationatallstagesoflessons-especiallywhere ourgoalistoenablegenuineconversationsanddevelopgoodlearningpractices.Iwillshowhowwe makeuseofmediationin Outcomes (NationalGeographicLearning),showteachershowtheymight exploitmediationanddispelsomemythsandfearssurroundingit.

Futureskills:whatwillmakeourstudentsemployable?

Mike Mayor (Pearson)

TheuseoftechnologyandAIishavingasignificantimpactontheworkplace,andemployersare reportingskillsgapsintheworkforce.Whataretheskillsthatwillmakeourstudentsemployableand howcanELTteachershelpthemdevelopthoseskills?Freeresourceswillbesharedtosupport teachersinmeasuringprogressofthesefutureskills.

Intonationandartificialintelligence:a‘1,2,3’plan

Stella Palavecino (InstitutoSuperiorenLenguasVivasJuanRamonFernandez)

Intonationmaybeperceivedassomethingabstrusebutthisisnotreallyso.Artificialintelligencehas cometochangethepicture.Inthispracticalpresentation,Iwillshowhowteachersandlearnerscan workonEnglishintonationinthreesteps.Inthisway,learnerswillbeempoweredtoselecttheright tunesandproduceintelligibleoraltextsaidedbyAI.

Forumonteachingexcellence:CPDinsightsandinnovations

Empoweringteacher-ledprofessionaldevelopmentusingaCPDframework Addeh Hovassapian (BritishCouncilArmenia)

Inthistalk,Iwillpresentanewteachercontinuingprofessionaldevelopment(CPD)framework developedforArmenia’sELTsbasedontheBritishCouncil’s TeachingforSuccess approach.Inmytalk, wewillexplorethenewframework’skeyfeaturesandpromisesandhowitcanbeusedinyourcontext toputteachersattheheartoftheirownprofessionaldevelopment.

Anonlineteachercommunityjourney:fromuniversitytoschool

Dmitriy Cherkassov (SDUUniversity,Almaty,Kazakhstan,OTCPRESETTfacilitator)

Atransformativesessionistailoredforthosewhoareintriguedbyteacherdevelopmentandteacher trainingeducation.Acomprehensivetalkcombinesinformativecontextwithhands-onapplicationby aselectedgroupofpre-serviceEFLstudentsataKazakhstaniuniversity,allwithintheframeworkof theBritishCouncil OnlineTeacherCommunity (OTC)programme.

Strengtheningalliancestorevampteacherprofessionaldevelopment

Mayda Ramos (MinistryofEducation,Cuba)

IwillshareexperiencesaboutacollaborationprojectwiththeBritishCouncilCuba,toundertake changesinteachertraining,empoweringandupdatingtrainersandtrainees.Iwilltalkaboutknowhowsfromplanningtofeedback.Theimplementationoftheprojectandtheoutcomeswillbe discussed.Iwillpresentalternativestoensureequalityandbenefitsforallpeopleinvolved.

Syndicate4-Brighton Centre

200 audience

Talk

GI,TD

s,t,a, e,le

GISIGShowcase ProdProm

Skyline-BrightonCentre

150 audience

Talk

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

MeetingRoom1ABrightonCentre

60 audience

Talk

IPSEN

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

IP&SENSIGShowcase

Authenticmaterials,learnervoices,teacheremotionsandcriticalincidents

Adam Scott (SensationsEnglish)

Presentinglanguageandglobalissuesinsupportivecontextscantransformpotentially‘taboo’topics intoopportunitiesfordevelopinglearners’voices,reflectivelearningandteacherdevelopment. Inclusive,intersectionalnews-basedresourceshelpconstructthesesafeenvironments.We’llconsider theseopportunitiesascriticalincidentswhichvaluestudents’lives,classroomandwiderdiversity,and teacheremotionsinprofessionaldevelopment,withexampleresourcesfromSensationsEnglish.

Seeingdatadifferently:Usingvisualtoolsinqualitativeresearch

Josie Leonard (UniversityofCentralLancashire)

Visualresources,suchasmindmaps,offeralternativetoolsforqualitativedatagatheringandanalysis. Inthistalk,IwillshowhowIusedmind-mapsandPadletformsinanarrativestudyofEnglish languageteacheridentityformation.Iwilldiscusshowtheyfacilitatedamoreparticipant-led approachininterviewsandshareinsightsoftheirbenefitsindataanalysis.

TraumainformedteachingpracticesinadultESLclassrooms

Ruba Kallab (SeridanCollege)

Thispresentationemphasizestheimportanceoftrauma-informedteachinginadultESLclassrooms.It exploresmethodsforestablishingsafeandsupportiveenvironments,addressinglearners'emotional needs,andadaptinginstructionalapproachesforenhancedlearningoutcomes,particularlyinthe contextoftechnologyadvancements.Thesessionaimstoequipeducatorswitheffectivestrategiesto fosterinclusiveandsupportivelanguagelearningspace.

Session3.6 1535-1605 continued Thursday18

MeetingRoom1BBrightonCentre

60 audience

Paneldiscussion

1535-1605

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

MeetingRoom1CBrightonCentre

80 audience

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

MeetingRoom1DBrightonCentre

80 audience

Talk

LA,TEA a, e,le

MeetingRoom3-Brighton Centre

50 audience Talk

LA,LIT p,s, e,le LitSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talk

BE,ESP t,a, e,le ESPSIGShowcase

MeetingRoom6-Brighton Centre

50 audience

Talkwithrestricted audiencenumber

LT,TTEd t,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Talk

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

Boundary-crossinglearningcommunities:empoweringEFLteacherdevelopmentinChina Tingting Liu (AcademyofGuiyangEnglishSubjectCoordinators), Qinghua Zhu (No.7Middle School), Hongyi Wang (No.6MiddleSchool), Cui Zhu (GuiyangNo.2ExperimentalMiddle School)

Canteachers'professionaldevelopmentbenefitfromotherprofessions?Inthispanel,ourfour panellistswillshowcaseacasestudythathighlightshowinvolvingprofessionalsfromnon-teaching backgroundscanenhancethedevelopmentofEFLteachersinSouthwestChina.Byattendingour panel,youwillgainpracticalinsightsintopromotingteachers'professionaldevelopmentwithin similareducationalcontexts.

Teachersaschampions:asuccessstoryinteachers’CPD

Satya Anand (BritishCouncil)

Thistalklooksatanactionresearchprogramme,Iledwithfiveteacher-mentorsacrossfivegulf countriesintheBritishCouncil,thattriggeredachangeinthewayteachersviewedandengagedwith continuousprofessionaldevelopment.Thementormodelforteachersupportusedinthisprogramme canbereplicatedinothercontextstoimplementteacher-ledandsustainableteacherdevelopment.

Empoweringhigherlevellearners:toolsforprogressmeasurement

Yulia Efremova (Freelance)

Iwilldiscusstwotoolsthatcanhelpintermediateandadvancedstudentstracktheirprogressinall fourlanguageskills:evidencecollectionandlogkeeping.Basedontheexamplesfrommystudents’ experience,Iwilldemonstratehowteacherscaneffectivelypersonalisethesetoolstomeetindividual studentneedsandassiststudentsintheirimplementation.

“Atomic”readinghabits:aneuroscience-poweredapproachforGenerationZ Armanda Stroia (AcademyofCreatorswhoTeachtoinspire(ACTtoinspire))

Empoweringscreenagerswithsustainablereadinghabitsprovesdauntinglychallenging,giventheir shorterattentionspansandaddictiontodigitaldistractions.Howaboutexploringresearch-powered strategiesmerginginsightsfromneuroscienceof"atomichabits"andmotivationalpsychology?Dive into"habitloops"andprogress-trackingtools,takeawayoptimizedimplementationintentionsand the“5-minutedailyreadingchallenge”projecttotransformGenZ’srelationshipwithreading!

UsinginsightsfromresearchtoinformESPteaching

ClariceSC Chan (UniversityofStAndrews,UK)

ExistingresearchinESPcanbeavaluablesourceofideasfordesigningeffectiveteachingmaterials andmethods.Inthispresentation,IshowhowresearchcaninnovateESPpractice,usingexamplesof teachingmaterialsandclassroomactivitiesthatareinformedbyresearch.Ialsoshowhowteachers canaccessresearchthroughsomechannelsthatprovideopenaccesstoresearchoutputs.

“E-spaceorablankcanvas?”Exploringstudent-teacherself-representationsone-portfolios Nusrat Gulzar (UniversityofWarwick)

Thistalkwilldiscussthefindingsofthefirstphaseofadesign-basedresearch(DBR)projectaimedat developingastudent-centeredlearningdesigntoenhancestudentteachers’self-regulationand reflectivecapacitiesusingaccessiblee-portfoliotechnology.Wewillpresentthepractical considerationsinvolvedinintroducingcontext-appropriatee-portfoliotasksandremotefeedback strategiestofosterstudent-teachers’practiceofself-representationsthroughmultimodalnarratives.

Managingyourteamandyourownwellbeing:abalancingact

Sofia Papadimitropoulou (BSCEducation)

LeadershipandmanagementcoursesinELTprimarilyfocusonthe‘howto’ofthejob.Whatis generallyomittedishowweprotectourselvesfromthedaytodaystresseswhichimpacton wellbeing.Thistalkwillexplorewhythischallengeisstillnotopenlydiscussedwithinourindustry, offeringsomepracticalideastohelpfindtherightbalance.

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

Session3.6 1535-1605 continued Thursday18

MeetingRoom9-Brighton Centre

70 audience

Forum

1535-1650

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

EAP,TEA t,a, e,le

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

MeetingRoom10BrightonCentre

60 audience

Talk

AL,ESP t,e,le

Office11-BrightonCentre

40 audience

Talk

AL

t, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

AL,RES s,a,e,le

Pavilion-TheGrandHotel

80 audience

Talk

GEN

s,t,a,e

Charlotte-TheGrand Hotel

250 audience

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

Empress-TheGrandHotel

250 audience

Talk LT,TD a, e,le LTSIGShowcase

Forumonwashback:revisingtestdurationinahigh-stakestest

Classroomassessment:howdowegivetherightmessage?

Zeynep Urkun (KadirHasUniversity,Istanbul)

Assessingwhat’sbeentaughtintherightwayisanissueteachersfrequentlystrugglewith.Creating therightbackwashdependsheavilyonthetasktypesandtheweightingswededicatetothese.This sessionwillexplainthedetailsofestablishingsuchasystematatertiarysettingandprovideexamples.

Two-hourvsthree-hour:exploringwashbackeffectsoftesttimerevisions

Jingwen Wang (UniversityofSouthampton), Ying Zheng (UniversityofSouthampton)

Thisstudyexaminesthewashbackeffectsofashortenedhigh-stakesinternationalEnglishtest. Interviewswithtest-takersandinstructorshighlightedapreferencefortheconciseformat,revealing positivetestpreparationimpactsandanincreasedperceiveddifficulty.Whilepointingtoanew trajectoryinwashbackresearch,thefindingsalsoindicateademandforagreateracademicemphasis forfuturetestrevisions.

Testing:positive&negativewashbackonteachingandlearning

Panagiota Vampoula (`Glossomatheia`ForeignLanguageschool,EFLteacher) Familiarisingtheaudiencewiththeterm`washback(positive&negative)`onteachingandlearning, andthefactorsinfluencedbyit.Thecontentfocusistesting,evaluation&assessment.Thedifference betweentestingandassessment,factorspromotingpositivewashbackandtheoneswashbackis influencedby,aredefined.Tipsfortestpositivewashbackandreallifearegiven.

‘Equitable’-mediuminstruction:challengingthe‘E’ofSouthKoreanEMI

DylanGlyn Williams (QueenMaryUniversityofLondon)

ThispaperoutlinescurrentEMIchallengesbasedonastudyof10SouthKoreanuniversitystudents andprovidesexamplesoftranslanguagingpracticestoaddressthem.Thepapersuggestsinvolving studentsinreshapinglearningstructuresforamoresociallyjusttranslanguagingfuture,thus questioningthemonolingualnativespeakerideologyinEMIpolicy.

Theimpactofvirtualtoolsonlearninggrammar

Rasha Ahmed (KingAbdulazizuniversity-EnglishLanguageinstitute&SudanUniversityof scienceandTechnology-EducationCollege)

ThispresentationhighlightstheresultsofastudyontheimpactofvirtualtoolsonEFLlearners' grammarperformanceduringtheCovid-19outbreak.It'sanexperimentinwhichonegroupofSaudi studentsstudiedgrammarremotelywhiletheotherstudiedinpersonpriortotheepidemic.The resultsdemonstratethattheexperimentalgroupscoredhigherthanthecontrolgroup.

ReviewinglexicalcollocationsinEnglishasthelinguafranca

EdwardEustace(KaplanInternationalCoventGarden)

Englishistheworld’sunparalleledauxiliarylanguage,yetstillenvisionedasaneliteachievement. Englishasalinguafranca(ELF)accommodateslearners’interlanguagetherebymakingpermutations intelligible.Nevertheless,pedagogicacceptancehasprovenproblematic,especiallyregardinglexical collocations.ThistalkreviewsELF’seffectonLexicographyandhoweducatorscanincorporateAI technologieswithcorporatofacilitatecommunicativecompetencefortheirlearners.

Applyingfirstlanguageacquisitionprinciplestosecondlanguagelearning

Ian Pemberton (UniversityofWarwick)

WhilecontextiscriticalforL1acquisition,itisoftenmissingfromL2classrooms.However,thewide availabilityofmultimediaresourcesaffordsL2learnerstheopportunitytousetheirprimarybiological skillsofwatchingandlisteningtolearnfromcontext.DrawinguponL1acquisitiontheory,attendees willlearnsixprinciplestoguidetheuseofmultimediamaterialsintheclassroom.

Oneskillretake:anoptimisedmodelforbestpractice?

Hye-won Lee (CambridgeUniversityPress&Assessment), Emma Bruce (BritishCouncil)

Inthistalk,wewillintroduceanewoperationalapproachtotestdelivery,IELTSOneSkillRetake(OSR), andpresentempiricalresearchfindingsshowingtheimplicationsofOSRfortest-takersandscore users,specificallyrecognisinginstitutions.Wewillconcludethetalkwithrecommendationstoinform bestpracticeforthefield.

UsingGenAIinteachereducationtobenefittrainersandtrainees

Lindsay Warwick (Freelance)

ThissessionaimstohelptrainersexploitGenAIwhenpreparingforanddeliveringtraining,andmodel bestpractice.Itwillalsolookatwaysinwhichtrainerscanhelpnewandin-serviceteachersto developtheknowledgeandskillstheyneedtouseGenAIeffectivelythemselves,throughtraining activities.Thefocuswillbeonpracticalideas,toolsandprompts.

Session3.6 1535-1605 continued Thursday18

Alexandra-TheGrand Hotel

250 audience

Forum

1535-1650

TD s,t,a,e,le

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

GEN a,e,le

Forumonspeakingskills

FacilitationtechniquesinteachingEnglish

Elena Peresada (Enraid)

Manyteacherscomplainthattheirstudentsarereluctanttospeakinclass.“Let’sdiscuss”activities neverworkwellforthem.Oneoftheapproachesyoumightusetohelpstudentstoparticipateinclass discussionsmoreactivelyisfacilitation.Inmytalk,I’dliketodescribesomeofthesetechniquesandtry themwiththeparticipants.

Self-selectedvsteacher-assignedtasksinEFLspeakingclass

Santri Djahimo (NusaCendanaUniversity)

Thisistheresultsofastudyaimedatfindingoutifeitherself-selectedorteacher-assignedtasksare preferredbystudentstohelpthemperformbetterinspeakingclass,andiftheirindividualdifferences inrelationtotheiroptionscanreallydistinguishhighfromlowoutputstudents.Additionally,factors thatinfluencetheirpreferenceshavealsobeenidentified.

Empoweringlanguagelearners:expandingspeakingskillsbeyondtheclassroom

Emine Demiroz (TrakyaUniversity)

Inthe21stcentury,powerliesnotsolelyinknowledge,butinapplyingiteffectivelybeyondthe classroomwalls.Speakingskillsinaforeignlanguageposeuniquechallengesofconnectingclassroom learningtoreal-worldapplications.Thissessionoffersattendeesinvaluableinsightsintobridgingthe gapbetweenclassroominstructionandreal-worldcommunicativecompetence.

Session3.7 1620-1650 Thursday18

Auditorium1-Brighton Centre

500audience Talk

GEN

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

Syndicate1-Brighton Centre

200 audience Talk

MaW,TD a, e,le ProdProm

Syndicate2-Brighton Centre

200 audience Talk RES,TD p,s,t,a,e,le

Syndicate3-Brighton Centre

200 audience Forum 1535-1650

Syndicate4-Brighton Centre

200 audience

OpenForum GISIGShowcase

Skyline-BrightonCentre

150 audience

Talk

TEA

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

Cultivatingteacherwellbeing:ajourneyofprofessionalandpersonalgrowth

Montse Costafreda (OxfordUniversityPress)

Discoverthepathtoteacherwellbeingandexplorehowtoimpactyourteachingcareer.Delveintothe fouressentialpillars:mind,body,relationships,purpose.Learnpracticalstrategiestomanagestress, cultivatehealthyrelationships,enhanceself-compassion,andfostergratitude.Joinusonajourneyof professionalandpersonaldevelopmentforyouandyourschool.Referencingvariouspublicationson wellbeingfromOUP.

Makingmoneyfromeducationalvideo;12lessonsfrom12years Jo Gakonga (ELT-TRAINING.COM)

I’vebeensuccessfullycreatingandsellingvideo-basedonlinecoursesforteacherssince2012,initially asabitofahobbybutnowasmyfulltimeincome.AlongthewayI’velearntquiteabitsocomealong togetsomepointersandseehowthe VideoCreationforEducators groupprogrammecanhelpyoudo whatI’vedone.

Effectivenessoflow-techcontinuousprofessionaldevelopment:researchoutcomes

Robert Chatfield (BritishCouncilAmericas), Liliana Sánchez (BritishCouncilMexico) Howeffectivecancontinuousprofessionaldevelopmentbewhendeliveredusingmobilemessenger apps?ThisisaquestionBritishCouncilAmericasresearchedin2023.Wewillpresenttheanswersto researchquestionsontheeffectivenessoftheLow-TechCPDprojectintheAmericasandacasestudy ofruralschoolsinthestateofChiapas,Mexico.

Forumonteachingexcellence:CPDinsightsandinnovations continued

IATEFLGlobalIssuesSpecialInterestGroupOpenForum

GlobalissuesinELT–What?Andhow?

Whichglobalissuesdoyoucareaboutmost?Howaboutyourstudents?HowcanweinGISIGwork togethertocreateandsharematerials,activitiesandprojects;equipmoreteacherstodealwithbig issuesanddevelopcriticalliteracy;anddisrupt!CometoourOpenForumandlet’sdiscuss!

Teachingandtesting:truthandmyths

Pippa Sutcliffe (LT123), Felicity O'Dell (LT123), Frances Treloar (LT123)

Thistalkexploressomecommonbeliefsabouttesting.Howfardotheyreflectreality?Youmaybe writingtestsforyourstudents,orpreparingthemforexternaltests,whichmaynothavebeenchosen byyou.Ourdiscussionaimstoprovideteacherswithinsightsintohowtestingdoesandshould operatetothebenefitofteachingandlearning.

Session3.7 1620-1650 continued Thursday18

MeetingRoom1ABrightonCentre

60 audience

Talk

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

IP&SENSIGShowcase

MeetingRoom1BBrightonCentre

60 audience

Paneldiscussion

1535-1605

MeetingRoom1CBrightonCentre

80 audience

Talk

TD,TTEd a, e,le

MeetingRoom1DBrightonCentre

80 audience

Talk

LAM

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

MeetingRoom3-Brighton Centre

50 audience

Talk

EAP,LIT s,t,a, e,le LitSIGShowcase

MeetingRoom5-Brighton Centre

50 audience

Talk

EAP,TEA t, e

ESPSIGShowcase

MeetingRoom6-Brighton

Centre

50 audience

Talk

TD,TTEd t,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Talk

LAM,TD a, e

MeetingRoom9-Brighton Centre

70 audience

Forum

1535-1650

MeetingRoom10BrightonCentre

60 audience

Talk

MD,TD a,e,le

FosteringinclusivityinELLclassroomsassessment:howtoachieveit?

Arum Perwitasari (ETSGlobal)

ThissessionexploresInclusiveAssessment(IA)guidelinesforlanguagelearning.Participantswillgain insightsintoIA’srationaleaswellasdiversepurposesandcorevaluesemphasizingfairnessandequity inassessment.Theywillalsolearnpracticalstrategiestodesignassessmentscateringtolearners’ uniqueneeds,consideringtasknature,timingandconditions,whichcanbeimplementedininclusive classrooms.

Boundary-crossinglearningcommunities:empoweringEFLteacherdevelopmentinChina continued

Redesigningflexibleprofessionaldevelopmentforteachersinamultilingualcontext

Neda Neynska (BLCC-BusinessLanguageandCommunicationCentre), Kati Sule (BLCC)

Howcanwebridgedifferencesinteacherskillsets,findcommongroundinamultilingualcontext,and ensureconsistentandhigh-qualitylearningexperienceforclients?Inthistalk,wewillreflectonour experiencewith(re)designingandfuture-proofingaflexibleonlineprofessionaltrainingprogramme forfreelancelanguageteachersofover10nationalitieswithfivekeytakeawaysforparticipants.

Breakingorganisationalsiloswithamarketingvideoproject

Jonathan Yates (InspiredKids)

Thistalkexplorestheuseofcross-departmentalcollaborativeprojectstoimproveorganisational cohesionthroughcombattingissuesrelatedtosiloization.IwilldiscusstheeffectsofsilosIhave experiencedinlanguageteachingorganisations(LTOs)ofvarioussizes,theefficacyofavideoproject employedinmyLTO,andhowit,andotherprojects,couldbeadaptedtosuitdifferentcontexts.

Enhancinglanguagelearningthroughliteratureandbookclubs

Madeline Lorenz (LeonardodeVinciUniversityCenter)

Thistalkexploresinnovativestrategiesforintegratingbooksandbookclubsintouniversitylevel Englishlanguageprograms.Itdiscussesincorporatingbookchaptersintocourses,andhowto introduceandmanageuniversitybookclubs,withanemphasisonthetransformativeimpactof diverseliteratureonlanguagelearningandinspirationforstudentsandteachers.

AIredefiningEAPwritingassessment

FatmaMerve Baykan (SabancıUniversity)

ThistalkaimstoexplorethetransformativeimpactofAIontheneedsandprioritiesofEAPwriting classes,aswellassharingwiththeaudience,thestepsandchallengesofredesigningacontent-based writingcoursesothatAIispurposefullyintegratedinteachingandassessmentsoastoavoidAIassistedplagiarism.

ReconsideringELteachertraining:asubjectdidacticscompetencemodel

Nina Raud (UniversityofTartu), Olga Orehhova (UniversityofTartu)

ThetalkwillpresentanEnglishlanguage(EL)teachertrainingsubjectdidacticscompetencemodel basedonaqualitativeanalysisofstudiesintoEnglishlanguagepre-serviceteachertraining programmes.TheapplicationofthemodelwillbeillustratedbycomparingELteachertrainingpreserviceprogrammesinEstoniaandshowinghowtheycanbereconsideredinlinewiththemodel.

Fromteacherto‘head-teacher’:promotinglocalleadershipandlearningcommunities

DaniellaSeongHui You (AssociaçãoCulturaInglesaSãoPaulo)

Thistalkaimsatoutliningtheimpactoftheimplementationofapeer-to-peerin-serviceteacher developmentprogrammeinalargeprivatelanguageschooltopromotelearningcommunitiesand fosterlocalleadershipbydevelopingteacherleaderslocallynamedas‘head-teachers’.Thefindings offersomeinsightsintoteacherdevelopmentandteacherleadership.

Forumonwashback:revisingtestdurationinahigh-stakestest continued

Waysofhumanizingyourcourse:beingunpredictablyhuman

SanaaMakhlouf(TheAmericanUniversityinCairo)

Iwillexplainthemeaningofhumanizingacourseandhowitcanunleashstudents’uniqueness throughknowledgeexchange,collaborationandengagement.Iwillsharevariouswholegroups,small groupsandindividualpracticessuchasstorytelling,reflectivewriting,andjournalwritingtoenhance thehumanconnectionwiththeirpeersandinstructor.Challengesandrewardswillbediscussed.

Session3.7 1620-1650 continued Thursday18

Office11-BrightonCentre

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

MeetingRoom15BrightonCentre

80audience Talk

GEN t, e,le

Pavilion-TheGrandHotel

80 audience Talk

GEN

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

Charlotte-TheGrand Hotel

250audience Talk

ESOL,MD a,e,le

Empress-TheGrandHotel

250 audience Talk

LT

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

Alexandra-TheGrand Hotel

250 audience Forum 1535-1650

Mentoringexperiencedin-servicehighschoolEnglishteachers’actionresearch

Meifang Zhuo (UniversityofWarwick)

Actionresearch(AR),oneofthemostpopularproposalsforteacherresearch,isconsideredcrucial bothforpromotinghigh-qualityeducationandforteachers’professionaldevelopment.Thistalk unpacksexperiencedin-serviceteachers’viewsonbeingmentoredandtheiroverallARexperience throughthreecasestudies.Mentor’sreflectionaswellasimplicationsforARmentoringinsimilar contextarealsodiscussed.

Enhancingundergraduateengineeringstudents’interculturalcommunicationskillsthrough hybridexchange

Andreas Hövener (FHMünsterUniversityofAppliedSciences)

Combinationsofshortphysicalgroupmobilitiesandvirtualphasesallowundergraduatestudentsto applylanguageandinterculturalskillsaswellastheirexpertknowledgefromtheirstudies.This presentationshowsthedesign,objectives,andoutcomeofahybridexchangebetweenFinishand GermanengineeringstudentswhoweregiventhetasktosolveacomplexproblemusingDesign Thinkingprinciples.

IntroductionoftheThinkingAbilitiesFrameworkforEFLteachers

CarrieXiaorong Zhang (UniversityofReading), Bruce Howell (UniversityofReading)

WeinvestigatedhowEFLteachersinChinacompulsoryeducationdevelopedstudents’thinking abilitiesandthencreatedabilingualThinkingAbilitiesFrameworktosupportteachersinclassroom practiceandCPD.Thissessionwillallowforinsightintotheconceptualstructureofthinking,howit supportslessonplanningandmonitorsstudents’progression.Twooftherecommendedpedagogical approacheswillbeshowcased.

Strip-malls,jerky,andDollyParton:AmericancultureforRussian-languagespeakers

KatherineNeginskiy(InternationalWomen'sResourceCenter)

YourstudentsknowaboutThanksgiving,butdotheyknowaboutstrip-malls,beefjerky,andDolly Parton?Weexplorethesuccessesandchallengesofamodern,multi-modalitysuiteoffreeEnglish LanguageLearningandAmericanCulturematerials,tailoredforRussian-languagespeakers,designed tobeusedforself-studyORintheclassroom.The Molodets websiteincludespodcasts,videos,lesson plans,andmore!

AIinELT:thegood,thebadandtheweird

Nicky Hockly (TCE(TheConsultants-E))

GenerativeAIislikelytobeagame-changerforourfield,butforgoodorbad?Thistalkdiscussessome ofthebigquestionsaroundtheuseofAIinELT.We’llexploreissuesaroundprivacy,equity,creativity andlabour,takingacriticallookatwhereAIistakingusandconsideringhowtogetthereinone piece.

Forumonspeakingskills continued

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

Pleasecheckthecancellationscreenorvisit

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

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

Session3.8 1705-1750 Thursday18

Syndicate1-Brighton Centre

200 audience Workshop

EAP,TTEd

s,t,a, le

ESPSIGShowcase

Syndicate2-Brighton Centre

200 audience Workshop

TD,TTEd

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

Syndicate3-Brighton Centre

200 audience Workshop

LA,TTEd

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

Syndicate4-Brighton Centre

200 audience Workshop

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

Skyline-BrightonCentre

150 audience Workshop

GEN

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

MeetingRoom1ABrightonCentre

60 audience Workshop

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

MeetingRoom1BBrightonCentre

60 audience

Workshop

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

MeetingRoom1CBrightonCentre

80 audience Workshop

LA p,s,t,a, e,le

MeetingRoom1DBrightonCentre

80 audience Workshop

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

MeetingRoom3-Brighton Centre

50 audience

OpenForum LitSIGShowcase

Teachingacademicreadingskills

Dorothy Zemach (ExpressPublishing)

Teachingacademicreadingischallengingbecausestudentsassumethatoncetheycandecode words—andknowenoughvocabulary—they’llbeproficientreaders.However,therearedefiniteskills andstrategiestoreadfaster,understandbetter,andremembermoreeasily.Cometryoutintensive skillsforpre-reading,during-reading,andpost-readingtobetaughtandpracticedinthehighschool anduniversityclassroom.

Let'stakeanotherlookatgrammar:coreconcepts

Rita Baker (TheGlobalApproachLtd.)

LastyearIillustratedthesimplicityandconsistencyoftheglobalpatternsofEnglishascomparedwith ourfamiliar,deconstructed,rules-based,grammarMcNuggets.Continuingfromthis,withreferenceto phrasalverbsandcoreconceptsof‘simple’,‘continuous’and‘perfect’,Ishalldemonstratevisuallyand kinaestheticallyhowlearnersandteachertraineescangainanintuitive,holisticgraspofEnglishasa system.

Brainfriendlygrammarwith NeurolanguageCoaching

Rachel Paling (efficientlanguagecoachingglobalsl,)

Grammar-mostlearnershateit!Brainfriendlygrammardistilsneuroscienceandprofessional coachingintoasimplespokenconversation,harnessingtheidealconditionsforabsorbingthe mechanicsoflanguage.Inthisway,grammarisdiscussedandexploredwiththelearnerinacalm brainfriendlyconversation.ByusingthePACTPQCcoachingmodel,languageeducatorswilltotally transformgrammar.

Talkingtolearn:negotiationofmeaninginonlineinterculturallink-ups

Nick Bilbrough (TheHandsUpProject), Rajaa AbuJasser (TheHandsupProject), Ashraf Kuhail (TheHandsupProject)

Wearrangeonlineinterculturallink-upswithlargecoursebook-basedclassesinGaza.Thechallenge forteenagersandteacherstounderstandandcommunicatetogetherishuge,butultimatelyleadsto enhancedcommunicativecompetence,interculturalawarenessandconfidence.Inthisworkshop, we’llexplorepracticalandreal-lifeexamples.

DramabasedpedagogyinELT

Sabina Skenderovic (BigBenCentreTuzla)

DramabasedpedagogyinELTfocusesontheuseofvariousartsinordertoenhanceEnglishlanguage learning.InitsapplicationintheELTitaidsthestudents'communicationandcriticalthinkingskills.It isadjustabletovariousEnglishlanguagelevelsanditisaperfectsolutiontocreateanurturingand inspiringclassroomenvironment.

Tearthelabeloffthelearner

Giovanni Licata (UniversitàdiFirenze)

Researchhasshownhowlabelinglearnerscanpreventthefreeflowoflearningfromhappening. Educatorsareawareoftherisksoflabelingpersonalitytypesbutareweawareofthedangersinherent inlabelingbehaviors?Wewillreflectonlearnerandtrainee-teacheridentityandonthehidden consequencesoflabelingouraudienceandourselvesintheclassroom.

Shapinga21stcenturyteaminCentralAsia

Bostan Hayat (QuantumSTEMSchool)

Neweducationalprojectfromscratch;newcity,diverseteacherbackgrounds,overload,resistanceto extrawork,lackofmotivation,andinternalcompetition,thesituationseemsdisastrous.Thissession aimstofocusonarealcaseinKazakhstanandteachparticipantshowtounitetheteam,boost motivation,andmakethisteamatop-performingunit.

Makelearninggreatagain:withcreativeinteraction!

Ariane Niemeijer (Windesheim)

Whowouldn’tliketolearninacreativeandfunway?Inspiringeachotherbylearningtogetherin creativeclassroomactivities.Theactivitiesusedinthisworkshopareeducationalinthemselvesand formastartingpointforamorein-depthstudyofspecifictopicsthatcanbetailoredtothegroupor theindividuallearner.

WomeninELT:globalchallenges,futureaspirations

Heather Buchanan (UniversityofYork), Julie Norton (UniversityofLeicester)

ThisworkshopexploreschallengesfacedbywomeninELTintheworkplace.Itreportsonasmall-scale studywhichcapturestheexperiencesofwomenworkinginavarietyofprofessional(teaching, publishingandwriting),geographicalandculturalcontexts.Throughawarenessraising,itaimsto provideasupportivespaceforparticipantstodiscusstheirprofessionaldevelopment,career progressionandfutureaspirations.

IATEFLLiteratureSpecialInterestGroupOpenForum

Lookingback–Lookingahead

WewilldealwithnewsoftheSIG’spastyear,futureplans,finances,‘meetthecommittee’,andbe inclusivesothatnewandoldSIGmembers,aswellasnon-members,feelwelcome.TheOpenForumis anopportunityforattendeestovoicetheiropinionsandmakesuggestionsforfuturedirections.

Session3.8 1705-1750 continued Thursday18

MeetingRoom5-Brighton Centre

50 audience Workshop

GEN

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

MeetingRoom6-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

EAP,TEA s,a, e,le

MeetingRoom8-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

TEA,YLT p, e,le

MeetingRoom9-Brighton Centre

70 audience Workshop

GEN

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

MeetingRoom10BrightonCentre

60 audience Talk

GEN a, e,le

Office11-BrightonCentre

40 audience Workshop

ESP,TTEd a,e,le

MeetingRoom15BrightonCentre

80 audience Workshop

MaW,YLT ey,s,p, e,le

Pavilion-TheGrandHotel 75audience Workshopwithrestricted audiencenumber GEN ey,p,s,t,a, e,le

Charlotte-TheGrand Hotel

250 audience

Workshop

TTEd,YLT s, e,le ProdProm

Empress-TheGrandHotel

250 audience Workshop

LT a, e,le LTSIGShowcase

Buildingrapportmeansbuildingsuccess

Urs Kalberer (SekundarschuleLandquartSwitzerland)

Buildingrapport,characterizedbyatrustworthybondbetweenteachersandlearners,standsasakey factorinachievingsuccess.Discovereffectivemethodstocultivaterapportthroughstraightforward routines,incorporatingbothverbalandnonverbalstrategies.Evenslightadjustmentsinhowyou perceiveyourstudentscanyieldsignificantimprovementsinaddressingdisciplinarychallengesand enhancingyouroverallprofessionalsatisfaction.

EnhancingTOEFLspeakingtasksthroughpeerassessmentandmetacognition

Anne Haggerson (TheUSDepartmentofState'sEnglishLanguagePrograms)– Winnerofthe TOEFLScholarship

Inthisworkshop,participantswillexploreastep-by-steppeerassessmentprotocolforTOEFLspeaking tasks.Moreover,participantswilllearnwaystoscaffoldtheprocessofpeerfeedbackbasedonthe speakingrubricsandchecklistsandestablishasupportiveandpositivelearningenvironmentwhere mistakesarevalued.Lastly,participantswilllearnstrategiesforfacilitatingmetacognitionandlearner autonomythroughpartnerinteractions.

Productivepeerassessmentintheprimaryclassroom

Laura McWilliams (IATEFLYLTSIG)

Researchshowsthatpeerassessmentisbeneficial,yetteachersareoftenapprehensive,becauseof culturalunfamiliarity,lackoffaithinlearners’abilities,orsimplynoactivityideas!Thispractical workshopoffersarangeofwaystodeveloppeerassessmentwithprimarylearners,upskillinglearners toprovideclassmateswitheffectivefeedback.

Thewritinggame:makingyourmandatorywritingassignmentsfun

Anca deVries (AeresUniversityofAppliedSciences), Matianna Naka (MusicSchoolofLarisa)

Howcanweturnouralreadyexistingandmandatorywritingassignmentsintoagameorfunactivity ourstudentswillactuallyenjoy?Inthisworkshopwe’lldiscussandtrysomegamedidacticprinciples andshowacoupleofwaysinwhichyoucanapplythemtoyourownwritingassignments.

HowdoesanL1affectacquiringanL2?

Chris Watts (DufferinPeelCatholicDSB)

Learninganewlanguage,isformost,hard.Asanewcomer,theyhaveamuchhardertaskinorderto attainalevelofcompetency.Inthisworkshop,Iwilladdresssomeofthekeyissuesthatmustbe addressedbythelearnerandteacherinordertoattainacertainlevelofconfidenceandsuccess.

Designingalinguisticandculturalcompetencytraining

ShwetaParopkari(KeshavMemorialInstituteofTechnology)

Theaimofthisworkshopistoanalyseatrain-the-trainerprogramfocusedonlinguisticandcultural competencies.Specifically,attendeeswillreviewacustomisedcoursethatwasdesigned,usingthe ADDIEmodel,tohelptechnicaltrainersteachaninternationalaudience.Samplesfromthecoursewill beusedasmaterialfortwohands-onactivitiesduringtheworkshop.

Storyboards-threeways

Katy Kelly (Freelance)

Storiesareawell-establishedlearningtoolthroughoutearlyyearseducation,andrightlyso.Are storybooksandcoursebookstoryseriesalwaysenoughanddotheyalwaysmeetourlearners’needs? Inthisinteractiveworkshop,let’slookatelevatingstoriesthroughstoryboards.Let’sseehowwecan createandusestoryboardsinthreewaystodeveloplanguage,cross-curricularcontentand imagination.

Sevenshortcomingsingrainedinpronunciationteaching,andsevenpossibleresolutions

Adrian Underhill (Freelance)

Wewillexplorethesevensuggestedresolutions,whichrelatetothefollowingthemes:Knowingyour mouthfrominside;Failureofrepetition;Theinnerearandvoice;Currentmethods‘dis-integrate’ pronunciationfromlanguage–soaholisticsyllabus;Connectedspeechasstartingpointnotfinal destination;Usingperformancepieces;Playfulnessasliberatorofnaturallearning.

Keyquestionstoaskourselveswhenteachingteenagers

Chris Roland (PavilionELTatPavilionPublishing)

Usingideasandactivitiesfrommylatestmethodologybook TakingYourLanguageTeachingof TeenagerstotheNextLevel Iwillexaminekeyquestionsforallteachersofteenagersincludinghowwe reacttoteenagebehaviour,talktoourlearners,managepossibletensionintheroom,helpour learnersrememberlanguage,improvetheirwritingandpreparethemforexamnerves.

Teachingone-to-oneclassesonline:principlesforbestpractice

Lauren Perkins (BritishCouncil)

Inthispracticalworkshop,wewilllookatsomeprinciplesforteachingone-to-oneclassesandexplore howtheonlineclassroomistheperfectmediumforprivatestudents.Withafocusononlineteaching techniques,wewillfindouthowtoteachprivateclassesthatareconversation-drivenandmeaningfocusedatthesametimeashavinganexplicitfocusonform.

Session3.8 1705-1750 continued

Alexandra-TheGrand Hotel

250 audience

Talk

1705-1735

EAP,TEA s,t,a,e

EveningEvents

Syndicate2-Brighton Centre 1830-2000

Oralassessment:evenmorerelevantinthe ChatGPT age

Jane Mandalios (Deree-TheAmericanCollegeofGreece)

Thursday18

GenerativeAI(GenAI)ischallengingtheentireacademicworld,includingELT.Allstakeholdersare grapplingwiththischallenge,andmustconsiderwhethertouse“avoid,outrunorembrace/adapt” strategieswithtoolssuchas ChatGPT (Webb,2023).Thispresentationprovidesinsightsaffordedby researchintothevalueoforalassessmentinELT,andconsidershowitcanembracetheAI phenomenon.

Thursday18

Syndicate1-Brighton Centre 2000-2130

SharingStories-StorytellingforPeace

JoinStorytellersDavidHeathfieldfromtheUKandHarryKuchahKuchahfromCameroon.Feelfreeto comeandlistenandtellfolktales,mythsandlegendsfromoralculturesaroundtheworldaswellas personalstoriesandanecdotes.Youareinvitedtotellyourstoryratherthanreaditaloud.

Whenastoryissharedfromhearttoheart,barriersfallaway.ThisyearwefocusonStorytellingasan actofPeaceandwouldliketoencourageyoutoshareinthepeaceofourIATEFLstorytelling community.

DavidHeathfieldisaworldstorytellerandtheauthorofStorytellingWithOurStudents.Herunsonline CreativeandEngagingStorytellingforTeacherscourses(www.davidheathfield.co.uk)

HarryKuchahKuchahisateachereducatorfromCameroonwhoenjoysplayingdrumsandtelling Africanstoriesfromhisgrandma’srepertoire.

Lip-SyncBattle

Preparetobedazzledasourcontestantsgohead-to-head,battlingitoutwiththeirjaw-droppinglip syncperformances!Fromchart-toppinghitstolegendaryclassics,it'sgoingtobeanightofnon-stop entertainmentyouwon'twanttomiss.

Mindfulnesssession

SponsoredbyDuolingoEnglishTest

0815-0845|Skyline

Maketheperfectstarttoyourconferencedaywith amindfulnesssessionledbyalocalpractitioner.

OntheExhibitionPop-upPresentationstage

0835-0855 HowtobesuccessfulinanELTinterviewwith CarolineMoore

1155-1210 Duolingo

OntheIATEFLStand

ComealongtotheIATEFLStandduringbreaktimesand lunchtimestomeetwithlike-mindedELTprofessionals.Ifyou feelyoufitintoanyofthecategorieslistedbelow,we’dloveto meetyouthere!

1150-1250 Freelancers

TypesofConferencesession

Plenaries

Achanceforallconference delegatestojointogetherto listentoworldclassexperts. Eachplenarywillhavea questionandanswersession laterthesameday.

SignatureEvents

Ashowcaseofexpertiseand

state-of-the-artthinkinginan arearelevanttothehost organisation.

Talks

A30-minutesessionrelatingto theoryandpractice.

Workshops

A45-minuteinteractivesession withaudienceparticipation.

SignatureEvent

CambridgeUniversityPress& Assessment

Thepowerofone–supporting theself,communityandplanet

1105-1150|Syndicate1

Howcanwecombinesuccessfullanguagelearningwiththe skillstocontributepositivelytoourglobalisedsociety?This panelconsidersoursphereofinfluenceinever-increasingcircles andourcontributiontoensuringabrighterfuture.Startingwith theimportanceofourownwellbeing;wethenexplore engagementandempowermentinsocio-emotional communities,andourvitalrelationshipwiththeplanet.

Speakers:KateBrierton,SarahMercer,CindyForde

Don’tforgetourclosingplenary

Auditorium1BrightonCentre 1420-1520

Forums

AnintroductiontotheEnglishlanguage throughpoetry

BrianBilston

Seefulldetailsonpage116.

A75-minutesessionmadeup ofthreetalksonarelatedtopic.

Panels

A75-minutesessionwhere fourorfivepeoplepresent theirviewsonatopic.

LightningTalks

A45-minutesessionwhere

8-10speakershavethree minutestopresenttheirideas.

Posters

Avisualdisplayofanareaof researchortheoryand practice.

SIGOpenForums

Anopportunitytogettoknow aSIGbetter.

Auditorium1-Brighton Centre

Disruptingthecommonplace:embeddingcriticalliteracywithinlanguageeducation RoseAylett

Iflanguageteachingistofostercriticalityforactiveandreflectivesocialinvolvementamongstlearners, languageteachersthemselvesshouldalsobecriticallyliteratepractitioners.Butwhatdoes‘critical literacy’actuallymean?Andisitsomethingwecanlearnand/orteach?UsingLewisonetal.’s(2002)four dimensionsframeworkofcriticalliteracy,thistalkwillexplorepracticalideastodisruptthestatusquo inlanguageeducation,byembeddingactionforsocialjusticewithinthemanylayersofoureducational practice(s):fromtheindividualtotheinstitutional.

ThepresentationwillunpackthedefinitionofcriticalliteracyproposedbyLewisonetal.(ibid.):(1) disruptingthecommonplace,(2)interrogatingmultipleviewpoints,(3)focusingonsocio-political issues,and(4)takingactiontopromotesocialjustice.Itwillexplorehowcriticalliteracyisnotsimplya ‘listofskillsthatpeoplemanipulateanduse’but‘becomingliterateisaboutwhatpeopledowith literacy—thevaluespeopleplaceonvariousactsandtheirassociatedideologies’(ibid.:199).Iwillargue thatthebestplacetostartisbyinterrogatingsomeofourmoststrongly-heldteachingbeliefs,the materialsweuseandthemethodologiesweadoptinourschoolsandtrainingcentres.

Myhopeisthatdelegateswillleavewithabetterunderstandingofhowthelensofcriticalliteracycan enableandinspireteachersandstudentstomovebeyondthepersonal–tointerrogatelargersociopoliticalsystems,andtotakeactionasglobalcitizens.

AboutRose:

RoseAylettisafreelancetrainingconsultantandCELTAtutor,basedinLiverpool,UK.Shehasbeen workinginELTforalmost20years,predominantlyinEurope,theMiddleEastandNorthAfrica,andhas along-standingprofessionalinterestincriticalpedagogy,globalcitizenshipandsocialjustice education.HerMAthesis(completedin2020)exploredcriticalliteracywithinteachereducation,and informedNILEELT’s‘GlobalCitizenshipinLanguageEducation’course,forwhichsheisthecourseleader.

RoseisaformerIATEFLGlobalIssuesSIGCoordinatorandeditoroftheGISIGe-zineFUTURITY.She speaksregularlyatnationalandinternationalconferencesonhowtoteachcontroversialissues,andthe integrationofcriticalperspectivesintoELT.

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

Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations for changes and cancellations

Syndicate1-Brighton Centre

200 audience

Talk

TD p,s,t,a, e

Syndicate2-Brighton Centre

200 audience

Talk

GI,PRON s,t,a, e,le ProdProm

Syndicate3-Brighton Centre

200 audience

Talk

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

Friday19

Criticalthinking:gettingyourstudentstothinkbetterthanAI

Ben Knight (OxfordUniversityPress)

WhatarethecriticalthinkingskillsthatourstudentsneedinaworldwhereAIseemstobemaking theseskillsredundant?Cometothissessiontogetabetterunderstandingofwhatskillsweshould focuson,howwecandeveloptheminourstudents,andhowwecanjudgeiftheyaremaking progressintheircriticalthinking.

DiverseL2voices,intelligibilityandapproachesnurturingindependent,empoweredlearners LucyHolmes (SensationsEnglish)

Intheeraofintelligibility,diversityandrepresentationinclassroomsisessentialtoprepareESL learnerseffectively.Includingarangeoflearneridentitiesintoteachingresourcesbringslearning closertostudents’ownexperienceandprovidesnear-peerrolemodels.We’llexplorethesebenefits andhowtheymanagethechallengesofencounteringadiverserangeofaccents,usingexamples fromSensationsEnglish.

Musicandrhythmmakeallthedifference

Kristy Kors (ExpressPublishing)

Researchshowsthatlisteningtomusiccaninducementalrelaxation,feelingenergizedandmental alertness.Afterlookingatthecognitiveeffectsofmusic,itbecameapparentthatmusiccanaffecta student'slearningprocess,theirexperienceandhowtheyretaininformation.So,let’sdiveinandhave alookathowmusiccanbeusedwiththestudentsinourclassroom!

Session4.1 1020-1050 continued Friday19

Syndicate4-Brighton Centre

200 audience

Talk

TTEd,YLT p,s, e,le

Skyline-BrightonCentre

150 audience

Talk

TD a, e

MeetingRoom1BBrightonCentre

60 audience

Talk

LAM a, e,le

MeetingRoom1CBrightonCentre

80 audience

Talk

EAP,TEA s,t,a, e,le

MeetingRoom1DBrightonCentre

80 audience

Talk

EAP,ESP t,a, e

MeetingRoom3BrightonCentre

50 audience

Talk

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

MeetingRoom5-Brighton Centre

50 audience

Talk

GEN

t,a, e,le

MeetingRoom6-Brighton Centre

50 audience

Talk

EAP

a, e,le

MeetingRoom8-Brighton

Centre

50 audience

Talk

BE,ESP a, e,le

MeetingRoom9-Brighton Centre

70 audience

Talk

ESP,LT t,a, e,le

Creatingacollaborativeonlineworkshopforinternationalyounglearnereducators

Jean Alderman (ETS), Lorraine Sova (EducationalTestingService)

AsthedemandforteachingEnglishtoyounglearnersincreasesworldwide,sodoestheneedtocreate professionaldevelopmentopportunitiesforEFLeducatorstoshareideaswithglobalpeers.Wewill demonstratehowweimplementedateacherworkshoptopromoteglobalcollaborationandmodel theuseofpracticalonlinetoolsandactivitiesforcreatingasuccessfulyounglearnerclassroom.

Languagecoachingtechniquestoenhanceyourteaching

Barnaby Griffiths (BarnabyGriffithsLanguageConsultancy)

UsingshortvideoclipsofprofessionalclientsinSpain,I’llshareaseriesofpracticallanguagecoaching techniquesteacherscanincorporateintotheirdailyteaching.We’lllookattechniquessuchasstacking learninghabits,usingscriptsandtriggerwordsanddevelopingintuition.Thistalkwillbeofparticular, thoughnotexclusive,interesttoteachersofsmallergroupsandone-to-oneclasses.

Lessonsfromamillennialmanager:howtoavoidburnout

Cameron Marklew (StaffordHouse)

Themodernmanagerisexpectedtowearseveralhats:leader,trainer,coach,administrator;it’shardto findthehoursintheday!Thistalkwillexplorethestrugglesofthemodernmanagerthroughthe experiencesandlessonslearnedoftheUK’syoungestfull-timeDirectorofStudies,offeringpractical tipsandsuggestionsforpreventingburnoutandboostingyourproductivity.

Assessinglearners’interactionalcompetencethroughAI-generatedspeakingtasks

Maria Kostromitina (Duolingo,Inc.)

MeasuringEnglishlearners’interactionalcompetenceischallenging;however,recentAI advancementsoffersolutionsforitsassessmentthroughautomaticallygeneratedsemi-controlled speakingtasks.Thistalkcoversthedevelopmentprocessofsuchtasksusingtheexampleof Duolingo EnglishTest.AttendeeswilllearnhowtoemployAIforsimilarcontext-specifictasks,withimplications forlanguageinstruction,followedbyaQ&Asession.

Rhetoricalcyclicityinacademicandprofessionalgenresandpart-genres

Philip Nathan (DurhamUniversity)

GenreapproachesarehighlyinfluentialintheteachingofwritinginthefieldsofESPandEAP.Central togenreteachingisafocusontherhetoricalmovestructuresofgenres.Thistalkfocusesoncyclical movepatterning,describingrelevantstructuresandemphasisingtheirimportanceingenreteaching andlearning.

EFLpreserviceteachers’professionalidentitydilemmasduringtheirlast-stagepracticum

Priscila Riffo (UniversityofLeeds)

Basedonmydoctoralthesis,thispresentationexamineshowChileanEFLpreserviceteachers' professionalidentitydevelopsduringtheirpracticum.Dilemmasareidentifiedwhenenactingthe conceptofagoodlanguageteacher,whichstemsfromthedisparitybetweeninstructionalmethods andschoolplacementrequirements.Thistalkunderscorestheneedtoaddresstheimportanceoflocal andcontext-responsivepedagogiesofELT.

Problem-basedlearning:engagingEFLlearnersinthepost-Covidera

MusaAbuHuzaima AbuHuzaima (QatarUniversity)

IwillshareinsightsaboutthefeasibilityofusingProblem-BasedLearning(PBL)asastrategyto increaselearners’engagementinapost-Covidenvironmentandtoenhancetheirlanguageand thinkingskills.Learners’attitudestowardPBLwillalsobediscussed.Attendeeswilllearnmoreabout theroleofPBLinEFLclassrooms.Jointhesessionandengageinthediscussion.

Navigatingtheacademia:tailoringEAPsupportformaturestudents

Maria Aleksyuk (QAHigherEducation)

InUKhighereducation,maturestudentsfaceuniquechallengesontheireducationaljourney.Thistalk willexploremethodologicalsolutionsforeffectiveEAPandstudyskillssupportprovidedtomature studentsbothonlineandin-person.Drawingonempiricaldataandcasestudies,itwilloffer actionablestrategiestobettermeetlearners’needsandenablestudentstosucceedintheirstudies.

What’sinitforme?Learner-driventasksandactivities

Pete Westbrook (UniversityofCopenhagen)

TheUniversityofCopenhagenrunsarangeofESPterminologycoursesforadministrativestaffwho needtocommunicatewithinternationalstudentsandstaffinEnglish.Thistalkoutlinessometried andtestedactivitiesthatdirectlyusecourseparticipants’owninput,exploitingtheirknowhowabout theirownworksituationsinordertoidentifywork-relatedvocabularytheymaylackinEnglish.

Quizlet’simpactonvocabularylearninginESPclasses

Hui-ju Tsai (NationalTaipeiUniversity), Catherine Chen-Fliege (TechnischeHochschule Mittelhessen)

Manyeducatorshaveintroducede-learningtoolsinresponsetotheriseofdigitalisationinthe languageclassroominuniversities.OneofthesetoolsisQuizletforvocabularyacquisition.Ourstudy willdiscusstheeffectivenessofusingQuizletinESPclassesfromboththeteachers’andstudents’ perspectives,examiningstudents’motivationandperformanceacrosstwouniversities.

Session4.1

MeetingRoom10BrightonCentre

60 audience

Talk

GI,YLT s, e,le

Office11-BrightonCentre

40 audience

Talk

LA

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

MeetingRoom15BrightonCentre

80 audience

Talk

LT

s,t,a, e,le

Session4.2

Syndicate1-Brighton Centre

200 audience

SignatureEvent

GI

Syndicate2-Brighton Centre

200 audience Workshop

EAP,TEA

s,t,a, e,le

Syndicate3-Brighton Centre

200 audience Workshop

GEN s,t,a, le

Syndicate4-Brighton Centre

200 audience Workshop

TD a, e

Skyline-BrightonCentre 150audience Workshop

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

MeetingRoom1ABrightonCentre

60 audience

Workshop

EAP

t, e,le

MeetingRoom1BBrightonCentre

60 audience

GEN

s,t,a, e,le

1020-1050 continued

Aworldofemotions-bekindandbecontagious!

Tiziana Lorenzet (UniversityCa'FoscariofVenice/UniversityofPrimorska)

Friday19

Thisproject,basedontheideaoflearningbyfeeling,dealswithkindnessandaimsatpromotingthe roleofemotionintheclassroom.Itencourageslearners,especiallyteenagers,todevelop21stcentury skillsandtakeactionintheircommunitiestoachieveUNESCOSustainableDevelopmentGoalsin ordertobecomeresponsiblecitizensoftheworldandchangemakersofthefuture.

LearninghowtolearnintheEnglishclassroom

Macarena Baridón (CeibalenInglés)

Thistalkwillexplorehowteachers,whoaresupportingtheirstudents’Englishasaforeignlanguage learning,canhelpthemacquirestrategiesonhowtolearn.Thesemetacognitionstrategiescanbe appliedtoanysubjectortopicthatstudentsdesiretolearninthefutureorskillstheywishtoacquire.

Flippedclassroomandstudentengagement:challengesandsolutions

Oystein Heggelund (UniversityofSouth-EasternNorway)

Flippedlearninghasbecomeincreasinglypopularoverthepasttwodecades,andissaidtoincrease studentengagementandfosteractive,collaborativelearning.Thistalkdiscusseswaystoensure studentengagementintheflippedclassroom,includinghowtotacklestudentresistanceamong learnerswhomaypreferlow-effortlearningstrategieslikelisteningtolectures.

1105-1150

CambridgeUniversityPress&AssessmentSignatureEvent

Thepowerofone–supportingtheself,communityandplanet

KateBrierton,SarahMercer,CindyForde

Friday19

Howcanwecombinesuccessfullanguagelearningwiththeskillstocontributepositivelytoour globalisedsociety?Thispanelconsidersoursphereofinfluenceinever-increasingcirclesandour contributiontoensuringabrighterfuture.Startingwiththeimportanceofourownwellbeing;we thenexploreengagementandempowermentinsocio-emotionalcommunities,andourvital relationshipwiththeplanet.

TransferringskillsandstrategiesacrosstheIELTSpapers

Louisa Dunne (IELTS)

WhenpreparingstudentsforIELTS,highlightingthelinksbetweenthedifferentskillsandtaskscan helpstudentstotransferskillsandstrategiesbetweenthedifferentpapers.Thispracticalworkshop willdiscusssomeofthelinksbetweendifferentsectionsofthedifferentpapersandshowcasesome classroomactivitieswhichcanbeusedforintegratedpreparationfortheIELTStest.

Task-basedlanguageteaching:howtogetstarted?

Jane Willis (Freelance)

Iwilldemonstratethreeshorttask-basedactivitieswhichillustratebasicprinciplesofTBLTandlist differentwaysofimplementingtaskswithanewclass.Groupsdiscussthese,addingmoreideas.You aretheninvitedtochoosetwoideastoputintopracticeinyourownteachingcontextandbrainstorm bestwaystodothis.Wewillthenshareideas.

Emergentlanguageandtaskrepetitionwithlower-levellearners

Danny Norrington-Davies (InternationalHouseLondon)

Atlowerlevels,usingfocusedtasksisaneffectivewayofintroducingandexploringneworunfamiliar language.Inthisworkshop,wewilllookatsomecommunicativeactivitiesandthelanguagethat mightemergefromthem.Wewillthenexplorehoweffectivelylearnersusedthenewlanguagewhen repeatingordoingasimilartasklaterinthecourse.

Windows,framesandmirrors:designingaCPDprogrammethatworks

Niki Joseph (EFLWriters-Freelance)

AreyouresponsiblefordevelopingaCPDprogrammeforyourinstitution?Howdoyouplanout relevantandengagingsessioncontentforyourteachers?Inthisinteractiveworkshop,welookat existingframeworks,lessonobservationsandteacherreflectiontoolsassourcesofmeaningful contentforaneffective,bespokeCPDprogrammeforyourschool.

Aframeworkforone-to-onetutorials

Cath Brown (TheUniversityofSheffieldELTC)

Thisworkshopisanopportunitytodiscusssettingupandstagingone-to-onetutorials.Developedfor preparatorycoursesatTheUniversityofSheffieldELTC,ourTutorialsFrameworkisinformedby communicativelanguageteachinginanEAPcontext.Workshopparticipantswillhavethe opportunitytoconsiderthisframeworkinrelationtotheirowncontext.

Usingsentencecardstodevelopfluencyonlineandoffline

Daniel Guim (LanguageEducatorandCoach)

Wewantlearnerstodevelopfluency,speakingskills,andconfidence,buthowdoweprovidethem withthenecessarypracticeinacontrolledway?Sentencecardsallowustointegratevocabulary, grammar,andspeakingpracticetocreateadynamic,versatile,andhighlyadaptableactivityforinpersonandonlineclassesofanysize.

MeetingRoom1CBrightonCentre

80 audience Workshop

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

MeetingRoom1DBrightonCentre

80 audience Workshop

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

MeetingRoom3-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

BE a, e,le

MeetingRoom5-Brighton Centre

50 audience Workshop

TD,TTEd

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

MeetingRoom6-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

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

MeetingRoom8-Brighton Centre

50 audience

Workshopwithrestricted audiencenumber

TTEd,YLT ey,s,p, e,le

MeetingRoom9-Brighton Centre

70 audience

Workshop

GEN

s,t,a, e,le

MeetingRoom10BrightonCentre

50 audience

Workshopwithrestricted audiencenumber

IPSEN

s,t,a, e,le

MeetingRoom11BrightonCentre

40 audience

Workshop

TD,TTEd p,e,le

MeetingRoom15BrightonCentre

80 audience

Workshop

YLT p,s, e,le

CreativityintheEFLclassroom-awayforward

Elizabeth Cicconi (SmartSchoolofModernEnglish)

‘Whenstudentsaretaughtcreativelyandtheirachievementsareassessedinawaythatvaluestheir creativeabilities,theiracademicperformanceimproves’(LubartT.andR.Sternberg,1996).Inthis hands-onworkshop,participantswillseehowincorporatingcreativeactivitiescanleadtoan engaginganddynamiclearningenvironmentandtheywillgoawaywithlotsoffunandmotivating ideas.

Gamification:emulatingthevideo-gameexperienceusingeverydaysoftware

Lynn Lybaert (FontysUniversityofAppliedSciences)

Designingmaterialsforgamificationorstory-basedlearningdoesnotneedtobecomplicated.Inthis workshop,IwillexplainhowIusedeverydaysoftwareandtoolstodesignamurdermysterythatlooks andfeelslikeavideogame.Joinmeifyouwanttoexperiencethisforyourselfandgetapeekbehind thecurtains.

BusinessEnglishcourses:creatingarelevantlearningplan

Jelena Perisic (MentorEnglishCoursesNoviSad,Serbia)

CreatingabusinessEnglishcourseplanwhichcatersforneedsofstudentscomingfromdifferent industriesandholdingvariouspositionsandlevelsofresponsibilityischallenging.Thispractical workshopaimstoofferinexperiencedandseasonedteachersalikeanewtakeonhowtodoitanduse itintheirownteachingcontext.

Principledeclecticteachers:managingCPDinabottom-up/top-downtopsy-turvyworld

Helen Slee (Freelance)

Inthisworkshop,we’lldiscussCPD:teachertraining/teacherdevelopment,top-down/bottom-up approaches,andwhethereducatorsaresolelyresponsibleforself-directedCPDversuswhat educationalorganisationsprovide.Participantswillbrainstormandtakeawayideastheyandtheir context’sindividualteacherscoulddevelopwiththeirschooltocreateorimproveamoreinclusive, collaborative,needs-based,principledeclecticapproachtoCPD.

Teachingjustfourlanguageskills?Missedthemostimportantfifth!

Harisimran Sandhu (Freelance)

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

Story-basedCLILfor(very)younglearners

Sylvie Dolakova (Freelance)

Inmyworkshop,Iwilluncovertheeducationalpotentialofstorytelling.Storiestranscendcultural boundaries,offeringaholisticlearningexperienceforchildren,who,throughmath,science,music,art, andmovement,immersethemselvesindiverseperspectives.Theyabsorbstories,fosteringlanguage skills,logicalthinking,andfinemotorskills.Iwillsharehowtoexplorethepowerfulimpactofstories.

Creatinglexicalnotebookswithapsycholinguisticapproach

Olena Gyrych (BritishCouncil)

Inthissession,participantswillexploreandtryoutsomeinteractivetechniquestorecordvocabulary usingbothalexicalapproachandpsycholinguisticprinciplesthatarecombinedinalexicalnotebook. Iwilldemonstratehowtoengagelearnersinrecordingnewlexisbasedondifferentlearning preferencesandpromotelearnerautonomyinkeepinglexicalnotebooks.

Neurodiversityandliteracy:awarenessandguidingprinciples

Erica Lindley (StGilesInternational,Brighton)

Thisworkshopwillequipteacherswithatheoreticalunderstandingofneurodiversity,itsprevalence andimpactonlearners’literacyskills.Itwillalsoprovideapractical,tried-and-testedsetofguiding principlestohelpteacherssupportneurodiverselearnerswithgreaterconfidence.Withopportunities fordelegatestoshareexperiences,brainstormideas,askquestionsandgetadvice.

ClassroommanagementintheESLclassroomusingpositivediscipline

VanessaRodriguesBocchiBarbosa(ColégioMaristaArquidiocesano)

ThissessionfocusesonclassroommanagementintheESLclassroom,emphasizingtheuseofpositive discipline.Classroommanagementplaysacrucialroleincreatinganeffectivelearningenvironment forESLstudents,andpositivedisciplinetechniquescangreatlycontributetofosteringasupportive andengagingatmosphere.Thissessionaimstoprovideeducatorswithanunderstandingofpositive disciplineanditsstrategies.

InstillingandusinggrowthmindsetintheYLELLclassroom

Joanne Carr (BritishCouncil,Rome,Italy)

ThisinteractiveworkshopwillshowhowIapplygrowthmindsetinmyclassroompracticewithyoung learnersandteenagersandinspireattendeestodothesame.Growthmindsethasbeenshowntobe beneficialtostudentsofallwalksoflife(Dweck,2000).Attendeeswilldiscoverhowtoefficiently integratetheoryandpracticeinawaythatenhanceslearnerengagement.

Lunch

1150-1250

IATEFLStand Freelancersmeetup

Pop-upPresentationStage 1155-1210

Friday19

Ifyouareafreelancer,cometotheIATEFLStandtomeetotherprofessionalsandmakesome connections.

DuolingoEnglishTest

Thehigh-stakesEnglishtestthatdisruptedanindustry

Jointhis15-minutepowersessiononallthingsDET.Fromcomputeradaptivetesting,toAI-assisted humaninvigilation,bringyourquestionsandfindouthowtheDETisradicallyexpandingaccessto highstakesEnglishproficiencytestingforstudentsallaroundtheworld.

Speakers:TamsinThomasandLeeHarris

Theexhibitionwillcloseat1245,don’tmissthisfinalopportunitytovisitthestands

Session4.3

Syndicate1-Brighton Centre

200 audience

Talk

MD,TEA s,t,a, e,le

Syndicate2-Brighton Centre

200 audience

Forum 1250-1405

GEN s, le

TD,TTEd s, e,le

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

1250-1320

Usingvisualliteracyframeworkstofacilitatemultimodalassessment

Sylvia Karastathi (LanguageCert)

Syndicate3-Brighton Centre

200 audience

Talk TTEd,YLT s,t, e,le

Syndicate4-Brighton Centre

200 audience

Talk

GI,LT t, e,le

Friday19

Thistalkwillfamiliarizeteacherswithtwoenablingrecentframeworks(CEFR-VC,2021andACRL,2022) thataimtofacilitatethedevelopmentofstudents’visualliteracyskillsandcompetencies,asthey engagecritically,use,andproducevisualmedia.Thedescriptorsandcompetenciessuggested nuancesinourunderstandingof‘visuallyrepresenting’asaskillandsupportsthedevelopmentof multimodalassessmenttasks.

Forumonkeepingteachers’motivationinvirtuallearningenvironment

Makingimpossiblepossiblejusttoencourageteachers

Konul Rahimova (BritishCouncilAzerbaijan)

ThistlkwillreportonaprofessionaldevelopmentprogrammebytheMinistryofEducationin Azerbaijan.TheonlineprogrammedesignedbytheBritishCouncilfocuesonthedevelopmentof teachersthroughinteractionswithotherteachers,sharingideasandresources(someviawebinars, someviaself-assessmentmodules)andthroughreflectionontheirparticipationintheprogramme andtheirteachingpractice.

Onlineteachercommunityplatform–supportingteachers’independentprofessional development

Maya Darchia (BritishCouncilGeorgia)

ThetalkwillprovideanopportunitytolearnabouttheBritishCouncil’s FutureEnglish:OnlineTeacher CommunityPlatform inGeorgiadeliveredinpartnershipwiththeGeorgianNationalTeacher ProfessionalDevelopmentCentre(TPDC)andtheimpacttheprogrammehasbeenmakingonthe perceptionandqualityofcontinuousteacherprofessionaldevelopmentworkinGeorgia.

Keepingteachers’motivationinvirtuallearningenvironment

Tatjana Slijepcevic (BritishCouncil)

Thepresentationwillshowcasehowtomotivateteacherstoengagewithcontinuousprofessional development(CPD)invirtualenvironmentsacrossdifferentcountriesandcontinents,howtoincrease understandingoftheimportanceoflifelonglearningandthecalloftheteachingprofessionaswellas howtosupportthegrowthmindsetwithinteachingcommunities.

Focusoncreativewritinginschool,guidelinesforteachereducators!

Janice Bland (NordUniversityandOsloMetUniversity)

Thispresentationwillshowhowaneight-hourunitoncreativewritinginteachereducationcan increasestudentteachers’confidenceintheirownwritingaswellastheirconfidencetosetcreative writingtasksforschoolstudents.Iwillintroducefivekeyareasorstrategiesasahelpfulmnemonicfor studentteacherstonoticeandpractisewhenworkingoncreativewriting.

AIethicsinESL&EFL:Ukraine&USperspectives

Maggie Sokolik (UniversityofCalifornia,Berkeley,USA), Yaroslava Fedoriv (TheNational Universityof"Kyiv-MohylaAcademy")

EFLandESLlearnersfacenumerousacademicpressures,motivatingsomelearnerstochooseAItools tocompletecoursework.Discussingthemotivationsbehindacademicintegrityandapplying linguistic,psychological,andcontextualmarkerstoidentifyAI-generatedcontent,wepresentwaysto designassignmentsthatdiscourageAIuseandpromoteauthenticlanguagelearning.

Session4.3 1250-1320 continued Friday19

Skyline-BrightonCentre

150 audience

Paneldiscussion

1250-1405

TD,TTEd p,s, e,le

MeetingRoom1ABrightonCentre

60 audience

PlenaryQ&A GI,TTEd

MeetingRoom1BBrightonCentre

60 audience

Forum

1250-1405

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

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

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

DiscussingnewCPDdevelopmentsinChinaunderthe2022NEC

Chen Li (BritishCouncilChina), Tony Liddicoat (UniversityofWarwick), Duncan Hindmarch (StaffordshireUniversity), Wendy Arnold (ELTConsultants), Sarah Khan (NottinghamTrent University), Fraser Bewick (BritishCouncil)

BuildingonrecentBritishCouncilsupportedELTresearchandtrainingprojects,thepanelwillshare insightintoCPDdevelopmentswithinChina’sbasiceducationsectorfollowingthe2022NewEnglish CurriculumforPrimaryandJuniorHigh.ThepanelwilldiscusshowfutureCPDcollaborationsand resourcescanbemorecontextuallyrelevantandofferopinionsthatsupportfuturecooperationin teacherdevelopment.

Question&answersessionrelatingtoRoseAylett’splenarysession

IfyouattendedRoseAylett’splenarysessionthismorningon Disruptingthecommonplace:embedding criticalliteracywithinlanguageeducation,youarewelcometoattendthisrelatedsession.Thiswill allowparticipantstoaskanyquestionsoraddressanyissuesthathavebeenraisedbyRoseAylett’s talk.

Forumonnoviceteachers

Howpre-servicetraineesnavigatebetweenidealisticviewsandclassroom-basedreality Fruzsina Szabo (UniversityofDebrecen,Hungary,DepartmentofEnglishLanguagePedagogy) Howdopre-serviceteachertraineeslookupontheirevolvinglanguageteacheridentity(LTI)?Inwhat areasdotheiruniversity/trainingstudiesandtheirownpriorexperiencesclash?Tensionarisesfrom thecomplexinterplaybetweenpreviousownexperiencesandacquiredknowledge.Wewilltacklethe emergingfourmajorproblematicfieldsofourLTIresearch:digitalization,assessment,methodology, accuracy.

Lifelongteachereducation:adesignforactive,sustainedlearning

Maria-Araxi Sachpazian (CITYCollege,TheUniversityofYorkEuropeCampus)

NoviceteachersemergeintotheEFLclassroomoftenunpreparedtoteachinawaytomaximise studentlearning.Severalofthemwillkeepteachingwithoutreflectingontheirteachingandtheywill neverconsiderpassingontheirexperiencetoothers.Howcanteachereducationsupportteacherson thisjourneyofself-discoveryasinitiallearningturnsintosustainedprofessionallearning?

NoviceEFLteacherself-efficacyandtask-,domain-,andcontext-specificfactors

Natalie Donohue (VoldaUniversityCollege)

Languageteacherself-efficacy(LTSE)isaparticularlyimportantandrelevantareaofinquiryin researchonnoviceteachers,however,muchLTSEresearchconcerns‘global’self-efficacy.Thispaper reportsonalongitudinal,qualitativestudyoffivenoviceEFLteachers,focusingparticularlyonhow task-,domain-,andcontext-specificfactorsinfluencedtheirperceptionsofself-efficacyovertime.

MeetingRoom1CBrightonCentre

80 audience

Talk

GI,TTEd a, e,le

MeetingRoom1DBrightonCentre

80 audience

Talk

EAP,ESOL a, e,le

MeetingRoom3-Brighton Centre

50 audience

Talkwithrestricted audiencenumber LAM a, le

MeetingRoom5-Brighton Centre

50 audience

LT,MD a, e,le

ErrorcorrectionandvarietiesofEnglishduringCELTAcourses

Jessica Mosley (YorkStJohnUniversity)

CELTATPstudentsoftenask“Isitcorrecttosay….?”Sometraineeswithweakerlanguageawarenessor fromasociolinguisticbackgroundofGlobalEnglishes,finditdifficulttoanswerconfidently.AtYSJ,we conductedaction-researchexploringtrainerandtraineeattitudestoerror-correctionandvarietiesof English.Wediscussourfindings,alongsidepotentialadaptationssupportingCELTAtraininginthis area.

HowtogeneratebetterideasforIELTSWritingTask2

HaDang NhuQuynh (DOLEnglish)

Manytest-takersstrugglewithideagenerationforIELTSWritingTask2duetothebroadandvague natureofthetestquestions.Thistalkproposesapracticalsolution:byspecifyingthequestions, studentscantapintotheirpersonalknowledgemoreeasilyandgeneratestrongeressayideas.The effectivenessofthisapproachisillustratedthroughstep-by-stepstrategiesandrealexamquestions.

Bigshoestofill:managingawell-establishedteam

Susanna Wright (WimbledonSchoolofEnglish)

Beingthenewmanagerofatight-knit,long-standingteamisadauntingprospect-theremaybe resistancetochange,andatendencytotellyou'that'sthewaywe'vealwaysdoneit!'.Thissessionwill exploreafewsuccessful-andunsuccessful-strategiestowinovertheteamandmakeyourmarkasa newacademicmanager.

Achievingequilibrium:balancingasynchronousandsynchronouscontentinonlineELT

James Bukowski (BritishCouncilEnglishOnline)

Thisworkshopwilldelveintostrategiesforachievingaharmoniousblendofasynchronousand synchronouscontentinonlineELT.Itwillexaminehowtoleveragetheadvantagesofbothmodalities whilemitigatinglimitations.Participantswillexploredesigningasynchronousmaterialsthatpromote engagementandlearnerautonomy,anddiscovertechniquestooptimisesynchronoussessions, maximisinginteractionandparticipation.

MeetingRoom6-Brighton Centre

50 audience Talk

GEN a, e,le

MeetingRoom8-Brighton Centre

50 audience Talk

LT,YLT p,e,le

MeetingRoom9-Brighton Centre

70 audience

Talk

GEN s,t,a, e,le

MeetingRoom10BrightonCentre

60 audience Talk

EAP,ESP s,t,a, e,le

Office11-BrightonCentre

40 audience Talk

PRON,TEA p,s,t,a, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

IPSEN ey,s, e,le

Session4.4

Syndicate1-Brighton Centre

200 audience Talk

LT,TTEd a, e,le

Syndicate2-Brighton Centre

200 audience Forum

1250-1405

Syndicate3-Brighton Centre

200 audience

Talk

LT a,e,le

Syndicate4-Brighton Centre

200 audience Talk

GEN a, e,le

TheunderratedvalueofA1teachers

Helen Reed (NewCollegeGroup)

Inanindustrywhichrespectsspecialisation,whyistheskillandabilitytoteachlowlevellearnersso undervalued?ThistalkwilldiscussthevalueofA1specialiststolearners,publishersandinstitutes,and askwhatwecandotochallengecommonperceptions.Itwillalsoprovidesomeinitialtipsandadvice forcommunicatingwithlowlevellearners.

LearningEnglishthroughvideogames,insightsfromChileanchildren

Pia Tabali (UniversidadBernardoO'Higgins)

ThistalkwillfocusonsharingwiththeaudiencethesuggestionsandperceptionsofChileanchildren (aged8-15yearsold)regardingtheuseofvideogamestolearnEnglishintheirfreetime.Followinga briefintroductiononhowtheprojecttookplaceinChile,thechildren’ssuggestionsandideaswillbe discussedindetail.

Humourinlanguageclassrooms:Isitjustajoke?

Shilpa Pulapaka (ED360LTD)

Usingreal-lifeanecdotes,thistalkexamineshumour'sroleinmulticulturallanguageclassrooms.When ishumourok?Realexamplesfromtheclassroomincludegender,culturalandracehumour, highlightingchallengeswithdiversestudentbackgrounds.Thepresentationdelvesintoidentifying whenandwhyhumourbecomesdisrespectful,offeringadiscussiononleveraginghumourwhile ensuringculturalsensitivityandacademicintegrity.

Nowlet’sdiscuss:embeddingspeakingtasksintodiscussions

Kerstin Sandstrom (UniversityofToronto,InternationalFoundationProgram)

Weoftenhaveourstudentsengageindiscussiontasks,buttowhatend?Isfreediscussionadequate toachieveanoutputgoal?Thistalkwillexploreavarietyofspeakinggoalstoembedinstudent discussionstocomplementtheirtaskachievement,andproposeseveralauthentictaskstobettermine students’linguisticrepertoireduringdiscussions.

SociolinguisticperceptionandassessmentinEnglishlanguageteaching

Victor Carreao

Assessingpronunciationmayseemtricky,mainlyduetolinguisticvariation.Intelligibilityisagreatally inthisprocess,andsoisknowledgeonlanguagediversity.Inthistalk,wewilllookinto sociolinguistics,theconnectionbetweenlanguageandsocietythatmayhelpteacherswithfair assessmentandwithidentifyinghowlearnersmaykeeptheir‘accent’andstillbeintelligible.

Teachers’psychology:teachingpreschoolpupilswithADHD

Athena Dermentzi (BilingualEducation)

Inthistalkwewillfocusontheemotionsthatarecreatedintheclassroomwhenteachingstudents withAttentionDeficitandHyperactivityDisorder(ADHD).Wewillthen,unveiltherealrelationshipthis disordercreatesbetweentheteachers,thelearners(McLeanetal,2023)andthelearners’environment andwewilldiscusswaystobalancethem.

1335-1405

Teachingbeyondtheslide:liveonlinevideoinHyperClass

David Bish (EFEducationFirst)

Friday19

ThisyearagroupofonlineEnglishteachershavebeengoingbeyondtheslidebyusinglivevideo productiontechniquestoteachinanimmersiveformatwe'vecalledtheHyperClass.I’llshareour learningjourneyasteachersandmaterialswriters,andtheemergingresultsinstudentfocus, motivationandlearning.Perhapsyou’llbetemptedtotryittoo.

Forumonkeepingteachers’motivationinvirtuallearningenvironment continued

Trainingfortomorrow:integratingAIintoonlineteacherdevelopmentcourses

Michal Mikeš (NorwichInstituteforLanguageEducation(NILE))

ThistalkwillexploretheprocessofintroducingcontentrelatedtoArtificialIntelligence(AI)intothe NILEOnlinecourses.Iwillsharehowwesupportedtrainersintheproductionofthecoursecontent thatenablesELTprofessionalstoutilizeAI-relatedtools,outlinethechallengeswefaced,andexamine feedbackonthiscontentcollectedfrombothtrainersandcourseparticipants.

Usingonlinetoolstodevelopdeeperunderstandingoflexis

Andrea Borsato (InternationalHouseLondon)

Inthistalk,Iwillshowhowteacherscantrainhigher-levellearners(B1andabove)toautonomously useacombinationofonlinedictionariesandacorpusforlearners,suchasSKELL,sotheywillbeable todevelopadeeperunderstandingofandconfidenceinusingnewlexisintermsofcollocation, grammaticalpatterns,semanticassociation,andaccuracy.

Session4.4

Skyline-BrightonCentre

150 audience

Paneldiscussion

1250-1405

MeetingRoom1ABrightonCentre

60 audience

Talk

TTEd,YLT

ey,s,p,s, e,le

MeetingRoom1BBrightonCentre

60 audience

Forum

1250-1405

MeetingRoom1CBrightonCentre

80 audience

Talk

LT,MD

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

MeetingRoom1DBrightonCentre

80 audience

Talk

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

MeetingRoom3-Brighton Centre

50 audience

Talk

LAM,TTEd a, e,le

MeetingRoom5-Brighton

Centre

50 audience

Talk

TD,TTEd

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

MeetingRoom6-Brighton

Centre

50 audience

Talk

LAM

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

MeetingRoom8-Brighton Centre

50 audience

AL,TTEd t,e,le

MeetingRoom9-Brighton

Centre

70 audience

Talk

BE,ESP t,a, e,le

DiscussingnewCPDdevelopmentsinChinaunderthe2022NEC continued

Experiences,sociallearningandemotions:thebasicprinciplesofcommunication

Natassa Manitsa (GlossomatheiaSchool&Glossobooks)

Inspiredbydevelopmentalpsychology,thissessionequipsteacherswithatoolkitintegrating languageteachingwithliterature,poetry,cinema,drama,music,andvisualarts.Itaimstoevoke emotionsandfostersociallearningthroughstorytelling,lyrics,paintings,messyplay,and communicationaltipsinvariousartforms.Harmonizingcognitiveandemotionalelements,ourgoalis tocultivateexpressivelanguageabilitiesinstudents.

Forumonnoviceteachers continued

Gamificationinlow-resourceEFLclassrooms:maximizingengagementandlearning

Hesham Eleryan (Al-AzharAl-Sharif)

Inresource-constrainedEFLclassrooms,gamificationemergesasatransformativetooltoenhance studentengagementandlanguageacquisition.Inthispresentation,Iexplorehowgamificationcan helpinlow-resourcesettingstomotivatelearners,encourageactiveparticipation,andoptimize learningoutcomes.ThesessionredefinesEFLeducationdynamicswithinnovative,budget-friendly approachesinchallengingenvironments.

Fromincognitustocognitus:Fostering(morethan)students’interaction

Ligia Carlucio (AssociaçãoCulturaInglesaSãoPaulo)

Thistalkwilldemonstratehowaprojecthelpedagroupofhigherintermediatestudentsregainthe confidencetospeaknaturallyafterhavingonlineandhybridclassesfortwoyears.Bysimplyasking andansweringanonymousquestions,studentswereabletorecoverskillstointeract,accept,and respectdifferentculturalbackgroundsanddistinctpersonalities.

Unlockingpotential:strategiesformotivatingadiverseteachingteam

Holly Morgan (EnglishPath)

Thistalkwilllookathowtogetthemostoutofyourteachingteam,particularlywhenfacedwith varyinglevelsofexperienceduringbusysummerperiods.Iwillsharetipsonwhathas(andhasn't) workedformewithmyteamsandhowtomaintainhighacademicstandardswithoutbecominga micro-manager.

“Myteacherisgreat,but…”:teacherreflectiononstudentfeedback

AnaPaula BiazonRocha (EnglishLanguageTeachingCentre(ELTC),UniversityofSheffield,UK) Inthistalk,wewillbrieflyreviewtheimportanceoffeedbackinteachingandlearning,andsome directconnectionsbetweenstudentfeedbackandteachingdevelopment.Wewillalsoshareourown experienceswithstudentfeedback,mainlyhowwe,asteachers,usuallyreacttoandthinkaboutit.In thisway,wecanhopefullysupporteachotherthroughreflectionandsharing.

Mybusiness:howtheleader’svaluesaffecttheschool

Elena Kuznetsova (INTERLINGUALanguageschool)

ThistalkintroducestheSpiralDynamicsmodelanditsrelationtoschoolculture.Themodelpostulates thatindividualsandsocialinstitutionsgothroughtypicaldevelopmentallevelshavingvaluesand principlesthataffecttheorganisation.Iwilldemonstratehowmanagementtasksareperformedat differentlevels.Participantswilllearnhowunderstandingvaluescanhelptodesignchangeprocesses forleadershipbehaviour.

InternationalstudentsonMATESOLprogrammes:whatdotheythink?

Alastair Douglas (AngliaRuskinUniversity)

HowdooverseasMAAppliedLinguisticsandTESOLstudentsintheUKfeelabouttheircourse?What dotheywantfromit?Whatdotheyfinddifficult?Doestheirbackgroundmakeadifference?Wewill presentourresearchfindingsandoffersomeideastohelpthemgetthemostfromtheircourse.

Lostintranslation:navigatingdifficultconversationsthroughculturalmapping

Alexandra Covell (MichiganLanguageCenter,AnnArbor(USA))

Thispresentationexplorestheintricaciesofhandlingchallengingconversationssuchasdelivering badnews,addressingcustomergrievances,andnavigatingdisagreementswithcolleagues.Managing thesesituationsrequiresanuancedunderstandingofboththeEnglishlanguageandcultural intelligence.I'lldiscusshowintegratingculturalmappingandpragmaticsbenefitsESPinstructors craftingcurriculaforinternationalprofessionals,equippingthemtonavigatetheseconversations effectively.

Session4.4

MeetingRoom10BrightonCentre

60 audience

Talk

LT t,a,e,le

Office11-BrightonCentre

40 audience

Talk

BE,ESP a, e,le

MeetingRoom15BrightonCentre

80 audience

Talk

LIT,PRON s,t,a, e,le

1335-1405

M-LearningassistswritingperformanceofEFLstudents

Yuanyuan Zhang (UniversityofExeter)

Inthistalk,I’lllookathowM-LearningassiststhewritingperformanceofChineseEFLstudentsat tertiarylevelonthefourcriteriaofIELTS:taskresponse,coherenceandcohesion,lexicalresourceand grammaticalrangeandaccuracy.Thechangesonthefourcriteriainthewrittentextsinthreedifferent phaseswillbequalitativelyanalyzed.

HowtranslationstudiescanhelpwithteachinglegalEnglish

Patrycja Pikala (UniversityofWarsaw)

TeachinglegalEnglishisachallengebecausetextbooksfailtomatchstudents’realisticneeds.While internationaltextbookshelpprepareforexams,thelanguagetheyteachisnotusefulforlawyersusing theirsecondlanguagetotalkabouttheirnativelegalsystem.Thetalkpresentssolutionsborrowed fromtranslationstudiesthatallowstudentstogainpracticallegalEnglishskills.

Reducingaccentusingextractsfromclassicnovels

Geoff Hardy-Gould (BookClubSchool)

HowcanweuseclassicEnglishnovelstohelpreduceaccentandimproverhythmwhenspeakingin English?IwillshowhowatBookClubSchoolIhelpstudentstodeveloptheirpronunciationusing extractsfromfamousnovelsbyimprovingweakforms,assimilation,intonation,linking,wordand sentencestress.We’llevaluatereadingout-loudandhowbesttoreduceaccent.

Plenarysession 1420-1520

Auditorium1-Brighton Centre

AnintroductiontotheEnglishlanguagethroughpoetry

BrianBilston

Friday19

Inthissession,IwilltakeawalkthroughthewondersandweirdnessoftheEnglishlanguage,usingthe mediumofpoetry.Unfortunately,thepoemswhichIintendtoreadshallbemyown.

Bytheendofthefortyminutes,Ihopetoequipdelegateswithsomeoftheskills,toolsandconfidence tothinkthatthey,too,couldbecomeapoetrysensationlikeme.

AboutBrian:

BrianBilstonhasbeendescribedastheunofficialPoetLaureateoftheplatformformerlyknownas Twitter.Withnearlyhalfamillionfollowersonsocialmedia,Brianhasbecometrulybelovedbythe onlinecommunity.Hehaspublishedfourcollectionsofpoetryforadults,includingacollectionofhis earlyTwitterpoems,YouTooktheLastBusHome(Unbound,2016)andthebestsellingDaysLikeThese (Picador,2022),whichfeaturesapoemforeverydayoftheyear.HisnovelDiaryofaSomebody(Picador, 2019)wasshortlistedfortheCostafirstnovelaward.Hehasalsopublishedacollectionoffootball poetry,50WaystoScoreaGoal(Macmillan,2021),andhisacclaimedpoemRefugees(Palazzo,2019)has beenmadeintoanillustratedbookforchildren.

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

Pleasecheckthecancellationscreenorvisit www.iatefl.org/conference/cancellations for changes and cancellations

TuesdaytoFriday|0815-0845

Skyline-BrightonCentre

Mindfulness sessions

Sponsoredby

Areasofinterest

Allsessionsarelistedalphabeticallyundertheirarea(s)ofinterest.Asessionnumberwilltellyouthedayofthesessionandtheorder itappearsintheday.So,session3.2isthesecondsessiononday3.Sessionlistedas‘P’areposterpresentations.

Appliedlinguistics(AL)

Englishforacademicpurposes(EAP) continued

ESOL continued

Englishforspecificpurposes(ESP) continued

General(GEN) continued

General(GEN)

General(GEN) continued

Globalissues(GI)

Globalissues(GI) continued

Leadershipandmanagement(LAM) continued

Learningtechnologies(LT)

Learningtechnologies(LT) continued

Materialsdevelopment(MD) continued

Research(RES) continued

Pronunciation(PRON)

Teacherdevelopment(TD)

Teacherdevelopment(TD) continued

Teacherdevelopment(TD) continued

Teacherdevelopment(TD) continued

Testing,evaluationandassessment(TEA)

Testing,evaluationandassessment(TEA) continued

Teachertrainingandeducation(TTEd) continued

Czechmentorteachers:Theunchartedjourneyinteacher education P

Teachertrainingandeducation(TTEd) continued

Teachertrainingandeducation(TTEd) continued

Younglearnersandteenagers(YLT)

Younglearnersandteenagers(YLT) continued

Younglearnersandteenagers(YLT) continued

Indexofpresenters

Who’swhoattheIATEFLConference

IATEFLPatronandTrustees

IATEFLPatron JanBlake

Treasurer BethanyCagnol

SpecialInterest Group(SIG) Representative JudithMader

President Aleksandra Popovski Golubovikj

Secretary Maria-Araxi Sachpazian

Digital Committee Chair ShaunWilden

VicePresident GabrielDiaz Maggioli

Membership Committee Chair GerhardErasmus

Associates’ Representative JeanTheuma

FollowingourAGMonWednesday17April,thefollowingthreeTrusteeswillcomeintopost, replacingthoselistedabove.

VicePresident Christopher Graham

IATEFLAmbassadors

SpecialInterest Group(SIG) Representative AndyHockley

Digital Committee Chair Georgia Papamichailidou

SandyMillin EvanFrendo SarahMercer George Pickering SykeAnnamma Kumaran

HarryKuchah Kuchah

Thisinformationiscorrectasof1March2024.Foracompletelistofwho’swhoinIATEFL, pleasevisit: www.iatefl.org/about/whos-who-iatefl

SpecialInterestGroup(SIG)Coordinators

BusinessEnglish

MarjorieRosenberg

SarahPlochl

ES(O)L

DeclanFlanagan

ViviBairami

EnglishforSpecific Purposes

CarolineHyde-Simon

GlobalIssues

NickBilbrough

RajaaJasser

InclusivePractices&SEN

RachaelHarris

GiovanniLicata

LearnerAutonomy

GiovannaTassinari

LawrieMoore

Leadership& Management

BarbaraCraig

JoshRound

Literature

GerhardFinster

LearningTechnologies

MariaDiakou

MaterialsWriting

HeatherBuchanan

Pronunciation

GemmaArcher

AdamScott

Research

ErnestoVargasGil

TeacherDevelopment

CeciliaLemos

JamesTaylor

TeacherTrainingand Education

BaharGun

ClareHayward

Testing,Evaluation& Assessment

MariaDavou

MaggiLussiBell

YoungLearners& Teenagers

LauraMcWilliams

Othercommitteesandimportantpeople

ConferenceCommittee

GabrielDiazMaggioli

ChristopherGraham

MetinEsen

IATEFL Conference

Selections Editor

DeborahBullock

AbbreviationsattheIATEFLConference

AGM AnnualGeneralMeeting

AL AppliedLinguistics

BE BusinessEnglish

CAE CertificateinAdvancedEnglish

CALL ComputerAssistedLanguage Learning

CEFR CommonEuropeanFrameworkof Reference

CELTA CertificateinEnglishLanguage TeachingtoAdults

CLIL ContentandLanguageIntegrated Learning

ConfCom ConferenceCommittee

CPD ContinuingProfessional Development

CPE CertificateofProficiencyinEnglish

DELTA DiplomainEnglishLanguage TeachingtoAdults

DigiCom DigitalCommittee

E4W EnglishforWork

EAL EnglishasanAdditionalLanguage

EAP EnglishforAcademicPurposes

EFB EnglishForBusiness

EFL EnglishasaForeignLanguage

EGP EnglishforGeneralPurposes

ELF EnglishasaLinguaFranca

ELT EnglishLanguageTeaching

ESL EnglishasaSecondLanguage

ESOL EnglishforSpeakersofOther Languages

ESP EnglishforSpecificPurposes

EYL EnglishforYoungLearners

FCE FirstCertificateinEnglish

FD FuturedirectionsinELT

FE FurtherEducation

GEN General

GI GlobalIssues

HE HigherEducation

IBT InternetBasedTest

ICT InformationandCommunication Technology

IELTS InternationalEnglishLanguage TestingSystem

INSETT In-ServiceTeacherTraining

IPSEN InclusivePractices&Special EducationalNeeds

L1 FirstLanguage

L2 SecondLanguage

LA LearnerAutonomy

LAM Leadership&Management

LGBT Lesbian,Gay,Bisexual,and Transgender

LIT Literature

LMS LearningManagementSystem

LT LearningTechnologies

LTO LanguageTeachingOrganisation

MALL MobileAssistedLanguageLearning

MaW MaterialsWriting

MD MaterialsDevelopment

MemCom MembershipCommittee

IATEFL Voices Editor

DerekPhilip-Xu

ScholarshipCommittee

ChristianLudwig

BenBeaumont

BlertaMustafa

AmosParan

NoraTartsay-Nemeth

MoEs MinistriesofEducation

MOOC MassiveOpenOnlineCourse

NEST NativeEnglish-SpeakingTeachers

NGO Non-GovernmentalOrganisation

NNEST Non-NativeEnglish-Speaking Teacher

NNS Non-NativeSpeaker

NQT NewlyQualifiedTeacher

PLN ProfessionalLearningNetwork

PRON Pronunciation

PubsCom PublicationsCommittee

RES Research

SDG SustainableDevelopmentGoals

SEN SpecialEducationalNeeds

SIG SpecialInterestGroup

TA TeacherAssociation

TBL Task-BasedLearning

TBLT Task-BasedLanguageTeaching

TBT Task-BasedTeaching

TD TeacherDevelopment

TEA Testing,Evaluation&Assessment

TL TargetLanguage

TOEFL TestofEnglishasaForeign Language

TTEd TeacherTraining&Education

VLE VirtualLearningEnvironment

WMIS WiderMembershipIndividual Scheme

WMS WiderMembershipScheme

YLT YoungLearners&Teenagers

ExpressPublishingSignatureEventTeachinginthepast...

MultimodalliteracyinELT:howtodevelop...KDonaghy

U.S.DepartmentofStateworldwide... JUhler,JMacArthur

TeachingacademicIELTSexam... RGresswell

Visualizinglanguage:empoweringstudents...NMiladinovic

BusinessEnglishcoursecontentandstructure... GBathmaker

IATEFLMaterials

WritingSIGOpenForum

ELTbottom-upteacherCPDthroughCoPsin...LAhishakiye

Identitymapping:anactofidentifyingwith...VAbichandani,JKangShin

Researchdataanalysis:ahands-on(and... PRebolledo

Thejoyinbeingwrong(onsomanylevels)LCotterill

Experimentingwithmetacognitionusing...AYoung

Iworkincommercial ESP EFrendo

ELTteachertrainingatacrossroads:wherenow?JHudson,GDiazMaggioli,JAnderson,BBeaumont

Fixin’whatain’tbroke– thelanguage...JMarks

Concept-basedlearningandthe...PHaines

Liftingthelidonengaging,effectiveCThomson

NewdirectionsinELT dictionaries:insights...JMoore

Usingbackwardcoursedesignforprioritizing...CCardoz

ELF,ELF-awareness,ELT courseware:insights ... NTsantila,AGeorgountzou

ForumonempoweringthroughEnglish:refugee narrativesandinclusion GJames& PClarke-vanPelt,MA Onjewu& CNwokolo,CAktug

Englishforacriticalmind:language...ACogo Presidential precedents ... MRiley

Howcanwereallyevaluatelearningand...BenDobbs TrailblazingteachertrainersinVenezuela... NFrancis,OCarmona

Fromwhiteboardto dashboard:howto... CLynch

Teacherresearch supportgroups:a...NNijaradze

ForeignlanguageanxietyinChilean...M-JInostroza

IATEFLResearchSIG OpenForum

Howsustainableis sustainabilityin...AJStarling

GlobalEnglishes,localmaterials SBrown

Encouragingmeaningfulpeer...QMNLê

What’sitmean:it’s different,spoken...JHird

CreatingpuzzlesforELTescaperooms...SRich

ForumoneducationalprojectsMPérez,CCruz,DVallejo

Coursedesignandmaterialsforolder... M Gonzalez

Representationisgoodrepresentation?! ... ABiel

HornbyTrustScholars’presentationTeacherdevelopmentinGlobalSouthcontexts:constraintsandaffordances

Primaryschoolclassroompractices...S Garton

Usingchildren’sliteratureinEFL ... DCojocnean

We'veallbeenthere! RMcLarty

OxfordTeachers’ Academy:discover...EDudley

Introducinga competency ... SMillin

AreELTmaterials writersbornormade? JHughes KBilsborough

Wheretostart? Designingshort ... KZew,SYates

Tailoringassessmentofanauthenticlecture... MCarver

Booststudents’ learningby ... FZaiter

Notchildrennoradults: understanding...LMoraes

Usingvideoforteacherdevelopment...LHowells

Ateacher’sdream: adaptingteaching...AFrancis, P GGomez

Englishforartists–betweenESP... SPlochl

IATEFLYoungLeanersandTeenagersSIGOpenForum

Syndicate1

Syndicate2

Syndicate3

Syndicate4

Skyline

Meeting Room1A

Inclusion–whereare wenow? VUnlu

AnalternativepathwayintoEAPusing...SMcilroy,DDevane Self-assessmentto achievedreams… JJilkova

Thefirst30daysasanewELTmanagerGPapamichailidou

EnglishinAlgeria:betweenresistance... NRaoud

ThechallengesofEnglishforspecific...NAbbas

Howtoteachandlearn vocabularythrough...AWimhurst

I ATEFLTesting, Evaluation&Assessment SIGOpenForum

Challengingnativespeakerismina...SLee

Howcanco-coachinghelpustounderstand...BRoosken

Makingthe"write"stuff CLinse

Becomingareadingteacher:linguistic...AParan,JSpiro

Teachingmediation:mediatingconcepts...CSuanChong

MultimodalityanddigitalliteraciesinELTLPaladino

Movingtothemiddle:helpingmiddle...BCraig

Empoweringlanguagelearners:artificial... OImomov

Mappingandopencurriculumfor... NAbdElkader

Posterpresentations-EastBarBrightonCentre

FreeteaandcoffeewillbeservedintheExhibition

Supportingnon-permanentELTINSET...KChattopadhyay

“Walkintheirshoes”: Englishasa“distant”...I Martin

Creativepracticesand autonomous ... MGuzmanCova

Hiddendepths:unlockingthelexical...SSilva Collaborative... CPrewett-Schrempf,LSlattery

Lessonsfromalow- visionteacherfor... C Perr

ThepsychologyofsecondlanguagePMessum

Doesteachingformulaiclanguage...MCorlett

ForumondecolonialthinkingandpracticeinELTKEgriKu-Mesu,EEkembe,SAbrill

Q&AsessionrelatingtoVickySaumell’splenarysession

Englisheducationamongtheaspiring...SSultana

Engagingteacher...EAbularach,S MonteirodaSilva

IATEFLLeadership&ManagementSIGOpenForum

Whatexactlyisthepointofabudget?AHockley

Schoolleaders’ experiencesof...DXerri

ReflectivepracticeandtheCambridge...CBizetto

Quidproquo:makingpeerclassroomBChovancova

LaunchingDEIinlanguageteaching...LPakula

Masteringmicrolearning:short...IKaskova

EasingthetransitiontoacademicEnglishNSchutz

Newperspectivesteachingthrough...CHeath

Tacklingsocialinequalityonetask ... JKnuth

TheviabilityofblendedELTcoursesin... RAbdulHadi

Empoweringlanguageteachers:China-UK JStanford,PRogersonRevell

“Athousandlittles”: helpinghigherlevel...K Roberts

Forumonenhancingwritingviabalancedfeedback,screencastingandpeer-reviewAScott,MBlancoColino,NKurihara

Dointernational students’digitalandJHumble

AIdivideinELT:tipstonarrowit M Etedali

WhatifIfail?Buildingresilienceinthe TLivarda

Engagingteachersinsocialmediacontent... GRodriguez

SlovenianELF pronunciationofMBelak

RevisitingESPintransdisciplinary... EKakoulliConstantinou

Brain-basededucation: amindsetchangerSIakovidou

Theimpactofindividualdifferences... PSobkowiak

TeacherwellbeingonCELTA MAFloresLasarte,ERevell

Arguingthecaseforthe(oral)defence MKing

HowChina'sdouble reductionpolicyhas...PKnight

Developingresponsibleglobal...JHolden

Developinglearnerautonomythrougha...ARuizGuerrero

Supportingneurodiversityon...JStansfield,MLamb

Teacherpreneurship:offeringunique...AHearrell

Empoweringlanguageteachingthroughthe...AChyhirynava

Meetingdiverselearningneeds...LLepelt

Grammarteaching ... UFuerstenberg,EBeder-Hubmann

IELTSvsuniversity:foodforthoughton...AmyCoryat

ChatGPTand assessment:thistime... SSweeney

Howcanwehelpstudentscopewith ... MIshida

AmIemployable?Students’perception...KHelmy

Guidinglistenersthroughlectures ... KHosogoshi

Bringinginterculturalawarenessintothe... DMan-HonTse

Soyou’veheardofTBLT… NMcCutcheon

Thebesttechnologyforyourclassroomis...RHoward

Innovationforsurvival: learningfrom...GWilson

Howcanwemake teachereducation... MEllman

Teacherbeliefs, professional...MinaPatel

LurkingisNOTcheating:developing...SHattesenBalle etal

Forumonpre-andnewundergraduatestudentsAFarhat,MMostafa,BMustafa&YPaçarizi

Empoweringeducators:lesson... MCManeaGultekin

Nurturingcohesiverelationsin... BBlanco

PuttingAItouseinclass:empowering...WAbrook

Translatingtexts:grammaringthrough...EMurtisari

Relevanceinrevolution TJones

Wellbeingliteracy:whatstudentsknow... CMurillo,MBaum

ForumonhowtoinspireglobalcitizenshipinELTclassrooms KMoran&NFaberova,AOstyn,HTucker-Bloom

Forumonusingliteraturecreativelyindiverseteachingenvironments

LBustamante,MDondadeOliveira BLapornik

RethinkingL2oralassessments:the... LKaratay

Buildingupaspeakingrubric:whatadeal! M Aguilar

Localisationforbest practiceJBeacock

Stakeholders’viewsof teachingEnglishas MAKaboodvand,SAkbarova

TeachingaboutEnglish:its...MCarrier

ExploringtheCELTAteachingpracticum...R Chinn ,J Fagan

ForumonreflectivepracticeB Tutunis,A Chi,SRPandey

ForumonAIinEnglishlanguageeducation:opportunitiesandchallengesE Miscin,E SelcukArican,S Yutdhana

Teacheragencyacrossglobalcontexts:drivers,challenges,andopportunitiesS Dushku U Enkhtaivan ,LBassoung

Introducingafree-to-accessgeneral...S Robbin

Usingbigdatatopromoteequalityin...AMoura

Neverthetwainshall meet?A JMackay

Integratinggender responsiveJStanton

Consciouslistening: yogatechniquestoD Studholme

Movingbeyondthe grammarrulebook ... S Zacharias

Practicalstepstoward teacherwellbeing ... E Gowing

Designthinking projectstodevelop ... S Farag

Reachoutandthey'll bethere:'new' ... C Henderson

Shapingteachingand learningthroughPMcCallum

Checking understandingintheVO'Connor

Interdisciplinarity whenanalysingCKunz

Embrace,empower, evaluate:trainingMGatsou

Enhancingself- regulatedlearningADjalili

Languageteachingasacraft DFoord

STEAMupyourCLILlessons NLiashko

Meeting Room1B

Meeting Room1C

Meeting Room1D

Meeting Room3

Meeting Room5

Meeting Room6

Meeting Room8

Meeting Room9

Meeting Room10

Office11

Meeting Room15

Pavilion

Charlotte

Empress

TheGrand

Alexandra BusinessEnglish activitiesandthe MRosenberg

Askingquestions–easyasABC,isn’tit?CARobinson

Applyingevidence-centereddesignto...EGetman

TheAIinterviewer: spokendialog ... YKaratay

Affordancesofdigitalmultimodal... ALo

Thecasebookmethod forlanguageteacherGBarkhuizen

BritishCouncilSignatureEventThefutureofEnglishintheageofAI

CanteachingacademicEnglishandZOgul

Workingininternationalteams IMcMaster

Guidingtomorrow'sprofessionals...BCagnol

Analysingunmetneeds:business... RSwiecinski

AccessibilityandELTvideo ASalkeld,EDeleyto

Advancingacademicpresentationskills... ETikhomirova,ASharapkova

DevelopingaGlobalScaleofLanguages...DBooth

TheimpactofL1literacyonEnglish...LPainter-Farrell

Toolsandideasfor easilycreatingdigital...ACowle,IJohnstone

Theinseparabilityoflexis,grammarand...ENicaise

Contextmatters:a sociocultural... LCarabantes

Beyondfluency:unleashingthepower...APlaksiienko

Gamifyingemployabilityskills...BHorn

DiscoverLanguageCertAcademic:atestfor... CJones

Investigatingtestfairnessandbiasin... NOwen,OBigland

Theteacher'srolein usingAIforMSmith Teachingdirectlearningstrategies...RHarris

Spillingthetea:investigating'new'...THuntingford

HowtogetclientsasafreelanceEnglish...RRoberts

Addressingsustainabilityand...HKryszewska

Grammaticalization- whenwordsbecome JLowe

Whyshouldwemakespaceforthe...DByrne,MHeffernan

AssessingwritingatCEFRB2&C2levels

FDaou

Falsebeginnersadultlearnersandbusiness

CFrei

Effectivebusiness communication... SRiegler

EmbracingShakespeareCLoder

Thinktowrite:writeto think RHarrison

ApracticalapproachtostaffwellbeingFDunlop

IATEFLLearnerAutonomySIGOpenForum

Usinggamifiedlearning...LHajba

Ketchup,CATCHUP!-HowtoteachphrasalKWarszynska

Non-permanentin-serviceteacher... KMukherjee

MyTEAjourneyfromfearingfeedbackto...ATalat

Takinganempathicandinclusive ... ASablik-Maciejewska

Usingagroupworkframeworktoteach ... BSzyszkowska

ForumonEMI PWingrove,SChaudhary,AAlhassan

ForumonteachingvocabularyMDolgacheva,KWrobetz,ZKassimova

Understandingpronunciation... IDuckinoska-Mihajlovska L2teachers' professional...MBurri TributeSession

Empoweringmigrantlearners:insightstoJBlock

TrinityCert(T)ESOL:teachertrainingand...LWalker etal

Facilitatingimmigrants’Finnishlanguage...RZonoubi

Grapplingwithgrammar:techniques ... WKerr,KFundaAkgul

Forumonforeignlanguageanxiety:eliminatingbarriersandmovingforwardAKatzenell&KSzymanska,OYavorska,CALal

FosteringasenseofcommunityinanEFL ... JVaisviliene

Listeningtochildren’svoices:EFLlearners’... WGon

Thetransformativerole ofscaffoldingin...CMorand

Movingfromreactivetoproactive:whatareHHumphreys

Empoweringeducation:using...PManfredini

LeveragingthepowerofAIinpresentations...VBicman

Adata-driven approachtoteachingRSantosRodrigues

Supportingfacultyincreditcourseswitha... CPetersen,NTravers

ScholarshipofteachingandlearninginELT...RKhatri

Totellornottotell: analysingmentor ... NArditto

Feedback:the pedagogicalpendulumYAguileraFuentes

Studentengagementintimesofgenerative...CKunschak

Peer-ledinstructionfor teenagers-examples ... ISaifur etal

IATEFLTeacher DevelopmentSIGOpenForum

HelpingstudentswithIELTSwritingtask1MDuman

SDGs,SELand storytelling

EKantarakis,RPolygenis

Theprolificpowerof… apausePSeligson

Forumonplace-basedlearningMDavou,AShoseyov,FXenaki

Evaluatingatrauma-informedEAP... APalanac,DMcKenna

Stimulusand discussion-widening...CShaw

Improvingtheeffectivenessof... SBorg

Reliabilityinratingscales:thecasefor... MFields

ForumonfreelanceteachingCBowes,LMartin,OKowalska

Empoweringoracy:transformingELT... SHowell,LKester-Dodgson

Grammarmythsandhownottofallfor... ASemakin

MakingthemoveintohealthcareorOET:are... RWright

Interactivetargetlanguageuseat...ABurkert

IATEFLTeacherTraining&EducationSIGOpen Foum

Contentandlanguageintegratedlearning...LLopriore

Recognitionaskeytowardssuccessin... MBaccarinCosta

TheimpactofEnglishaccentvariationson... XWang

Usingdifferentassessmenttoolsto... ANogueira

Englishonlyzone?Translanguagingin...URaha

Usingdigitalstorytellingtoolsto...MBaskutlu

Standardizationand qualitycontrolin...CBerlin

ExtensiveReadingimproveseveryskill...CFry

Assessmentpatternsininitialteacher... ETavakoli

Exploringpicturebookstochallenge...RMuse

Reflectiveteaching-ignitinginnovation...TdeOliveira

STEAM-based education KKaramouta

UsingAItoassistscaffoldingreflective...EOncevskaAger

Meaningfullistening:trainingstudentsto...AJeffery

Whitenessand wokeness:aprimerARoemer

Dotraditional pronunciation... HWang

Empoweringcurriculumdesign...HDono

Q&AsessionrelatingtoZarinaSubhan’s plenarysession

AdvancedpedagogicalmethodsinESL... SAbduljawad

Howtoimproveyourschool’s... KJeffries

Translanguaging&plurilingualismworks...NAliRaza

Languagecreatesdifferentdiscourses... BFoghJensen

Buildingaloveforreading:thepowerof...OAvramenko

Video-enhanced teachertraining...CNobre

Forumonacademiclanguagesupportforstudentsinhighereducation

NRasmussen,ADFlores&MIJasso,MŠSkupeňová

ForumonAI:shapingandnavigatingnewpedagogicallandscapes

JSlade,RHalat,CCollins

TeachingbadEnglish?Thechallengeof...JMader,RCamerer Isitethical?Teachingwithedtechto... ABartosik

Requeeringdiscussions:dosand... PFullagar

Smallactions,largeimpact:yourrolein...RStewart,ECoetzer

Take5–airingandsharingtopissueson...JDouglas

Thelexicalapproach: 30yearsonLSelivan

IATEFLPronciationSIG OpenForum

TeachingEnglishpronunciationfora...GArcher,RWalker

LeveragingAIinELT:givingteachersand...WJordan-Cooley Designingauthenticcomputer-basedAReid

ForumonEMIinEAPsettings:perspectivesandpractices

FAmrani,EXirofotou,MHunter

Near-peermentoringforin-serviceteachers’ IRahmaniar

Thewayforwardisglobalcollaboration...BAlbarracin

Ascript'screativepathfromconceptionto ... TDalal

Summerschooltofull timeeducation... KSmook

LightningTalks

Equality,diversityandinclusioninthe ... EFarias

E.Motion(EnglishinMotion):let’sreMOVE... BSeeber

WritingforanAcademicDiscussion... JWrzesinska

A2toB2insixmonths, impossible?Yes,wecanUTadema

Dramagamesandtechniquesfor...DBolgare

MysteriousEuropeandoorstogeneral... EBogdanović,IBurićKurtović

MaximizingCLILpracticesinbilingual...CVenezuela

Attentionalcontrol activitiesforchildren... KMcBride

Optimizingonboarding...JWallis

Thelegacyofe-toolsinTEFL'spost-CovideraPsArgyris

Let'stalkaboutsocial emotional... AHasper

Fosteringchangethroughyouth...MKosior,HWaters

AccessibilityindigitalELTcontent DPhilip-Xu

Aculturalprogrammetoenhancelanguage...CSelarin,VTavares

Teachingbeginnerclasses-awoven EWinnert

Motivatingadultsinlanguagelearning...LTzampazis

SMILE:atransformative journeyimproving ... LKamal

ThematicanalysisofJapanesestudents’...SlNfor

Trauma-informed teaching:supporting ... ACrowther

Buildingrelationships-theimportanceof...BButler

Forumonreadingskills

YSalahEl-Din,VKiaunytļ,IMRobinson

Bidialectalism:meetingtheneedsofspeakersYPratt-Johnson

Teachingidioms:implementingtheCM...VGradischnig

Leadingeffectivevirtualteamsin ... HNg

Exploringnationalstereotypesabout...JMeier

Thepowerofin-classrevision:practical ... MRice

UnderstandingonlineCoPsduringERT:the...KKdeLimaGuedes

Theroleofexperienceinteacheridentity...VMcDonagh

InquirywithanI:centringtheteacher...MWorgan

ForumontheuseofChatGPTinwritingPDavidson,SGumusSambel,JRoberts

TKT:YLprinciplesexplained...KGregson Differentiationdoesn’t work!Ordoesit…?... HPuchta,CJory

LeadingandmanagingwithgenerativeAI...GPickering

Syndicate1

Syndicate2

Syndicate3

Syndicate4

Skyline

Meeting Room1A

Meeting Room1B

Meeting Room1C

Meeting Room1D

Meeting Room3

Meeting Room5

Meeting Room6

Meeting Room8

Meeting Room9

Meeting Room10

Office11

Meeting Room15

Pavilion

Charlotte

Empress Empoweringeducators... MDiakou,UErgöz

TheGrand

‘Peoplelikeus’–representationofLGBTQIA+identityinELTSTulk,JKrousso,PPhillips,JFrancis,NHarris

Alexandra

Cultivatingteacherwellbeing:ajourney...MCostafreda

Usingmediationforbetteroutcomes AWalkley

TeachingacademicreadingskillsDZemach

Makingmoneyfromeducationalvideo;12... JGakonga

Futureskills:whatwill makeourstudents ... MMayor

Let'stakeanotherlook atgrammar:coreRBaker

Effectivenessoflow- techcontinuous... RChatfield,LSánchez

Intonationandartificial intelligence:a‘1,2,3’SPalavecino

BrainfriendlygrammarwithNeurolanguageRPaling

Forumonteachingexcellence:CPDinsightsandinnovations

AHovassapian,DCherkassov,MRamos

Talkingtolearn:negotiationofNBilbrough etal

IATEFLGlobalIssues SIGOpenForum

Authenticmaterials, learnervoices AScott

Dramabased pedagogyinELTSSkenderovic

Teachingandtesting:truthandmythsPSutcliffe etal

Seeingdatadifferently:Usingvisualtoolsin ... JLeonard

Tearthelabeloffthe learner GLicata

FosteringinclusivityinELLclassrooms APerwitasari

Traumainformed teachingpracticesinRKallab

FiringupdebatewithyouradultlearnersCRogers

Eco-friendlyassessment:when... PToledo

ELTJournalDebate

AImakeslanguagelearningmorepersonalizedandinclusiveforall

Forumonlanguageteacheridentity

LBarrantes,SKarpava,CMartínezLópez

Ukraine:teachingandlearningindifficult... NUdova,ZSevastianova

Maximisingtheuseofstudents’... RYoung

Englishforinterfaithdialogue:nurturing...HAhmed,AMakhlouf

Voicesofteachers:an antiracistviewof... CColladeAmorim

Forumonteacher-ledcommunitiesofpractices:opportunities,challenges,reflections FDemirYalçıntaş etal ,AKarapanou,JChamprienFadidas

Tootriggeringtoteach?Addressing...LGalpin

IATEFLInclusive Practices&SENSIG OpenForum

Shapinga21stcenturyteaminCentralAsia BHayat

Boundary-crossinglearningcommunities:empoweringEFLteacherdevelopmentinChinaTLiu,QZhu,HWang,CZhu

Makelearninggreatagain:withcreativeANiemeijer

Teachersaschampions:asuccessstoryin...SAnand Redesigningflexibleprofessional...NNeynska,KSule

WomeninELT:globalchallenges,future ... HBuchanan,JNorton

Breakingorganisationalsilos...JYates

Empoweringhigherlevellearners:tools... YEfremova

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Enhancinglanguagelearningthrough...MLorenz

“Atomic”readinghabits:a... AStroia

BuildingrapportmeansbuildingUKalberer

EnhancingTOEFLspeakingtasksAHaggerson

AIredefiningEAPwritingassessmentFMBaykan

UsinginsightsfromresearchtoinformESP... CSCChan

ReconsideringELteachertraining:a...NRaud,OOrehhova

“E-spaceorablankcanvas?”Exploring...NGulzar

Productivepeerassessmentinthe ... LMcWilliams

Managingyourteamandyourown...SPapadimitropoulou Fromteacherto‘head- teacher’:promoting...DSHYou

FreeteaandcoffeewillbeservedintheExhibition Posterpresentations-EastBarBrightonCentre

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Empoweringleadersandmanagers:a...BYucel

CPDforEnglishteachersinschoolsinUzbekistan:casestudyNBegibaeva etal

TheCELTAdiaries:an analysisoforal...MCintra,JDaijo

Post-lockdownteacher development...RWebb

Developingcreativityusingliteratureinthe...KKuze

TeachingEnglishthroughliteratureJKoifman

EnglishforeconomicsinThaiHE:teaching...PTaylor

DebatinggendergapissuesintheSTEM... ARScott-Monkhouse

Teachersasexaminers- thechallengesand...SManassian

Utilizingself-assessmentin... JShimoda,JGill

Exploringadolescentstudents'foreign...VPapandroulidaki

Accessinglanguageforwork(overcoming...SVanKooten

Thewritinggame:makingyour ... AdeVries,MNaka

Forumonwashback:revisingtestdurationinahigh-stakestestZUrkun,JWang&YZheng,PVampoula

HowdoesanL1affect acquiringanL2?CWatts

Waysofhumanizingyourcourse:being...SMakhlouf

‘Equitable’-mediuminstruction... DGWilliams

Mentoringexperiencedin-servicehighschool...MZhuo

Theimpactofvirtualtoolsonlearning...RAhmed

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Universaldesignforlearninginthe...AIgel

Aninsightintocorpus:identifyingnew...MAirlie

EmbracingcontroversyintheEFLclassroom RDivéki

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UsingnarrativesinthetrainingroomJFuller

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Ateacher’sagenda:targetlanguage...MJones MusicinELTtohelpstudentsimprove ... AStumpf

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Dyslexia’sless-famouscousin... AMSmith

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Listentounderstand- asimplestrategyin...NKrynska Thelanguageofmentalwell-beingAPulpea

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DevelopingalessonplanthroughguidedSGiorgouTzampazi

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Whosegrammarisitanyway?Grammarin...BLeys

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Amodelofshiftingrolestodevelop...SAlmazyad

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PoetryintheEFLclassroom PHohwiller

AssessinglogicalityandexpressionGRSampaio

ExploringtheAIfrontier:transforming...FMahmood,AAvalosRivera

TeachingreflectivepracticetoSEraldemirTuyan

Flippingathree-daysTESOLtastercourse PVillegas

InternalCPD:kick- startingacultureFGordon

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Developinghigher-orderthinkingskills ... QYin

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NeedofalternativeELT pedagogyindealingRBThapa

ELT:coupling...CMeoli

Integratingrole-playintopeer-assessment...LNi

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Enhancingundergraduate...AHövener

Reviewinglexicalcollocationsin... EEustace

Sevenshortcomingsingrainedin ... AUnderhill

Applyingfirstlanguageacquisitionprinciples...IPemberton Introductionofthe ThinkingAbilities...CXZhang,BHowell

Keyquestionstoaskourselveswhen CRoland

Oneskillretake:an optimisedmodelfor...HLee,EBruce Strip-malls,jerky,andDollyParton...KNeginskiy

Teachingone-to-oneclassesonline LPerkins

AIinELT:thegood,thebadandtheweird NHockly

UsingGenAIinteachereducationtobenefit... LWarwick

Oralassessment:even morerelevantinthe ... JMandalios

WhyweneedbusinessEnglishtrainerswho...ABalvers

Beginatthebeginning:startingyour...RSnelling

TheReadingClinic programLMohyuddin

Writingintherealworld:supporting...TSBanks

Masteringrole-playsforonlinelessons... JWallen

Makingacaseforteachinglexical...CWalker

Makingremotenessclose:human... SMuniz

Lessonslearnedfrom 10+yearsof...GStanley

ExploringInstagram’spotentialasa...MButabaeva ExamininggenderinequalityinELT...CLethaby ForumonspeakingskillsEPeresada,SDjahimo,EDemiroz

Bestpracticesforcreatingbite-sized...LWilkes

AlphatoZ:eightkeyingredientsfor...FMauchline

IELTSspeakingpart2:improvingour...SPhilpot

Enhancingteachingandlearningthrough...KHolt

Makinglanguagememorable MSzesztay

Increasingyounglearnerautonomyin ... LFearn

Theroleof metacognitive...IManitsyna

ForumonCPDinJapan,NepalandPakistanRThapa&BLamichhane,LPratt,AHameed

Temptedtobecomeafreelancetestwriter... IMitchell,GPasque

TransformingEnglishlanguageteachingJKnagg

Focusingonthebasicsinaneraofdigital...SGalante

Digitallearning:withorwithoutateacher? BSeguis

Solidaritythroughautoethnography:reimagininghopethroughtransnational...AHussein,SWong,ABright,TTu

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Teachingbeyondtheslide:liveonlinevideo... DBish

Usingvisualliteracyframeworksto... SKarastathi

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DiscussingnewCPDdevelopmentsinChinaunderthe2022NEC CLi etal

Experiences,sociallearningand...NManitsa

Q&AsessionrelatingtoRoseAylett’splenarysession

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FSzabo,M-ASachpazian,NDonohue

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Achievingequilibrium:balancing...JBukowski “Myteacherisgreat,but…”:teacher... APBiazonRocha

Mybusiness:howtheleader’svaluesaffect... EKuznetsova

Theunderratedvalue ofA1teachers HReed

LearningEnglishthroughvideogames...PTabali Internationalstudents onMATESOL... ADouglas

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Nowlet’sdiscuss: embeddingspeaking...KSandstrom

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Criticalthinking:gettingyourstudents...BKnight CambridgeUniversityPress&Assessment SignatureEvent

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DiverseL2voices, intelligibilityand...LHolmes

Task-basedlanguageteaching:howtoget ... JWillis

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Emergentlanguageandtaskrepetition ... DNorrington-Davies

Creatingacollaborativeonline... JAlderman,LSova

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Languagecoachingtechniquesto...BGriffiths

Aframeworkforone- to-onetutorials CBrown

UsingsentencecardstodevelopfluencyDGuim

Lessonsfroma millennialmanager...CMarklew

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Problem-based learning:engaging...MAHAbuHuzaima

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LearninghowtolearnintheEnglish ... MBaridón

Instillingandusinggrowthmindsetin ... JCarr

Flippedclassroomandstudentengagement ... OHeggelund

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